The use of computers as substitute tutors for marketing students

The use of computers as substitute tutors is associated primarily, though not exclusively, with multiple‐choice question formats (Ellington, Percival and Race, 1993). We report the findings of a project that involved the design, testing and evaluation of a set of computer‐based tutorials employing multiple‐choice questions with 700 students on postgraduate and undergraduate introductory Marketing modules. The computer‐based tutorials were designed to meet two main objectives, namely to help students in their formative assessment and to help staff monitor any difficulties students were experiencing with module content. However, students incorporated the tutorials into their learning in ways that had not been anticipated specifically; they used the tutorials for a number of related but different purposes, and their usage patterns varied considerably

Swim Relay: Using a Medley of Techniques to Teach Information Literacy Concepts and Mechanics [Slides]

Slides from a presentation given May 10, 2019 at the LOEX Conference in Minneapolis, MN.Instruction librarians are like swimmers competing in a medley relay race; we are often experts in different styles that can help our whole team go the distance together. This workshop will focus on two strategies we specialize in to help students develop mental models about information: concept-based online tutorials and analogy-based search demonstrations. After being introduced to both techniques, participants will engage in a number of instructional design and teaching activities, including card-sorting, story-boarding, and analogy-mapping. By the end of this workshop, participants will have experience with methods for using both techniques at their own institutions. Ready, set, swim!Participants will be able to:-Articulate the principles from cognitive science and information literacy pedagogy that make concept-based tutorials and analogical instruction effective for library instruction-Apply instructional design techniques for developing their own tutorials and analogies, including card-sorting, story-boarding, and analogy-mapping-Identify instructional scenarios or environments at their own institutions in which use of conceptual tutorials or analogy-based library instruction would be appropriat

Using Prezi as a Library Instruction Tool

Prezi is a cloud-based presentation tool that is built with the help of many open source projects. Not only in Prezi free, but users also gain access to video tutorials, live online training sessions and webinars given by Prezi experts; and community forums where users can talk about problems, give tips, and learn from one another. Signing up for the “Edu Enjoy” account with an .edu email address provides additional benefits. This article will cover the features of Prezi, discuss pros and cons, and will conclude with ways to successfully incorporate Prezi into information literacy instruction sessions

Collaborative Project: Developing a tutorial approach to enhance student learning of intermediate mechanics

There is a need among science students for increased conceptual and mathematical understanding in courses beyond the introductory level. Future scientists, future secondary science teachers, and future engineers who take these courses must create an effective bridge between the mathematical reasoning emphasized in most physics classes and the physical intuition that will guide their future work. Using past success as a template, the collaborating PI\u27s are developing Intermediate Mechanics Tutorials, a set of at least 23 tutorials, including pencil-and-paper conceptual tutorials (15), mathematical tutorials (4), and computer-based tutorials (4), for the purpose of enhancing instruction in intermediate mechanics. Each tutorial is accompanied by a pretest (ungraded quiz), homework problems, and post-tests (exam questions). Tutorials are designed to allow flexible implementation in lecture, studio, laboratory, or seminar courses. Intellectual Merit: Tutorial materials act as supplements to (rather than replacements of) regular lecture instruction. Materials address specific difficulties students have when learning the physics. Having the materials in place allows for greater understanding of what student difficulties in intermediate mechanics are, as well as providing data about the difficulties. Physics education research (PER) data not only can enhance future versions of these materials but also can help instructors using other similar materials in their classes.Broader impact: A coherent set of materials is being created for teaching intermediate mechanics more effectively. These materials can reach future scientists, teachers, and future university faculty. The research-based development work can inform other ongoing PER investigations. Dissemination to interested physics faculty members can help them learn about and utilize innovative teaching methods

Problem-solving activities in Biology for Open University students [poster session]

Problem-based learning is a valuable tool for enhancing student learning and for providing remedial help in grasping difficult concepts in Biology. Most teaching at the Open University is by course texts, DVDs and television. Teaching material is written by academics and expert consultants. An important feature of the material is that it includes interactive in-text and self-assessed questions, and also activities which may be home experiments or computer-based. Students are provided with a study calendar that outlines reading and other learning activities for each week of a course. There is provision for face-to-face learning at regional tutorials delivered by associate lecturers. For Biology, Associate lecturers may give a short lecture prior to the problem-based learning exercise, to help students to focus on the relevant concepts. Problem-based learning at tutorials provides opportunities for students to engage with teaching materials and to apply principles to new scenarios not mentioned in course materials e.g. species enzymes, signalling pathways. Problem-based learning also forms part of activities at Residential Schools. Examples of problem based learning activities that have been used successfully in tutorials for Biology at Levels 1–3 are presented. We demonstrate how the activities meet learning outcomes for courses and link to level indicators within programmes of study. Some feedback from students is included

Self-help online psychoeducation to overcome anxiety during covid-19 outbreak.

This study aims to compare the effectiveness of mindfulness and relaxation techniques with self-help methods through web tutorials to overcome anxiety during the Covid-19 outbreak. Random control trial experiment performed by invite 418 Balinese Community (Age 15 years and above) to preliminary screening on anxiety sub-scale of 21-DASS. A total of 129 participants who met the random assignment criteria were then grouped into three groups, namely experimental group 1 who will take self-help mindfulness exercises, experimental group 2 who will participate in self-help relaxation exercises, and waiting-list control group. The results of study shows that web-based self-help mindfulness and relaxation tutorials are effective for reducing anxiety levels. The comparison of the two also shows that mindfulness techniques are more effective than relaxation techniques. The results of this study have theoretical and practical implications in efforts to overcome anxiety disorders experienced during the Covid-19 outbreak.

Examining the Effectiveness of Interactivity in a 3-Dimensional Web-Based Tutorial on Interference Phenomenon

In recent years there has been an increased interest on the role of web-based simulations in student learning. I have conducted a preliminary study on the effectiveness of interactivity in 3-Dimensional simulations to help students learn the interference phenomenon. The study was based on a Pretest-Posttest design with the experimental and control groups completing different but equivalent web-based tutorials. The experimental tutorial was based on the use of highly interactive 3-dimentional simulations developed by the WebTOP project. The only difference between the control tutorial and the experimental tutorial is that the control tutorial used static images instead of simulations. The content of both tutorials addressed the common misconceptions students usually have about waves and interference as identified in previous physics education research. The results suggest that student learning from both tutorials was significant with no significant difference in learning between the two groups. The study also identified several factors that might have affected the results and that should be the subject of further study

Student profiling in a dispositional learning analytics application using formative assessment

How learning disposition data can help us translating learning feedback from a learning analytics application into actionable learning interventions, is the main focus of this empirical study. It extends previous work where the focus was on deriving timely prediction models in a data rich context, encompassing trace data from learning management systems, formative assessment data, e-tutorial trace data as well as learning dispositions. In this same educational context, the current study investigates how the application of cluster analysis based on e-tutorial trace data allows student profiling into different at-risk groups, and how these at-risk groups can be characterized with the help of learning disposition data. It is our conjecture that establishing a chain of antecedent-consequence relationships starting from learning disposition, through student activity in e-tutorials and formative assessment performance, to course performance, adds a crucial dimension to current learning analytics studies: that of profiling students with descriptors that easily lend themselves to the design of educational interventions