Practice and theory:mixing labs and small group tutorials

While appropriate for practical topics like SQL, our traditional format of lecture and lab fails to facilitate the discussion of more theoretical database topics with students. This paper describes and analyses the method and effects of adopting a more flexible approach with third year and postgraduate students. Some weeks use supervised labs while in others tutorials are held in seminar rooms, in smaller groups, without the distraction of computers. Requiring tutorials to be prepared in advance allows time to be used effectively, concentrating on more difficult aspects.Initial results, presented in this paper, are encouraging. Many students enjoy tutorials and exam performance has improved dramatically for some. However, as many as 25% of undergraduate students failed to attend a single tutorial, and many of those who did attend came unprepared. Could, and should, this be changed by explicitly assessing tutorials? The paper concludes by investigating approaches reported elsewhere in order to ascertain how the management of tutorials could be improved

School choice, competition and the efficiency of secondary schools in England

In this paper we calculate the technical efficiencies, based upon multiple outputs - school exam performance and attendance rates - of all secondary schools in England over the period 1993-97. We then estimate models to examine the determinants of efficiency in a particular year, and the determinants of the change in efficiency over the period. Our results suggest that the greater the degree of competition between schools the more efficient they are. The strength of this effect has also increased over time which is consistent with the evolution of the quasi-market in secondary education. Competition is also found to be an important determinant of the change in efficiency over time. There is, however, some evidence of conditional convergence between schools.

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Improving Occupational Performance using Therapeutic Activities on a Geropsychiatric Unit

The following study was conducted on a Senior Behavioral Health Unit at Mercy Hospital Western Hills. The unit specialized in psychiatric services structured to meet the needs of patients 65 years of age and older. The purpose of the study was to measure the self-perceived improvement in occupational performance in five patients on a geropsychiactric unit who participated in therapeutic activities. The literature review includes information related to various diagnoses most often seen on the behavioral unit. Additionally, literature about the assessment and screening tools utilized in the study was reviewed. Literature pertaining to therapeutic activities provided on the unit and a highlighted table on literature related to progressive muscle relaxation is presented. This study is quantitative and pre-experimental. The Canadian Occupational Performance Measure (COPM) was administered as a pretest-posttest. Following participation in therapeutic activities, the differences among COPM scores was explored. Three of the five participants increased their performance score ratings on the COPM by two or more points. Four of the five participants increased their satisfaction score ratings on the COPM by two or more points. Discussion and clinical implications of the results noted will conclude the thesis

Effects of Real-World Experiences in Active Learning (R.E.A.L.) Applied in an Information Systems Data Communication and Networking Course

The purpose of this study was to determine if the use of Real-World Experiences in Active Learning (R.E.A.L.) impacted student learning outcomes in an undergraduate information systems (IS) data communication and networking course. A quasi-experimental, quantitative approach was used to investigate whether the R.E.A.L. treatments, used as active learning strategies, significantly impacted student performance, short-term retention, long-term retention, and student engagement. The data collection was completed in one semester. Participants were students enrolled in an IS data communication and networking course during the Fall 2019 semester. The students, enrolled in the two sections of the course, were taught using a crossover design where each student received eight treatments. The researcher of the study served as the instructor for both sections. The research question and four hypotheses were analyzed using repeated measures MANCOVA and multi-level modeling (MLM). After a statistical analysis of the direct effects of the R.E.A.L. treatments on student performance, short term retention, long term retention, and engagement, none of the four hypotheses were fully supported. The results indicated that the R.E.A.L. xiii treatments did not significantly impact the student learning outcomes from the course. Research findings partially supported hypothesis H1 indicating that age, ethnicity, and major have some influence on students’ performance and age may have some influence on short-term retention. Statistically significant results were obtained for the H1a Network treatment (F(1,28) = 6.033, p = 0.021, partial η2 = 0.177), meaning that the mean for the H1a Network treatment (M = 90.842) was significantly different than the lecture mean (M = 75.533). The H1b Handshake treatment (F(1,28) = 15.405, p = .001, partial η2 = 0.355) and the H1c Wireless treatment (F(1,28) = 11.385, p = .002, partial η2 = 0.289) produced results in the reverse direction of what was hypothesized, meaning that the mean for the H1b Handshake treatment (M = 49.800) and the H1c Wireless treatment (M = 86.842) were significantly lower than the lecture means for both hypothesis tests. Research findings partially supported hypothesis H2 indicating that age may have influence on short-term retention. Statistically significant results were obtained for the H2e Network speed treatment (F(1,28) = 5.709, p = 0.024, partial η2 = 0.164) and H2f Network management treatment (F(1,28) = 5.654, p = 0.024, partial η2 = 0.163). However, findings from the MLM post hoc tests of direct, interaction, and indirect effects did show some areas for future work in certain demographics, especially gender and ethnicity. Findings of the study were not shown to be significant however, the post hoc testing revealed areas where future work could be beneficial

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

Evaluation of an Adaptive Learning Technology as a Predictor of Student Performance in Undergraduate Biology

With increased use of educational technologies comes the need to not only evaluate whether or not these technologies are effective, but also how instructors can utilize these technologies to adapt teaching practices for maximized student performance on formal assessments. This study examines four specific aspects of LearnSmart™, an adaptive learning technology developed by McGraw-Hill Higher Education, and the potential effects these aspects might have on student assessment performance. With a focus on data from a module on cellular respiration, this study examines relationships between LearnSmart use and student quiz and exam scores. The results indicate statistically significant relationships when the module student score, module completion, total time spent on all LearnSmart™ exercises, and total average percent completion are used as predictors for exam score. Though other trends existed, most LearnSmart™ data is not a statistically significant predictor of assessment performance on a group level. Overall, however, all LearnSmart™ data can provide a useful tool for student self-reflection and for one-on-one interactions between instructor and student, including advising. Finally, in conjunction with data gathered from an optional LearnSmart™ student usage survey, and experience teaching and learning with LearnSmart™, the study concludes with best practices for instructors