Shedding Light on Student Learning Through the Use of Lightboard Videos

This mixed-method study examined the effect of Lightboard videos on student learning and perceptions in a Flipped Classroom Model (FCM). The study targeted 68 civil engineering undergraduate students at a 4-year public university in Southeastern USA. Lightboard videos were intentionally alternated between two consecutive semesters. Within the same section of the course, classes without Lightboard videos served as a control group and classes with Lightboard videos served as a study group. Both sections were taught by the same instructor utilizing the same materials and assessments for the class. Student academic performance was measured using in-class assignments. Additional quantitative and qualitative data were collected through an end-of-semester survey. Data show a modest academic performance increase on the overall score on in-class assignments and an improvement of average student scores on 69.2% of the in-class assignments in the study group. The overall means on the Likert scale survey showed a strong endorsement of Lightboard videos for understanding, engagement and satisfaction. Students commented positively on the collaborative aspect of in-class problem solving in FCM

COVID-19 : How Did Arts Students "Perform" Psychologically In Online Learning?

COVID-19 has an enormous impact on the economy, social, and education system of the country. Traditionally, cinematography, music, drama and theatre, animation, fine arts and other applied and creative arts students were required to perform hands-on tasks during the learning session. However, due to the Movement Control Order (MCO), they have to adapt to a new learning method which has been switched from blended to fully online learning. Hence, the main objective of this study is to assess the association of demographic factors on the psychological status of art students in online learning. This quantitative research used the 12-items Depression, Anxiety and Stress Scale (DASS-12) questionnaire. A total of 161 first-year arts students who experienced online learning at the University Malaysia Sarawak (UNIMAS) participated in this study. The demographic profiles were analysed through descriptive and correlational analysis. The result yielded that the number of family members shows a significant difference in stress levels among these first-year students. Hence, it can be concluded that the higher the number of family members living in the same residence, the higher the tendency for the student to experience negative psychological effects. Keywords: mental health, psychological distress, online learnin

Examining university student satisfaction and barriers to taking online remote exams

Recent years have seen a surge in the popularity of online exams at universities, due to the greater convenience and flexibility they offer both students and institutions. Driven by the dearth of empirical data on distance learning students' satisfaction levels and the difficulties they face when taking online exams, a survey with 562 students at The Open University (UK) was conducted to gain insights into their experiences with this type of exam. Satisfaction was reported with the environment and exams, while work commitments and technical difficulties presented the greatest barriers. Gender, race and disability were also associated with different levels of satisfaction and barriers. This study adds to the increasing number of studies into online exams, demonstrating how this type of exam can still have a substantial effect on students experienced in online learning systems and technologies

Recognizing and Addressing Conflict That Emerges from Sociotechnical Change in Higher Education

Today’s unprecedented technology growth impacts at many levels—from individuals to groups to society. This study aims to characterize how exponential digital technology growth and organizational change is explained and experienced in a university setting deploying new instructional technologies—and how or where conflict emerges. Organizational conflict is a phenomenon that takes many forms and may not be fully recognized. This dissertation highlights theories of technology invention and disruption, the dynamics of sociotechnical change (defined as the interdependencies between people, technology, and the environment) and response in organizations, complex adaptive systems, and practice theory of change. It considers current technological forces at work; digital use and literacy in higher education; mechanisms by which digital technology affects stakeholders; how institutional technical capacity is assessed; how technology is adopted; and ultimately, how a lack of contextual understanding or awareness of conflict may contribute to acute disruption for incumbent academic institutions. Quantitative research and Theoretical Thematic Analysis (qualitative research) were employed concurrently. Thematic insights from interviews and surveys converged to identify patterns of sociotechnical change, and the conflict that emerged, during COVID-driven requirements to implement all courses fully online. The intent was to substantiate theoretical underpinnings for organizational strategy in today’s times. This approach illumined the decisions that were made and how they were deciphered, how change was experienced, as well as how conflict was managed. Modeled was the multidisciplinary approach prescribed through a conflict lens—making a viable contribution to the study of sociotechnical change in organizations and institutions

Direction of the Play: Antigone by Sophocles, Translation by Ian Johnston

This project entailed the selection, background research and documentation, scenic and lighting design, costume design and creation, casting, direction, and post-production analysis of St. Helens High School\u27s production of Sophocles\u27 Antigone. Documentation includes research and analysis of the play, and an evaluation of the play as a production vehicle for the drama department of St. Helens High School. The analysis also includes a discussion as to the non-traditional directorial vision of this production

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

Peer reviewe

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

Peer reviewe