ABSTRACT
It started with a simple little filler in "USA Today" 25 years ago. It showed a broken student desk with cobwebs on it and offered data on "average yearly absences" in Japan, Germany, and the United States. Assessing my own data, I verified that they were on point and proceeded to discuss why this was a major hurdle for our kids and what could be done. Now, 25 years later, I am revisiting this topic, but through the virtual lens, including new data.
ABSTRACT
This study evaluates students' outcomes in an online materials and energy balances course during the COVID-19 pandemic. Using multiple linear regression, we found that students' "competence" and "autonomy" beliefs decreased across the semester, with a negative change in competence beliefs predicting higher grades for students, especially women. Also, we used path analysis to model the relationship between "psychological distress," motivation, and final grades. These results give insight into how to support students during difficult circumstances.
ABSTRACT
This reflective practice contribution presents the lessons learned from teaching plant design using an online flipped format to a small cohort of students in the first COVID-19 semester. These lessons were applied to the online teaching of the capstone design course to a full-sized cohort. The impact of the implemented recommendations on the students' academic outcomes is assessed, focusing on the importance of tracking student engagement in formative learning and encouraging the low-engagers to keep up.
ABSTRACT
While previous research on student success has focused on disciplinary academic classes and programs with varying results regarding the predictive validity of English proficiency tests, namely the International English Language Testing System (IELTS), none have studied student success within the non-program-specific context of an English for academic purposes (EAP) program in which the cut scores set by the university align with the IELTS guidance. Using data collected during the intake of new international students and at the completion of each semester, this study primarily sought to determine how students placed via IELTS fared compared to those placed via other tests, including the in-house English placement test (EPT), and whether they were more likely to fail EAP courses during their first semester. Across six semesters, success data for 663 English language learners (ELLs) enrolled in EAP courses during their first semester at the university were collected and compared on the basis of the placement test used, students' test scores, and their final course grades. Logistic regression analysis results revealed that the EPT performed significantly better in placing students into level-appropriate courses than IELTS. The findings indicate the predictive value of the in-house EPT process and suggest further research into semester-to-semester variations, emergent placement methods, and the probability of seeking services to mitigate academic challenges.
ABSTRACT
Although some education institutions have implemented open or online education in line with their own needs so far, distance education did not have national recognition until the pandemic that swept the world at the beginning of 2020. After this date, many institutions underwent transformation from conventional face-to-face education to distance or online education, and they had to change their programs accordingly. For this reason, this simultaneous explanatory mixed method study was conducted to examine the effectiveness and efficiency of distance education program of an English language institution situated in the northern part of Turkey. Five English language instructors and 403 English preparatory department students, five of whom were also interviewed, participated in this study. 'Distance Education System Evaluation Scale (DESES)', semi-structured interviews, observational journals and institutional documents were used as data collection tools. The results of quantitative data showed that students were mostly satisfied with instructors and least satisfied with the content of the program. Moreover, it is found out that students with higher grades gave high scores to DESES. On the other hand, from the results of qualitative data, while it is understood that the program was criticized negatively in terms of socialization, technical problems, teacher's mood, pacing schedule, registration, attendance, feedback, assessment, language skills and distance education pedagogy, positive themes emerged as time and expenses, technical infrastructure, instructors and psychological factors. The results show that there are many issues that need to be considered for distance education implementations and pedagogy.
ABSTRACT
This study explored how faculty and students differed in their coping strategies to handle the severe stress brought on by COVID-19 and how this stress impacted student academic achievement. For this study,103 students and faculty at a rural southern university participated in the study where they reported on their coping mechanisms during the pandemic. Student grade data from midterm and final course grades were collected to measure academic achievement. Results of the study indicated that students were more likely than faculty to engage in maladaptive coping strategies, specifically emotional disengagement. The findings have theoretical and practical implications for teaching in higher education such as consideration of how students cope with severe stress compared to faculty and how it impacts academic achievement.
ABSTRACT
This paper introduces the issue and perception that instructors treat online college students differently than traditional in-person students regarding grades, late assignments, or general well-being. Without tangibly interacting with a physical presence through virtual formats, some faculty members lack the ability and know-how to practice empathy effectively in times of crisis. A review of the current literature explores this crucial topic and provides valuable insights on empathy by defining the term and demonstrating how practitioners can successfully show empathy in today's online learning environment. In hopes of helping current practitioners in higher education, the text then presents tips and advice from personal narratives on how to implement the strategy of active empathy positively and proactively in the online classroom. The text ends with a storytelling approach where empathy was necessary to achieve professional outcomes. The paper stresses the presence of empathy and compassion through intentional engagement with college students in all major times of crisis, including but not limited to the present COVID-19 pandemic.