WorldWideScience

Sample records for biology learning environment

  1. The Relationship between Grade 11 Palestinian Attitudes toward Biology and Their Perceptions of the Biology Learning Environment

    Science.gov (United States)

    Zeidan, Afif

    2010-01-01

    The aims of the study were to investigate (a) the relationship between the attitudes toward biology and perceptions of the biology learning environment among grade 11 students in Tulkarm District, Palestine and (b) the effect of gender and residence of these students on their attitudes toward biology and on their perceptions of the biology…

  2. Student Perceptions of the Cell Biology Laboratory Learning Environment in Four Undergraduate Science Courses in Spain

    Science.gov (United States)

    De Juan, Joaquin; Pérez-Cañaveras, Rosa M.; Segovia, Yolanda; Girela, Jose Luis; Martínez-Ruiz, Noemi; Romero-Rameta, Alejandro; Gómez-Torres, Maria José; Vizcaya-Moreno, M. Flores

    2016-01-01

    Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The…

  3. Dynamically analyzing cell interactions in biological environments using multiagent social learning framework.

    Science.gov (United States)

    Zhang, Chengwei; Li, Xiaohong; Li, Shuxin; Feng, Zhiyong

    2017-09-20

    Biological environment is uncertain and its dynamic is similar to the multiagent environment, thus the research results of the multiagent system area can provide valuable insights to the understanding of biology and are of great significance for the study of biology. Learning in a multiagent environment is highly dynamic since the environment is not stationary anymore and each agent's behavior changes adaptively in response to other coexisting learners, and vice versa. The dynamics becomes more unpredictable when we move from fixed-agent interaction environments to multiagent social learning framework. Analytical understanding of the underlying dynamics is important and challenging. In this work, we present a social learning framework with homogeneous learners (e.g., Policy Hill Climbing (PHC) learners), and model the behavior of players in the social learning framework as a hybrid dynamical system. By analyzing the dynamical system, we obtain some conditions about convergence or non-convergence. We experimentally verify the predictive power of our model using a number of representative games. Experimental results confirm the theoretical analysis. Under multiagent social learning framework, we modeled the behavior of agent in biologic environment, and theoretically analyzed the dynamics of the model. We present some sufficient conditions about convergence or non-convergence and prove them theoretically. It can be used to predict the convergence of the system.

  4. Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

    Science.gov (United States)

    Yapici, I. Ümit

    2016-01-01

    The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

  5. Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology

    Science.gov (United States)

    Yang, Kai-Ti; Wang, Tzu-Hua; Chiu, Mei-Hung

    2015-01-01

    This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students…

  6. Influence of Web-Aided Cooperative Learning Environment on Motivation and on Self-Efficacy Belief in Biology Teaching

    Science.gov (United States)

    Hevedanli, Murat

    2015-01-01

    The purpose of this study is to investigate the influence of the web-aided cooperative learning environment on biology preservice teachers' motivation and on their self-efficacy beliefs in biology teaching. The study was carried out with 30 biology preservice teachers attending a state university in Turkey. In the study, the pretest-posttest…

  7. Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards Biology

    NARCIS (Netherlands)

    Telli, S.; Cakiroglu, J.; den Brok, P.

    2006-01-01

    The domain of learning environments research has produced many promising findings, leading to an enhancement of the teaching and learning process in many countries. However, there have been a limited number of studies in this field in Turkey. For that reason, the purpose of the present study was to

  8. Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

    Science.gov (United States)

    Randler, Christoph; Kummer, Barbara; Wilhelm, Christian

    2012-06-01

    The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

  9. Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses.

    Science.gov (United States)

    Weber, K Scott; Jensen, Jamie L; Johnson, Steven M

    2015-01-01

    An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.

  10. THE EFFECT OF LEARNING ENVIRONMENT FACTORS ON BIOLOGICAL DEVELOPMENT OF FIRST YEAR STUDENTS

    Directory of Open Access Journals (Sweden)

    Robert Podstawski

    2013-12-01

    Full Text Available The purpose of the study conducted among students of UWM in Olsztyn was to diagnose the level of biological development of first year students aged 19-20 years, depending on the location and type of secondary school attended. The research on the level of physical and motor development was carried out in 2012 during the compulsory physical education classes of 361 full-time students randomly selected with the use of statistical tables out of 250 student groups. In order to determine the level of physical development, basic anthropometric parameters of the subjects were measured such as body weight and height, and 13 motor tests were used to determine the motor level. The results showed that factors such as the location and type of secondary school attended did not differentiate significantly the level of physical and motor development of first-year students, and the occurring differences were rather incidental and accidental. The weak interaction of factors used was probably the result of blurring the differences and barriers between schools operating in rural areas and in urban areas, a similar curriculum, and an 8-month stay of the subjects at university.

  11. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

  12. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    Abstract: The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE......'s differ from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

  13. SMashup Personal Learning Environments

    NARCIS (Netherlands)

    Chatti, Mohamed; Jarke, Matthias; Wang, Zhaohui; Specht, Marcus

    2009-01-01

    Chatti, M. A., Jarke, M., Wang, Z., & Specht, M. (2009). SMashup Personal Learning Environments. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash-Up Personal Learning Environments (MUPPLE'09). Workshop in conjunction with 4th European Conference on Technology

  14. Designing Creative Learning Environments

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2015-05-01

    Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

  15. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2006-01-01

    from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used......The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE's differ...... in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

  16. [The Biology of Learning].

    Science.gov (United States)

    Campo-Cabal, Gerardo

    2012-01-01

    The effort to relate mental and biological functioning has fluctuated between two doctrines: 1) an attempt to explain mental functioning as a collective property of the brain and 2) as one relatied to other mental processes associated with specific regions of the brain. The article reviews the main theories developed over the last 200 years: phrenology, the psuedo study of the brain, mass action, cellular connectionism and distributed processing among others. In addition, approaches have emerged in recent years that allows for an understanding of the biological determinants and individual differences in complex mental processes through what is called cognitive neuroscience. Knowing the definition of neuroscience, the learning of memory, the ways in which learning occurs, the principles of the neural basis of memory and learning and its effects on brain function, among other things, allows us the basic understanding of the processes of memory and learning and is an important requirement to address the best manner to commit to the of training future specialists in Psychiatry. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

  17. Biology, Genetics, and Environment

    Science.gov (United States)

    Wall, Tamara L.; Luczak, Susan E.; Hiller-Sturmhöfel, Susanne

    2016-01-01

    Gene variants encoding several of the alcohol-metabolizing enzymes, alcohol dehydrogenase (ADH) and aldehyde dehydrogenase (ALDH), are among the largest genetic associations with risk for alcohol dependence. Certain genetic variants (i.e., alleles)—particularly the ADH1B*2, ADH1B*3, ADH1C*1, and ALDH2*2 alleles—have been associated with lower rates of alcohol dependence. These alleles may lead to an accumulation of acetaldehyde during alcohol metabolism, which can result in heightened subjective and objective effects. The prevalence of these alleles differs among ethnic groups; ADH1B*2 is found frequently in northeast Asians and occasionally Caucasians, ADH1B*3 is found predominantly in people of African ancestry, ADH1C*1 varies substantially across populations, and ALDH2*2 is found almost exclusively in northeast Asians. Differences in the prevalence of these alleles may account at least in part for ethnic differences in alcohol consumption and alcohol use disorder (AUD). However, these alleles do not act in isolation to influence the risk of AUD. For example, the gene effects of ALDH2*2 and ADH1B*2 seem to interact. Moreover, other factors have been found to influence the extent to which these alleles affect a person’s alcohol involvement, including developmental stage, individual characteristics (e.g., ethnicity, antisocial behavior, and behavioral undercontrol), and environmental factors (e.g., culture, religion, family environment, and childhood adversity). PMID:27163368

  18. From Personal Environment to Personal Learning Environment

    OpenAIRE

    Charlier, Bernadette; Henry, France; Peraya, Daniel; Gillet, Denis

    2010-01-01

    In the scientific literature, the Personal Environment has been described as a “new” resource to the learning process and named Personal Learning Environment. However, it has not yet been demonstrated in what way and to what extent Personal Environments contribute significantly and efficiently to the learning processes and outcomes framed by Higher Education programs. Our position paper aims firstly at defining Personal Environment. Secondly, it will suggest conditions under which Personal En...

  19. Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.

    Science.gov (United States)

    Cleveland, Lacy M; Olimpo, Jeffrey T; DeChenne-Peters, Sue Ellen

    2017-01-01

    In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain. © 2017 L. M. Cleveland et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  20. Students’ digital learning environments

    DEFF Research Database (Denmark)

    Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

    2018-01-01

    used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...

  1. Designing Virtual Learning Environments

    DEFF Research Database (Denmark)

    Veirum, Niels Einar

    2003-01-01

    The main objective of this working paper is to present a conceptual model for media integrated communication in virtual learning environments. The model for media integrated communication is very simple and identifies the necessary building blocks for virtual place making in a synthesis of methods...

  2. Learning Biology by Designing

    Science.gov (United States)

    Janssen, Fred; Waarlo, Arend Jan

    2010-01-01

    According to a century-old tradition in biological thinking, organisms can be considered as being optimally designed. In modern biology this idea still has great heuristic value. In evolutionary biology a so-called design heuristic has been formulated which provides guidance to researchers in the generation of knowledge about biological systems.…

  3. Collaborations in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

  4. The Integration of Personal Learning Environments & Open Network Learning Environments

    Science.gov (United States)

    Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

    2012-01-01

    Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

  5. Judgments of Learning in Collaborative Learning Environments

    NARCIS (Netherlands)

    Helsdingen, Anne

    2010-01-01

    Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

  6. Creating a flexible learning environment.

    Science.gov (United States)

    Taylor, B A; Jones, S; Winters, P

    1990-01-01

    Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

  7. Learning Environment and Student Effort

    Science.gov (United States)

    Hopland, Arnt O.; Nyhus, Ole Henning

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

  8. Collaborations in Open Learning Environments

    OpenAIRE

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed describing the process of 1) project proposal assessment for fit to learing materials, and 2) project team formation based on prior knowledge and personality. Algorithms for the formation of learning, creat...

  9. Georgia - Improved Learning Environment

    Data.gov (United States)

    Millennium Challenge Corporation — The school rehabilitation activity seeks to decrease student and teacher absenteeism, increase students’ time on task, and, ultimately, improve learning and labor...

  10. Constructivist learning theories and complex learning environments

    NARCIS (Netherlands)

    R-J. Simons; Dr. S. Bolhuis

    2004-01-01

    Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

  11. Metacognitive components in smart learning environment

    Science.gov (United States)

    Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

    2018-03-01

    Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

  12. Learning Environments in Mathematics

    Science.gov (United States)

    Turner, Vanshelle E.

    2017-01-01

    Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…

  13. Self-organized Learning Environments

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Mathiasen, Helle

    2007-01-01

    The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...... system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies...

  14. The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate nonmajor biology course

    Science.gov (United States)

    Partin, Matthew L.

    The problem addressed in this study stems from three crises currently faced by post-secondary science educators in the United States: relatively low scientific literacy among students entering college, the need for more students to pursue science related careers, and poor attitudes among students toward studying science. In this dissertation the following questions are addressed: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? This study also examines the effects of gender and ethnicity on motivation, attitudes, and course performance. The purpose of this study is to test a path model describing the mediating effects of motivation and attitudes on constructivist learning environments and course performance. The following study considers contemporary understanding of teaching and learning as well as motivation and attitudes to suggest a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of constructivist learning environments for undergraduate nonmajor biology courses. This study concludes that, although the classroom learning environment has a small direct effect on course performance, there is a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate indirect effect on attitudes toward biology. Furthermore, attitudes have a moderate direct effect on course performance and self-efficacy has a strong direct effect on both course performance and attitudes toward biology. Self-efficacy seems to be particularly important; however, each of these constructs is important in its own right and instructors in higher education should strive to enhance each of them among their students. If students are to learn using constructivist methods they need the proper motivation and positive attitudes to

  15. Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

    Science.gov (United States)

    Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne-Peters, Sue Ellen

    2017-01-01

    In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected…

  16. SETTING THE ENVIRONMENT FOR LEARNING.

    Science.gov (United States)

    SEPULVEDA, BETTY R.

    A NUMBER OF STEPS MUST BE TAKEN BY THE TEACHER OF CULTURALLY DEPRIVED ELEMENTARY STUDENTS TO PROVIDE THEM WITH AN OPTIMAL LEARNING ENVIRONMENT SO THAT THEIR INTELLECTUAL RETARDATION CAN BE CORRECTED AND REVERSED. BECAUSE MUCH OF THE ALIENATION THAT THE DISADVANTAGED STUDENT FEELS IS THE RESULT OF A CURRICULUM WHICH STRESSES FUTURE GOALS AND DWELLS…

  17. Creating Outdoor Play & Learning Environments.

    Science.gov (United States)

    White, Randy; Stoecklin, Vicki L.

    Why typical playgrounds are designed the way they are by adults is discussed, including what the ideal outdoor play/learning environment for children is and how the outdoor space should be considered as an extension of the classroom. The paper emphasizes the importance of nature to children, discusses the criteria playground designers should…

  18. Portability and networked learning environments

    NARCIS (Netherlands)

    Collis, Betty; de Diana, I.P.F.

