Education Commons^™

Effect Of Experience Facilitating Problem-Based Learning (Pbl) On Physician Assistant Student Outcomes, Susan Hawkins, Anthony Goreczny, Nicole E. Brown

Internet Journal of Allied Health Sciences and Practice

Abstract

Purpose: The impact of prior problem-based learning (PBL) facilitation experience (measured by length of time facilitating) on student learning and student outcomes is unclear. The purpose of this study was to evaluate relationships of facilitator experience in problem-based learning on student outcomes. This study utilized both modified essay questions (MEQ) in the form of patient management assessments and multiple choice question (MCQ) assessments to evaluate different aspects of student acquisition and application of knowledge. Method: This study examined scores from six multiple choice question examinations and six patient management assessments (PMA), one each from six 5-week units …

Enhancing Learning And Assessment Of Pre-Service Teachers On Practicum Placements Using Mobile Technologies With Video Capture, Christopher E. Dann

Theses: Doctorates and Masters

Across all educational jurisdictions, each year, large numbers of pre-service teachers are assessed for their suitability for teaching during their teacher education courses, in schools and institutions through practicum placements or workplace learning. Despite their widespread use, practicums can be notoriously variable and unreliable in terms of assessment (Rorrison, 2008) and in promoting professional learning (Grudnoff, 2011). The study reported through the publications explicit or referred to in this exegesis focused on the development of a mobile application (‘app’) to address the problems of assessment and professional growth. It was a specific response to the emerging use of mobile devices …

Automated Optical Mark Recognition Scoring System For Multiple-Choice Questions, Murtadha Alomran

Theses: Doctorates and Masters

Multiple-choice questions are one of the questions commonly used in assessments. It is widely used because this type of examination can be an effective and reliable way to examine the level of student’s knowledge. So far, this type of examination can either be marked by hand or with specialised answer sheets and scanning equipment. There are specialised answer sheets and scanning equipment to mark multiple-choice questions automatically. However, these are expensive, specialised and restrictive answer sheets and optical mark recognition scanners.

This research aims to design and implement a multiple-choice answer sheet and a reliable image processing-based scoring system that …

The Online Student Experience: An Exploration Of First-Year University Students’ Expectations, Experiences And Outcomes Of Online Education, Melanie Henry

Theses: Doctorates and Masters

Online higher education presents a critical opportunity to extend and diversify the student body. The Online Student Experience (OSE), and online student outcomes, however, remain shrouded in ambiguity. The literature presents conflicting reports of online education (OE) quality, confounded by a lack of appreciation for potential differences between online and on-campus education, and a diversity of interpretations for what constitutes OE. The present research conceptualises OE as representing university courses that require students to interact with instructors and course materials via the internet, with no expectation of attending a university campus. A broad student-centred perspective is notably lacking from the …

Re-Theorising Inclusion And Reframing Inclusive Practice In Physical Education, Dawn Penney, Ruth Jeanes, Justen O'Connor, Laura Alfrey

Research outputs 2014 to 2021

Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is …