From Student Questions to Student Profiles in a Blended Learning Environment

International audienceThe analysis of student questions can be used to improve the learning experience for both students and teachers. We investigated questions (N = 6457) asked before the class by first-year medicine/pharmacy students on an online platform, used by professors to prepare for Q&A sessions. Our long-term objectives are to help professors in categorizing those questions, and to provide students with feedback on the quality of their questions. To do so, we developed a coding scheme and then used it for automatic annotation of the whole corpus. We identified student characteristics from the typology of questions they asked using the k-means algorithm over four courses. Students were clustered based on question dimensions only. Then, we characterized the clusters by attributes not used for clustering, such as student grade, attendance, and number and popularity of questions asked. Two similar clusters always appeared (lower than average students with popular questions, and higher than average students with unpopular questions). We replicated these analyses on the same courses across different years to show the possibility of predicting student profiles online. This work shows the usefulness and validity of our coding scheme and the relevance of this approach to identify different student profiles. Notes for Practice • Questions provide important insights into students' level of knowledge, but coding schemes are lacking to study this phenomenon. • After providing a bottom-up coding scheme of student questions in a blended environment, we analyzed the relationship between the questions asked and the student profiles. • Profiling students based on their questions over a year allows us to predict the profiles of future students to help the teacher understand who asks what. • These results provide both a coding scheme that can be reused in various contexts involving questions, and a methodology that can be replicated in any context where students ask many questions, in particular to help the teacher in prioritizing them according to their own criteria. • Teachers need to focus on the nature of questions asked by their students, because they can reveal information about their profile (attendance, activity, etc.)

Comparaison de questions posées et votées en ligne dans le cadre d'une classe inversée

International audienceStudents' questions are useful for their learning experience as well as to help teachers to adapt their pedagogy. We study here a corpus of questions asked online by 1st year medical students, used by their professors to prepare their questions and answers sessions. As students can also vote on questions already asked, we can wonder about the pedagogical value of such votes: do they help learning as much, and are students voting on questions similar in nature to the ones they ask? To answer, we have developed a coding scheme of questions according to their nature and built an automatic annotator to tag the whole corpus. Comparing voters and non-voters reveals the former perform better than the latter, and there are little differences between questions asked and voted for students who do both. This result confirms the value of voting as an alternative to asking one's own questions for students who know how to ask questions.Les questions des élèves sont utiles pour leur apprentissage et l'adaptation pédagogique des enseignants. Nous étudions ici les questions posées en ligne par des étudiants de première année de médecine, utilisées par les professeurs pour préparer des sessions de questions-réponses. Comme les étudiants peuvent aussi voter sur les questions posées, on peut s'interroger sur la valeur pédagogique du vote : at -il le même impact en termes d'apprentissage, et les étudiants votent-ils sur des questions similaires à celles qu'ils posent ? Pour répondre à ces questions, nous avons développé un schéma de codage de la nature des questions, puis conçu un annotateur automatique que nous avons appliqué à l'ensemble du corpus. La comparaison votants vs. non-votants révèle que les votants réussissent mieux, mais peu de différences apparaissent entre la nature des questions posées et celles votées pour les étudiants qui font les deux. Ce résultat confirme la valeur du vote comme alternative à la formulation de question pour les étudiants sachant déjà formuler leurs propres questions

Relationship Between Modality and the Degree of Knowledge Retention in Bioterrorism Training

A public health workforce must be trained to react quickly, especially in the case of terrorist attack. Political leaders and emergency management experts have often cited inadequate emergency training as a contributing factor in the public health system\u27s failed preparations for a bioterrorist event. As a result of these failures, billions of dollars have been allocated towards correcting infrastructure deficiencies including training for public health nurses (PHNs), who are critical to a communitywide medical response. This quantitative study used Pearson\u27s correlation and a multivariate regression analysis to evaluate the most effective modality of bioterrorism training (BTT) for PHNs working in rural communities in North Carolina. Using a conceptual framework created by Handler, Issel, and Turnock, this study compared 3 modalities of instruction (MOI) to seek the best predictor of success in retaining learned bioterrorism skills. The research question focused on whether MOI for BTT/all-hazards training courses significantly predicted the degree of retention of emergency knowledge/skills for PHNs working in public health agencies in North Carolina. A multiple choice survey was used to test 103 PHNs\u27 level of knowledge retention on a bioterrorism quiz. The results of this study were ultimately inconclusive in that no MOI was found to be a statistically significant predictor of retention. Factors such as age were found to be successful predictors of knowledge retention. The readiness issues identified in this study have a potential for positive social change if community decision makers use this information to prioritize future funding for public health professionals or enhance communitywide emergency preparedness education programs

Australian University Transnational Education Programs: An Empirical Investigation of the Business Models

This in-depth qualitative case study explores the criteria two Australian public universities use in the selection between the Direct (DM) and Outsourced Models (OM) of TNE business delivery, and the role of the theories of the firm viz., transaction cost economics (TCE), property rights theory (PRT) and agency theory (AT) in driving these criteria and the longevity of the models. It identified significant tipping points along the TNE journeys of each university, and four new models of TNE delivery

Catalog | 2022-2023

(2022-2023). In its early years as the State Normal School, JSU produced a variety of publications (announcements, bulletins, and catalogs) that contain course information combined with the types of information that would later be found in yearbooks. Examples include historical information about the school, lists of enrolled students and club officers, photographs of athletic teams and literary clubs, notes on alumni, faculty and campus facilities, and more.https://digitalcommons.jsu.edu/lib_ac_bul_bulletin/1221/thumbnail.jp

VOICES OF HOPE: YOUTH OF COLOR IN CONTINUATION HIGH SCHOOLS

Youth of Color sit at the intersection of multiple systems of oppression--classism, racism, and sexism. Too often, Youth of Color are pushed out of traditional schools and are further marginalized by being assigned to alternative education programs, including continuation high schools. To address a recurring issue of dynamic inequality in which high school youth are marginalized in traditional schools and then poorly served in continuation high schools, the study examined how youth voices could be informed and magnified to advocate for practices and policies that would better serve them. During three cycles of inquiry, we encouraged and showcased the voices of students with the goal of informing educators how to improve education for students in continuation high schools. I worked with 10 continuation high school students over a period of 18 months, using popular education theory and processes, to deeply analyze their stories of individual and collective identity by discussing their histories, values, assets, and interests. When students have regular opportunities to talk to each other with supportive, adult facilitation, they validate each other's experiences and reinterpret them. Through guided self-awareness, students can harness their collective power to understand and interrogate larger systems of oppression, stop blaming themselves, and advocate for themselves to teachers and administrators. Students articulated their desires for teachers to listen, to express care and concern, and to provide opportunities for self-reflection and sharing of experiences. They developed a hopeful outlook and helped educators reimagine the current approach to alternative education. By relying on student voice to disrupt normative educational experiences, we envisioned and enacted different learning outcomes for vulnerable Youth of Color

Graduate Catalog, Fall 2010

Marshall University Graduate Course Catalog for the Fall 2010 academic year.https://mds.marshall.edu/catalog_2010-2019/1023/thumbnail.jp

Graduate Catalog, 2010-2011

Marshall University Undergraduate Course Catalog for the 2010-2011 academic year.https://mds.marshall.edu/catalog_2010-2019/1022/thumbnail.jp