ethanporcaro/eric-fulltext-meta huggingface dataset:
ePortfolios and Online Learning: Applying Concepts of Organizational Behavior
Author: Andrade, Maureen Snow
Date: 2019-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Electronic Learning,College Students,Blended Learning,Business Administration Education,Organizational Culture,Communication Skills,Conflict Resolution,Diversity,Teamwork,Peer Evaluation,Assignments,Cooperative Learning

Higher education faculty are redesigning student learning experiences to expand opportunities for the application of learning. They are also emphasizing the development of crosscutting learning outcomes valued by employers (e.g., communication, critical thinking, teamwork) and measuring learning in more authentic ways. An increasingly common platform for these engaged learning experiences is the ePortfolio, which entails students creating and compiling artifacts that represent their learning, accompanied by reflections about what and how they learned. This qualitative study explores the student learning outcomes of a team ePortfolio assignment in face-to-face and online sections of an organizational behavior course. The purpose of the assignment was to help students demonstrate their learning and apply organizational behavior concepts such as communication, conflict resolution, appreciation for diversity, and teamwork. Students reviewed and commented on other teams' ePortfolios and wrote reflections about their learning in the course. Findings indicate that students exhibited learning outcomes reflecting UNESCO's four pillars of learning: learning to know, learning to do, learning to live with others, and learning to be.
Online Discussion Forums: Quality Interactions for Reducing Statistics Anxiety in Graduate Education Students
Author: Thompson, Carla J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Discussion Groups,Computer Mediated Communication,Interaction,Mathematics Anxiety,Statistics,Graduate Students,Teacher Education,Online Courses,Teacher Student Relationship,Required Courses,Feedback (Response),Stress Management,Rating Scales,Student Evaluation,Student Participation,Educational Environment

Fully online graduate education courses/programs incorporate faculty-student online discussion interactions as a mainstay component for instruction. Virtually all graduate education students are required to enroll in at least one graduate statistics course. Historically, students perceive statistics as anxiety producing, and impossible for successful completion. Previous literature on statistics anxiety in graduate education students has primarily focused on traditional face-to-face learning environments. This study emphasized the continuing need for educational researchers to examine statistics anxiety, especially within online learning environments. The current study explored the use of online discussion forums with graduate education students enrolled in a required fully online graduate statistics course. An integrated conceptual framework focused on online discussion quality constructs relative to statistics anxiety constructs generated the major research question: &quot;What are the interrelationships among students' online discussion quality ratings and students' statistics anxiety levels within an online graduate education statistics course?&quot; The study empirically examined faculty-students' quality of discussion content, interactions, and participation within online discussions relative to students' statistics anxiety levels using a non-experimental pre-post one group research design. Data analyses involved research assistants matching 68 graduate education students' online discussion assessment ratings of discussion content, interactions, and participation with students' corresponding statistics anxiety subscale scores. Pearson correlation coefficients were used to empirically analyze interrelationships among online discussion quality ratings and statistics anxiety subscale scores with results identifying specific types of discussion qualities positively encouraging students' attitudes toward learning statistics. Pre- and post-statistics anxiety assessments completed by study participants were analyzed using the dependent t-test procedure with results indicating significant reduced average statistics anxiety levels after completing the online graduate education statistics course. Implications of the findings are pertinent for online graduate statistics educators, researchers, and assessment professionals.
Where Is It? Examining Post-Secondary Students&apos; Accessibility to Policies and Resources on Sexual Violence
Author: Magnussen, Jacey
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Information,Sexual Abuse,Violence,School Security,College Environment,College Students,Foreign Countries,State Legislation,School Policy,Student Needs,Student Personnel Services,On Campus Students,Commuting Students,Universities,Online Searching,School Counseling,Referral

Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provinces and territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta's post-secondary institutions have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have an accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions' sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for students on and off campus.
Why Do Science Students Study Physiology? Career Priorities of 21st Century Physiology Undergraduates
Author: Choate, Julia
Date: 2019-04-00
Type: Journal Articles
Subjects: Physiology,Undergraduate Students,21st Century Skills,College Science,Science Instruction,Career Development,Neurosciences,Foreign Countries,Science Careers

