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Selected AbstractsDental undergraduate expectations and opinions of Web-based courseware to supplement traditional teaching methodsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2003R. Eynon The rapid growth of Internet for the delivery of information has enabled teaching materials to be placed on websites allowing student access to course material. It is the aim of this paper to evaluate a cohort of dental undergraduate students who have used Web-based courseware in prosthetic dentistry for a semester. A questionnaire was distributed to clinical undergraduate students prior to the use of the prosthetics course to determine their experience of using the World Wide Web (WWW) and their expectations of an online course. A second questionnaire was distributed at the end of 6 months which asked about their usage and opinions of the prosthetics Web-based courseware. The main concerns raised at the beginning of the course were related to computer access, the ability to use computers, the time involved and their conception that the e-course would be an additional burden. The main potential benefits were perceived to be convenience, availability of information and the ability to reinforce or catch up on aspects of the module they did not understand or had missed. Feedback at the end of the year showed that most students had accessed the Web-based courseware site at least once a month and, generally, their comments were favourable, dispelling some of the initial perceived fears. They felt that the website was a quick and convenient way to access information and was a good additional resource. Access to the site and printing information were the main problems raised by the students who had to use a shared cluster. In conclusion, Web-based courseware was felt to be a useful additional resource for students. However, this research showed that sufficient computers and printers must be available for such a resource to become an integrated part of the dental course. [source] Teaching oral surgery to undergraduate students: a pilot study using a Web-based practical courseEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2003Luciana Corrêa The Internet has been used in oral surgery teaching mainly to deliver learning material across the World Wide Web and to make use of online interactivity resources in everyday surgical practice, such as by e-mails, discussion groups, and chats. The aim of this paper is to describe and evaluate a Web-based practical course on oral surgery principles, which was applied to undergraduate students. This course was investigated as a distance learning simulation in which the student would be performing surgical activities at home, and the teacher and the school environment would be absent. A Web site was created containing the course material. For this study, the students participated in the Web-based course in a multimedia lab equipped with computers and Internet, internal sound system and TV circuits. In the event of significant mistakes by students, the TV circuit could be used to show the correct procedure for all the participants at the same time. Microcameras were used to monitor the student's actions during the Internet use. Students' impressions were determined by a questionnaire. Computer manipulation with ease and antiergonomic postures were observed. We concluded that distance learning courses with practical modules must be considered as a special type of educational modality, with reference to the relationship between the student and the computer. [source] Using current consumer issues to involve students in researchINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2008Elizabeth B. Carroll Abstract The value of involving students in research has been well documented. By including students in research, active and independent learning opportunities are provided, the importance of inquiry and investigation is emphasized, and connections between course material and the discipline become evident. Relevant opportunities for involving students in research projects can sometimes be elusive. Faculty time constraints limit the number of projects that can be undertaken and the number of students involved. Furthermore, many students become intimidated when told that they are required to carry out a research project. The purpose of this study was to use current consumer issues to involve undergraduate students in a relevant research project. The research project was implemented in class settings with teams of students. Faculty selected contemporary consumer issues based upon perceived student interest and experiences as consumers. By using issues of high relevance and familiarity to students and using the team approach within a course that faculty members were already assigned to teach, the issues of time constraint for the faculty members and increased levels of comfort for students were addressed. Prior to undertaking the project, students were instructed in appropriate research methods. Research methods utilized included student development of survey instruments, collection and recording of data, interpretation of data and presentation of results. Students became familiar with various research practices. By working as team members, the students' comfort level for being involved in research increased; however, other common group challenges arose. Relevant, contemporary consumer issues carry high relevance and interest for student groups, helping generate enthusiasm for the research process. The focus on involving students in research continues to be emphasized. By using research topics related to student's experiences as consumers, students are more readily engaged in undertaking research projects. Through these relevant research projects, students' consumer decision making is positively impacted. [source] Evaluation of the Effect of an Open Learning Course on Staff Knowledge and Attitudes Towards the Sexual Abuse of Adults with Learning DisabilitiesJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2001James Hogg An open learning course, ,Approaches to Sexual Abuse of Adults with Learning Disabilities', was undertaken with a range of staff working with adults with learning disabilities. Using a specially designed questionnaire based on the research and practice literature on sexual abuse, the present authors evaluated the impact of the course on staff knowledge of: (1) sexual abuse, and its antecedents and consequences; (2) the procedures to be followed once abuse is suspected; and (3) the practices most likely to minimize abuse. In addition, the effect of the course on attitudes was also assessed. Staff knowledge of sexual abuse was significantly increased following completion of the course. Staff attitudes at the outset of the course tended to be highly consistent with the values and practices reflected in the course material. However, changes in acceptance of formal practices to deal with abuse, confidence in having the skills to deal with incidents and awareness of the vulnerability of people with learning disabilities to abuse were all enhanced. The implication of sample attrition during the course is considered with respect to the nature of the environment in which staff work and the feasibility of the open learning model. [source] Writing Across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science EducationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2005David J. Dzurec ABSTRACT: Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and qualitative research method, was used to analyze journal data from 48 participating students during a 2-y period and involved 3 steps: (1) describing themes taken from a global reading of student commentaries, (2) reducing or relating themes to specific, verbatim statements found in student writings, and (3) interpreting or imposing meaning on the themes and the statements (Lanigan 1988). Hermeneutic analysis showed that journal writing was difficult at first but became easier and enjoyable over time, allowed students to relate course content to other knowledge, exposed students to course material multiple times allowing for better information retention, enhanced student understanding, helped students think critically, required students to prepare for class, gave students the opportunity to express opinions, and allowed students to experience writing as enjoyable and positive. Several