    1994-01-01

    Abstract The portability of educational software is defined as the likelihood of software usage, with or without adaptation, in an educational environment different from that for which it was originally designed and produced. Barriers and research relevant to the portability of electronic learning

  19. Predicting Virtual Learning Environment Adoption

    DEFF Research Database (Denmark)

    Penjor, Sonam; Zander, Pär-Ola Mikael

    2016-01-01

    This study investigates the significance of Rogers’ Diffusion of Innovations (DOI) theory with regard to the use of a Virtual Learning Environment (VLE) at the Royal University of Bhutan (RUB). The focus is on different adoption types and characteristics of users. Rogers’ DOI theory is applied...

  20. Deep learning: Using machine learning to study biological vision

    OpenAIRE

    Majaj, Najib; Pelli, Denis

    2017-01-01

    Today most vision-science presentations mention machine learning. Many neuroscientists use machine learning to decode neural responses. Many perception scientists try to understand recognition by living organisms. To them, machine learning offers a reference of attainable performance based on learned stimuli. This brief overview of the use of machine learning in biological vision touches on its strengths, weaknesses, milestones, controversies, and current directions.

  1. SEBINI: Software Environment for BIological Network Inference.

    Science.gov (United States)

    Taylor, Ronald C; Shah, Anuj; Treatman, Charles; Blevins, Meridith

    2006-11-01

    The Software Environment for BIological Network Inference (SEBINI) has been created to provide an interactive environment for the deployment and evaluation of algorithms used to reconstruct the structure of biological regulatory and interaction networks. SEBINI can be used to compare and train network inference methods on artificial networks and simulated gene expression perturbation data. It also allows the analysis within the same framework of experimental high-throughput expression data using the suite of (trained) inference methods; hence SEBINI should be useful to software developers wishing to evaluate, compare, refine or combine inference techniques, and to bioinformaticians analyzing experimental data. SEBINI provides a platform that aids in more accurate reconstruction of biological networks, with less effort, in less time. A demonstration website is located at https://www.emsl.pnl.gov/NIT/NIT.html. The Java source code and PostgreSQL database schema are available freely for non-commercial use.

  2. Learning to soar in turbulent environments.

    Science.gov (United States)

    Reddy, Gautam; Celani, Antonio; Sejnowski, Terrence J; Vergassola, Massimo

    2016-08-16

    Birds and gliders exploit warm, rising atmospheric currents (thermals) to reach heights comparable to low-lying clouds with a reduced expenditure of energy. This strategy of flight (thermal soaring) is frequently used by migratory birds. Soaring provides a remarkable instance of complex decision making in biology and requires a long-term strategy to effectively use the ascending thermals. Furthermore, the problem is technologically relevant to extend the flying range of autonomous gliders. Thermal soaring is commonly observed in the atmospheric convective boundary layer on warm, sunny days. The formation of thermals unavoidably generates strong turbulent fluctuations, which constitute an essential element of soaring. Here, we approach soaring flight as a problem of learning to navigate complex, highly fluctuating turbulent environments. We simulate the atmospheric boundary layer by numerical models of turbulent convective flow and combine them with model-free, experience-based, reinforcement learning algorithms to train the gliders. For the learned policies in the regimes of moderate and strong turbulence levels, the glider adopts an increasingly conservative policy as turbulence levels increase, quantifying the degree of risk affordable in turbulent environments. Reinforcement learning uncovers those sensorimotor cues that permit effective control over soaring in turbulent environments.

  3. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2012-12-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students.In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach.Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose.Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually acquiring

  4. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2013-02-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students. In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach. Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose. Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually

  5. Enhancing Learning within the 3-D Virtual Learning Environment

    OpenAIRE

    Akbar Moazen Safaei; Shirin Shafieiyoun

    2013-01-01

    Today’s using of virtual learning environments becomes more remarkable in education. The potential of virtual learning environments has frequently been related to the expansion of sense of social presence which is obtained from students and educators. This study investigated the effectiveness of social presence within virtual learning environments and analysed the impact of social presence on increasing learning satisfaction within virtual learning environments. Second Life, as an example of ...

  6. Effective Learning Environments in Relation to Different Learning Theories

    OpenAIRE

    Guney, Ali; Al, Selda

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just a few studies about how physical environment is related to learning process. Many researchers generally consider teaching and learning issues as if independent from physical environment, whereas p...

  7. The learning environment and learning styles: a guide for mentors.

    Science.gov (United States)

    Vinales, James Jude

    The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

  8. Group Modeling in Social Learning Environments

    Science.gov (United States)

    Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

    2012-01-01

    Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

  9. Authoring Adaptive 3D Virtual Learning Environments

    Science.gov (United States)

    Ewais, Ahmed; De Troyer, Olga

    2014-01-01

    The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the…

  10. Learning environment: assessing resident experience.

    Science.gov (United States)

    Byszewski, Anna; Lochnan, Heather; Johnston, Donna; Seabrook, Christine; Wood, Timothy

    2017-06-01

    Given their essential role in developing professional identity, academic institutions now require formal assessment of the learning environment (LE). We describe the experience of introducing a novel and practical tool in postgraduate programmes. The Learning Environment for Professionalism (LEP) survey, validated in the undergraduate setting, is relatively short, with 11 questions balanced for positive and negative professionalism behaviours. LEP is anonymous and focused on rotation setting, not an individual, and can be used on an iterative basis. We describe how we implemented the LEP, preliminary results, challenges encountered and suggestions for future application. Academic institutions now require formal assessment of the learning environment METHODS: The study was designed to test the feasibility of introducing the LEP in the postgraduate setting, and to establish the validity and the reliability of the survey. Residents in four programmes completed 187 ratings using LEP at the end of one of 11 rotations. The resident response rate was 87 per cent. Programme and rotation ratings were similar but not identical. All items rated positively (favourably), but displays of altruism tended to have lower ratings (meaning less desirable behaviour was witnessed), as were ratings for derogatory comments (again meaning that less desirable behaviour was witnessed). We have shown that the LEP is a feasible and valid tool that can be implemented on an iterative basis to examine the LE. Two LEP questions in particular, regarding derogatory remarks and demonstrating altruism, recorded the lowest scores, and these areas deserve attention at our institution. Implementation in diverse programmes is planned at our teaching hospitals to further assess reliability. This work may influence other postgraduate programmes to introduce this assessment tool. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  11. Learning Biology with Plant Pathology.

    Science.gov (United States)

    Carroll, Juliet E.

    This monograph contains 10 plant pathology experiments that were written to correspond to portions of a biology curriculum. Each experiment is suitable to a biology topic and designed to encourage exploration of those biological concepts being taught. Experiments include: (1) The Symptoms and Signs of Disease; (2) Koch's Postulates; (3)…

  12. Constructivist Learning Environment among Palestinian Science Students

    Science.gov (United States)

    Zeidan, Afif

    2015-01-01

    The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…

  13. School and workplace as learning environments

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    In vocational education and training the school and the workplace are two different learning environments. But how should we conceive of a learning environment, and what characterizes the school and the workplace respectively as learning environments? And how can the two environ-ments be linked......? These questions are treated in this paper. School and workplace are assessed us-ing the same analytical approach. Thereby it is pointed out how different forms of learning are en-couraged in each of them and how different forms of knowledge are valued. On this basis sugges-tions are made about how to understand...

  14. Students’ Motivation for Learning in Virtual Learning Environments

    OpenAIRE

    Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

    2015-01-01

    The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled ...

  15. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    The study investigated the influence of learning environment on academic performance of primary school children. Two learning environments: the home and the school environments were identified for this study. Three research hypotheses were raised as guide to the study. The study made use of survey design.

  16. Cultural conventions and the Virtual Learning Environment

    NARCIS (Netherlands)

    van Wesel, Maarten; ten Haaf, J.; Vesseur, Antoinette

    2009-01-01

    Culture influences usability, and usability has influence on learning in a Virtual Learning Environment. When offering ‘e-Learning distance degree programs’ one has to take in account the cultural background of the student population. A mismatch between the culture for witch the Virtual Learning

  17. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  18. Personal Learning Environments in Black and White

    OpenAIRE

    Kalz, Marco

    2010-01-01

    Kalz, M. (2010, 22 January). Personal Learning Environments in Black and White. Presentation provided during the workshop "Informal Learning and the use of social software in veterinary medicine" of the Noviceproject (http://www.noviceproject.eu), Utrecht, The Netherlands.

  19. Integration of Various Technologies in Biology Learning

    Science.gov (United States)

    Safitri, M.; Riandi, R.; Widodo, A.; Nasution, W. R.

    2017-09-01

    Current technological developments require teachers to be able to create effective and efficient learning by integrating technology into teaching. The purpose of this study was to identify the type of technology used by teachers in biology teaching. This research uses descriptive method through observation and a semi-structured interview. Participants involved in this research are three teachers of X class biology from different Senior High School in Indonesia. The findings of the study were analyzed using the rubric of technology integration in the implementation of the use of technology in learning and teaching developed by Britten & Casady. The results of the study revealed that the various technologies used in the biological material of Animalia biology included in the technology that supports learning by using conventional methods or lectures on the material Kingdom Animalia. Teacher’s consideration in using technology on biology learning is limited facilities, the limited ability of teachers, complex content, and learning method used. The number of teachers’ considerations in integrating technology suggests that teachers in Indonesia need the development of the ability to integrate different types of technology in the lessons learned.

  20. Exploring Collaborative Learning Effect in Blended Learning Environments

    Science.gov (United States)

    Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

    2017-01-01

    The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

  1. Science Learning Outcomes in Alignment with Learning Environment Preferences

    Science.gov (United States)

    Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

    2011-01-01

    This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…

  2. Convivência e aprendizagem em ambientes virtuais: uma reflexão a partir da biologia do conhecer Coexistence and learning in virtual environments: a reflection from the biology of cognition's point of view

    Directory of Open Access Journals (Sweden)

    Eliana Maria do Sacramento Soares

    2011-12-01

    Full Text Available Pensar a dimensão complexa e sistêmica do processo educativo é um dos desafios da contemporaneidade. Para tanto, partimos do pressuposto de que ambientes virtuais de aprendizagem podem se constituir em domínios de ações que levem à autorregulação e a transformações estruturais. Para verificar essa pressuposição, este artigo apresenta resultados de um estudo empírico que busca compreender, a partir da Biologia do Conhecer, como um ambiente virtual pode se constituir num domínio de convivência capaz de propiciar a aprendizagem. Os resultados indicam possibilidades de gestão e de intervenção pedagógica nos ambientes de aprendizagem, que possibilitem a emergência de fluxos de interações que contribuam para que se estabeleça a convivência, nos moldes estudados.Thinking the complex and systemic dimension of the educative process is one of the nowadays' challenges. To this end, we start from the assumption that virtual learning environments can be constituded in action domains that lead to selfregulation and structural transformations. To verify this assumption, this paper presents results of an empirical study that seeks to understand, from the Biology of cognition, how a virtual environment can constitute a coexistence domain, able to propitiate learning. The results suggest possibilities of management and pedagogical intervention in the learning environments that make possible the emergence of interaction flows and contribute to establishing the coexistence, along the lines studied.

  3. Identifying Middlewares for Mashup Personal Learning Environments

    Directory of Open Access Journals (Sweden)

    Jinan Fiaidhi

    2009-08-01

    Full Text Available The common understanding of e-learning has shifted over the last decade from the traditional learning objects portals to learning paradigms that enforces constructivism, discovery learning and social collaboration. Such type of learning takes place outside the formal academic settings (e.g., seminars or lectures where a learning environment is created by using some kind of web application mashup tools. The use of these mashup tools moves the learning environment further away from being a monolithic platform towards providing an open set of learning tools, an unrestricted number of actors, and an open corpus of artifacts, either pre-existing or created by the learning process – freely combinable and utilizable by learners within their learning activities. However, collaboration, mashup and contextualization can only be supported through services, which can be created and modified dynamically based on middlewares to suit the current needs and situations of learners. This article identifies middlewares suitable for creating effective personal learning environment based on Web 2.0 mashup tools. This article also proposed a general framework for constructing such personal learning environments based on Ambient Learning realized by learning agents and the use of Enterprise Mashup servers.

  4. Effective Learning Environments in Relation to Different Learning Theories

    NARCIS (Netherlands)

    Guney, A.; Al, S.

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

  5. Positive feelings in learning and interest development in biology education

    DEFF Research Database (Denmark)

    Petersen, Morten Rask; Dohn, Niels Bonderup

    2015-01-01

    support our initial hypothesis that learning can be a facilitator for interest development. This is an argument for focusing more on didactical approaches and learning environments if the goal is to have interested students. As stated by Dewey: “If we can discover a child’s urgent needs and powers......Interest is an important affective variable that has been found to be associated with focused attention, higher cognitive functioning, and learning (Ainley, Hidi and Berndorff, 2002). This makes it an important variable in learning science. The experience of being interested has been characterized...... for learning (e.g. Krapp, 2002). Here we turn the interplay and see learning as a facilitator for interest development. This interplay was studied in upper secondary biology education. Student’s conducted an exercise on modelling natural selection with LEGO® bricks (Christensen-Dalsgaard & Kanneworf, 2009...

  6. Designing Lesson Content in Adaptive Learning Environments

    OpenAIRE

    Danijela Milosevic

    2006-01-01

    Online learning is widely spreading and adaptive learning environments are increasing its potentials. We present a scenario of adapting learning content towards individual student characteristics taking into consideration his/her learning style type and subject matter motivation level. We use an ontology based student model for storing student information. The scenario of designing lesson content tailored to individual student needs is presented as a cross section of learning style and motiva...

