To shelter or unshelter? An analysis of international students’ experience in introductory communication courses

The purpose of this study was to assess the degree to which sheltered versus unsheltered contexts of introductory communication courses impact communication skill development and overall learning outcomes for international students. Specifically, this study examined the following outcome variables: public speaking anxiety, engagement, communication mindset, communication efficacy, and student performance to investigate whether it is beneficial to sheltered international students in introductory courses. Results showed that there was no significant difference between groups for the public speaking anxiety, student engagement, or overall course performance, except for the final group presentation performance. However, there was a significant interaction effect for communication mindset and communication efficacy; students in sheltered sections saw increases in these outcomes over the course of the semester, while unsheltered students experienced the opposite.

Project-based engineering learning in college: associations with self-efficacy, effort regulation, interest, skills, and performance

This quantitative study examined student participation in an introductory project-based engineering course offered in fully face-to-face and hybrid course modes (N = 160). This course attempted to counteract trends of decreased student motivation and high attrition rates among engineering majors. Mixed-design analysis of variance examined differences in motivational constructs including student self-efficacy, effort regulation, and interest in engineering, as well as engineering skills throughout the course and across instructional modes. None of the motivational constructs were associated with significant decreases throughout the course nor with differences across instructional modes. However, students’ engineering skills increased throughout the course with no significant differences across course modalities. Furthermore, interest in engineering and effort regulation were positively associated with course performance. The instructional modality was not significantly associated with course performance. Overall, this study provides an example of a project-based introductory engineering course which may help maintain student motivation and foster student success in engineering.

Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure

Background Incentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance. Methods Weekly TBL and CBL participation and performance as well as performance on the course final examination were recorded. Student participation was quantified and correlated with: (1) CBL preparation, participation, teamwork and completion of learning objectives scores, and (2) TBL individual readiness assurance test (iRAT) scores. Results Student final examination scores (n = 95) were more strongly correlated with TBL than CBL performance. No significant correlation was found between iRAT and CBL scores. Student participation was measured in 3 CBL groups (8 students/group) and 4 TBL teams (6 students/team). TBL participation was more strongly correlated with final examination scores than CBL participation. TBL participation was also correlated with iRAT scores. CBL scores for preparation, participation, teamwork and completion of learning objectives did not significantly correlate with iRAT scores or TBL participation. Conclusion These results suggest that the assessment incentives and methods used in TBL result in student performance that better predicts performance on summative examinations.

Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

Background The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic. Method The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. Results Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. Conclusions This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.

Sentiment Analysis of Students’ Feedback in MOOCs: A Systematic Literature Review

In recent years, sentiment analysis (SA) has gained popularity among researchers in various domains, including the education domain. Particularly, sentiment analysis can be applied to review the course comments in massive open online courses (MOOCs), which could enable instructors to easily evaluate their courses. This article is a systematic literature review on the use of sentiment analysis for evaluating students’ feedback in MOOCs, exploring works published between January 1, 2015, and March 4, 2021. To the best of our knowledge, this systematic review is the first of its kind. We have applied a stepwise PRISMA framework to guide our search process, by searching for studies in six electronic research databases (ACM, IEEE, ScienceDirect, Springer, Scopus, and Web of Science). Our review identified 40 relevant articles out of 440 that were initially found at the first stage. From the reviewed literature, we found that the research has revolved around six areas: MOOC content evaluation, feedback contradiction detection, SA effectiveness, SA through social network posts, understanding course performance and dropouts, and MOOC design model evaluation. In the end, some recommendations are provided and areas for future research directions are identified.

Underwater and Surface Swimming Parameters Reflect Performance Level in Elite Swimmers

Although the role of underwater phases is well-known, no study has taken an interest in describing and quantifying the distance and time spent in apnea as a condition for optimal performance. This study aimed to investigate the impact of time and distance spent underwater and surface parameters on the swimming performance of elite swimmers. The performances of 79 swimmers in 100-m freestyle were analyzed (short-course). The underwater and spatiotemporal parameters of three groups have been recorded: finalists of the 2018 World Swimming Championships (WORLD), French swimmers who reached a 100 m performance time under 50 s at the 2018 French National Championships (UND50), and those who reached a 100 m performance time above 50 s (UP50). The WORLD group spent more distance underwater (37.50 ± 4.92 m) in comparison with UND50 (31.90 ± 4.88 m, p < 0.05) and UP50 (31.94 ± 4.93 m, p < 0.01) groups. The total percentage of non-swimming time was higher for WORLD (39.11 ± 4.73%) vs. UND50 (34.21 ± 4.55%, p < 0.05) and UP50 (33.94 ± 5.00%, p < 0.01). In addition, underwater speed was higher for WORLD (2.54 ± 0.05 m/s) compared with UND50 (2.46 ± 0.09 m/s, p < 0.05) and UP50 (2.38 ± 0.11 m/s, p < 0.01). Three parameters among the underwater phases (i.e. distance underwater, speed underwater, and total percentage of non-swimming time) determine the 100-m freestyle short course performance. These data suggest an appropriate focus on specific apnea training to improve underwater skills during short-course swimming performances.

Combined effect of different teaching strategies on student performance in a large-enrollment undergraduate health sciences course

Students’ course performance is fundamental for any institution to carry out its academic mission. Often, in-class disengagement and lack of after-class course support in large-enrollment classes trigger academic problems for students. This leads to poor exam performance and an increased rate of final letter grade of a D or F or student withdrawal (DFW), an indicator of students’ poor academic success. Changing teaching strategies by using interventions that incorporate student-student interaction and student-faculty interaction may offer the opportunity to improve course performance. In this retrospective study, we examined the effect of changing teaching strategies on student course performance of 5,553 students enrolled in an undergraduate health sciences course over a span of 20 semesters. Three different interventions namely 1) daily low-stake in-class quizzes, 2) team-based learning, and 3) after-class review sessions were incorporated as teaching strategies. To assess the combined effect of these strategies’ students’ performance in the intervention period (12 semesters) was compared with control period (8 semesters). Student performance in the course was measured by exam grades; overall score; percentage of students receiving letter grades and A, B, C; and DFW rates. The data indicated that in the intervention period, exam scores increased by 6.6%, overall course score increased by 6.2%, percentage of students receiving letter grade A/B increased by 21.3%, percentage of students receiving letter grade C decreased by 6.9%, and the DFW rates decreased by 14.5%. Overall, changing teaching strategies through incorporation of these interventions improved students’ performance in the course.