Article
Multidisciplinary Sciences
Alana Oliveira, Vitoria Spinola, Deise Garrido, Mario Meireles Teixeira, Carlos Salles, Ana Estela Haddad
Summary: This study analyzed the learning style of dentistry students in self-instructional courses and found that there was a higher prevalence of students with theoretical and reflective styles, and a lower prevalence of students with activist and pragmatic styles. The study also showed that educational resources predominantly consisted of theoretical and reflective content. Furthermore, the chances of passing the course were significantly reduced for students with activist and pragmatic styles, while reflector students had a higher chance of course completion.
Article
Social Sciences, Interdisciplinary
Hamada Elfarargy, Beverly J. Irby, Erin A. Singer, Rafael Lara-Alecio, Fuhui Tong, Elisabeth Pugliese
Summary: This study examined Texas teachers' perceptions of instructional coaches' practices within professional learning communities (PLCs). The findings revealed that instructional coaches can employ two main types of practices to enhance PLC meetings. This research contributes to the field by providing empirical evidence on teachers' perceptions of instructional coaches' practices within PLCs.
Article
Education & Educational Research
Leslie S. LeRoy, Renee Kaufmann
Summary: The COVID-19 pandemic has forced college and university faculty to quickly adapt to online courses. In response to concerns about educational quality, many faculty members have chosen to offer synchronous and/or hybrid online courses, which has led to the consideration of using webcams to engage students. However, there are conflicting perspectives on whether webcams should be required in these classes due to concerns about student privacy, stress/anxiety, technological access, family responsibilities, and internet connections. This study examines students' motivations for using or not using webcams during online courses, focusing on the self-determination theory (SDT) framework.
INTERACTIVE LEARNING ENVIRONMENTS
(2022)
Article
Business
Geraldine Heilporn, Sawsen Lakhal
Summary: Blended courses are experiencing significant growth in higher education and are considered favorable for increasing student engagement and diverse learning outcomes. A qualitative study on instructional strategies in blended courses revealed three categories of engagement strategies: socio-affective, design, and organization. Most instructors tend to emphasize one of these categories while focusing on emotional, cognitive, or behavioral engagement of students.
INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
(2021)
Article
Education, Scientific Disciplines
Christopher W. Beck, Lawrence S. Blumer
Summary: Results of the study show that individual student perceptions of instructional practices within a course are significantly related to student self-efficacy, while average student perceptions and faculty perceptions of their own practices across courses are not significantly associated with student self-efficacy. This suggests that faculty should engage with students during curriculum development and use noncontent talk to reinforce the science practices students are engaging in during inquiry-based laboratory courses.
CBE-LIFE SCIENCES EDUCATION
(2021)
Article
Education, Scientific Disciplines
Alyssa R. Greenhouse, Rebecca S. Goldstein, Cinnamon D. Bradley, Nathan O. Spell, Jennifer O. Spicer, Maura R. George
Summary: By co-developing a patient outreach initiative during the COVID-19 pandemic, students and faculty were able to engage in experiential learning, reaching a large number of patients and addressing various medical, social, and health system challenges. This educational intervention demonstrated the potential for meaningful partnerships with student-led initiatives within a busy medical curriculum.
Article
Education & Educational Research
Geraldine Heilporn, Sawsen Lakhal, Marilou Belisle
Summary: This study aims to examine the influence of categories of instructional strategies on student engagement in blended online courses. The results confirmed that establishing trusting relationships, demonstrating relevance, and maintaining course pace significantly impacted student engagement.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2022)
Article
Education, Scientific Disciplines
Cynthia Watson, Tricia Templet, Gwen Leigh, Lisa Broussard, Laura Gillis
Summary: This study aimed to determine the effectiveness of various online teaching modalities among pre-licensure baccalaureate nursing students and faculty. The findings revealed that students preferred pre-recorded lectures, while faculty perceived synchronous lectures and assigned readings to be equally effective. Additionally, faculty rated synchronous activities such as case studies and student presentations as more effective than students did, and both groups found instructional games, especially quiz games, to be highly effective.
NURSE EDUCATION TODAY
(2023)
Article
Nursing
Alyson Luckenbach, Heather Nelson-Brantley, Ginger Ireland-Hoffmann
Summary: The study found that both students and affiliate faculty agreed that the affiliate faculty model effectively prepared students for safe care provision and helped connect classroom learning to clinical practice. Key themes identified included knowledge of the health system, bedside support, enjoyment of teaching, and creating light bulb moments.
Article
Education & Educational Research
Renee Kaufmann, Jessalyn I. Vallade
Summary: Online learning can be lonely, but connecting with others can help alleviate this loneliness. The study emphasizes the importance of instructors in building and maintaining rapport and a positive climate for students.
INTERACTIVE LEARNING ENVIRONMENTS
(2022)
Article
Education & Educational Research
Patrick R. Lowenthal
Summary: Research suggests that video can enhance social presence in online courses, but the value of different types of videos remains uncertain. This study found that instructional videos were most preferred by students, followed by video feedback and video announcements. The effectiveness of video depends on its usage and individual student preferences.