  7. Aluminium in Biological Environments: A Computational Approach

    Science.gov (United States)

    Mujika, Jon I; Rezabal, Elixabete; Mercero, Jose M; Ruipérez, Fernando; Costa, Dominique; Ugalde, Jesus M; Lopez, Xabier

    2014-01-01

    The increased availability of aluminium in biological environments, due to human intervention in the last century, raises concerns on the effects that this so far “excluded from biology” metal might have on living organisms. Consequently, the bioinorganic chemistry of aluminium has emerged as a very active field of research. This review will focus on our contributions to this field, based on computational studies that can yield an understanding of the aluminum biochemistry at a molecular level. Aluminium can interact and be stabilized in biological environments by complexing with both low molecular mass chelants and high molecular mass peptides. The speciation of the metal is, nonetheless, dictated by the hydrolytic species dominant in each case and which vary according to the pH condition of the medium. In blood, citrate and serum transferrin are identified as the main low molecular mass and high molecular mass molecules interacting with aluminium. The complexation of aluminium to citrate and the subsequent changes exerted on the deprotonation pathways of its tritable groups will be discussed along with the mechanisms for the intake and release of aluminium in serum transferrin at two pH conditions, physiological neutral and endosomatic acidic. Aluminium can substitute other metals, in particular magnesium, in protein buried sites and trigger conformational disorder and alteration of the protonation states of the protein's sidechains. A detailed account of the interaction of aluminium with proteic sidechains will be given. Finally, it will be described how alumnium can exert oxidative stress by stabilizing superoxide radicals either as mononuclear aluminium or clustered in boehmite. The possibility of promotion of Fenton reaction, and production of hydroxyl radicals will also be discussed. PMID:24757505

  8. A Design Framework for Personal Learning Environments

    NARCIS (Netherlands)

    Rahimi, E.

    2015-01-01

    The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

  9. Relationships between Learning Environment and Mathematics Anxiety

    Science.gov (United States)

    Taylor, Bret A.; Fraser, Barry J.

    2013-01-01

    We investigated relationships between the learning environment and students' mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is…

  10. Conditions for effective smart learning environments

    NARCIS (Netherlands)

    Koper, Rob

    2014-01-01

    Reference: Koper, E.J.R. (2014) Conditions for effective smart learning environments. Smart Learning Environments,1(5), 1-17. http://www.slejournal.com/content/1/1/5/abstract doi:10.1186/s40561-014-0005-4

  11. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

  12. An Environment for Mobile Experiential Learning

    Science.gov (United States)

    Petrovic, Otto; Babcicky, Philipp; Puchleitner, Thomas

    2014-01-01

    In experiential learning courses students acquire new knowledge through learning that takes place in real-life scenarios. By utilizing mobile devices to conduct observations outside of the classroom, learners can arrive at a broader and deeper understanding of their inquiries. In this paper, we propose a learning environment that integrates mobile…

  13. A Collaborative Model for Ubiquitous Learning Environments

    Science.gov (United States)

    Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

    2016-01-01

    Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

  14. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    of learning sessions - developing a repository of online asynchronous learning resources. In the course of developing a design several important restraints of CMC were identified that had significant impact on the design choices made. Among these were the need to design sessions as sequences and identifying...

  15. Interactive learning environments in augmented reality technology

    Directory of Open Access Journals (Sweden)

    Rafał Wojciechowski

    2010-01-01

    Full Text Available In this paper, the problem of creation of learning environments based on augmented reality (AR is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM, is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.

  16. Ecosystems in the Learning Environment

    Science.gov (United States)

    Louviere, Gregory

    2011-01-01

    Habitats, ecology and evolution are a few of the many metaphors commonly associated with the domain of biological ecosystems. Surprisingly, these and other similar biological metaphors are proving to be equally associated with a phenomenon known as digital ecosystems. Digital ecosystems make a direct connection between biological properties and…

  17. Situational Language Teaching in Ubiquitous Learning Environments

    Directory of Open Access Journals (Sweden)

    Angus F.M. Huang

    2010-09-01

    Full Text Available Situational language teaching (SLT is an effective instruction paradigm for English teaching in terms of providing vocabularies and sentence patterns with their frequent situations through learning materials. With the growth of educational technology, we need powerful and suitable techniques to embody SLT’s features in ubiquitous learning (u-learning and thus to benefit teachers and learners. Although researchers have proposed several innovative types of u-learning scenarios, the improved SLT paradigm in u-learning environment has been rarely investigated. This study indicated a framework of ubiquitous learning school to promote the concept of u-learning and employ SLT pedagogy in u-learning environment; it is called U-SLT. In order to support its innovation and provide situational learning services on demand, situational mashups was suggested to identify learners’ situation and learning requirement by means of integrating situation awareness with service mashups. The comparison between two u-learning modes, learning with situational mashups and learning without situation awareness support, were discussed. Experimental results showed that the students with the situational mashups support had a better learning performance and improved behaviours. Therefore, situational mashups was perceived to be a useful and desirable system for supporting U-SLT as well as the fundamental issue of a ubiquitous learning school.

  18. Towards an intelligent environment for distance learning

    Directory of Open Access Journals (Sweden)

    Rafael Morales

    2009-12-01

    Full Text Available Mainstream distance learning nowadays is heavily influenced by traditional educational approaches that produceshomogenised learning scenarios for all learners through learning management systems. Any differentiation betweenlearners and personalisation of their learning scenarios is left to the teacher, who gets minimum support from the system inthis respect. This way, the truly digital native, the computer, is left out of the move, unable to better support the teachinglearning processes because it is not provided with the means to transform into knowledge all the information that it storesand manages. I believe learning management systems should care for supporting adaptation and personalisation of bothindividual learning and the formation of communities of learning. Open learner modelling and intelligent collaborativelearning environments are proposed as a means to care. The proposal is complemented with a general architecture for anintelligent environment for distance learning and an educational model based on the principles of self-management,creativity, significance and participation.

  19. Computer Adaptive Assessment for Learning in a Virtual Learning Environment

    NARCIS (Netherlands)

    Heitink, Maaike Christine; Veldkamp, Bernard P.; Ras, Eric; Joosten-ten Brinke, Desiree

    2015-01-01

    In this project, five European countries are working together on the development of an online learning environment through which students can enhance key information processing skills (literacy, numeracy and problem solving in technology rich environments). This paper regards the numeracy learning

  20. Learning Object Metadata in a Web-Based Learning Environment

    NARCIS (Netherlands)

    Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

    2000-01-01

    The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

  1. The Effects of Integrating Social Learning Environment with Online Learning

    Science.gov (United States)

    Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

    2017-01-01

    The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

  2. Clinical learning environment inventory: factor analysis.

    Science.gov (United States)

    Newton, Jennifer M; Jolly, Brian C; Ockerby, Cherene M; Cross, Wendy M

    2010-06-01

    This paper is a report of the psychometric testing of the Clinical Learning Environment Inventory. The clinical learning environment is a complex socio-cultural entity that offers a variety of opportunities to engage or disengage in learning. The Clinical Learning Environment Inventory is a self-report instrument consisting of 42 items classified into six scales: personalization, student involvement, task orientation, innovation, satisfaction and individualization. It was developed to examine undergraduate nursing students' perceptions of the learning environment whilst on placement in clinical settings. As a component of a longitudinal project, Bachelor of Nursing students (n = 659) from two campuses of a university in Australia, completed the Clinical Learning Environment Inventory from 2006 to 2008. Principal components analysis using varimax rotation was conducted to explore the factor structure of the inventory. Data for 513 students (77%) were eligible for inclusion. Constraining data to a 6-factor solution explained 51% of the variance. The factors identified were: student-centredness, affordances and engagement, individualization, fostering workplace learning, valuing nurses' work, and innovative and adaptive workplace culture. These factors were reviewed against recent theoretical developments in the literature. The study offers an empirically based and theoretically informed extension of the original Clinical Learning Environment Inventory, which had previously relied on ad hoc clustering of items and the use of internal reliability of its sub-scales. Further research is required to establish the consistency of these new factors.

  3. Mapping Students’ Informal Learning Using Personal Learning Environment

    Directory of Open Access Journals (Sweden)

    Jelena Anđelković Labrović

    2014-07-01

    Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

  4. Search for the evidence of endocrine disruption in the aquatic environment: Lessons to be learned from joint biological and chemical monitoring in the European Project COMPREHEND

    NARCIS (Netherlands)

    Eggen, R.I.L.; Bengtsson, B.E.; Bowmer, C.T.; Gerritsen, A.A.M.; Gibert, M.; Hylland, K.; Johnson, A.C.; Leonards, P.E.G.; Nakari, T.; Norrgren, L.; Sumpter, J.P.; Suter, M.J.F.; Svenson, A.; Pickering, A.D.

    2003-01-01

    Between January 1999 and December 2001, the European Community project COMPREHEND was performed. The overall aim of COMPREHEND was to assess endocrine disruption in the aquatic environment in Europe, consequent to effluent discharge, with emphasis on estrogenic activity. COMPREHEND demonstrated the

  5. Create a good learning environment and motivate active learning enthusiasm

    Science.gov (United States)

    Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

    2017-08-01

    In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

  6. SCAFFOLDING IN CONNECTIVIST MOBILE LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Ozlem OZAN

    2013-04-01

    Full Text Available Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: Ø to learn in a networked environment, Ø to manage their networked learning process, Ø to interact in a networked society, and Ø to use the tools belonging to the network society. The researcher described how Vygotsky's “scaffolding” concept, Berge’s “learner support” strategies, and Siemens’ “connectivism” approach can be used together to satisfy mobile learners’ needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning.

  7. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project...... for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  8. The Relationships between Epistemic Beliefs in Biology and Approaches to Learning Biology among Biology-Major University Students in Taiwan

    Science.gov (United States)

    Lin, Yi-Chun; Liang, Jyh-Chong; Tsai, Chin-Chung

    2012-01-01

    The aim of this study was to investigate the relationships between students' epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and…

  9. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Hernández Salazar

    2016-03-01

    Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

  10. Using Active Learning in a Studio Classroom to Teach Molecular Biology

    Science.gov (United States)

    Nogaj, Luiza A.

    2013-01-01

    This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

  11. Relationship between learning environment characteristics and academic engagement

    NARCIS (Netherlands)

    Opdenakker, Marie-Christine; Minnaert, Alexander

    The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

  12. Advanced Training Technologies and Learning Environments

    Science.gov (United States)

    Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

    1999-01-01

    This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

  13. Gendered Learning Environments in Managerial Work

    Science.gov (United States)

    Gustavsson, Maria; Eriksson, Anna Fogelberg

    2010-01-01

    The aim is to investigate female and male managers' learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that…

  14. The new learning environment is personal

    NARCIS (Netherlands)

    De Vries, P.

    2013-01-01

    In a traditional sense the learning environment is qualified as the institutional setting for the teaching and learning to take place. This comprises the students, the teachers, management, the services and all the buildings, the classrooms, the equipment, the tools and laboratories that constitute

  15. Communicating the Library as a Learning Environment

    Science.gov (United States)

    Nitecki, Danuta A.; Simpson, Katherine

    2016-01-01

    Lack of commonly used vocabulary for informal learning environments hinders precise communication concerning what is observed, assessed, and understood about the relationship between space and learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of…

  16. Building Student Trust in Online Learning Environments

    Science.gov (United States)

    Wang, Ye Diana

    2014-01-01

    As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the…

  17. The Learning of Biology: A Structural Basis for Future Research

    Science.gov (United States)

    Murray, Darrel L.

    1977-01-01

    This article reviews recent research studies and experiences relating the learning theories of Ausubel to biology instruction. Also some suggestions are made for future research on the learning of biology. (MR)

  18. The Effectiveness of Blended Learning Environments

    Science.gov (United States)

    Eryilmaz, Meltem

    2015-01-01

    The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application,…

  19. School Zone: Learning Environments for Children.

    Science.gov (United States)

    Taylor, Anne P.; Vlastos, George

    Architectural solutions to some educational problems are explored and a systematic method is presented for designing schools as learning environments for children. Classroom environments and outdoor play areas are considered as functional art forms and seen as three-dimensional textbooks. The book demonstrates a way of using curriculum as a design…

  20. Digital Learning Environments: New possibilities and opportunities

    Directory of Open Access Journals (Sweden)

    Otto Peters

    2000-06-01

    Full Text Available This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.

  1. Personal Learning Environment – a Conceptual Study

    Directory of Open Access Journals (Sweden)

    Herbert Mühlburger

    2010-01-01

    Full Text Available The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centered approach to a learner-centered one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz. It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behavior

  2. Virtual learning environments: second life.

    Science.gov (United States)

    Ahern, Nancy; Wink, Diane M

    2010-01-01

    In this bimonthly series, the authors examine how nurse educators can use the Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. The editor of this column and her coauthor describes how the virtual world of Second Life can be used in nursing education.

