A Quest for Knowledge: Enhancing Nursing Student Satisfaction, Engagement, and Knowledge Acquisition through Gamification
Renee Crossman and Karen Dobbin-Williams
Faculty of Nursing

The purpose of this project is to apply innovative gamification strategies to deepen student engagement, enhance satisfaction, and ultimately foster knowledge acquisition in Pathophysiology and Pharmacology in the Bachelor of Science in Nursing (BScN) program at Memorial University of Newfoundland, Faculty of Nursing. Through the application of various strategies, gamification has the potential to positively impact the student’s ability to apply pathophysiological and pharmacological concepts in a safe and competent manner at the bedside.

Community of Inquiry: Factors Affecting Student’s Satisfaction and Registration in Hybrid Teaching Classes
Sherrie Komiak
Faculty of Business Administration

Covid enabled hybrid teaching mode. In a hybrid class, during the scheduled class time, some students attend the class in person, while other students attend the class online. Our idea is to create a community of inquiry and increase the learner’s autonomy in hybrid classes, which then will increase undergraduate students’ success.

Education through a different lens: The use of video analysis to enhance the educational experience in physical activity courses
Jeff R. Crane
School of Human Kinetics and Recreation

This project will introduce video self-analysis as a tool to increase the effectiveness of student learning for pre-service teachers. Specifically, the use of video self-analysis will be beneficial for students to evaluate their own teaching and skill performance, and, in conjunction with traditional forms of evaluative feedback, allow for increased opportunity to critically analyze and develop their instructional abilities.

Enhancing student learning in a new environmental science course through the creation of virtual reality-based field trips
Christina Smeaton
School of Science and the Environment

Newfoundland is home to some of the most spectacular landscapes/sites on the planet where microbiology meets geochemistry (i.e., biogeochemistry). The TILE funding will be used to produce ten virtual reality (VR) NL field site visits (360 images/videos) for a new online course in Environmental Biogeochemistry (ENVS 3262) and will provide learners with meaningful opportunities for engagement with and application of course concepts.

Examining the potential of a Hyflex learning environment for instructors and students
Karen C. Goodnough
Faculty of Education

Hyflex (Hybrid-flexible) courses use an instructional approach that combines face-to-face and online learning. Students may choose to participate in each class session in one of three ways: face-to-face, online synchronously, or online asynchronously. This project will examine how to design a Hyflex course and ascertain students’ perspectives about learning through a Hyflex approach.

Integrating virtual reality into distance education for a more immersive and inclusive experience
Lyle Wetsch
Faculty of Business Administration

Advances in technology provide high quality, low cost tools increasing the accessibility of VR (virtual reality) and allowing students to participate in immersive online experiences such as programmed exercises and collaboration with others regardless of global location. This project explores the possibility for immersive education (using VR) to enhance student learning, engagement and satisfaction in online and distance education and investigates the potential for increased utilization across a range of academic programs at Memorial.

Psychology beyond the classroom: Enhancing work-integrated learning and experiential opportunities for our students
Christina Thorpe
Faculty of Science, Department of Psychology

Renewing selected aspects of the calculus sequence
Ivan Booth
Faculty of Science, Department of Mathematics and Statistics

This project will develop a new curriculum and then study the implementation of those changes for M2000 (Calculus III). Principally this will be to introduce the students to symbolic computations and graphical tools, as well as the use of those tools for visualization, exploration, analysis, and problem-solving activities

Speaking for Ourselves: Indigenous-Developed Learning Modules
Kelly Anne Butler
Office of Indigenous Affairs

Unleashing Student Self-Efficacy and Job-Readiness with Computer-Aided Design (CAD) for Real World Industries
Janna Rosales and Caroline Koenig
Faculty of Engineering and Applied Science

This project assists first-year engineering students to enhance self-efficacy, creativity, and job-readiness by increasing student engagement and motivation in a mandatory engineering design course that has a focus on Computer Aided Design (CAD). The CAD lab will develop new resources that will 1) promote an equitable learning environment using newly-adopted cloud-based CAD; 2) engage learners with the real-life technical needs of local companies; and 3) encourage student creativity and exploration of multi-disciplinary engineering contexts.