Browsing by Subject "learning outcomes"

Now showing 1 - 4 of 4
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    Active Reading Behaviors in Tablet-based Learning
    (AACE, 2015-07) Palilonis, Jennifer; Bolchini, Davide; Department of Human-Centered Computing, School of Informatics and Computing
    Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active reading experience with two tablet textbook modules. We discovered novel study behaviors learners enact that are key to the active reading experience with tablet textbooks. Results illustrate that existing active reading tools do little to support learners when they struggle to make sense of and subsequently remember content delivered in multiple media formats, are distracted by the mechanics of interactive content, and grapple with the transient nature of audiovisual material. We collected valuable user feedback and uncovered key deficiencies in existing active reading tools that hinder successful multimedia tablet textbook reading experiences. Our work can inform future designs of tools that support active reading in this environment.
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    An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum
    (AAVMC, 2018) McNulty, Margaret A.; Lazarus, Michelle D.; Anatomy and Cell Biology, IU School of Medicine
    Little to no correlation has been identified between previous related undergraduate coursework or outcomes on standardized tests and performance in a veterinary curriculum, including anatomy coursework. Therefore, a relatively simplistic method to predict student performance before entrance would be advantageous to many. The purpose of this study was to evaluate whether there is a correlation between performance in a veterinary anatomy pre-course and subsequent performance within a professional anatomy curriculum. Incoming first-year veterinary students at the Louisiana State University School of Veterinary Medicine were asked to participate in a free weeklong pre-course, before the start of the semester. The pre-course covered the musculoskeletal anatomy of the canine thoracic limb using dissection-based methods. Student performance, as evaluated by test grades in the pre-course, did indeed correlate with test grades in professional veterinary anatomy courses. A significant and positive correlation was identified between pre-course final exam performance and performance on examinations in each of 3 professional anatomy courses. Qualitative analyses of student comments pertaining to their experience within the pre-course indicated differences in the perceived benefits of the pre-course between high-, middle-, and low-performing students. These varied perceptions may provide predictive feedback as well as guidance for supporting lower performing students. Together, these results indicate that performance in a weeklong pre-course covering only a small portion of canine anatomy is a strong predictor of performance within a professional anatomy curriculum. In addition, the pre-course differentially affected student perceptions of their learning experience.
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    And Ethics for All: Integrating Values and Ethics for a Diverse Undergraduate Curriculum
    (2013-04) Hook, Sara Anne; Lykins, Beth
    This presentation will move from a macro level of considering values and ethics across the undergraduate curriculum to a more targeted discussion of how professional ethics are covered in individual courses, finally culminating in a discussion of how ethics can be applied in a cross-disciplinary manner. The presenters will showcase the course content and homework assignments that they use to teach values and ethics in their individual courses as well as their team-taught course and provide suggestions for how to assess whether their courses have impacted student learning or shaped student beliefs about values and ethics.
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    Assessing Student Learning in Co-Curricular Undergraduate Programs
    (2018-06) Galli, Dominique
    The IUPUI Center for Research and Learning assesses student learning in undergraduate research using both qualitatively and quantitatively data. As of today close to 400 students ranging from freshmen to seniors and more than 100 mentors have been surveyed. Data collected as well as select excerpts from student reflective essays will be presented to demonstrate student learning.