  3. Evaluating Biology Achievement Scores in an ICT Integrated PBL Environment

    Science.gov (United States)

    Osman, Kamisah; Kaur, Simranjeet Judge

    2014-01-01

    Students' achievement in Biology is often looked up as a benchmark to evaluate the mode of teaching and learning in higher education. Problem-based learning (PBL) is an approach that focuses on students' solving a problem through collaborative groups. There were eighty samples involved in this study. The samples were divided into three groups: ICT…

  4. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

    The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

  5. Clinical learning environments: place, artefacts and rhythm.

    Science.gov (United States)

    Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

    2017-10-01

    Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  6. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  7. Students’ Motivation for Learning in Virtual Learning Environments

    Directory of Open Access Journals (Sweden)

    Andrea Carvalho Beluce

    2015-04-01

    Full Text Available The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs. For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE. The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

  8. Creating a Learning Environment for Engineering Education

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Until recently discussions about improvement of educational quality have focussed on the teacher – it was as-sumed that by training the teacher you could increase the students’ learning outcome. Realising that other changes than better teaching were necessary to give the students more useful......? And the introduction of IT has highlighted the importance of the learning environment, but the focus has narrowly been on the physical environment. However, the mental frame-work is also very important. To assure educational quality it is necessary to take all these elements into account and consider the total...... competencies, the idea of faculty development was introduced. But even this is not enough. The saying has for some time been ‘from teaching to learning’, but very little attention has actually been on the students’ learning through active studying; how should the student study in a learning-effective way...

  9. Ethnography in the Danish Veterinary Learning Environment

    Directory of Open Access Journals (Sweden)

    Camilla Kirketerp Nielsen

    2015-11-01

    Full Text Available The overall objective of this project is research-based development, implementation and evaluation of a game-based learning concept to be used in the veterinary education. Herd visits and animal contact are essential for the development of veterinary competences and skills during education. Yet veterinary students have little occasion to reach/attain a proper level of confidence in their own skills/abilities, as they have limited “training-facilities” (Kneebone & Baillie, 2008. One possible solution mightbe to provide a safe, virtual environment (game-based where students could practise interdisciplinary clinical skills in an easily-accessible, interactive setting. A playable demo using Classical Swine Fever in a pig herd as an example has been produced for this purpose. In order totailor the game concept to the specific veterinary learning environment and to ensure compliance with both learning objectives and the actual learning processes/procedures of the veterinary students, the project contains both a developmental aspect (game development and an exploration of the academic (scholastic and profession (practice oriented learning context. The initial phase of the project was a preliminary exploration of the actual learning context, providing an important starting point for the upcoming phase in which I will concentrate on research-based development, implementation and evaluation of a game-based virtual environment in this course context. In the academic (scholastic and profession (practice oriented learning context of a veterinary course in Herd Health Management (Pig module,ethnographic studies have been conducted by using multiple data collection methods; participant observation, spontaneous dialogues and interviews (Borgnakke, 1996; Hammersley & Atkinson, 2007. All courserelated activities in the different learning spaces (commercial pig herds, auditoriums, post-mortem examinations, independent group work were followed.This paper will

  10. Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

    Science.gov (United States)

    Suwono, Hadi; Wibowo, Agung

    2018-01-01

    Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

  11. The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

    2015-01-01

    This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

  12. Biological stoichiometry in tumor micro-environments.

    Directory of Open Access Journals (Sweden)

    Irina Kareva

    Full Text Available Tumors can be viewed as evolving ecological systems, in which heterogeneous populations of cancer cells compete with each other and somatic cells for space and nutrients within the ecosystem of the human body. According to the growth rate hypothesis (GRH, increased phosphorus availability in an ecosystem, such as the tumor micro-environment, may promote selection within the tumor for a more proliferative and thus potentially more malignant phenotype. The applicability of the GRH to tumor growth is evaluated using a mathematical model, which suggests that limiting phosphorus availability might promote intercellular competition within a tumor, and thereby delay disease progression. It is also shown that a tumor can respond differently to changes in its micro-environment depending on the initial distribution of clones within the tumor, regardless of its initial size. This suggests that composition of the tumor as a whole needs to be evaluated in order to maximize the efficacy of therapy.

  13. Pharmacovigilance of Biologics in a Multisource Environment.

    Science.gov (United States)

    Sagi, Sreedhar; Cohen, Hillel P; Woollett, Gillian R

    2017-12-01

    It is important that systems are in place to ensure that appropriate and comprehensive records are kept for use of all medications. It is fundamental to an effective pharmacovigilance system that patient medical records contain sufficient information to identify which medication has been prescribed, when it was administered, and at what dose. The availability of biologics from multiple sponsors has raised questions by some health care providers about the ability of current pharmacovigilance systems to trace specific biologics. In this article, periodic safety update reports were used to assess current postapproval safety monitoring for 3 biosimilars (epoetin alfa, somatropin, and filgrastim) that collectively represented nearly 350 million patient days of treatment worldwide. The reference products have each been marketed for over 10 years, forming a strong baseline of postmarketing safety data against which the safety of biosimilars can be compared. Published data from Denmark were also reviewed as additional evidence of how current pharmacovigilance systems are able to attribute adverse events to particular medicines. Collectively, the data show that spontaneous adverse drug reactions are reported by brand name in the majority of cases and are attributable to a specific medicine. Also discussed are the informational elements critical to monitoring biologics, or indeed any medicine, to ensure the availability of complete information so medicines that a patient has received can be quickly identified should a safety event occur. We support the addition of a single data element, the batch/lot number, to enhance the value of current pharmacovigilance systems. Adoption of 2-D barcodes in the European Union (EU) and standardized numerical identifiers in the United States addresses this need, since they include batch/lot numbers. These identifiers are already being implemented in the United States and the EU to improve patient safety, reduce medication errors, facilitate

  14. Casual Games and Casual Learning About Human Biological Systems

    Science.gov (United States)

    Price, C. Aaron; Gean, Katherine; Christensen, Claire G.; Beheshti, Elham; Pernot, Bryn; Segovia, Gloria; Person, Halcyon; Beasley, Steven; Ward, Patricia

    2016-02-01

    Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children's ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed.

  15. Senior High School Student Biology Learning in Interactive Teaching

    Science.gov (United States)

    Lu, Tan-Ni; Cowie, Bronwen; Jones, Alister

    2010-01-01

    This paper reports Grade 12 students' biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed,…

  16. Water: The Ideal Early Learning Environment

    Science.gov (United States)

    Grosse, Susan J.

    2008-01-01

    Bathtubs and swimming pools provide the ideal learning environment for people with special needs. For young preschool children, the activities that take place through water can help them develop physical fitness, facilitate motor development, reinforce perceptual-motor ability, encourage social development, and enhance self-esteem and confidence.…

  17. LA IMPORTANCIA DEL PLE (Personal Learning Environment

    Directory of Open Access Journals (Sweden)

    Amaia Arroyo Sagasta

    2013-12-01

    Communication has made the leap to virtual world and gives us the opportunity to use resources, sources of information, make contacts... That shapes our PLE or Personal Learning Environment. Considering the great importance that has taken the Internet and new media, we can only emphasize its value and claim their place in formal education.

  18. Different Children's Perspectives on Their Learning Environment

    Science.gov (United States)

    Sandberg, Gunilla

    2017-01-01

    This article reports and discusses findings from an ethnographic case study, aiming to gain a deeper understanding of how different children perceive their learning environment in the first grade of primary school, with regard to social as well as academic aspects. The theoretical framework is based on an interactional perspective, where…

  19. Learning Environment as Correlates of Chemistry Students ...

    African Journals Online (AJOL)

    The study aimed at assessing how 13 learning environment variables taken together predict students' achievement in chemistry as well as their relative contribution to the prediction. Two research questions were raised and stratified random sampling technique was used to select 94 chemistry teachers and 600 of their ...

  20. U-ALS: A Ubiquitous Learning Environment

    Science.gov (United States)

    Piovesan, Sandra Dutra; Passerino, Liliana Maria; Medina, Roseclea Duarte

    2012-01-01

    The diffusion of the use of the learning virtual environments presents a great potential for the development of an application which meet the necessities in the education area. In view of the importance of a more dynamic application and that can adapt itself continuously to the students' necessities, the "U-ALS" (Ubiquitous Adapted Learning…

  1. Utilising learning environment assessments to improve teaching ...

    African Journals Online (AJOL)

    We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class?

  2. Hipatia: a hypermedia learning environment in mathematics

    Directory of Open Access Journals (Sweden)

    Marisol Cueli

    2016-01-01

    Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

  3. VIRTUAL LEARNING ENVIRONMENT AS PART OF LIFELONG LEARNING

    Directory of Open Access Journals (Sweden)

    Teodora VATUIU

    2013-10-01

    Full Text Available As part of the European Union, Romania has established strategic goals for the transition to a high quality educational system. In this respect, the efforts to align with standards requested by the European Community became more pregnant. Romanian integration strategy 2007-2013 stipulates, through specific objectives, the requirement, that the education should be based on the development of a set of key competences. At the same time, we assume that the development of key competences needs an optimal correlation between the formal and informal learning. The individual performances in the personal and professional field start in the formal environment and can continue by virtual learning environment, as a part of lifelong learning. For creating the environment that helps learners to prepare for their career or to assess learner’s progress, along with the standards from formal learning, we need content standards and skill standards for informal learning too. They measure the individual performances and help learners to assess their competences in relation with performance and occupational standards from business environment.

  4. Environmental Learning Workshop: Lichen as Biological Indicator of Air Quality and Impact on Secondary Students' Performance

    Science.gov (United States)

    Samsudin, Mohd Wahid; Daik, Rusli; Abas, Azlan; Meerah, T. Subahan Mohd; Halim, Lilia

    2013-01-01

    In this study, the learning of science outside the classroom is believe to be an added value to science learning as well as it offers students to interact with the environment. This study presents data obtained from two days' workshop on Lichen as Biological Indicator for Air Quality. The aim of the workshop is for the students to gain an…

  5. Reconstructing Causal Biological Networks through Active Learning.

    Directory of Open Access Journals (Sweden)

    Hyunghoon Cho

    Full Text Available Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs, which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments.

  6. Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

    Science.gov (United States)

    Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

    2018-01-01

    Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…

  7. Construction of a Digital Learning Environment Based on Cloud Computing

    Science.gov (United States)

    Ding, Jihong; Xiong, Caiping; Liu, Huazhong

    2015-01-01

    Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

  8. Personal Learning Environments: A Solution for Self-Directed Learners

    Science.gov (United States)

    Haworth, Ryan

    2016-01-01

    In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

  9. A Well Designed School Environment Facilitates Brain Learning.

    Science.gov (United States)

    Chan, Tak Cheung; Petrie, Garth

    2000-01-01

    Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

  10. A concept for biological valuation in the marine environment

    Directory of Open Access Journals (Sweden)

    Eric Willem Maria Stienen

    2007-03-01

    Full Text Available In order to develop management strategies for sustainable useand conservation in the marine environment, reliable and meaningful,but integrated ecological information is needed. Biological valuationmaps that compile and summarize all available biological andecological information for a study area, and that allocate anoverall biological value to subzones, can be used as baselinemaps for future spatial planning at sea. This paper providesa concept for marine biological valuation which is based on aliterature review of existing valuation criteria and the consensusreached by a discussion group of experts.

  11. Macro-/micro-environment-sensitive chemosensing and biological imaging.

    Science.gov (United States)

    Yang, Zhigang; Cao, Jianfang; He, Yanxia; Yang, Jung Ho; Kim, Taeyoung; Peng, Xiaojun; Kim, Jong Seung

    2014-07-07

    Environment-related parameters, including viscosity, polarity, temperature, hypoxia, and pH, play pivotal roles in controlling the physical or chemical behaviors of local molecules. In particular, in a biological environment, such factors predominantly determine the biological properties of the local environment or reflect corresponding status alterations. Abnormal changes in these factors would cause cellular malfunction or become a hallmark of the occurrence of severe diseases. Therefore, in recent years, they have increasingly attracted research interest from the fields of chemistry and biological chemistry. With the emergence of fluorescence sensing and imaging technology, several fluorescent chemosensors have been designed to respond to such parameters and to further map their distributions and variations in vitro/in vivo. In this work, we have reviewed a number of various environment-responsive chemosensors related to fluorescent recognition of viscosity, polarity, temperature, hypoxia, and pH that have been reported thus far.

  12. RECOGNIZING PERSONAL LEARNING STYLES AND USING LEARNING STRATEGIES WHILE LEARNING ENGLISH IN AN ELECTRONIC ENVIRONMENT

    OpenAIRE

    Jurickova, Radka

    2013-01-01

    This paper describes the development of language skills among academics of VSB-Technical University of Ostrava in an LMS Moodle e-learning environment with regard to individual learning styles and strategies while learning a foreign language. A student’s individual learning style plays an essential role in effective foreign language acquisition, therefore recognizing their own learning style and using the right strategies to reinforce their particular curriculum can lead to effective learning...

  13. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    2017-01-01

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

  14. Designing Learning Environments That Integrate Curricular and Cocurricular Experiences.

    Science.gov (United States)

    Schroeder, Charles C.; Hurst, James C.

    1996-01-01

    Uses different learning models to provide the conceptual framework for three interventions that illustrate methods for designing effective learning environments at the macroinstitutional and microinstitutional levels. (Author)

  15. The Videoconferencing Learning Environment: Technology, Interaction and Learning Intersect

    Science.gov (United States)

    Saw, K. G.; Majid, Omar; Ghani, N. Abdul; Atan, H.; Idrus, R. M.; Rahman, Z. A.; Tan, K. E.