DISTANCE EDUCATION
(2022)
Article
Education & Educational Research
Martin Daumiller, Michaela S. Fasching, Gabriele Steuer, Markus Dresel, Oliver Dickhaeuser
Summary: This study investigates the impact of teachers' personal goals and student-oriented goals on instructional practices and classroom goal structures, highlighting the importance of these factors in educational settings.
TEACHING AND TEACHER EDUCATION
(2022)
Article
Education, Scientific Disciplines
Kate Jones, Vera Polyakova-Norwood, Phyllis Raynor, Abbas Tavakoli
Summary: This study aimed to investigate the importance of faculty caring behaviors in online nursing education and the degree to which students prioritize these behaviors. The results showed that students perceived well-designed courses, clear instructions and communication, and a supportive learning environment as indications of faculty caring. Student perceptions aligned with previous research, but there were differences in some areas compared to faculty perceptions. This study provided information for faculty professional development, and further research is needed to explore perceptions of faculty caring in different student populations.
NURSE EDUCATION TODAY
(2022)
Article
Chemistry, Multidisciplinary
Shannon L. W. Accettone
Summary: Students greatly value hands-on laboratory learning experiences for enhancing technical skills and applying theoretical knowledge, while remote laboratory delivery models are seen as less valuable compared to in-person lab instruction.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Education, Scientific Disciplines
Gena C. Sbeglia, Justin A. Goodridge, Lucy H. Gordon, Ross H. Nehm
Summary: Recent studies using COPUS for faculty reform raised questions on how to situate COPUS measures within existing frameworks and whether there is a universal sampling intensity for valid inferences. Longitudinal observations and simulations showed that sampling intensities needed for valid inferences varied depending on the context, highlighting the risks of broad, decontextualized sampling recommendations.
CBE-LIFE SCIENCES EDUCATION
(2021)
Letter
Education, Scientific Disciplines
Christopher W. Beck, Nancy G. Bliwise
CBE-LIFE SCIENCES EDUCATION
(2014)
Article
Education, Scientific Disciplines
Christopher Beck, Amy Butler, Karen Burke da Silva
CBE-LIFE SCIENCES EDUCATION
(2014)
Article
Education, Scientific Disciplines
Rachelle M. Spell, Judith A. Guinan, Kristen R. Miller, Christopher W. Beck
CBE-LIFE SCIENCES EDUCATION
(2014)
Letter
Ecology
Christopher Beck, Kate Boersma, C. Susannah Tysor, George Middendorf
FRONTIERS IN ECOLOGY AND THE ENVIRONMENT
(2014)
Letter
Zoology
C. W. Beck, R. E. Beck
JOURNAL OF ZOOLOGY
(2009)
Letter
Multidisciplinary Sciences
Christopher Beck, Kenneth Klemow, Jerome Paulson, Aaron Bernstein, Mimi Lam, George Middendorf, Julie Reynolds, Kenneth Belanger, Catherine Cardelus, Carmen Cid, Samir Doshi, Nicole Gerardo, Leanne Jablonski, Heather Kimmel, Margaret Lowman, Aurora Macrae-Crerar, Bob Pohlad, Jacobus De Roode, Carolyn Thomas
Article
Education, Scientific Disciplines
Lawrence S. Blumer, Christopher W. Beck
CBE-LIFE SCIENCES EDUCATION
(2019)
Article
Microbiology
Anna J. Zelaya, Nicole M. Gerardo, Lawrence S. Blumer, Christopher W. Beck
FRONTIERS IN MICROBIOLOGY
(2020)
Article
Education, Scientific Disciplines
Christopher W. Beck, Megan F. Cole, Nicole M. Gerardo
Summary: Course-based undergraduate research experiences (CUREs) have become more common in biology laboratory courses. The Laboratory Course Assessment Survey (LCAS) was developed to measure students' perceptions of their participation in activities related to iteration, discovery, broader relevance, and collaboration. However, the LCAS scores needed to define a course as a CURE are unclear, as there is variability in scores among different course types. Additionally, the mean LCAS scores for all course types fall within the distribution of scores for mentored research students, suggesting the LCAS cannot easily quantify whether a course is a CURE.
JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION
(2023)
Article
Education, Scientific Disciplines
Christopher W. Beck, Lawrence S. Blumer
JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION
(2019)
Article
Biodiversity Conservation
Matthew S. Biggerstaff, Christopher W. Beck
AMERICAN MIDLAND NATURALIST
(2007)
Article
Biodiversity Conservation
Matthew S. Biggerstaff, Christopher W. Beck
AMERICAN MIDLAND NATURALIST
(2007)
Article
Ecology
R Martin, CW Beck, S Baker
JOURNAL OF FRESHWATER ECOLOGY
(2005)
Article
Biodiversity Conservation
Joshua Wilcox, Christopher W. Beck
SOUTHEASTERN NATURALIST
(2007)