Article
Chemistry, Multidisciplinary
Wanmei Li, Yani Ouyang, Jun Xu, Pengfei Zhang
Summary: Medicinal chemistry, as a core course in pharmaceutical engineering, poses a heavy learning burden on students and negatively affects their interest and motivation. This paper introduces a student-centered team-based learning method applied in medicinal chemistry instruction, which effectively enhances students' enthusiasm and initiative.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Computer Science, Artificial Intelligence
Sandeep Mandia, Kuldeep Singh, Rajendra Mitharwal
Summary: Student engagement is positively related to comprehension in teaching-learning process. This study focuses on recognizing student engagement in classroom environments using visual cues. A deep learning model based on graph convolution network (GCN) and attention was designed to extract features for student engagement recognition. The proposed method achieved high accuracy on curated and public datasets, with better performance than existing state-of-the-art methods.
INTERNATIONAL JOURNAL OF MULTIMEDIA INFORMATION RETRIEVAL
(2023)
Article
Education & Educational Research
Henrik Heitmann, Elisabeth Fischer, Philipp Wagner, Dennis Poetter, Martin Gartmeier, Friederike Schmidt-Graf
Summary: This study aimed to investigate whether using a flipped classroom approach can enhance the effectiveness of neurological bedside teaching. The study found that students in the flipped classroom group had higher ratings in theoretical knowledge and practical skills, and less time was needed to recapitulate theoretical contents during in-person teaching. Therefore, using a flipped classroom approach can improve the effectiveness of bedside teaching, especially in the ongoing pandemic situation.
BMC MEDICAL EDUCATION
(2023)
Article
Education & Educational Research
Ujjwal Biswas, Samit Bhattacharya
Summary: The application of machine learning has significantly improved learning outcomes in blended classroom settings. A proposed ML-based intelligent real-time feedback system provides students and teachers with real-time feedback, using prediction models and dynamic timing based on historic feedback statistics. The design elements of dynamic timing, choice of peripheral devices, and feedback modalities are crucial in integrating the system with blended classes. The high usability scores indicate the promising potential of this intelligent system design.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Education & Educational Research
Mika Mononen, Sari Havu-Nuutinen, Minna Haring
Summary: This article discusses the experiences of student teachers when implementing team teaching in flexible learning spaces. The results show that team teaching is a significant practice, with student teachers facing both positive and negative experiences. Additionally, team teaching in flexible learning spaces enhances their understanding of learning environments and classroom management skills. The team teaching experience is highly relevant to the professional development of student teachers.
TEACHING AND TEACHER EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Shoaleh Dehghan, Erin M. Horan, Gavin Frome
Summary: The implementation of a flipped classroom approach in organic chemistry courses can improve learning outcomes and student interest. This teaching method has been shown to increase student learning and satisfaction. However, the grade analysis did not show a significant difference between the flipped and traditional formats.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Education & Educational Research
Xinhong Zhang, Boyan Zhang, Fan Zhang
Summary: This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. The study presents a student-centered online-offline hybrid teaching method, which adopts student-centered case-based teaching and online-offline case discussion in the postgraduate courses of computer science. The actual teaching effect shows that student-centered case-based teaching and online-offline case discussion have achieved better teaching effect.
INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
(2023)
Article
Education & Educational Research
Kyle Dunbar, Aman Yadav
Summary: This study examines how teaching a summer service learning program outside of school influences teachers' beliefs and practices about student-centered learning during the traditional school year. By shifting control of learning to students and providing a supportive peer group, it supports teachers in their professional growth when implementing student-centered pedagogies.
TEACHING AND TEACHER EDUCATION
(2022)
Article
Computer Science, Information Systems
Henghuai Chen, Jiansheng Guan
Summary: In this paper, an improved YOLO-v4 behavior detection algorithm is proposed to recognize the behaviors of teachers and students in classroom teaching scenarios. The experimental results show that the algorithm achieves an average precision of over 90% in identifying various classroom behaviors, demonstrating its effectiveness.
Article
Chemistry, Multidisciplinary
Nirmala Krishnamurthy
Summary: This work evaluates the efforts taken in teaching a freshmen general chemistry course at IISER Tirupati to students in India during the COVID-19 pandemic, with instructors using a multipronged approach to achieve course outcomes. Students generally expressed positive feedback on effective learning in the online mode, but both students and instructors prefer in-class face-to-face learning.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Lynn C. Reimer, Kameryn Denaro, Wenliang He, Renee D. Link
Summary: Converting a first-term organic chemistry course to a flipped format helped reduce the achievement gap between different types of students and improved their performance in the second term. The findings suggest that flipped course structures can promote equity and success for diverse students in STEM fields.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Mathematical & Computational Biology
Zhengqiang Chen
Summary: This paper proposes an improved deep learning method based on the integration of flipping classroom and deep learning to enhance the design ability in college physical education teaching. By establishing an initial data set and dividing the design into subdesigns, the optimal allocation of teaching resources is achieved. The simulation results demonstrate that the improved deep learning method outperforms the original method in terms of accuracy and convergence speed.
COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE
(2022)
Article
Chemistry, Multidisciplinary
Adeline Espinasse, Ashish Jayaraman, Spencer A. Reisbick, Celina M. Harris, Yangming Kou, Hongyun Xu, Constance B. Anderson, Taysir K. Bader, Anna A. Sitek
Summary: The Joint Safety Team (JST) was founded in 2012 by the University of Minnesota and the Dow Chemical Company as a student-led safety organization. It aims to improve academic safety through compliance, awareness, resources, and education. JST has developed a peer-led safety culture at Minnesota and its innovative methods have been recognized, leading to its adoption in other academic institutions.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Green & Sustainable Science & Technology
Suhkyung Shin, Kyungbin Kwon, Jiyoon Jung
Summary: The purpose of this study was to examine the relationship between team process factors and students' self-efficacy, attitude, and learning satisfaction in flipped learning. The study also explored how students' preferences for collaborative or individual work affected their outcomes. The results showed that team trust had a negative correlation with lone-wolf tendencies and a positive correlation with responsibility and communication skills.
Article
Education & Educational Research
Annette Burgess, Elie Matar, Chris Roberts, Inam Haq, Lucy Wynter, Julian Singer, Eszter Kalman, Jane Bleasel
Summary: This study explored the perceptions of students and facilitators on case-based learning and team-based learning in medical education. Findings indicate that students had positive experiences with case-based learning, with benefits in developing clinical reasoning skills and guided facilitation of small group discussion. The study suggests that integrating team-based learning in early phases of medical programs focusing on basic science principles, and transitioning to case-based learning in clinical phases, can enhance the delivery of medical curriculum.
BMC MEDICAL EDUCATION
(2021)
