A Sandwich‐model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction

Katsioudi, Georgia; Kostareli, Efterpi

doi:10.1002/2211-5463.13135

Cited by 7 publications

(7 citation statements)

References 53 publications

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“…Our results revealed that Sandwich teaching exerted some positive effects on thirdyear undergraduate nursing students in China and was feasible for delivering the Community Nursing Course. As demonstrated in a previous study, Sandwich teaching increased students' learning gain, engagement in learning activities, and satisfaction with teaching (Katsioudi and Kostareli, 2021).…”

Section: Discussionsupporting

confidence: 68%

“…The significantly higher course experience score in the Sandwich teaching group implied this teaching approach may enhance students' engagement and satisfaction with the teaching of this course. A previous study provided strong evidence that Sandwich teaching enhanced not only students' engagement but also their satisfaction with teaching (Katsioudi and Kostareli, 2021 ). Moreover, students receiving Sandwich teaching were significantly satisfied with the teaching preparation, teaching process, teaching ability, and teaching outcomes in the experimental group compared to their counterparts receiving traditional teaching (Yang and Liu, 2015 ).…”

Section: Discussionmentioning

confidence: 93%

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Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study

Cai

Peng²,

Qin³

et al. 2022

Front. Psychol.

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The youngest generation of students prefers a more active learning style. Sandwich teaching may suit their learning style by alternating between active individual learning and passive collective learning. Sandwich teaching has been rarely applied to the Community Nursing Course for nursing students, and its teaching effects on this course remain unclear. This study applied Sandwich teaching to the Community Nursing Course for Chinese nursing undergraduates and investigated its effects on students' critical thinking, self-learning ability, course experience, and academic performance. This is a quasi-experimental study with 72 Chinese nursing undergraduates. Students receiving traditional teaching were enrolled in the control group (n = 36), and those who received Sandwich teaching were recruited into the experimental group (n = 36). Both groups received the 12-week, 90-min Community Nursing Course. Our main outcome variable, including students' critical thinking, self-learning ability, and course experience, was assessed by specific questionnaire. The paired t-tests were applied to compare the differences of the same group in the pre-test and the post-test, and the independent-sample t-tests were used to compare the differences between the two groups. We observed that nursing students' critical thinking ability and self-learning ability were significantly improved after receiving Sandwich teaching. Students' course experience of Sandwich teaching was significantly better than that of traditional teaching. The final exam score in the experimental group was not significantly higher than that in the control group. These results suggest that Sandwich teaching in Community Nursing Course improved Chinese nursing undergraduates' critical thinking, self-learning ability, and course experience, but failed in improving academic performance.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 93%

Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study

Cai

Peng²,

Qin³

et al. 2022

Front. Psychol.

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“…Furthermore, recent reports suggest [3,4,6,10,13,17], that personal response systems help to engage students in active and self-regulated learning, and enhance their collective efficacy, satisfaction and learning achievements.…”

Section: Related Workmentioning

confidence: 99%

Interactive surveys during online lectures for IT students

Holovnia,

Shchur,

Sverchevska

et al. 2023

CTE Workshop Proc.

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The article investigates student response systems (SRS), and how to apply them to facilitate students' engagement and to improve the overall students' experience during online lectures. The authors give an overview of different student response systems (Mentimeter, AhaSlides, Kahoot!, Wooclap, Socrative, Poll Everywhere, and Slido) and make a comparison of their features. The work describes the experience of using the Mentimeter student response system at online lectures in the Operating Systems course for second-year students IT students of Zhytomyr Polytechnic State University (Software Engineering, Computer Science, Computer Engineering, and Cybersecurity specializations). The data is collected using observation, surveys and taking existing data. Data analysis methods include visual analysis (box plots, Q-Q plots, histograms) and statistical analysis (descriptive statistics, Shapiro-Wilk normality test, F-test, Kruskal-Wallis rank sum test). The study provides experimental results showing an increase in the number of students' answers within the lectures. It also highlights IT students' problems and preferences during online lectures. The authors give recommendations on using SRS during online lectures, aimed at improving the lecturer’s interaction with the audience.

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“…An alternative strategy is to release content on a week-by-week basis with clear instructions on what to do at each stage with links to supporting materials. Workbooks: In the traditional lecture, active learning components would have been added in, such as quizzes to test understanding and tasks or activities to consolidate learning [ 17 , 41–43 ]. Physical or digital workbooks can be produced that give the students tasks to do while watching the videos that are centred on the key learning points.…”

Section: Scaffolding the Learningmentioning

confidence: 99%

Engagement with video content in the blended classroom

Smith

Francis

2022

Essays in Biochemistry

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Blended learning is becoming the expected norm for core content delivery in many institutions. Pre-recorded videos in the form of screencasts are the primary delivery method, with students being asked to engage with the content in this medium. Usage is only likely to increase into the future as delivery moves away from traditional lectures and seminars. In this perspective, we look at the use of video material as a means of content delivery and how to help students engage with it. Theoretical literature around cognitive loading and active learning, alongside personal experience of delivery, is drawn on to give a framework for creating engaging recordings and learning activities.

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A Sandwich‐model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction

Abstract: Sandwich-model group of students  C-group: Control group of students  QUE1: Questionnaire 1 (MCQ testing learning in-class)  QUE2: Questionnaire 2 (Feedback)

Cited by 7 publications

References 53 publications

Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study

Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study

Interactive surveys during online lectures for IT students

Engagement with video content in the blended classroom

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