Digital habitats: a hybrid community of practice for developing 21st Century Competencies

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Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class

This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three types of assessment were used in this course: online formative course feedback every three weeks; weekly ‘muddiest point’ content feedback; and midterm exam scores. Data were assessed using a mixed-methods approach. The formative feedback from this course provided information on how students perceived the flipped classroom and how those perceptions changed across the semester. This approach provided a low-effort strategy for incorporating the student voice for teaching and learning improvement. Although the intended assessment outcome was real-time improvement of the course, an unintended outcome of incorporating student voices and reflection during the course process was realized. Student acceptance of the flipped class increased as the semester progressed, and they placed high value on in-class active learning, the ability to re-visit the online lectures, and having a professor who valued their feedback and suggestions for course improvement. The majority of students also faced time management challenges that extended beyond this specific class

Podcasts in higher education

posterTechnology is increasingly becoming a part of everyday life. Some technologies traditionally used for entertainment are now becoming the center of focus in academic circles. One such technology is the podcast, an audio file that is typically free and consists of individuals speaking on different topics. Podcasts have had a variety of uses in higher education (McGarr 2009). One use is to have professors record their lectures and distribute them later to students (Fernandez, Simo et al. 2009). Another is to have students create podcasts for class for the purpose of creating knowledge (Lee, McLoughlin et al. 2008). Finally, podcasts can be used to supplement weekly reading materials (Edirsingha, Rizzi et al. 2007). Because of the novelty of this technology and its increasing usefulness as a teaching tool, three websites were created: One that would evaluate professors' knowledge of podcasts, one that would evaluate podcasts as study tools, and one that would provide information on podcasts including ways to use them, where to find them, and how to create them

Mind–Body Physical Activity Interventions and Stress-Related Physiological Markers in Educational Settings: A Systematic Review and Meta-Analysis

Mind–Body Physical Activity (MBPA) in educational settings is one possible preventive strategy for ameliorating stress-related physiological health parameters. The objectives of this study were to conduct a systematic review of the literature with meta-analyses on the effects of MBPA on stress-related physiological health markers in primary, secondary, and higher education students. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, the search for peer-reviewed articles published in English was conducted in PubMed, EBSCOhost, PsychInfo, Scopus, and Cochrane Library databases. Criteria for inclusion consisted of empirical studies targeting the student population (primary, secondary, higher education), studies examining the effectiveness of an MBPA intervention, studies including a control or comparison group (pre-test/post-test studies excluded), studies targeting physiological marker outcomes such as heart rate, blood glucose, cortisol, and blood pressure, and finally, studies examining interventions implemented within educational settings. Twenty-six interventions were eligible for the review and quantitative synthesis, which comprised a total of 1625 participants, with 783 students serving within the control/comparison group. There were statistically significant and large pooled effects for MBPA effectiveness for lowering heart rate (Hedges’ g = −1.71, 95% Confidence Interval (CI): −2.43, −0.98), cortisol (Hedges’ g = −1.32, 95% CI: −2.50, −0.16), and systolic and diastolic blood pressure (Hedges’ g = −1.04, 95% CI: −1.53, −0.58). These effects tended to be stronger in older students compared to younger students. Most analyses were characterized as having high heterogeneity and only 10 of the 26 studies were characterized as good quality (38.4%). MBPA interventions may have a positive impact on specific physiological health markers in students, especially in students within higher education. However, higher-quality research is needed in this area

sj-docx-2-inq-10.1177_00469580221126307 – Supplemental material for “I Felt Grounded and Clear-Headed”: Qualitative Exploration of a Mind-Body Physical Activity Intervention on Stress Among College Students During COVID-19

Supplemental material, sj-docx-2-inq-10.1177_00469580221126307 for “I Felt Grounded and Clear-Headed”: Qualitative Exploration of a Mind-Body Physical Activity Intervention on Stress Among College Students During COVID-19 by Ildiko Strehli, Donna H. Ziegenfuss, Martin E. Block, Ryan D. Burns, Yang Bai and Timothy A. Brusseau in INQUIRY: The Journal of Health Care Organization, Provision, and Financing</p

sj-docx-1-inq-10.1177_00469580221126307 – Supplemental material for “I Felt Grounded and Clear-Headed”: Qualitative Exploration of a Mind-Body Physical Activity Intervention on Stress Among College Students During COVID-19

Supplemental material, sj-docx-1-inq-10.1177_00469580221126307 for “I Felt Grounded and Clear-Headed”: Qualitative Exploration of a Mind-Body Physical Activity Intervention on Stress Among College Students During COVID-19 by Ildiko Strehli, Donna H. Ziegenfuss, Martin E. Block, Ryan D. Burns, Yang Bai and Timothy A. Brusseau in INQUIRY: The Journal of Health Care Organization, Provision, and Financing</p