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Full-Text Articles in Education
Effects Of Applying A Think-Pair-Share (Tps) Structure To Asynchronous Online Discussions (Aods) On Students’ Performances: A Mixed Methods Study, Tianxiao Yang
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Asynchronous online discussion (AOD) has been a common instructional activity in the online learning context of higher education. However, previous studies suggested that students did not achieve the expected academic performances in AODs. This study proposed the think-pair-share (TPS) structure of cooperative learning as an instructional solution to improve students’ performances in AODs. Through integrating a TPS structure with multiple cooperative learning principles into a set of AODs, the researcher sequentially investigated three research questions: 1) if a student cohort participating in the TPS AODs would perform better than another student cohort participating in non-TPS AODs, 2) which small grouping …
Exploring The Educational And Psychological Impacts Of Peer Led Team Learning And Cyber Peer Led Team Learning On Undergraduate Students In A Large-Enrollment Introductory Biology Course, Mariah Claire Maxwell
Exploring The Educational And Psychological Impacts Of Peer Led Team Learning And Cyber Peer Led Team Learning On Undergraduate Students In A Large-Enrollment Introductory Biology Course, Mariah Claire Maxwell
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Peer Led Team Learning (PLTL) is a well-studied active learning model that is associated with improved educational outcomes for students. The introductory biology course at Syracuse University (SU) has a well-established PLTL program, and published research stemming from this program has shown that PLTL has positive impacts on the short- and long-term retention of underrepresented minority (URM) students in STEM. However, there are additional data regarding potential benefits of the PLTL program for women and first-generation college students that have yet to be published. In this thesis, I present previously unpublished data indicating that women and first-generation college students who …
A Quantitative Assessment And Comparison Of Conceptual Learning In Online And Classroom-Instructed Anatomy And Physiology, Joel Yager Humphrey
A Quantitative Assessment And Comparison Of Conceptual Learning In Online And Classroom-Instructed Anatomy And Physiology, Joel Yager Humphrey
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Online and virtual technologies have allowed higher education institutions to expand educational opportunities to a broader range of students. The number of students enrolling in online courses is rapidly accelerating, and therefore performance-based evidence of the effectiveness and equivalence of such courses to enhance student learning is necessary, especially in lab-based science courses – where research is currently lacking. This study compared conceptual learning of online and on-campus students in a two-semester anatomy and physiology course sequence. Two terms of students (N=397) completed standardized pre-test and post-test assessments designed to assess content knowledge and conceptual learning based on change scores …