    2008-01-01

    This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more…

  16. Sociocultural Perspective of Science in Online Learning Environments. Communities of Practice in Online Learning Environments

    Science.gov (United States)

    Erdogan, Niyazi

    2016-01-01

    Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…

  17. Adaptive Content Presentation in Asynchronous Learning Environments

    Directory of Open Access Journals (Sweden)

    Georgios Tsoulouhas

    2012-06-01

    Full Text Available In Adaptive Educational Hypermedia Systems (AEHS, we expect that the learning content presentation should be appropriately retrieved from learning object repositories, and dynamically tailored to each learner’s needs. Each learner has a profile, subject to continuous change. The basic components of the learner’s profile include his/her cognitive characteristics, background of knowledge, previous experience, and current emotional situation. This paper proposes the architecture of a Petri net-based workflow engine – scheduled to be implemented in a AEHS - aiming to provide a reliable and efficient platform for the execution of learning course flows in a grid environment. Dealing with the question of adaptive management of learning content, the proposed p-timed Petri net is capable of presenting learning content adapted to the learner’s Learning Style and knowledge background. The proposed schema is accurately tested using a p-timed Petri net simulator. The schema may now be extended to include other components of the learner’s profile.

  18. Conditions for Productive Learning in Network Learning Environments

    DEFF Research Database (Denmark)

    Ponti, M.; Dirckinck-Holmfeld, Lone; Lindström, B.

    2004-01-01

    are designed without a deep understanding of the pedagogical, communicative and collaborative conditions embedded in networked learning. Despite the existence of good theoretical views pointing to a social understanding of learning, rather than a traditional individualistic and information processing approach......The Kaleidoscope1 Jointly Executed Integrating Research Project (JEIRP) on Conditions for Productive Networked Learning Environments is developing and elaborating conceptual understandings of Computer Supported Collaborative Learning (CSCL) emphasizing the use of cross-cultural comparative...... approaches of case studies in different concrete higher educational settings and existing practices. The analyses are based in a socio-cultural approach in a broad sense (Engestrøm (1987), Wenger (1998), Dirckinck-Holmfeld and Fibiger (2002)) and are concerned with the following aspects and objects of study...

  19. Usability Study of Personalized Learning in Mobile Learning Environment

    Directory of Open Access Journals (Sweden)

    Moumita Majumder

    2010-07-01

    Full Text Available In an effort to find out the best suitable application of mobile learning, several research works are undertaken till date. A review of related papers unveiled that mobile devices act better as a supporting media in teaching and learning scenario. The present worker has developed context specific learning modules i.e. personalized learning contents using an ontology based web service architecture and an experimantal exploration has been done with the target audience to justify the usability of such content in a real time environment. To ensure that the developed contents are acceptable and usable, usability aspects are carefully embedded during the analysis, design and development of the contents. In this paper, the steps to fulfill the usability aspects of the prepared contents are described, an architecture of the dissemination system has been designed and results of the study are presented.

  20. Toward Project-based Learning and Team Formation in Open Learning Environments

    OpenAIRE

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2014-01-01

    Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based learning and team formation services in Open Learning Environment can overcome these shortcomings. The differences between Open Learning Environments and formal learning settings, in particular wit...

  1. Virtual Learning Environments: the students' perspective

    OpenAIRE

    Turnock, Chris; Gannon-Leary, Pat

    2007-01-01

    Virtual Learning Environments (VLEs) are used extensively within higher education, primarily as an educational tool, but they can also have additional functionality. There has been considerable debate, both internal to the university and in the external academic community about the value of a VLE. The need to undertake a detailed examination of how students use a VLE has been a recurring theme in this debate. The purpose of this study was to ascertain how students used the university's VLE. T...

  2. Foreign language learning in immersive virtual environments

    Science.gov (United States)

    Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

    2012-03-01

    Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

  3. Peer Learning in Social Media Enhanced Learning Environment

    Directory of Open Access Journals (Sweden)

    Anne-Maritta Tervakari

    2012-09-01

    Full Text Available TUT Circle, a dedicated social media service for students at Tampere University of Technology (TUT, was used as a learning environment for the purpose of enhancing students‘ collaboration, communication and networking skills required in business and working life and for promoting peer learning in small groups. Unfortunately, active conversation was limited. The students intensively read content created by other students, but they did not actively present their opinions, arguments or comments. Another reason for the lack of real conversation was procrastination. The students seemed to need more encouragement to comment on or question the ideas of others, more support to promote intergroup interaction and more assistance with time management.

  4. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    Science.gov (United States)

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-01-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

  5. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  6. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  7. CLEW: A Cooperative Learning Environment for the Web.

    Science.gov (United States)

    Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

    This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

  8. Revisit of Machine Learning Supported Biological and Biomedical Studies.

    Science.gov (United States)

    Yu, Xiang-Tian; Wang, Lu; Zeng, Tao

    2018-01-01

    Generally, machine learning includes many in silico methods to transform the principles underlying natural phenomenon to human understanding information, which aim to save human labor, to assist human judge, and to create human knowledge. It should have wide application potential in biological and biomedical studies, especially in the era of big biological data. To look through the application of machine learning along with biological development, this review provides wide cases to introduce the selection of machine learning methods in different practice scenarios involved in the whole biological and biomedical study cycle and further discusses the machine learning strategies for analyzing omics data in some cutting-edge biological studies. Finally, the notes on new challenges for machine learning due to small-sample high-dimension are summarized from the key points of sample unbalance, white box, and causality.

  9. Using Facebook as an informal learning environment.

    Science.gov (United States)

    Cain, Jeff; Policastri, Anne

    2011-12-15

    To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant "real world" issues.

  10. Testing the effectiveness of problem-based learning with learning-disabled students in biology

    Science.gov (United States)

    Guerrera, Claudia Patrizia

    The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.

  11. Toward Project-based Learning and Team Formation in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2014-01-01

    Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

  12. From collaborative virtual research environment SOA to teaching and learning environment SOA

    NARCIS (Netherlands)

    Gilbert, Lester; Sitthisak, Onjira; Sim, Yee Wai; Wang, Chu; Wills, Gary

    2006-01-01

    Please, cite this publication as: Gilbert, L., & Sitthisak, O. (2006). From collaborative virtual research environment SOA to teaching and learning environment SOA. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September

  13. Distance learning in the digital environment.

    Science.gov (United States)

    Wiggins, R H; Katzman, G L; Dilda, P; Harnsberger, H R; Davidson, H C

    2001-06-01

    The expansion of radiology departments and divisions often can not occur in adjacent geographic locations. This leads to a greater separation of staff and residents, as well as workers in similar divisions. This makes traditional teaching difficult in academic institutions. The economic drive forcing many departments to investigate more isolated outpatient imaging centers has further hindered the ability to continue effective academic training at many facilities. The ability to easily share a digital environment across physical distance can greatly enhance the teaching experience, as well as be a valuable tool for consultation and case discussion with referring clinicians. The transition to a filmless environment with picture archiving and communication systems (PACS) can be utilized for distance learning in addition to the clinical arena. It is possible to take advantage of the digital transformation to PACS and case-viewing browser programs to conduct improved interactions with referring clinicians as well as radiologic teaching with relatively minimal hardware and software demands. The integration of web-based teleradiology programs with business networking software can be used for effective distance learning in the digital environment, sufficiently closing the distance on our rapidly expanding departments. This same technology allows for greater interaction with referring clinicians for real-time consultation and enhanced case discussion to entrench a supportive referral base for the radiologic community.

  14. Transactional distance in a blended learning environment

    Directory of Open Access Journals (Sweden)

    Jon Dron

    2004-12-01

    Full Text Available This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students' experience and associated poor retention can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour.

  15. A Development of Learning Widget on M-Learning and E-Learning Environments

    Science.gov (United States)

    Kim, SooHwan; Kim, HyeonCheol; Han, SeonKwan

    2013-01-01

    This article describes the development of learning widget on m-learning and e-learning environments. A widget is a small, simple and useful application supporting user-oriented contents. The user may select and install widgets that are convenient as well as an auto-updating application including weather or calendar. These widgets are especially…

  16. Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Directory of Open Access Journals (Sweden)

    Ingeborg Placklé

    2014-12-01

    Full Text Available If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

  17. Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

    Science.gov (United States)

    Sun, Daner; Looi, Chee-Kit; Xie, Wenting

    2017-01-01

    When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

  18. Study to Investigate Learning Motivation Factors within Formal and Informal Learning Environments and their influence upon Web-Based Learning

    OpenAIRE

    Arif Mushtaq; Dayang Rohaya Rambli; Rohani Salleh; Sadia Riaz

    2010-01-01

    Learning is a process that takes place in our brain, in response to our experiences in formal and informal learning environments. Both of these environments have their distinctive characteristics which instigate learning process and research has also established that learning process is mediated by external and internal factors; and one such factor is learning motivation. This paper investigates learning motivation factors within formal and informal learning environments, processes and their ...

  19. RECOGNIZING PERSONAL LEARNING STYLES AND USING LEARNING STRATEGIES WHILE LEARNING ENGLISH IN AN ELECTRONIC ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Jurickova, Radka

    2013-06-01

    Full Text Available This paper describes the development of language skills among academics of VSB-Technical University of Ostrava in an LMS Moodle e-learning environment with regard to individual learning styles and strategies while learning a foreign language. A student’s individual learning style plays an essential role in effective foreign language acquisition, therefore recognizing their own learning style and using the right strategies to reinforce their particular curriculum can lead to effective learning. The Department of Languages at the VSB-Technical University of Ostrava has decided to implement e-learning forms of education into English Language Teaching (ELT in the form of optimized adaptive e-courses. The paper describes the objective of providing an optimized adaptive e-learning environment respecting preferred learning styles with a narrower focus on the perceptual preferences (VAK of the presented curriculum and with regard to recommended learning strategies to be used while learning. This e-learning environment is being developed in accordance with the Common European Framework of References for Languages and its key language competences divided into two main categories: receptive skills and productive skills.

  20. Learning Theory Applied to the Biology Classroom.

    Science.gov (United States)

    Novak, Joseph D.

    1980-01-01

    The material presented in this article is intended to help students learn how to learn. The seven key concepts of David Ausubel's assimilation theory for cognitive learning are discussed with reference to the classroom. Concept mapping is suggested as a tool for demonstrating how the seven key concepts function. (SA)

  1. PENERAPAN BLENDED-PROBLEM BASED LEARNING DALAM PEMBELAJARAN BIOLOGI

    Directory of Open Access Journals (Sweden)

    Samuel Agus Triyanto

    2016-07-01

    Biologi abad 21 merupakan integrasi dan mengintegrasikan kembali sub disiplin ilmu biologi, serta integrasi biologi dengan disiplin ilmu lain untuk mengatasi permasalahan sosial. Penelitian ini bertujuan untuk mengetahui penerapan Blended-Problem Based Learning, aktivitas belajar, dan respon siswa dalam pembelajaran biologi. Penelitian ini merupakan penelitian survei dengan pendekatan deskriptif kualitatif. Data hasil penelitian menunjukkan bahwa aktivitas positif siswa dalam pembelajaran memuaskan, sedangkan respon siswa baik terhadap pembelajaran. Berdasarkan hasil penelitian, disimpulkan bahwa Blended-Problem Based Learning dapat diterapkan dan diterima sebagai model dalam pembelajaran.

  2. Aulas virtuales para el aprendizaje reflexivo de la biología / Virtual tools for Biology reflective learning

    Directory of Open Access Journals (Sweden)

    . Marisela de la Caridad Guerra Salcedo

    2017-09-01

    Full Text Available This paper aims to back up the concept of virtual classrooms in Biology and Chemistry courses as a contribution to the reflective learning of biological contents, methods of theoretical, empirical and mathematical, statistical levels were used. As a result, five virtual classrooms corresponding to the subjects Microbiology, Zoology I, Zoology II, Ecological Genetics II and Biodiversity were structured. These consist of resources such as files, archives, and URL, as well as different activities (forum, homework, quiz, glossary, and Wiki. 133 tasks designed to address shortcomings in learning from the different activities of the virtual environment were developed, in which reflexive, evaluative, interdisciplinary and dialogic aspects prevail. The seminar, practical activities and study guides are also offered to increase, the quality of the student’s study activities. The experimental introduction of the proposal in the second, a fourth and fifth year of the course evidence its effectiveness, expressed in reflective nature of learning and the students’ satisfaction

  3. Mapping Students Use of Technologies in Problem Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

  4. Learning in 3D Virtual Environments: Collaboration and Knowledge Spirals

    Science.gov (United States)

    Burton, Brian G.; Martin, Barbara N.

    2010-01-01

    The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine…

  5. U-CrAc Flexible Interior Doctrine, Agile Learning Environments

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rosenstand, Claus Andreas Foss

    2012-01-01

    The research domain of this article is flexible learning environment for immediate use. The research question is: How can the learning environment support an agile learning process? The research contribution of this article is a flexible interior doctrine. The research method is action research...

  6. Disrupting a Learning Environment for Promotion of Geometry Teaching

    Science.gov (United States)

    Jojo, Zingiswa

    2017-01-01

    Creating a classroom learning environment that is suitably designed for promotion of learners' performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers' action learning changed the learning environment for the promotion of geometry…

  7. A Digital Lego-Based Learning Environment for Fraction Ordering ...

    African Journals Online (AJOL)

    Learning environment is a process where learning is activated or enabled and the resources to support it are made available to a learner in order to construct and acquire knowledge. An environment must be simulated with features that enable learning to be fascinating, motivating and required mental process for critical ...

  8. The Impact of Multitasking Learning Environments in the Middle Grades

    Science.gov (United States)

    Drinkwine, Timothy

    2013-01-01

    This research study considers the status of middle school students in the 21st century in terms of their tendency to multitask in their daily lives and the overall influence this multitasking has on teaching and learning environments. Student engagement in the learning environment and students' various learning styles are discussed as primary…

  9. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  10. The Integration of Javanese Indigenous Knowledge in Biology Learning Resources Development

    Science.gov (United States)

    Anazifa, D.; Hadi, R. F.

