Browsing by Author "Carper, Kathleen"
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- Flipping the Way We Teach Writing: A Perspective on Student Perceptions of a Hybrid Undergraduate Technical Writing Course in AgricultureCarper, Kathleen; Anderson, James (2021-10)As directives from university and college administrators to shift to alternative forms of instructional delivery to traditional lecture increase, especially in light of current concerns with COVID-19, the readiness of faculty to offer quality instruction may be put into question. This study looked at student perceptions about hybrid learning for students enrolled in a technical writing course to glean insights on how this alternative instructional approach impacts student engagement and thus the ability to accomplish the learning objectives for a technical writing course that was revised from a standard flipped class to a hybrid class. Guided by a systems thinking framework, students enrolled in this technical writing course completed an anonymous, qualitative survey with open-ended, free response questions regarding their perceptions about the connections between the online and in-person components of the course and how various factors within the class, as a system, impacted their learning experience. Four themes were identified: students appreciate autonomy, students appreciate structure, students need access to the instructor, and students value meaningful interactions. Discussion includes considerations for instructors looking to incorporate alternative instructional strategies, like a hybrid learning modality, in their agriculture courses.
- Systems Thinking and Hybrid Learning: Findings for Improving Teaching in the COVID-19 EraThe COVID-19 pandemic has created a need for a better understanding of hybrid learning. This study explored the system of hybrid learning at a southern land grant university in an agricultural communications course via a qualitative methodology with a case study approach. Data was collected via four measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey; these provided evidence in defining roles of the teacher, student, and technology within the course. Findings indicated that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affected the overall experience. Intentional course design was found to be critical in hybrid learning, noting the key factors of value in face-to-face interactions, online learning, and the blend of online and face-to-face learning. Further, the importance of teacher relationships and feedback were also salient. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions.
- Use of Acute Vigorous Exercise Intervention to Improve Academic Success on Exams in Undergraduate STEM StudentsMahar, Emily A. (Virginia Tech, 2022-08-18)This study aimed to determine if an acute bout of exercise could improve academic performance when compared to sedentary behavior within a 2-hour window before a college exam. The participants of this study completed two bouts of an intervention on two separate occasions, exercise and sedentary, then completed each of the two class exams, followed by a short survey to gain insight on motivation and anxiety. A 2-way ANOVA was used to determine a time or group effect as this study was completed over a 15-week semester and found no significant difference between the group’s exam scores over time, as well as no group effect of the acute bout of exercise on their exam performance. Pre- and post-surveys, as well as post-exam surveys collected data relating to IPAQ, MSLQ, and GRIT which found significant correlations between IPAQ and perceived exam preparedness with P=0.041. As expected in academia, each exam’s scores were positively related to final course grades with P=0.0275 on exam 1 and P=0.0179 on exam 2. Finally, a P=0.048 was found between final course grades and scores from the extrinsic motivations section of the MSLQ on the post-study survey. Results and lessons learned from this pilot study should be used towards creating a larger-scale study in the future.