There have been significant increases in the number of students studying physiology in the Bachelor of Science degree-program at our university. We thought that physiology prerequisites for graduate programs in medicine and allied-health areas were facilitating these increased numbers. Undergraduate physiology students were surveyed about their career priorities: 25% were undecided/uncertain; 22% intended to study graduate medicine; 15% wanted to get a job straight after their degree; 10% planned to study in an allied-health area. Their careers uncertainty remained high, even in their final semester, suggesting a critical need for in-curriculum careers education. With 32% of students selecting graduate programs in medicine or allied-health, this supports the idea that elevated student enrollments are driven by their future study plans. With only 5% of students putting research as their career priority, this raises concerns about how we educate our physiology students. Should we be educating them to be researchers and also developing their skills in preparation for graduate health-related programs?
Academic Performance and Time Allocation of Athletes at a NCAA Division III Women&apos;s University
Author: Pellegrini, John
Date: 2018-12-00
Type: Journal Articles
Subjects: Academic Achievement,Student Athletes,College Athletics,Time Management,College Students,Single Sex Colleges,Females,Anatomy,Physiology,Grade Point Average,College Entrance Examinations

Prior investigations of the academic performance of student athletes have yielded mixed results: while the NCAA's large scale surveys point to classroom success, other researchers have documented academic underperformance by student athletes. The purpose of this study was to examine the grades and the time budgets of student athletes at a NCAA Division III university for women. Results indicated that athletes earned higher grades in anatomy and physiology and had higher cumulative grade point averages than their non-athlete peers. Surveys suggested that, during the season, these student athletes typically spent about 20 hours per week on athletics and a similar amount of time on academics. While they viewed this time allocation as nearly ideal, faculty members thought students should be spending twice as much time on academics as they do on sport. Implications for student advising and faculty attitudes toward athletes are discussed.
Can Modern AI Replace Teachers? Not so Fast! Artificial Intelligence and Adaptive Learning: Personalized Education in the AI Age
Author: Kolchenko, Vasiliy
Date: 2018-12-00
Type: Journal Articles
Subjects: Artificial Intelligence,Individualized Instruction,Computer Assisted Instruction,Student Reaction

Artificial intelligence (AI) is transforming many fields, including education. Can modern AI replace teachers? We discuss some popular AI applications for adaptive learning, how they are related to personalized education, what makes these applications &quot;intelligent,&quot; and how the quality and quantity of student-generated data changes the behavior of adaptive learning systems and the learning experiences of students. If the data are scarce and corrupt, the benefits of adaptive learning are minimal. Motivated and persistent students generate greater amounts of high quality data and, as a result, tend to have better learning experiences. This can increase the gap between high achieving and low achieving students. More realistic student models and better understanding of the pedagogical context are needed to improve the performance of the AI educational systems. These are some of the reasons why experienced teachers cannot be replaced by the current AI applications.
&quot;How Do You Know if They Help?&quot; Implementing Multiple Student-Centered Learning Opportunities in Human Anatomy and Physiology Undergraduate Labs
Author: Rudolph, Heather A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Physiology,Anatomy,Science Instruction,Grades (Scholastic),Exit Examinations,Outcomes of Education,Student Attitudes,Educational Change,Teaching Methods,Video Technology,Study Guides,Student Developed Materials,Science Tests,Laboratory Experiments,Blended Learning,Course Descriptions,Student Centered Curriculum,Introductory Courses

To improve the student learning outcomes of an introductory Human Anatomy and Physiology course we have implemented many changes over the last two years. In this study, the third of a three-part series, we present data from surveys collected and analyzed during the spring semester of 2018 at the University of Northern Colorado. The results reveal that the most appreciated change for most students, regardless of the final grade earned, was the affectionately named &quot;Vanessa videos&quot;, which are described in parts one and two of this series. According to the students surveyed, the Exit Quizzes were the most emotionally distressing learning opportunity. Grade improvements during the semester ranged from 0.07-13.4%. Having access to a variety of learning opportunities, such as customized online videos, student-made study guides, and frequent low-stakes assessments appears to provide the greatest benefit to the widest range of students.
Preconceived Notions about Poverty Held by Preservice Teachers
Author: Hilton, Jason T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Poverty,Stereotypes,Socioeconomic Background,Public Colleges,Teacher Education Programs,Program Improvement,Low Income Students,Teacher Effectiveness,Misconceptions,Student Diversity,Gender Differences,Context Effect,Ethnicity,Teacher Student Relationship