    2017-02-01

    The student’s difficulties in learning and understanding Biology concepts are caused by the adoption of scientific phenomenon that not suitable with the environment they live in. Students who comes from the Javanese background sometimes find the Biology concepts hard to understand. Science content that comes from the West sometimes is not suitable with the student’s background, because the cultural and geographical background that underlining the science development are different. It can potentially cause the clash in constructing knowledge of students. The proportion of western knowledge and indigenous knowledge has to be balanced, in order to give the scientific rationale of the natural phenomenon that faced by students in everyday life. The ethnoscience experienced by student is still in the form of concrete experience as a result of the interaction with the nature. As one of the largest tribe in Indonesia, Javanese has many unique cultures that can be adopted in science classroom especially in Biology class. The role on ethnoscience in the context of developing Biology learning resources is to connect the science concept with the real world situation. By considering indigenous knowledge as one of learning resources, teachers can start to adjust the Javanese indigenous knowledge into the curriculum. This paper is literature review which will present the background, rationale, and procedure in integrating Javanese indigenous knowledge into Biology classroom as learning resources. The integration of Javanese indigenous knowledge in Biology learning resources development is necessary in order to connect the Biology concept into real situation.

  11. The Virtual Cell: a software environment for computational cell biology.

    Science.gov (United States)

    Loew, L M; Schaff, J C

    2001-10-01

    The newly emerging field of computational cell biology requires software tools that address the needs of a broad community of scientists. Cell biological processes are controlled by an interacting set of biochemical and electrophysiological events that are distributed within complex cellular structures. Computational modeling is familiar to researchers in fields such as molecular structure, neurobiology and metabolic pathway engineering, and is rapidly emerging in the area of gene expression. Although some of these established modeling approaches can be adapted to address problems of interest to cell biologists, relatively few software development efforts have been directed at the field as a whole. The Virtual Cell is a computational environment designed for cell biologists as well as for mathematical biologists and bioengineers. It serves to aid the construction of cell biological models and the generation of simulations from them. The system enables the formulation of both compartmental and spatial models, the latter with either idealized or experimentally derived geometries of one, two or three dimensions.

  12. Behavioral Feature Extraction to Determine Learning Styles in e-Learning Environments

    Science.gov (United States)

    Fatahi, Somayeh; Moradi, Hadi; Farmad, Elaheh

    2015-01-01

    Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of…

  13. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

    Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

  14. Q-learning with Experience Replay in a Dynamic Environment

    NARCIS (Netherlands)

    Pieters, Mathijs; Wiering, Marco

    2016-01-01

    Most research in reinforcement learning has focused on stationary environments. In this paper, we propose several adaptations of Q-learning for a dynamic environment, for both single and multiple agents. The environment consists of a grid of random rewards, where every reward is removed after a

  15. Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Science.gov (United States)

    Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning…

  16. The Development of Biology Teaching Material Based on the Local Wisdom of Timorese to Improve Students Knowledge and Attitude of Environment in Caring the Preservation of Environment

    Science.gov (United States)

    Ardan, Andam S.

    2016-01-01

    The purposes of this study were (1) to describe the biology learning such as lesson plans, teaching materials, media and worksheets for the tenth grade of High School on the topic of Biodiversity and Basic Classification, Ecosystems and Environment Issues based on local wisdom of Timorese; (2) to analyze the improvement of the environmental…

  17. Enhancing the Learning Environment by Learning all the Students' Names

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception....... Most teachers get to know the names of the most active students. Many teachers feel bad about this and would love to know all the students' names, but the task seems insurmountable.Over the years I have developed a simple, systematic and time-efficient method to learn the names of all students that can...

  18. Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

    Science.gov (United States)

    Sadi, Özlem

    2017-01-01

    The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…

  19. Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

    NARCIS (Netherlands)

    Börner, Dirk

    2010-01-01

    Börner, D. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Presented at the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France.

  20. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting

    National Research Council Canada - National Science Library

    Kolodner, Janet

    1997-01-01

    .... However troubleshooting is a complex process both to learn and perform. This report examines the prospects for designing an interactive learning environment that helps users acquire and engage in effective troubleshooting...

  1. Interacting domain-specific languages with biological problem solving environments

    Science.gov (United States)

    Cickovski, Trevor M.

    Iteratively developing a biological model and verifying results with lab observations has become standard practice in computational biology. This process is currently facilitated by biological Problem Solving Environments (PSEs), multi-tiered and modular software frameworks which traditionally consist of two layers: a computational layer written in a high level language using design patterns, and a user interface layer which hides its details. Although PSEs have proven effective, they still enforce some communication overhead between biologists refining their models through repeated comparison with experimental observations in vitro or in vivo, and programmers actually implementing model extensions and modifications within the computational layer. I illustrate the use of biological Domain-Specific Languages (DSLs) as a middle-level PSE tier to ameliorate this problem by providing experimentalists with the ability to iteratively test and develop their models using a higher degree of expressive power compared to a graphical interface, while saving the requirement of general purpose programming knowledge. I develop two radically different biological DSLs: XML-based BIOLOGO will model biological morphogenesis using a cell-centered stochastic cellular automaton and translate into C++ modules for an object-oriented PSE C OMPUCELL3D, and MDLab will provide a set of high-level Python libraries for running molecular dynamics simulations, using wrapped functionality from the C++ PSE PROTOMOL. I describe each language in detail, including its its roles within the larger PSE and its expressibility in terms of representable phenomena, and a discussion of observations from users of the languages. Moreover I will use these studies to draw general conclusions about biological DSL development, including dependencies upon the goals of the corresponding PSE, strategies, and tradeoffs.

  2. Nursing students' perceptions of learning in practice environments: a review.

    Science.gov (United States)

    Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

    2012-04-01

    Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

  3. Sporothrix schenckii complex biology: environment and fungal pathogenicity.

    Science.gov (United States)

    Téllez, M D; Batista-Duharte, A; Portuondo, D; Quinello, C; Bonne-Hernández, R; Carlos, I Z

    2014-11-01

    Sporothrix schenckii is a complex of various species of fungus found in soils, plants, decaying vegetables and other outdoor environments. It is the aetiological agent of sporotrichosis in humans and several animals. Humans and animals can acquire the disease through traumatic inoculation of the fungus into subcutaneous tissue. Despite the importance of sporotrichosis, it being currently regarded as an emergent disease in several countries, the factors driving its increasing medical importance are still largely unknown. There have only been a few studies addressing the influence of the environment on the virulence of these pathogens. However, recent studies have demonstrated that adverse conditions in its natural habitats can trigger the expression of different virulence factors that confer survival advantages both in animal hosts and in the environment. In this review, we provide updates on the important advances in the understanding of the biology of Spor. schenckii and the modification of its virulence linked to demonstrated or putative environmental factors. © 2014 The Authors.

  4. Intelligent and adaptive tutoring for active learning and training environments

    OpenAIRE

    Kenny, Claire; Pahl, Claus

    2009-01-01

    Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of th...

  5. Evidence for a Role of Executive Functions in Learning Biology

    Science.gov (United States)

    Rhodes, Sinéad M.; Booth, Josephine N.; Campbell, Lorna Elise; Blythe, Richard A.; Wheate, Nial J.; Delibegovic, Mirela

    2014-01-01

    Research examining cognition and science learning has focused on working memory, but evidence implicates a broader set of executive functions. The current study examined executive functions and learning of biology in young adolescents. Fifty-six participants, aged 12-13?years, completed tasks of working memory (Spatial Working Memory), inhibition…

  6. Students' Learning Activities While Studying Biological Process Diagrams

    Science.gov (United States)

    Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

    2015-01-01

    Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students' learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal…

  7. Language Learning in Outdoor Environments: Perspectives of preschool staff

    Directory of Open Access Journals (Sweden)

    Martina Norling

    2015-03-01

    Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

  8. Mobile Learning Environment System (MLES): The Case of Android-based Learning Application on Undergraduates’ Learning

    OpenAIRE

    Hafizul Fahri Hanafi; Khairulanuar Samsudin

    2012-01-01

    Of late, mobile technology has introduced new, novel environment that can be capitalized to further enrich the teaching and learning process in classrooms. Taking cognizance of this promising setting, a study was undertaken to investigate the impact of such an environment enabled by android platform on the learning process among undergraduates of Sultan Idris Education University, Malaysia; in particular, this paper discusses critical aspects of the design and implementation of the android le...

  9. Book review of Developing Adaptive and Personalized Learning Environments

    Directory of Open Access Journals (Sweden)

    Jason R Ward

    2016-12-01

    Full Text Available Technology continues to offer expanding opportunities for learners to gain knowledge in any environment, with all manner of devices. With the growth of open learning environments, online learning, ubiquitous computing, and learning analytics, adaptive and personalized learning environments have the potential to optimize learning and collaboration. This promise comes with a complex set of challenges, and Kinshuk has written a thorough and well-structured book to walk instructional designers and instructors through many of the key factors to be considered.

  10. Motivating Students to Learn Biology Vocabulary with Wikipedia

    Directory of Open Access Journals (Sweden)

    Boriana Marintcheva

    2012-02-01

    Full Text Available Timely learning of specialized science vocabulary is critical for building a solid knowledge base in any scientific discipline. To motivate students to dedicate time and effort mastering biology vocabulary, I have designed a vocabulary exercise utilizing the popular web encyclopedia Wikipedia. The exercise creates an opportunity for students to connect the challenge of vocabulary learning to a prior positive experience of self-guided learning using a content source they are familiar and comfortable with.

  11. The clinical learning environment in nursing education: a concept analysis.

    Science.gov (United States)

    Flott, Elizabeth A; Linden, Lois

    2016-03-01

    The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.

  12. Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

    Science.gov (United States)

    Belaineh, Matheas Shemelis

    2017-01-01

    Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

  13. Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

    NARCIS (Netherlands)

    T.-C. Liu (Tzu-Chien); Y.-C. Lin (Yi-Chun); G.W.C. Paas (Fred)

    2014-01-01

    textabstractTwo experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment

  14. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  15. Validation of a Scale of Interaction in Virtual Learning Environments

    Directory of Open Access Journals (Sweden)

    Rebeca Berridi Ramírez

    2014-12-01

    Full Text Available Various studies have pointed to the importance of interaction between the actors (teacher-student in virtual learning environments. In this paper our objective is to evaluate the dimensions of interaction of distance-learning students in virtual learning environments. A Scale of Interaction in Virtual Learning Environments was constructed, based on Barberà, Badia and Monimó’s (2001 interaction typology. Assessment by expert judges was used to improve content validity. Subsequently the scale was applied to a sample of distance-learning high school students in order to identify psychometric properties. The scale had a reliability coefficient of .93 and the following factorial structure: Factor I Learning support interactions with the advisor; Factor II Interactions with the virtual environment learning materials; and Factor III Dialogic interaction with peers. This measurement model was evaluated by means of CFA, which demonstrated adequate goodness-of-fit indices.

  16. Tracking Data in Open Learning Environments

    NARCIS (Netherlands)

    Santos, Jose Luis; Verbert, Katrien; Klerkx, Joris; Duval, Erik; Charleer, Sven; Ternier, Stefaan

    2015-01-01

    The collection and management of learning traces, metadata about actions that students perform while they learn, is a core topic in the domain of Learning Analytics. In this paper, we present a simple architecture for collecting and managing learning traces. We describe requirements,

  17. Biological Dialogues: How to Teach Your Students to Learn Fluency in Biology

    Science.gov (United States)

    May, S. Randolph; Cook, David L.; May, Marilyn K.

    2013-01-01

    Biology courses have thousands of words to learn in order to intelligently discuss the subject and take tests over the material. Biological fluency is an important goal for students, and practical methods based on constructivist pedagogies can be employed to promote it. We present a method in which pairs of students write dialogues from…

  18. INTUITEL and the Hypercube Model - Developing Adaptive Learning Environments

    Directory of Open Access Journals (Sweden)

    Kevin Fuchs

    2016-06-01

    Full Text Available In this paper we introduce an approach for the creation of adaptive learning environments that give human-like recommendations to a learner in the form of a virtual tutor. We use ontologies defining pedagogical, didactic and learner-specific data describing a learner's progress, learning history, capabilities and the learner's current state within the learning environment. Learning recommendations are based on a reasoning process on these ontologies and can be provided in real-time. The ontologies may describe learning content from any domain of knowledge. Furthermore, we describe an approach to store learning histories as spatio-temporal trajectories and to correlate them with influencing didactic factors. We show how such analysis of spatiotemporal data can be used for learning analytics to improve future adaptive learning environments.

