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Sheila DonnaN


Abstract (Sheila)

This study proposes to gain insight into the linguistic adaptation experiences of female Chinese international students at a medium-sized Canadian university by focusing on English language development. Qualitative data about adaptation experiences will be gathered in focus group interviews and quantitative data will be collected using a written survey. Four questions will guide the research: 1) How do these students adapt linguistically to university life in Canada? 2) What strategies do they employ in order to communicate in English? 3) Are there common adaptation experiences among the participants? 4) Are there identifiable adaptation stages over time and if so, what are they? Results of this study will a) provide international students with information to ease the transition to academic life in Canada, b) provide information to the university administration for consideration in international development and decision-making and c) contribute to adult ESL literature.


Abstract (Donna N)


The delivery of online courses has revolutionized academic curriculums worldwide. The demand for online learning suggests that the traditional “hands on” laboratory experiences may be replaced with multimedia and web-based experiences. A concern educators have toward this trend is the lack of evidence and scarcity of research aimed at determining if students can satisfactorily achieve learning objectives in an online course. The purpose of this research is to determine the learning outcomes of web-based learning (WBL) vs. model-based learning (MBL) vs. a combination of the two (WMBL) of anatomy laboratory material. Sub-purposes are to 1) determine the critical features of effective web-based and model-based learning, 2) to evaluate the role of learner type in assessing the effectiveness of the three methods of course delivery and, 3) to evaluate the role of subject matter in assessing the effectiveness of the two methods of course delivery. If the learning objectives of anatomy laboratories can be met via online learning, then the curriculum of many health-related fields could embrace this model of education. If limitations of online learning are revealed, it will then be imperative to curriculum planners to use online learning judiciously. Both qualitative (log book and exit survey) and quantitative data will be collected. After a 6 week orientation, all three modes will be employed in counter-balanced 6 wk blocks over the duration of a University human anatomy course. Students marks (dependent variable) on the lab exam following each 6 wk block will be analyzed using a 3(WBL vs. MBL. Vs WMBL) X 4(units of time) ANOVA.

Keywords: online learning, anatomy, distance education, multimedia