This study examined the preconceived notions of preservice teachers toward those from poverty backgrounds at a medium-sized public university in Pennsylvania, USA. Results of the study indicate that cultural stereotypes about those who are poor persist in preservice teachers and that these views differ significantly based on when, how and in what ways preservice teachers interact with those from poverty backgrounds. Suggestions for improving teacher education programs by incorporating meaningful experiences with those living in poverty are provided.
Kids in the Gross Anatomy Lab: How an Outreach Program in Anatomy Educates High School and Undergraduate Students about Health Care
Author: Meyer, Edgar R.
Date: 2018-12-00
Type: Journal Articles
Subjects: Anatomy,Outreach Programs,High School Students,Undergraduate Students,Active Learning,Science Instruction,Informal Education,Health Services,Health Sciences,Science Laboratories

The growing movement in STEM education is popularizing active learning, which has benefits for high school and undergraduate students, especially those in rural areas with limited resources. In Mississippi, daunting health disparities in incidence of stroke, cardiovascular disease, type II diabetes, and obesity warrant the implementation of outreach programs that expose high school and graduate students to the health sciences, such as anatomy, and to health literacy. The outreach program at the University of Mississippi Medical Center (UMMC) incorporates informal learning sessions whereby high school and undergraduate students rotate in the gross anatomy lab through various stations featuring organ systems. These sessions benefit the students by engaging their critical thinking skills, motivating them to lead healthier lifestyles, and incentivizing them to pursue careers in the health sciences.
Making It Real: Case-Study Exam Model
Author: Smee, Disa
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Anatomy,Physiology,Introductory Courses,Relevance (Education),Science Tests,Test Items,Case Method (Teaching Technique),Undergraduate Students,Science Instruction

Anatomy and Physiology at the University of Canberra, Australia, as in many institutions, is taught to large cohorts at the foundational level. There is a requirement for students to not only retain information regarding physiological systems and their associated anatomy, but also the integration and relationship between systems. Furthermore, students are often employed in clinical settings post-graduation and the need for real-world understanding is paramount. Assessing this type of understanding is challenging and academics must move beyond tradition exam models. Using case studies as the basis for exam questions is an exciting format for eliciting student understanding of physiological systems which, at the University of Canberra, has resulted in 7% higher grades compared to traditional short answer exams. The benefits go beyond grades, with students appearing more confident in answering questions and better able to integrate information.
Medical Student Study Strategies in Relation to Class Size and Course Length
Author: Husmann, Polly R.
Date: 2018-12-00
Type: Journal Articles
Subjects: Medical Students,Class Size,Anatomy,Time Factors (Learning),Study Habits,Learning Strategies,Medical Education,Retention (Psychology)

The influence of class size and course length on student academic achievement has been evaluated. However, most of the studies have been done at the primary education level and their influence on study strategies has not previously been assessed. The data for this study were collected via surveys at the beginning and end of a first year medical school anatomy course. Students in the study were divided into cohorts based on class size and course length and their study strategies were examined. The differences among cohorts were related to the discrepancy between the study strategies students initially thought they would use in the course and the study strategies students reported actually using. This article describes specific differences in study strategies that are related to class size and course length and examines how diverse study strategies may affect the long-term retention of knowledge.
The Impact of Physiology Prerequisites on Future Anatomy and Physiology Courses
Author: Shaffer, Justin F.
Date: 2018-12-00
Type: Journal Articles
Subjects: Prerequisites,Required Courses,Physiology,Anatomy,Academic Achievement,College Science,Familiarity,Undergraduate Students,Scores,Instructional Effectiveness,Science Instruction

Universities use prerequisites to regulate the path of students through a program or major. However, the impact of prerequisites on follow-up courses in anatomy and physiology is not well understood. If success in follow-up courses depends on completion of prerequisite courses, then students should earn higher grades on exam questions that assess prerequisite knowledge. To test this hypothesis, we investigated the potential impact of a required prerequisite human physiology lecture course on a followup human physiology laboratory course and a follow-up molecular pharmacology course. We also investigated the potential impact of a recommended prerequisite human physiology laboratory course on a follow-up human anatomy course. We assessed student exam performance in the follow-up courses based on their familiarity with the material from the required prerequisite course or the recommended prerequisite course. Our results were mixed and demonstrated limited performance gains in the follow-up courses despite overlap of material among the courses. These results suggest that prerequisite courses may not have a significant impact on the outcome of future related courses and that individual academic programs should evaluate the effectiveness of prerequisite courses in a local context.
Comparison of Traditional and Gamified Student Response Systems in an Undergraduate Human Anatomy Course
Author: Yabuno, Kristen
Date: 2019-04-00
Type: Journal Articles
Subjects: Anatomy,Audience Response Systems,Undergraduate Students,Active Learning,Games,Academic Achievement,Comparative Analysis,Science Instruction,Student Attitudes,Instructional Effectiveness

