Dataset Information

An Investigation of the Efficacy of Asynchronous Discussion on Students' Performance in an Online Research Method Course.

ABSTRACT: Online instruction has become increasingly a commonplace in higher education, broadly and within the field of behavior analysis. Given the increased availability of online instruction, it is important to establish how learning outcomes are influenced by various teaching methods, in order to effectively train the next generation of behavior analysts. This study used a between-group design to evaluate the use of asynchronous online class discussion. Results indicate greater group mean performance on quizzes for students who were required to participate in asynchronous discussion as a component of instruction.Demonstration of the effectiveness of a typical component of online instructionProcedures can be used to evaluate instructional methods in behavior analytic courseworkAsynchronous online discussion is a promising component of online courseworkActive learning pedagogy is more effective when compared with passive learning pedagogy.

SUBMITTER: Malkin A

PROVIDER: S-EPMC6182853 | biostudies-other | 2018 Sep

REPOSITORIES: biostudies-other

ACCESS DATA

Publications

An Investigation of the Efficacy of Asynchronous Discussion on Students' Performance in an Online Research Method Course.

Malkin Albert A Rehfeldt Ruth Anne RA Shayter Ashley M AM

Behavior analysis in practice 20161115 3

Online instruction has become increasingly a commonplace in higher education, broadly and within the field of behavior analysis. Given the increased availability of online instruction, it is important to establish how learning outcomes are influenced by various teaching methods, in order to effectively train the next generation of behavior analysts. This study used a between-group design to evaluate the use of asynchronous online class discussion. Results indicate greater group mean performance ...[more]

PMID: 30363852

Similar Datasets

Project description:BackgroundClinical Record (CR) writing is a fundamental skill for healthcare professionals, but the best e-learning methods for teaching it remain unstudied. Therefore, we investigated speech therapy students' differences in the quality production of CR at the placement and their experience after following asynchronous or synchronous e-learning courses.MethodsA multi-method randomised controlled trial. Fifty speech therapist students were equally and randomly divided into two groups attending asynchronous or synchronous e-learning classes to learn how to write a CR. The quality of the CR was tested through an ad hoc checklist (score 0-32) and the groups' scores were compared. The assessors and the statistician were blinded to students' group assignment. Students' experience was assessed through semi-structured interviews analysed with a reflexive thematic analysis.ResultsNo score differences between the two groups were found (Cohen's d = 0.1; 95% Confidence Interval [-0.6; 0.7]). Four themes were generated: (1) 'Different Forms of Learning Interaction', as the synchronous group reported a positive experience with being fed back immediately by the lecturer, whereas the asynchronous group reported that pushing back the question time allows for reflecting more on the learning experience; (2) 'Different Ways to Manage the Time', as the synchronous group had to stick to the lecturer's schedule and the asynchronous group felt the possibility to manage its time; (3) 'To Be or Not To Be (Present)?' due to the different experiences of having (or not) the lecturer in front of them; (4) 'Inspiring Relationships With The Peers', where both groups preferred a peer-to-peer discussion instead of contacting the lecturer.DiscussionAsynchronous and synchronous e-learning courses appeared equally effective in teaching CR writing. However, students perceive and experience these methods differently. The choice or blend of these methods should be based on students' needs and preferences, teacher input, as well as organisational requirements rather than solely on students' attended performance.

Project description:BackgroundStudent evaluation is an essential component in feedback processes in faculty and learner development. Ease of use and low cost have made paper evaluation forms a popular method within teaching programmes, but they are often seen as a formality, offering variable value towards the improvement of teaching. Students report poor motivation to engage with existing feedback tools whilst teachers describe receiving vague, contradicting, or irrelevant information. We believe that feedback for teachers needs to be a two-way process, similar to feedback for students, for it to be effective. An online feedback tool has been implemented for third-year medical students from Imperial College London to promote open discussion between teachers and students. The feedback tool is accessible throughout students' clinical attachment with the option of maintaining anonymity. We aim to explore the benefits and challenges of this online feedback tool and assess its value as a method for teacher feedback.MethodsQualitative data was obtained from both volunteer third-year medical students of Imperial College London and Clinical Teaching Fellows using three focus groups and a questionnaire. Data was analysed through iterative coding and thematic analysis to provide over-arching analytical themes.ResultsTwenty-nine students trialled this feedback tool with 17 responding to the evaluative questionnaire. Four over-arching themes were identified: reasons for poor participation with traditional feedback tools; student motivators to engage with 'open feedback'; evaluative benefits from open feedback; concerns and barriers with open feedback.ConclusionThis feedback tool provides a platform for two-way feedback by encouraging open, transparent discussion between teachers and learners. It gives a unique insight into both teachers and peers' perspectives. Students engage better when their responses are acknowledged by the teachers. We elaborate on the benefits and challenges of public open feedback and approaches to consider in addressing the self-censorship of critical comments.

Project description:BackgroundClinical training during the COVID-19 pandemic is high risk for medical students. Medical schools in low- and middle-income countries (LMIC) have limited capacity to develop resources in the face of rapidly developing health emergencies. Here, a free Massive Open Online Course (MOOC) was developed as a COVID-19 resource for medical students working in these settings, and its effectiveness was evaluated.MethodsThe RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework was utilized to evaluate the effectiveness of MOOC in teaching medical students about COVID-19. The data sources included the student registration forms, metrics quantifying their interactions within the modules, students' course feedback, and free-text responses. The data were collected from the Moodle learning management system and Google analytics from May 9 to September 15, 2020. The research team analyzed the quantitative data descriptively and the qualitative data thematically.ResultsAmong the 16,237 unique visitors who accessed the course, only 6031 medical students from 71 medical schools registered, and about 4993 (83% of registrants) completed the course, indicating high levels of satisfaction (M = 8.17, SD = 1.49) on a 10-point scale. The mean scores of each assessment modules were > 90%. The free-text responses from 987 unique students revealed a total of 17 themes (e.g., knowing the general information on COVID-19, process management of the pandemic in public health, online platform use, and instructional design) across the elements of the RE-AIM framework. Mainly, the students characterized the MOOC as well-organized and effective.ConclusionsMedical students learned about COVID-19 using a self-paced and unmonitored MOOC. MOOCs could play a vital role in the dissemination of accurate information to medical students in LMIC in future public health emergencies. The students were interested in using similar MOOCs in the future.

Dataset Information

An Investigation of the Efficacy of Asynchronous Discussion on Students' Performance in an Online Research Method Course.

Publications

An Investigation of the Efficacy of Asynchronous Discussion on Students' Performance in an Online Research Method Course.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets