Introducing International Studies: Student Engagement in Large Classes

Matos-Ala, Jacqueline De; Hornsby, David

doi:10.1111/insp.12036

Cited by 9 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results may also be explained by De Matos-Ala and Hornsby's (2015) findings that "small group session(s)" are important in large classes in terms of supporting interaction and engagement. The effect of the mentored groups on achievement may also be explained by Ramkumar and Year's (2019) observation that small groups of peers actually simulate smaller classrooms.…”

Section: Discussionmentioning

confidence: 74%

A Comparison of Achievement in Large University Classes Using Mentored Groups versus Lectures

Jitjumnong¹,

Suksakulchai²

2021

INT J INSTRUCTION

View full text Add to dashboard Cite

The purpose of this study was to determine if there were achievement gains in large classes with lectures alone versus with lectures and mentored groups. To measure achievement, mid-term to final-grade gains were compared between two sections (n=82 and n=99) of a undergraduate course in Digital Circuit Design that had lectures alone versus three sections (n=131, n=104, n=115) of the course that had lectures as well as mentored groups. In addition, the study surveyed students in one section in order to identify students' (n=115) satisfaction with the groups and mentors' (n=19) satisfaction with mentoring. Quantitative analysis using SPSS involved t-tests to identify significant differences. Results revealed statistically significant higher achievement for the three classes with lectures plus mentored groups versus the classes with lecture alone. Regarding satisfaction, 85% of students reported that they learned better in mentored groups. All mentors reported learning more as a mentor.

show abstract

Section: Discussionmentioning

confidence: 74%

A Comparison of Achievement in Large University Classes Using Mentored Groups versus Lectures

Jitjumnong¹,

Suksakulchai²

2021

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…SUMMATIVE ASSESSMENTS Assessments in large-classes are traditionally considered to be a challenge, especially when online tools and technologies are involved [22][23][24][25] that implicates necessity to give meaningful feedback to large numbers of students [25,26]. Some authors have developed much expectations and provided evidence of student response systems effectiveness [27,28].…”

Section: Assessment and Evaluation: Formative Andmentioning

confidence: 99%

Moving MSc Software Development course online: adaptation of the large class module to a distance learning model

Pishchukhina

2022

2022 31st Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE)

View full text Add to dashboard Cite

The Covid-19 pandemic brought dramatic changes to higher education settings, particularly for curriculum delivery, moving quickly to online learning in March 2020, which for many was the first experience of teaching and learning in the virtual environment. This paper discusses the experience of redesigning the MSc Computing Foundations module and adapting it to a distance learning model using both synchronous and asynchronous delivery at the School of Electronics, Electrical Engineering and Computer Science, Queen's University Belfast in response to the challenges brought to higher education by the pandemic. The module is a fundamental compulsory module with an intake of 100+ students in the part-time class studying the conversional MSc course in Software Development. This paper focuses on the challenges and opportunities faced by large class students during this unprecedented move online, and changes made to the curriculum to facilitate the move to online teaching and learning using the conceptual framework for effective online courses. The paper reflects on student feedback to online educational activities including synchronous and asynchronous content delivery, discussion forums, ungraded formative quizzes, formative and summative assessments delivered online for a postgraduate cohort studying part-time. Sustained level of student engagement was evidenced through statistics collected from the virtual learning environment. This paper further discusses how the above has transformed teaching of the Computing Foundations module for the large cohort, focusing on the student experience only, and reflecting on how these online teaching practices contribute to provision of education with a view what developments became a success and could be turn to advantage and what was not effective and should be eliminated post-pandemic. Adaptation of the Computing Foundation module to the new model of online delivery has been successful in the 2020-2021 academic year, and the module has become a distance module delivered fully online in the 2021-2022 academic year. The transformation has helped to cope with a "new normal" in an increasingly hybrid higher education ecosystem as students' and educators' involvement into learning activities continued to be altered in the post-pandemic society.

show abstract

“…Assessments in large-classes are traditionally considered to be a challenge, especially when online tools and technologies are involved [22][23][24][25] that implicates necessity to give meaningful feedback to large numbers of students [25,26]. Some authors have developed much expectations and provided evidence of student response systems effectiveness [27,28].…”

Section: Online Formative and Summative Assessmentsmentioning

confidence: 99%

Delivering the Computing Curriculum Online: Challenges and Opportunities

Pishchukhina¹

2022

ICERI2022 Proceedings

View full text Add to dashboard Cite

This paper discusses the experience of adapting the 20 CAT MSc Computing Foundations module to the distance learning model using the virtual learning environment (VLE) Canvas at the School of Electronics, Electrical Engineering and Computer Science (EEECS), Queen's University Belfast in response to the challenges brought to higher education setting by the pandemic impact. The module is a fundamental compulsory module with over 100 students in the part-time class studying the conversional MSc course in Software Development and had the added challenge of being introduced to a mature audience. This paper reflects on the experiences of learners and changes made to the curriculum to facilitate the move to online module delivery using the conceptual framework for effective online courses delivery, including course design, content delivery, session facilitation, assessment and feedback. Online learning has offered increased opportunity for choice and flexibility for students and to explore how technology can remove barriers in learning for the MSc students.The paper reviews the impact of different curriculum items and online educational activities starting with content delivery -both synchronous and asynchronous -and moving on to VLE Canvas discussion forums, ungraded formative quizzes, in-term formative assessment in the form of mock exam and, finally, to online summative assessment delivered on VLE Canvas for the postgraduate cohort studying part-time. Sustained level of student engagement was evidenced through statistics collected from VLE Canvas that also has helped to adjust the instructor's approach in teaching and become an integral part of successful module delivery. The paper reflects on student reviews of distance learning, e.g., how the students learn via online content delivery and proposes how the learning experience can be enhanced through their engagement with VLE. The paper focuses on how this effective learning environment contributes to education practice with a view what developments are worth retaining post-pandemic and what did not work well. It represents some practical examples of the applications and techniques that have been developed as a part of curriculum and widely used by students in learning computing subject, improving their computing skills and enhancing their learning experience at the EEECS.As the effects of COVID-19 continued throughout 2021, classroom environments evolved to meet new requirements and patterns in higher education sector, particularly the pattern of distance and online learning. At the start of the 2021-22 academic year many institutions remained fully remote, others took on hybrid environments, and some went fully back to campus. Adaptation of the MSc Computing Foundation module to a new model of distance learning has proved to be successful, and the module has become a distance module delivered fully online for the class size of 100+ in the 2021-22 academic year helping to cope with the new normal in post-pandemic times.

show abstract

Introducing International Studies: Student Engagement in Large Classes

Cited by 9 publications

References 17 publications

A Comparison of Achievement in Large University Classes Using Mentored Groups versus Lectures

A Comparison of Achievement in Large University Classes Using Mentored Groups versus Lectures

Moving MSc Software Development course online: adaptation of the large class module to a distance learning model

Delivering the Computing Curriculum Online: Challenges and Opportunities

Contact Info

Product

Resources

About