USA Abstract Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. We found that while manual methods detected plagiarism in only about 3 percent of assignments, Turnitin.
They conducted research to formulate an individual response, which was turned in at the beginning of the PBL session, and then presented their understanding at the subsequent PBL group session. A second question was introduced during the second PBL session, and a group response was developed and submitted for both questions.
The purpose of this study was to determine student perceptions of pharmacology content delivered through PBL in an effort to identify the most effective means of using PBL to facilitate the learning of pharmacology material. Our hypothesis was that the students would perceive that the most effective presentation of pharmacology content was one that focused on broad drug classes and included an individual pharmacology assignment, a post-assignment group discussion and consensus, and a graded group response for the assignment in lieu of examination questions.
The survey results were used to identify which of these strategies might be most effective in preparing students for the D3 Pharmacotherapeutics Module, treating dental school patients, and increasing confidence in their pharmacology knowledge for clinical practice.
While some survey items were identical for all dental student classes, due to the fact that different student classes were exposed to different teaching methodologies, some items were unique to each student class based on the instructional method applied to that class.
Each survey item was a statement to which students responded based on a five-point Likert scale with 1 indicating strongly disagree, 2 disagree, 3 neither agree nor disagree, 4 agree, and 5 strongly agree.
Students were informed that participation was voluntary and their grades would not be affected by either response to or participation in the survey. In addition, survey responses were anonymous, and results were reported as aggregate data.
The data were analyzed using descriptive statistics. When more than one class was given the same statement to evaluate, statistical analyses were performed.
Items 4, 5, and 10 were analyzed using the z-test. Items 1 and 6 were analyzed using the Kruskal-Wallis analysis of variance on ranks. Results The percentage of each class that completed the survey was as follows: View popup Table 3. The mean responses for all four classes were 1.
Thus, most of our students enter dental school with little or no background in pharmacology.
Item 2 focused on whether students believed they learned specific topics from the PBL cases. Their response was very positive, with a mean of 3. Survey item 3 concerned the value the students placed on the time they spent preparing for the pharmacology portions of the cases.
The mean response for item 3 was 3.
The students seemed to value both activities, with the mean response to item 4 at 3. In survey item 3, D2 students were asked to evaluate the value of the time spent preparing for and discussing the pharmacology assignments.
Their mean response was 3. Survey item 7 asked the students to compare the two different methods of pharmacology instruction through PBL during their first year and second year of dental school.
Overall, the majority of the D2 students agreed that the homework assignments were a better way to learn pharmacology than studying for examination questions over drugs in cases, mean 3.
While the D2 students said they believed that the homework assignments are a good way to learn pharmacology, they did not respond that the pharmacology that they learned in PBL prepared them to see clinical patients taking multiple medications, mean 2. The students said they did not believe that the PBL instruction gave an increase in overall knowledge of pharmacology, mean 2.
Survey item 9 asked the students to evaluate the method of learning pharmacology that was used while they were in PBL: Responses indicated that this teaching method was not well received 2. The Class of was taking the Pharmacotherapeutics Module during the entire time the survey was active.
Conceivably, the students who took the survey early in the semester would not have a feeling of confidence in treating patients in the clinics who are on multiple medications.Student Learning: Attitudes, Engagement and Strategies courses where mathematics is an important subject.
These decisions may, in turn, shape students’ post-secondary education and career choices. Student Learning: Attitudes, Engagement and Strategies. attitudes toward older adults, a study based on medical students shows that student’s attitudes towards older adults.
As Levine and Murray () argue, A total of 8 students from entry-level psychology courses and 5 haphazardly. The purpose of this study was to determine student attitudes toward using Web-based materials as an integral aspect of the teaching/ learning process in a collegiate music education methods class.
that students’ attitudes towards web-based independent learning changed positively and in particular, their knowledge of how to learn on the internet increased considerably as a result of this study.
Plagiarism by Adult Learners Online: A case study in detection and remediation Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education.
This paper presents the results of two independent studies that assessed the impact of writing as a learning tool in introductory-level geography courses.
Student Attitudes Toward Web-Based Courses. rld Wide Web, wherein the student never sets foot in a traditional classroom, and never has to meet face - to - face with an instruc to r or his fellow classmates. Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha investigated Egyptian EFL students’ learning styles and satisfaction with web-based materials. Findings of the A student’s attitude toward e-learning and students’ decision to use. Online Versus Face to Face College Courses Ningning Shi Johnson & Wales University - Providence, [email protected] students were administered a student perception questionnaire on students' attitudes towards Web-based, and/or on-line courses.
Student attitudes toward writing and their performance on exams were analyzed to determine the impact of writing for comprehension and.