minor themes suggested that most students found the experience useful to their learning. Findings from this study are consistent with neuroscience and cognitive psychology theories regarding learning and the development of reasoning skills. [source] Comparing health care delivery systems , initiating a student exchange project between Europe and the United StatesMEDICAL EDUCATION, Issue 7 2001Elizabeth G Armstrong Background Cross-cultural contact among different health care systems can provide a framework for identifying the strengths and weaknesses of one's own healthcare system. However, such contact has rarely had much impact upon medical education curricula. Despite intense debate on reforming the healthcare delivery systems (HCDS) in Europe and the United States, there is very little formal representation of this interdisciplinary field in our educational programs. Description To address this problem, a medical student exchange program was conducted in which students developed case studies that produced comparative analyses of HCDS in Germany, Sweden, Denmark and the United States. Each case is intended to highlight critical differences among the systems. Evaluation Students and their faculty preceptors completed pre- and post-exchange questionnaires to assess perceived knowledge of the HCDS and the adequacy of time devoted to it in their curricula. Both perceived that too little attention was devoted to this content in their programs. Following the exchange, students described clear increases in perceived knowledge. Discussion Our common interest in curriculum reform was key to implementing the exchange. The written cases generated by the students are being developed as course material in some of the schools and a conference is planned to disseminate the cases and the implementation strategies for their inclusion in medical curricula. [source] Experiential Education In New Product Design And Business DevelopmentTHE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 1 2002Richard N. Cardozo We describe an experiential approach to teaching new product design and business development in a year-long course that combines intensive project work with classroom education. Our course puts together up to six teams of graduate students from management and engineering who work on projects sponsored by individual companies. Student teams work with faculty from multiple disciplines and personnel from the sponsoring companies. The year-long format and involvement with company personnel provide opportunities for students to gain hands-on experience in a real product development project. Time constraints, coupled with students' determination to demonstrate what they can accomplish, stimulate teams to learn how to compress the design and development cycle. To help students generalize from their own projects to a wider universe of product design and business development phenomena, students participate continuously in constructive critiques of others' projects; and in presentations, case discussions and workshops that help them learn about the product and business development process itself. This article describes course objectives, syllabus, projects, sponsors, faculty, students and our course administration. In an effort to move towards a "paperless" course, we have put as much of the course material as possible on the World Wide Web; relevant websites are referred to in the article. At the end of the course each team presents a prototype and a protoplan to the sponsoring company in a final report, which in many cases includes suggestions for the sponsor on how to improve its design and development process. Students' positive evaluations, along with their comments, indicate that they are attaining their educational goals. Course projects have resulted in commercialized products, patents, continuing development projects in sponsoring companies, and placements for students. The course has generated public relations value for the units involved and for the university as a whole. © 2002 Elsevier Science Inc. All rights reserved. [source] Students' evaluation of online course materials in Fixed Prosthodontics: a case studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2001Elizabeth S. Pilcher Purpose: The purpose of this study was to assess a new online course format for dental students. Preclinical Fixed Prosthodontics I is a didactic and laboratory course given in the first year of the dental school curriculum. In the spring semester of 1999, the didactic portion of the course was offered in a web-based format as a supplement to the traditional lecture format. Methods: The study population was 53 first year dental students at one school. The study design was a one group post test without a control group. The online questionnaire consisted of multiple choice questions, Leikert scale questions and open-ended questions. Data were collected using Filemaker Pro and analyzed using EpiInfo. Results: Student response rate was 96% (52/53). All of the students responded that they felt comfortable with their computer skills in utilizing this course format. Most (96%) responded that the online materials were either very helpful or helpful to them. About half, (54%) recommended that the online format be continued as a supplement to traditional lectures, while 28% recommended replacing traditional lectures with the new format in order to provide more laboratory time in the course. The syllabus, lecture materials, bulletin board and handouts were found to be the most helpful online features. The least helpful features were the listserve, decision tree, and e-mail options. Most frequently mentioned strengths of the online material were listed as 1) the ability to view material at their own pace and at a time convenient to them, 2) quality photographs in lecture materials and 3) online quizzes. Weaknesses of the course were ranked by students as 1) problems with access to the materials and the intranet system, 2) taking quizzes online and 3) difficulty in printing the web-based lecture materials. Conclusions: The delivery of web-based material as a course supplement in Fixed Prosthodontics I was determined to be an overall success. Fine tuning of problems with access to the materials took place throughout the course. The student feedback will help direct future development of web-based course materials in the dental school curriculum. [source] Inter-firm sharing of process knowledge: exploring knowledge marketsKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 1 2002David G. Bell Markets and communities are two modalities of knowledge exchange between firms; and this study concludes with a model that addresses the tension between the two modalities. The model resulted from an exploratory study conducted under the umbrella of a national consortium, using the methodology of participatory action research. The study involved three large multinational firms, where one firm supplied knowledge of three different processes used in product development to two other non-competitive firms outside their supply chain. The knowledge was shared within the framework of an intervention that included the following: (1) individual work with process-related course materials via the web or compact disc, followed by (2) interactive group sessions supported by videoconference facilities and led by a process expert from the supplying firm. Empirical data were gathered by interviewing participants before and after the intervention, and by observing interactive group sessions. Findings from the empirical data describe rationales for inter-firm sharing of process knowledge, which illustrate a market modality of exchange; and describe practices for effective knowledge sharing, which illustrate aspects of a community modality of exchange. The model induced from these findings compares the situational setting, constellation of meanings and associated knowledge sharing practices for both modalities of exchange: market and community. Copyright © 2002 John Wiley & Sons, Ltd. [source] Faculty members' social identities and classroom authorityNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 111 2007Mark Chesler How do faculty members' social group identities influence their choices about how they present themselves and their course materials? How do these identities affect student responses to them and the material they present? [source] | |||||||||||||