iSTEM Teaching & Learning Conference Program 2017

iSTEM Conference Program 201

A Comparison of Conventional Face-to-Face, Online and Hybrid Methods of Course Delivery in the `English as a Foreign Language' Classroom

The advent of online and hybrid learning in the English as a Foreign Language classroom has sparked an extended debate. This paper aims to contribute to this ongoing debate by scrutinizing the effectiveness of the three different instructional methods: online, hybrid, and conventional face-to-face classrooms for the teaching of English grammar in the EFL setting. Students in online sections reported more challenges than those in the hybrid and face-to-face sections. The implications of this study are discussed in this paper. Keywords: Face-to-face, Hybrid, Instruction, Learning, Onlin

Online Versus Face-To-Face Nutrition Courses at a Community College: A Comparative Study of Learning Outcomes

Students have been gravitating towards the Online Learning Environment (OLE). The preference for online learning models (OLM) among students has grown more rapidly than for traditional face-to-face models in community colleges in the United States of America. Research about OLMs has focused on teaching efficiency and effectiveness to support the growth of online education. Administrators and teachers have continually sought to gain more knowledge about this issue, especially with concerns regarding engagement of students in an online learning environment. Increased student dissatisfaction with online learning models, a high withdrawal rate, and inadequate student-learning outcomes are some of the factors that have contributed to this comparative analysis of online versus face-to-face learning models. Of the 541 student records collected for this post hoc study, initial analysis indicated that learning outcomes of students enrolled in an online nutrition class showed a statistically significant difference from the learning outcomes of the face-to-face section of the same class, although the difference was small

Applications of Virtual Reality

Information Technology is growing rapidly. With the birth of high-resolution graphics, high-speed computing and user interaction devices Virtual Reality has emerged as a major new technology in the mid 90es, last century. Virtual Reality technology is currently used in a broad range of applications. The best known are games, movies, simulations, therapy. From a manufacturing standpoint, there are some attractive applications including training, education, collaborative work and learning. This book provides an up-to-date discussion of the current research in Virtual Reality and its applications. It describes the current Virtual Reality state-of-the-art and points out many areas where there is still work to be done. We have chosen certain areas to cover in this book, which we believe will have potential significant impact on Virtual Reality and its applications. This book provides a definitive resource for wide variety of people including academicians, designers, developers, educators, engineers, practitioners, researchers, and graduate students

Advanced Information Systems and Technologies

This book comprises the proceedings of the VI International Scientific Conference “Advanced Information Systems and Technologies, AIST-2018”. The proceeding papers cover issues related to system analysis and modeling, project management, information system engineering, intelligent data processing, computer networking and telecomunications, modern methods and information technologies of sustainable development. They will be useful for students, graduate students, researchers who interested in computer science

Comparing University Student Performance In Online V. Face-To-Face Offerings Of The Same Course, And Investigating Student Perceptions Of Satisfaction In An Online Course

Online education in the United States has seen dramatic growth for the past decade, outpacing any other growth in higher education. The concurrent mixed-methods study that was conducted for this research used data from a survey geology course taught in both environments, online and traditional face-to-face. The quantitative research focused on comparing student performance in an online course relative to the same face-to-face course, while the qualitative research investigated how students described their experiences taking an online class. Previous work in online education has been limited by relatively small sample sizes, conducting studies over just one semester, comparing dissimilar courses in one study, considering few of the stem disciplines, and, of the limited studies with GPA as a covariate, using self-reported GPA rather than actual GPA. The quantitative analysis of this study compared student performance in online (n=171) and face-to face (n=1266) environments using data from the same stem class over five years, with actual GPA as the covariate. Ancovas were calculated, and results shothat, overall, students performed better in the face-to-face class than in the online class, and this difference was more pronounced with students whose GPAs were 3.0 and lower. Ols regression was also conducted to identify predictors contributing to student success in the online classroom GPA, course load, and student credit hours were the only significant factors predicting online performance. For the qualitative component of this study, issues related to student satisfaction were explored by conducting a focus group from four students enrolled in the online stem course. Themes emerging from the discussion included interaction, technology, self-regulated learning practices, convenience, and course structure, with interaction as the most prominent theme. These findings help to explain the quantitative findings of why students with higher GPAs perform better- they do so, in part, because they have frequent interaction with the content despite the negative impact of the distance-based environment. Research, such as this study, is important in that identifying effective pedagogy promotes learning, particularly when the learning is done at a distance such as the online environment

The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis

In an effort to improve instruction and better accommodate the needs of students, community colleges are offering courses delivered in a variety of delivery formats that require students to have some level of technology fluency to be successful in the course. This study was conducted to investigate the relationship between student socioeconomic status (SES), course delivery method, and course type on enrollment, final course grades, course completion status, and course passing status at a state college. A dataset for 20,456 students of low and not low SES enrolled in science, technology, engineering, and mathematics (STEM) course types delivered using traditional, online, blended, and web enhanced course delivery formats at Miami Dade College, a large open access 4-year state college located in Miami-Dade County, Florida, was analyzed. A factorial ANOVA using course type, course delivery method, and student SES found no significant differences in final course grades when used to determine if course delivery methods were equally effective for students of low and not low SES taking STEM course types. Additionally, three chi-square goodness-of-fit tests were used to investigate for differences in enrollment, course completion and course passing status by SES, course type, and course delivery method. The findings of the chi-square tests indicated that: (a) there were significant differences in enrollment by SES and course delivery methods for the Engineering/Technology, Math, and overall course types but not for the Natural Science course type and (b) there were no significant differences in course completion status and course passing status by SES and course types overall and SES and course delivery methods overall. However, there were statistically significant but weak relationships between course passing status, SES and the math course type as well as between course passing status, SES, and online and traditional course delivery methods. The mixed findings in the study indicate that strides have been made in closing the theoretical gap in education and technology skills that may exist for students of different SES levels. MDC’s course delivery and student support models may assist other institutions address student success in courses that necessitate students having some level of technology fluency