Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

Rapp-McCall, Lisa; Anyikwa, Victoria A.

doi:10.18060/20871

Cited by 24 publications

(10 citation statements)

References 23 publications

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“…Online distance learning when compared to traditional in-class learning may require addressing motivation by undergraduate students, but can be aided by developing and incorporating videos for online learning which supplement traditional teaching methods (Breneiser et al, 2018). The use of online lectures, discussion questions, and email contact with professors have been identified as online teaching strategies which engage students, reduce anxiety while also increasing knowledge (Rapp-McCall & Anyikwa, 2016).…”

Section: Example Responsesmentioning

confidence: 99%

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

Unger

Meiran

2020

IJTES

221

136

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In this paper, undergraduate student attitudes towards rapidly shifting to an entirely online learning environment were assessed due to COVID-19. In addition, surveys on perceptions about misinformation in media, overall anxiety towards distance learning, knowledge of disease outbreak, and level of preparedness during the onset of the Coronavirus (COVID-19) 2020 outbreak were analyzed. Students surveyed (N = 82) consisted of Wingate undergraduate students from across majors and academic years as part of an animal behavior course covering psychology and human behavior during the COVID-19 2020 crisis during the first two weeks when students returned to school entirely online from off-campus. The majority of students responded that online learning would not be the same as in-class learning (91.5%), indicating a significant difference in responses. Many students indicated they had witnessed some misinformation on COVID-19 in media (98.8%), and there was a significant difference for student perception on being well informed from standard news media (e.g., TV, newspapers) versus social media (t-test = 3.78, p <0.001). Many students (75.6%) responded they held some level of anxiety towards rapidly shifting to finishing a semester online, with 84.2% having discussed disease transmission actively and yet only 64.6% felt well prepared for emergency situations. The majority of students felt preventative measures (university requiring students to move off campus and remainder of semester moving to online distance learning) were based on good science and medical knowledge. Of the students that freely commented in the survey, overall students displayed a wide range of responses, with most expressing anxiety toward online learning, disappointment regarding graduation ceremony, and online learning being different than standard in-class learning. A follow up survey consisting of one question, revealed improvement in students that stated they felt less anxiety towards online learning after 3 weeks (51.4% Yes: 48.6% No), but still many students exhibiting anxiety towards distance education.

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Section: Example Responsesmentioning

confidence: 99%

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

Unger

Meiran

2020

IJTES

221

136

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“…Anxiety among students should be considered in online teaching where there is less direct contact with the faculty, and students must perform activities independently. The instructors' involvement and connection with students are essential during online activities (Rapp-McCall & Anyikwa, 2016). It has been suggested that student participation in online research sessions was less intimidating, thus enhancing the quality and quantity of interaction during online classes (Ni, 2013).…”

Section: Discussionmentioning

confidence: 99%

Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

et al. 2021

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Background: This study aims to evaluate the effectiveness of an online Moodle-based lesson for pharmacy students developed and designed for a research course focused on different methodologies, study variables, and research process applications. Methods: An experimental research methodology was used to determine the effectiveness of the Moodle-based lesson. All fourth term Pharm.D. students were required to complete and provide self-reflection reports. The outcome variables were cluster-based completion time, earned score, subjective feedback on contents, gender differences, and performance. Mean values were used to conduct statistical analysis, and a logistic regression model was applied to identify the significance of independent variables. Results: A total of 35 students completed the Moodle-based lesson. The mean earned score for the module was 81.0%, with an average completion time of 28.5 (range 26.8-30.1) hours. Females showed completion in less time compared to males. The reported knowledge and understanding showed a significant (p<0.001) pre-post increase in mean percentages in all three clusters. The intragroup pool analysis also reported significant (p<0.001) differences among gender and performance. The general feedback was limited to technical difficulties and self-reflection questions. Conclusions: The findings of this study showed that the online Moodle-based lesson module for a research course is an effective and validated tool to improve the knowledge and understanding of pharmacy students.

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“…When the current literature was examined, most of the studies in learning environments focused on student anxiety in asynchronous learning environments (Rapp-McCall & Anyikwa, 2016;Reagan, 2018). These studies revealed that students' social anxiety was reduced more in asynchronous learning environments than in face-to-face learning environments (Grieve et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Examining the Social Anxiety of University Students in Synchronous Online Learning Environments

Bahçekapili¹

2021

acin

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This study examines the social anxiety of university students in online live lessons in terms of their digital literacy levels, gender, previous distance education experiences, and the way they interact with the teacher in live lessons. The study was conducted with a causal-comparative and correlational research design. Data was obtained from 167 university students with an online questionnaire. The instruments used in the study were the general information form, the student-teacher interaction subscale of the social anxiety scale in e-learning environments, and the digital literacy scale. The data analysis was carried out with correlation analysis and an independent sample t-test. Results of the research showed that the social anxiety of students in synchronous learning environments has a negative relationship with their digital skills. The social anxiety of female students was found to be higher than male students. Also, students who did not actively listen to the lesson and interact with the teacher through live chat were more anxious. The social anxiety did not differ according to previous distance education experience and the use of microphones in lessons.

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Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

Cited by 24 publications

References 23 publications

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

Examining the Social Anxiety of University Students in Synchronous Online Learning Environments

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