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82 results for “Teaching methods”
Students' perceived obstacles with Forced Online Distance Learning during the CoVID-19 outbreak and their preferences to continue with the introduced teaching methods after the reopening of the University of Maribor [Project documentation]
<p>The outbreak of COVID -19 forced most universities into distance education. Three didacticians and researchers from the University of Maribor, Slovenia: Kosta Dolenc, Mateja Ploj Virtič and Andrej Šorgo formed a self-initiated initiative project group during the COVID -19 epidemic and started the first project with the working title: The Side Effects of Forced Online Distance Education (FODE).</p> <p>The aim of the second study, conducted during the first wave of the epidemic in March 2020, was to investigate the response of university students to the new situation. The project documentation provided for the Forced Online Distance Learning (FODL) consists of:</p> <ul> <li>abstract,</li> <li>instrument,</li> <li>copy of the descriptive statistics,</li> <li>and SPSS dataset.</li> </ul>
Effects of the type of lunch meal and teaching-learning methods on CRI student engagement in afternoon classes.
<p><br> The post-lunch slump is a natural dip in energy caused not only by our circadian cycles but also as a result of digestive processes in our body after consuming lunch meals. It being a widely known concept, there are ample studies that focus on its effects on academic performance of students. While this dip in energy does affect student engagement to a large extent, there are also studies on how the teaching-learning methods are a factor affecting academic performance. However, there are no relevant studies that aim to look at both these factors in tandem, i.e. the effect of lunch along with the teaching-learning methods in the afternoon classrooms as factors influencing academic performance and student engagement. This paper aims to study this area of topic hypothesising that having a more balanced lunch along with engaging in more interactive classes would positively correlate with student engagement in afternoon classes. The study was conducted with bachelors and masters students at the CRI, University of Paris through surveys that were sent to students at the end of their class day. </p> <p>Due to lack of adequate data, the study was not able to produce significant correlations. However smaller nuances of the relationship between lunch, teaching-learning methods and student engagement were found. While engagement in classrooms did seem to be maximum when it was interactive and only 50% of students' lunch was formed of carbohydrates, no significant correlations were found to confirm the hypotheses.</p>
Datasets from the study Peer learning as a key component of an Integrated Teaching Method in large size classes
<p>The theory and research on learning in higher education are pointing out that active methods are able to improve learners’ performance more than passive ones and to trigger situated and deep learning. However, some factors prevent their spread and trust amongst university instructors, like their complex logistics in large size lectures. Indeed, in academic crowded classes these interactive-engagement methodologies are sporadically employed and seem to be rarely successful. In this context, in the academic years 2017-2018 and 2018-2019 we carried out a quasi-experiment at Politecnico di Milano aimed at investigating the effectiveness of the integration of peer learning activities, strengthened by the use of technology, into traditional Physics lectures as a teaching method in large size classes. Data related to both an experimental and a control group were gathered and analysed through descriptive and inferential statistics; Shapiro-Wilk, Levene, Mann-Whitney U, Wilcoxon signed-rank and Kruskal-Wallis tests were employed. Our combined strategy appears to be effective with relation to learning Physics and more successful than traditional courses centred on academic lectures, regardless of the difficulty of the issues investigated. Furthermore, a threshold for the exposure to peer learning in order for it to be effective has been highlighed.</p> <p>In this page it is shared:</p> <p>1) Dataset with reference to both 2017-2018 and 2018-2019</p> <p>2) R Script with reference to both 2017-2018 and 2018-2019</p>
Supplements and underlying data for the study: Using Health Claims to Teach Evidence-Based Practice to Healthcare Students: A Mixed Methods Study
<p>Supplements and English translation of the Norwegian data sets, in addition to checklists for the manuscript.</p>
Overcoming Challenges in DevOps Education through Teaching Methods
<p>DevOps is a set of practices that deals with coordination between development and operation teams and ensures rapid and reliable new software releases that are essential in industry. DevOps education assumes the vital task of preparing new professionals in these practices using appropriate teaching methods. However, there are insufficient studies investigating teaching methods in DevOps. We performed an analysis based on interviews to identify teaching methods and their relationship with educational challenges. Our findings show that <strong>project-based learning</strong> and <strong>collaborative learning</strong> are emerging as the most relevant teaching methods.</p>
Adaptation and evolution of teaching method for university programming subject to the online learning environment - Commit Data
<p>This dataset contains commit UNIX timestamps for Copymaster assignment git repositories of students studying Operating Systems class at Technical University of Košice in the span of years 2017/2018 - 2020/2021.</p>
Adaptation and evolution of teaching method for university programming subject to the online learning environment - Student surveys dataset
<p>This dataset contains anonymized survey data of students studying Operating Systems class at the Technical University of Košice in the span of school years 2017/2018 to 2020/2021.</p>
Adaptation and evolution of teaching method for university programming subject to the online learning environment - Student point gain dataset
<p>This dataset contains anonymized study results of students studying Operating Systems class at the Technical University of Košice in the span of school years 2015/2016 to 2020/2021.</p>
Objective Assessment of Live-streaming Vs Face-to-face Teaching Method Effectiveness in Training Simple Wound Suturing Skill to Surgical Clerkship
<p><strong>Objective Assessment of Live-streaming Vs Face-to-face Teaching Method Effectiveness in Training Simple Wound Suturing Skill to Surgical Clerkship </strong></p>
A Cross-over Randomised Trial Comparing Two Teaching Methods
ClinicalTrials.gov study NCT04692142. IPD Sharing: YES. Countries: 1. Publications: 1.
Teach Back Method on Depression Levels in Hemodialysis Patients
ClinicalTrials.gov study NCT07069634. IPD Sharing: Not stated. Countries: 1. Publications: 0.
The Effect of Teaching Methods on Urinary Catheterization
ClinicalTrials.gov study NCT06928831. IPD Sharing: NO. Countries: 1. Publications: 1.
The Effect of Patient Education Given by Teach-Back Method on Managing Chemotherapy Symptoms
ClinicalTrials.gov study NCT05825287. IPD Sharing: NO. Countries: 1. Publications: 1.
Video Coaching as an Efficient Teaching Method for Surgical Residents
ClinicalTrials.gov study NCT02529254. IPD Sharing: Not stated. Countries: 1. Publications: 4.
The Effect of Micro Teaching Method on Nursing Students' Psychomotor Skills, Attitudes, Self-Efficacy and Clinical Stress Level
ClinicalTrials.gov study NCT06769542. IPD Sharing: NO. Countries: 1. Publications: 1.
Comparison of the Effectiveness of Three Teaching Methods in Oral Hygiene in Adolescent Orthodontic Patients
ClinicalTrials.gov study NCT04444154. IPD Sharing: NO. Countries: 1. Publications: 1.
Comparison of Self Directed Learning and Small Group Teaching Methods on Pressure Injury Assessment
ClinicalTrials.gov study NCT05354687. IPD Sharing: NO. Countries: 1. Publications: 1.
Live-streaming Vs Face-to-face Teaching Method Effectiveness in Training Surgical Clerkship
ClinicalTrials.gov study NCT06221917. IPD Sharing: YES. Countries: 1. Publications: 5.
Effect of Teach-Back Method in Colonoscopy
ClinicalTrials.gov study NCT06841991. IPD Sharing: NO. Countries: 1. Publications: 5.
The Effect of Flipped Classroom Teaching Method on Academic Achievement and Skill Learning Level in Skills Education
ClinicalTrials.gov study NCT04959045. IPD Sharing: YES. Countries: 1. Publications: 5.
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