Student response systems (SRSs) are widely used in anatomy and physiology courses as a form of active learning. While traditional SRSs (clickers) are pervasive, gamified SRSs such as Kahoot! are becoming increasingly popular. However, the impact of using both types of systems in the same course is unknown. The goal of this study was to determine the relative impact of a traditional SRS (iClickers) and a gamified SRS (Kahoot!) in an undergraduate human anatomy course. Student performance on iClicker questions and Kahoot! questions were compared to their average examination performance to determine if there were potential correlations. There were nearly identical and significant positive correlations between iClicker performance and exam performance and Kahoot! performance and exam performance. Students also perceived iClickers and Kahoot! as equally fun and effective, but reported that iClickers should be used more frequently than Kahoot!. These results suggest that iClickers and Kahoot! have positive educational impacts when used together.
Encouraging Student Participation in Peer-Led Discussion Sessions
Author: Hughes, Kathleen S.
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Participation,Peer Teaching,Supplementary Education,Undergraduate Students,STEM Education,Anatomy,Physiology,Discussion Groups,Incentives,Attendance,Grades (Scholastic)

Supplemental instruction using peer leaders can assist student learning in undergraduate STEM courses, but optional sessions are not well attended. This study compared attendance in peer leader sessions, nonproductive grade rates, and student evaluation data across two Human Anatomy and Physiology I courses in two different years. One course included peer leader session times that were posted at the start of the semester along with course schedules and incentives for attendance. In the other course, peer leader session times were scheduled after the start of the course without additional incentives for attendance. Incentivizing students and pre-planning peer leader sessions was associated with 70.4% of students attending at least ten weeks of peer leader sessions and a modest decrease in nonproductive grades. By comparison, 9.6% of students attended peer leader sessions in the course that lacked pre-scheduled sessions and student incentives. Future planning should include assessments of student learning and critical thinking associated with the peer leader program.
Exploring Student Perceptions of a Station-Based Teaching Approach in the Human Anatomy and Physiology Laboratory
Author: Goldina, Anya
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Attitudes,Anatomy,Physiology,Teaching Methods,Science Instruction,Learning Centers (Classroom),Independent Study,Instructional Effectiveness,Learner Engagement,College Science,College Students

We adapted a station-based teaching approach (SBA) to teaching in the Human Anatomy and Physiology I Laboratory (Anatomy and Physiology). In the SBA students rotate through stations that are taught by the instructor or teaching assistant (TA). At each station students are presented with content using a teaching modality selected to maximize student engagement and encourage material application and integration. We surveyed students taught using the SBA approach and the independent study approach to assess student perceptions of the effectiveness of SBA method. Relative to the independent study, SBA improves student perceptions of their engagement, comfort level, and ability to apply material. The impact of TAs on student perceptions of SBA was also made evident in survey results. Overall, a SBA is beneficial for learning in the Anatomy and Physiology laboratory for students with diverse science backgrounds and majors. It is an effective teaching strategy that can be easily adapted to large and small classrooms, and for various topics.
Managing Large Anatomy and Physiology Classrooms
Author: Hill, Cheryl A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Physiology,Anatomy,Science Instruction,Large Group Instruction,Class Size,College Faculty,Teacher Attitudes,Educational Strategies,Academic Accommodations (Disabilities),Educational Technology,Teaching Methods,Science Tests,Students with Disabilities

As demand for Anatomy and Physiology education increases faster than construction projects and budgets, instructors are finding themselves in front of ever-growing classroom sizes. Teaching large classes presents a number of challenges, including planning the courses, navigating technical equipment, handling exams and student accommodations, or simply, managing the 'foot traffic' of our students. Minor issues in small classrooms can quickly become big problems in large classes. Instructors of large Anatomy and Physiology classes will want to consider these potential issues and craft plans to circumvent big problems before they occur. In this article, several experienced instructors with large semester enrollments (300 to 800 students) discuss strategies and practices for navigating large Anatomy and Physiology classes so that teaching these large sections might be enjoyable instead of burdensome.