  19. An Analysis of University Students' Attitudes towards Personalized Learning Environments

    Science.gov (United States)

    Sahin, Muhittin; Kisla, Tarik

    2016-01-01

    The aim of this research is to analyze university students' attitudes towards personalized learning environments with respect to the independent variables of gender, age, university, year of study, knowledge about the environment, participation in the environment and being willing to participate in the environment. The correlative survey model is…

  20. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

  1. Towards Adaptive Open Learning Environments: Evaluating the Precision of Identifying Learning Styles by Tracking Learners' Behaviours

    Science.gov (United States)

    Fasihuddin, Heba; Skinner, Geoff; Athauda, Rukshan

    2017-01-01

    Open learning represents a new form of online learning where courses are provided freely online for large numbers of learners. MOOCs are examples of this form of learning. The authors see an opportunity for personalising open learning environments by adapting to learners' learning styles and providing adaptive support to meet individual learner…

  2. Biological soil crusts as an integral component of desert environments

    Science.gov (United States)

    Belnap, Jayne; Weber, Bettina

    2013-01-01

    The biology and ecology of biological soil crusts, a soil surface community of mosses, lichens, cyanobacteria, green algae, fungi, and bacteria, have only recently been a topic of research. Most efforts began in the western U.S. (Cameron, Harper, Rushforth, and St. Clair), Australia (Rogers), and Israel (Friedmann, Evenari, and Lange) in the late 1960s and 1970s (e.g., Friedmann et al. 1967; Evenari 1985reviewed in Harper and Marble 1988). However, these groups worked independently of each other and, in fact, were often not aware of each other’s work. In addition, biological soil crust communities were seen as more a novelty than a critical component of dryland ecosystems. Since then, researchers have investigated many different aspects of these communities and have shown that although small to microscopic, biological soil crusts are critical in many ecological processes of deserts. They often cover most of desert soil surfaces and substantially mediate inputs and outputs from desert soils (Belnap et al. 2003). They can be a large source of biodiversity for deserts, as they can contain more species than the surrounding vascular plant community (Rosentreter 1986). These communities are important in reducing soil erosion and increasing soil fertility through the capture of dust and the fixation of atmospheric nitrogen and carbon into forms available to other life forms (Elbert et al. 2012). Because of their many effects on soil characteristics, such as external and internal morphological characteristics, aggregate stability, soil moisture, and permeability, they also affect seed germination and establishment and local hydrological cycles. Covering up to 70% of the surface area in many arid and semi-arid regions around the world (Belnap and Lange 2003), biological soil crusts are a key component within desert environments.

  3. Ortaöğretim Öğrencilerinin Biyoloji Laboratuvarı Sınıf Çevresine İlişkin Algılarına Öğrenme Stillerinin Etkisi (Kolb Öğrenme Stili Modeli Örneği The Effect Of Learning Styles On Secondary Education Students’ Perception Of Classroom Environment Of Biology Laboratory (Kolb Learning Style Model Sample

    Directory of Open Access Journals (Sweden)

    Hakan KURT

    2013-07-01

    Full Text Available The environments in which education activities are carried outinclude quiet rich individual qualities such as physical/ biological/psychological features, interests, expectations, desires, success, failure,talents, intelligence types, and learning styles. These differences in theindividual features of the students naturally affect the arrangement ofthe environments in which their learning process takes place. One ofthe most important individual features is learning styles. Therefore,learning styles affect perceptions of classroom environment. Because,knowing students’ preferred learning style would answer questionsabout what learning-teaching procedure could be implemented, wherethey could learn easily, and together with whom they could learn moreeasily. It has been determined that, in a classroom environment whichis arranged taking into account the learning styles, the students areconscious students who better perceive true cases, who effectivelybenefit from learning-teaching procedure, and who know what and howto learn.The purpose of this study is to evaluate the impact of learningstyles on secondary school students' perceptions of biology laboratoryclassroom environment. Scanning model was used in the study. A totalof 65 final-year secondary school students participated in the study. In order to collect data for this study biology laboratory classroom environment perception scale (Fraser, Gidding and McRobbie, 1992 and the Kolb Learning Style Inventory (Kolb, 1985 were used. In the analysis of the data, besides descriptive statistics, the reliability coefficient analysis, Chi-square test, one-way analysis of variance (ANOVA and Eta-square impact coefficient analysis were conducted with the help of SPSS-20 program package.In result of the study, it was determined that the students' perception of biology laboratory classroom environment was at medium level. On the other hand it was determined that the students participating in the study

  4. Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

    OpenAIRE

    Glogger, Inga; Holzäpfel, Lars; Kappich, Julian; Schwonke, Rolf; Nückles, Matthias; Renkl, Alexander

    2013-01-01

    Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning st...

  5. Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

    Science.gov (United States)

    Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373

  6. Active learning not associated with student learning in a random sample of college biology courses.

    Science.gov (United States)

    Andrews, T M; Leonard, M J; Colgrove, C A; Kalinowski, S T

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.

  7. Web-Based Learning Environment Based on Students’ Needs

    Science.gov (United States)

    Hamzah, N.; Ariffin, A.; Hamid, H.

    2017-08-01

    Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

  8. Effects of Cooperative Learning Strategy on Achievement and Science Learning Attitudes in Middle School Biology.

    Science.gov (United States)

    Chung, Young-Lan; Son, Dae-Hee

    2000-01-01

    Investigates the effects of cooperative learning on student achievement and attitudes of middle school biology students. Compares cooperative learning strategy, small group instruction, and traditional teaching methods. Reports significant achievement and attitude differences in the cooperative learning groups. (Contains 46 references.)…

  9. Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

    Science.gov (United States)

    Ustunel, Hale H.; Tokel, Saniye Tugba

    2018-01-01

    When technology is employed challenges increase in learning environments. Kim et al. ("Sci Educ" 91(6):1010-1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to…

  10. Postgraduate trainees' perceptions of the learning environment in a ...

    African Journals Online (AJOL)

    Increased performance in both areas requires routine assessment of the learning environment to identify components that need attention. Objective. To evaluate the perception of junior doctors undergoing specialist training regarding the learning environment in a teaching hospital. Methods. This was a single-centre, ...

  11. Optimising the Blended Learning Environment: The Arab Open University Experience

    Science.gov (United States)

    Hamdi, Tahrir; Abu Qudais, Mohammed

    2018-01-01

    This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

  12. Design Milieux for Learning Environments in African Contexts

    Science.gov (United States)

    Duveskog, Marcus; Sutinen, Erkki; Cronje, Johannes

    2014-01-01

    During the years 2002 to 2009, five African settings were used as foundation for designing different learning environments. While the content and target group for each learning environment varied, all of their design settings, or milieux, shared one implicit expectation: the milieu should facilitate the production of a change-making learning…

  13. Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

    Science.gov (United States)

    Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

    2017-01-01

    This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

  14. E-Learning Environment for Hearing Impaired Students

    Science.gov (United States)

    Hashim, Hisyamuddin; Tasir, Zaidatun; Mohamad, Siti Khadijah

    2013-01-01

    The usage of technology within the educational department has become more vital by each year passing. One of the most popular technological approaches used is the e-learning environment. The usage of e-learning environment in education involves a wide range of types of students, and this includes the hearing impaired ones. Some adjustment or…

  15. Development of "Learner Roles in Constructive Learning Environment" Scale

    Science.gov (United States)

    Bay, Erdal

    2011-01-01

    Introduction: This study aims to develop a scale to determine learner roles in constructive learning environment. Method: This study was conducted with 126 teacher candidates who study in Foreign Languages Department. For this study the teacher candidates were distributed into two groups. In the first group learning environments based on social…

  16. The Experience of Assessing Out-of-School Learning Environments

    Science.gov (United States)

    Kiriktas, Halit; Eslek, Sinan

    2017-01-01

    This study aimed to investigate out-of-school learning environments within the borders of the province of Izmir in terms of various parameters. With this purpose, the researchers developed the "Out-Of-School Learning Environments Assessment Survey." The study used the screening model, which is a descriptive research method. In the scope…

  17. Applying Behaviorological Principles in the Classroom: Creating Responsive Learning Environments.

    Science.gov (United States)

    Ulman, Jerome D.

    1998-01-01

    Reviews the basic principles of behaviorology, beginning with the work of B.F. Skinner, examining how these principles can be applied in creating responsive learning environments and delineating a system of steps needed to transform an ineffective instructional situation, characterized by chronic failure, into a learning environment that is…

  18. The fluidities of digital learning environments and resources

    DEFF Research Database (Denmark)

    Hansbøl, Mikala

    2012-01-01

    The research project “Educational cultures and serious games on a global market place” (2009-2011) dealt with the challenge of the digital learning environment and hence it’s educational development space always existing outside the present space and hence scope of activities. With a reference...... and establishments of the virtual universe called Mingoville.com, the research shows a need to include in researchers’ conceptualizations of digital learning environments and resources, their shifting materialities and platformations and hence emerging (often unpredictable) agencies and educational development...... spaces. Keywords: Fluidity, digital learning environment, digital learning resource, educational development space...

  19. Applying an Authentic, Dynamic Learning Environment in Real World Business

    Science.gov (United States)

    Lainema, Timo; Nurmi, Sami

    2006-01-01

    This paper describes a dynamic computer-based business learning environment and the results from applying it in a real-world business organization. We argue for using learning tools, which not only provide realistic and complex models of reality, but are also are authentic, facilitate continuous problem solving and meaningful learning, and embed…

  20. Designing Distributed Learning Environments with Intelligent Software Agents

    Science.gov (United States)

    Lin, Fuhua, Ed.

    2005-01-01

    "Designing Distributed Learning Environments with Intelligent Software Agents" reports on the most recent advances in agent technologies for distributed learning. Chapters are devoted to the various aspects of intelligent software agents in distributed learning, including the methodological and technical issues on where and how intelligent agents…

  1. Language Learning in Virtual Reality Environments: Past, Present, and Future

    Science.gov (United States)

    Lin, Tsun-Ju; Lan, Yu-Ju

    2015-01-01

    This study investigated the research trends in language learning in a virtual reality environment by conducting a content analysis of findings published in the literature from 2004 to 2013 in four top ranked computer-assisted language learning journals: "Language Learning & Technology," "CALICO Journal," "Computer…

  2. Using Scaffolding to Improve Student Learning in Legal Environment Courses

    Science.gov (United States)

    May, Diane

    2014-01-01

    Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new…

  3. An Interactive Learning Environment for Information and Communication Theory

    Science.gov (United States)

    Hamada, Mohamed; Hassan, Mohammed

    2017-01-01

    Interactive learning tools are emerging as effective educational materials in the area of computer science and engineering. It is a research domain that is rapidly expanding because of its positive impacts on motivating and improving students' performance during the learning process. This paper introduces an interactive learning environment for…

  4. Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students

    Science.gov (United States)

    Ernest, Kissi; Matthew, Somiah K.; Samuel, Ansah K.

    2015-01-01

    This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial…

  5. Learning from data for aquatic and geothenical environments

    NARCIS (Netherlands)

    Bhattacharya, B.

    2005-01-01

    The book presents machine learning as an approach to build models that learn from data, and that can be used to complement the existing modelling practice in aquatic and geotechnical environments. It provides concepts of learning from data, and identifies segmentation (clustering), classification,

  6. Understanding teacher responses to constructivist learning environments: Challenges and resolutions

    Science.gov (United States)

    Rosenfeld, Melodie; Rosenfeld, Sherman

    2006-05-01

    The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.

  7. Constructivist Learning Environments and Defining the Online Learning Community

    Science.gov (United States)

    Brown, Loren

    2014-01-01

    The online learning community is frequently referred to, but ill defined. The constructivist philosophy and approach to teaching and learning is both an effective means of constructing an online learning community and it is a tool by which to define key elements of the learning community. In order to build a nurturing, self-sustaining online…

  8. Profiles Junior High School West Java in Education Learning Environment

    OpenAIRE

    Nahadi, NFN; Siswaningsih, Wiwi; Sarimaya, Farida

    2014-01-01

    Descriptive studies have been conducted on the existing junior high profile in West Java on Education Learning Environment. The study was conducted by purposive sampling and descriptive done to get an idea about the profile of SMP in West Java implementation of the learning environment. in junior high school in West Java. Research conducted by distributing questionnaires, and observations based on the indicators developed. Based on this research, it is known that, PLH learning in junior high ...

  9. Adaptive learning for dynamic environments: A comparative approach

    OpenAIRE

    Costa, Joana; Silva, Catarina; Antunes, Mário; Ribeiro, Bernardete

    2017-01-01

    Nowadays most learning problems demand adaptive solutions. Current challenges include temporal data streams, drift and non-stationary scenarios, often with text data, whether in social networks or in business systems. Various efforts have been pursued in machine learning settings to learn in such environments, specially because of their non-trivial nature, since changes occur between the distribution data used to define the model and the current environment. In this work we present the Dr...

  10. Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

    Science.gov (United States)

    Gardner, Christina M.

    Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

  11. The Learning Impact of a 4-Dimensional Digital Construction Learning Environment

    OpenAIRE

    Chris Landorf; Stephen Ward

    2017-01-01

    This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialle...

  12. Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

    Science.gov (United States)

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2013-01-01

    The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

  13. Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

    Science.gov (United States)

    Smith, Wade Clay, Jr.

    The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

  14. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  15. An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

    Science.gov (United States)

    Daghan, Gökhan; Akkoyunlu, Buket

    2012-01-01

    This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…

  16. Anatomy Education Environment Measurement Inventory: A Valid Tool to Measure the Anatomy Learning Environment

    Science.gov (United States)

    Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan@Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri

    2017-01-01

    Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment,…

  17. Benefits of Informal Learning Environments: A Focused Examination of STEM-Based Program Environments

    Science.gov (United States)

    Denson, Cameron D.; Austin Stallworth, Chandra; Hailey, Christine; Householder, Daniel L.

    2015-01-01

    This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We…

  18. Biologically plausible learning in neural networks with modulatory feedback.

    Science.gov (United States)

    Grant, W Shane; Tanner, James; Itti, Laurent

    2017-04-01

    Although Hebbian learning has long been a key component in understanding neural plasticity, it has not yet been successful in modeling modulatory feedback connections, which make up a significant portion of connections in the brain. We develop a new learning rule designed around the complications of learning modulatory feedback and composed of three simple concepts grounded in physiologically plausible evidence. Using border ownership as a prototypical example, we show that a Hebbian learning rule fails to properly learn modulatory connections, while our proposed rule correctly learns a stimulus-driven model. To the authors' knowledge, this is the first time a border ownership network has been learned. Additionally, we show that the rule can be used as a drop-in replacement for a Hebbian learning rule to learn a biologically consistent model of orientation selectivity, a network which lacks any modulatory connections. Our results predict that the mechanisms we use are integral for learning modulatory connections in the brain and furthermore that modulatory connections have a strong dependence on inhibition. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

  19. Learning from external environments using Soar

    Science.gov (United States)

    Laird, John E.

    1989-01-01

    Soar, like the previous PRODIGY and Theo, is a problem-solving architecture that attempts to learn from experience; unlike them, it takes a more uniform approach, using a single forward-chaining architecture for planning and execution. Its single learning mechanism, designated 'chunking', is domain-independent. Two developmental approaches have been employed with Soar: the first of these allows the architecture to attempt a problem on its own, while the second involves a degree of external guidance. This learning through guidance is integrated with general problem-solving and autonomous learning, leading to an avoidance of human interaction for simple problems that Soar can solve on its own.

  20. Virtual learning environment for interactive engagement with advanced quantum mechanics

    Directory of Open Access Journals (Sweden)

    Mads Kock Pedersen

    2016-04-01

    Full Text Available A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

  1. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    Science.gov (United States)

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-06-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

  2. Appropriating Technologies for Contextual Knowledge: Mobile Personal Learning Environments

    Science.gov (United States)

    Attwell, Graham; Cook, John; Ravenscroft, Andrew

    The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development and collaborative meaning making are challenging such domination. Technology is increasingly being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

  3. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  4. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation...

  5. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    . The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised......This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation...

  6. Arsenic in the aquatic environment - speciation and biological effects

    Energy Technology Data Exchange (ETDEWEB)

    Landner, L. [Swedish Environmental Research Group (MFG)

    1998-03-01

    The present report is a contribution to EC Commission`s undertaking to review existing EC provisions on the substances for which Sweden has been granted transitional provisions. The provisions imply that Sweden may maintain more stringent regulations on four substances until the end of 1998. The present report deals with speciation and biological effects of arsenic in three types of aquatic environments - marine water, estuarine or brackish water and freshwater. The similarity between arsenate and phosphate and the interference in phosphorylation reactions is discussed. It is clear that in Scandinavian inland waters the concentration of phosphorous is on average lower than in most inland waters in continental Europe. However, in most inland waters phosphorus is the limiting factor for phytoplankton development and eutrophication, which means that there is a clear risk for detrimental effects in the great majority of inland waters, also eutrophic waters 167 refs, 27 figs, 12 tabs. Exemption Substances Project (Directive 89/677/EEC)

  7. Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

    Science.gov (United States)

    Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

    2016-01-01

    Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by…

  8. School and workplace as learning environments in VET

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    of the physical, technical and organisational environment of work (workplace) and teaching (school). It determines the degree of autonomy, the possibility for use of skills, for social interaction and the balance between strain and reward for the worker/learner. These conditions encompass resources as well......The aim of this paper is to present an analytical model to study school and workplace as different learning environments and discuss some findings from the application of the model on a case study. First the paper tries to answer the question: what is a learning environment? In most other studies...... schools and workplaces are not only considered to be different learning environment, but are also analysed using different approaches. In this paper I will propose a common model to analyse and compare the two learning environments, drawing on sociology of work (Kern & Schumann 1984; Braverman 1976...

  9. Medical students' academic emotions: the role of perceived learning environment.

    Science.gov (United States)

    Kohoulat, Naeimeh; Hayat, Ali Asghar; Dehghani, Mohammad Reza; Kojuri, Javad; Amini, Mitra

    2017-04-01

    Research shows that there is a relationship between students' perceptions of classroom and learning environment and their cognitive, affective, emotional and behavioral outcomes, so, in this study the relationship between medical students' perception of learning environment and academic emotions was examined. The research method used was descriptive-correlative. The statistical population consisted of medical students of Shiraz University of Medical Sciences. Stratified sampling method was used to select 342 participants. They completed self-report questionnaires of Dundee Ready Educational Environment Measure (DREEM) and Achievement Emotions Questionnaire (AEQ). All descriptive statistics, Pearson's correlations and simultaneous multiple regression were performed using SPSS 14 software. Simultaneous multiple regression of the students' perceived learning environment on their academic achievement emotions showed that the perceived learning environment predicts the students' academic emotions.

  10. Medical students’ academic emotions: the role of perceived learning environment

    Science.gov (United States)

    KOHOULAT, NAEIMEH; HAYAT, ALI ASGHAR; DEHGHANI, MOHAMMAD REZA; KOJURI, JAVAD; AMINI, MITRA

    2017-01-01

    Introduction: Research shows that there is a relationship between students’ perceptions of classroom and learning environment and their cognitive, affective, emotional and behavioral outcomes, so, in this study the relationship between medical students’ perception of learning environment and academic emotions was examined. Method: The research method used was descriptive-correlative. The statistical population consisted of medical students of Shiraz University of Medical Sciences. Stratified sampling method was used to select 342 participants. They completed self-report questionnaires of Dundee Ready Educational Environment Measure (DREEM) and Achievement Emotions Questionnaire (AEQ). All descriptive statistics, Pearson’s correlations and simultaneous multiple regression were performed using SPSS 14 software. Results: Simultaneous multiple regression of the students’ perceived learning environment on their academic achievement emotions showed that the perceived learning environment predicts the students’ academic emotions. Conclusion: PMID:28367464

  11. Adsorption of biometals to monosodium titanate in biological environments

    Energy Technology Data Exchange (ETDEWEB)

    HOBBS, D.T.; MESSER, R. L. W.; LEWIS, J. B.; CLICK, D. R. LOCKWOOD, P. E.; WATAHA, J. C.

    2005-06-06

    Monosodium titanate (MST) is an inorganic sorbent/ion exchanger developed for the removal of radionuclides from nuclear wastes. We investigated the ability of MST to bind Cd(II), Hg(II), or Au(III) to establish the utility of MST for applications in environmental decontamination or medical therapy (drug delivery). Adsorption isotherms for MST were determined at pH 7-7.5 in water or phosphate-buffered saline. The extent of metal binding was determined spectroscopically by measuring the concentrations of the metals in solution before and after contact with the MST. Cytotoxic responses to MST were assessed using THP1 monocytes and succinate dehydrogenase activity. Monocytic activation by MST was assessed by TNF{alpha} secretion (ELISA) with or without lipopolysaccharide (LPS) activation. MST sorbed Cd(II), Hg(II), and Au(III) under conditions similar to that in physiological systems. MST exhibited the highest affinity for Cd(II) followed by Hg(II) and Au (III). MST (up to 100 mg/L) exhibited only minor (< 25% suppression of succinate dehydrogenase) cytotoxicity and did not trigger TNF{alpha} secretion nor modulate LPS-induced TNF{alpha} secretion from monocytes. MST exhibits high affinity for biometals with no significant biological liabilities in these introductory studies. MST deserves further scrutiny as a substance with the capacity to decontaminate biological environments or deliver metals in a controlled fashion.

  12. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Deep Learning and Applications in Computational Biology

    KAUST Repository

    Zeng, Jianyang

    2016-01-26

    RNA-binding proteins (RBPs) play important roles in the post-transcriptional control of RNAs. Identifying RBP binding sites and characterizing RBP binding preferences are key steps toward understanding the basic mechanisms of the post-transcriptional gene regulation. Though numerous computational methods have been developed for modeling RBP binding preferences, discovering a complete structural representation of the RBP targets by integrating their available structural features in all three dimensions is still a challenging task. In this work, we develop a general and flexible deep learning framework for modeling structural binding preferences and predicting binding sites of RBPs, which takes (predicted) RNA tertiary structural information into account for the first time. Our framework constructs a unified representation that characterizes the structural specificities of RBP targets in all three dimensions, which can be further used to predict novel candidate binding sites and discover potential binding motifs. Through testing on the real CLIP-seq datasets, we have demonstrated that our deep learning framework can automatically extract effective hidden structural features from the encoded raw sequence and structural profiles, and predict accurate RBP binding sites. In addition, we have conducted the first study to show that integrating the additional RNA tertiary structural features can improve the model performance in predicting RBP binding sites, especially for the polypyrimidine tract-binding protein (PTB), which also provides a new evidence to support the view that RBPs may own specific tertiary structural binding preferences. In particular, the tests on the internal ribosome entry site (IRES) segments yield satisfiable results with experimental support from the literature and further demonstrate the necessity of incorporating RNA tertiary structural information into the prediction model. The source code of our approach can be found in https://github.com/thucombio/deepnet-rbp.

  14. An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

    Science.gov (United States)

    Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

    2017-01-01

    Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…

  15. Social Contact in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Heilesen, Simon

    2013-01-01

    A common question is whether technology will replace social contact. In this article it is argued that it will not, provided that we learn to use the characteristics of new media constructively in designing for learning. The term “social”, in this context is taken to mean “purposeful communicatio...

  16. Comparative Blended Learning Practices and Environments

    Science.gov (United States)

    Ng, Eugenia M. W., Ed.

    2010-01-01

    With the advent of new technologies, more convenient and effective ways of learning are being adopted. However, despite the growing advancements there remains a lack of literature in applications of using these technology teaching approaches. This book offers in-depth analysis of new technologies in blended learning that promote creativity,…

  17. Learning environments matter: Identifying influences on the ...

    African Journals Online (AJOL)

    Hennie

    The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the.

  18. Sharing Good Practice through Mash-Up Personal Learning Environments

    Science.gov (United States)

    Mödritscher, Felix; Wild, Fridolin

    Personal learning environments (PLEs) require new ways to motivate and scaffold learners. In particular, practice sharing is of importance for learnercentric approaches in the scope of (technology-enhanced) lifelong learning, as it is an enabler for community building and sustaining. In this paper we elaborate prerequisites for ‘good practice sharing’ and explain how we realized these aspects in our PLE solution named Mash-Up Personal Learning Environments (MUPPLE.org). Finally, we argue for the utility of our MUPPLE approach by highlighting two different strategies of good practice sharing and their benefits for learning and community building.

  19. Theoretical framework on selected core issues on conditions for productive learning in networked learning environments

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone; Svendsen, Brian Møller; Ponti, Marisa

    The report documents and summarises the elements and dimensions that have been identified to describe and analyse the case studies collected in the Kaleidoscope Jointly Executed Integrating Research Project (JEIRP) on Conditions for productive learning in network learning environments....

  20. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    OpenAIRE

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  1. A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2012-01-01

    Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

  2. Teaching Strategies: Supporting EAL Students in Learning Biology Terminology

    Science.gov (United States)

    Fernando, Primani; Cooper, Rebecca

    2017-01-01

    This paper provides a brief introduction to teaching strategies that can be used to support English as Additional Language (EAL) students in learning biology terminology. The paper begins with an overview of EAL students and considers the difficulties that they may face in the classroom along with the challenges that mainstream teachers may have…

  3. Vicarious Versus Traditional Learning in Biology: A Case of Sexually ...

    African Journals Online (AJOL)

    The purpose of this study was to compare between learning sexually transmitted infections in Biology by observation and traditional classroom lecture method among secondary schools in Dar es Salaam, Tanzania. The study involved form three students from Perfect Vision and Benjamin Mkapa secondary schools. A total ...

  4. Cooperative Learning in Introductory Cell and Molecular Biology.

    Science.gov (United States)

    Posner, Herbert B.; Markstein, James A.

    1994-01-01

    Discusses a pilot study conducted to determine whether cooperative learning had a beneficial effect on the academic performance of minority students and subsequent enrollments in the elective courses in biochemistry and molecular biology. Minority students average GPA increased from 2.13 (n=39) to 2.96 (n=17). Enrollment in aforementioned courses…

  5. Opportunities and obstacles for deep learning in biology and medicine.

    Science.gov (United States)

    Ching, Travers; Himmelstein, Daniel S; Beaulieu-Jones, Brett K; Kalinin, Alexandr A; Do, Brian T; Way, Gregory P; Ferrero, Enrico; Agapow, Paul-Michael; Zietz, Michael; Hoffman, Michael M; Xie, Wei; Rosen, Gail L; Lengerich, Benjamin J; Israeli, Johnny; Lanchantin, Jack; Woloszynek, Stephen; Carpenter, Anne E; Shrikumar, Avanti; Xu, Jinbo; Cofer, Evan M; Lavender, Christopher A; Turaga, Srinivas C; Alexandari, Amr M; Lu, Zhiyong; Harris, David J; DeCaprio, Dave; Qi, Yanjun; Kundaje, Anshul; Peng, Yifan; Wiley, Laura K; Segler, Marwin H S; Boca, Simina M; Swamidass, S Joshua; Huang, Austin; Gitter, Anthony; Greene, Casey S

    2018-04-01

    Deep learning describes a class of machine learning algorithms that are capable of combining raw inputs into layers of intermediate features. These algorithms have recently shown impressive results across a variety of domains. Biology and medicine are data-rich disciplines, but the data are complex and often ill-understood. Hence, deep learning techniques may be particularly well suited to solve problems of these fields. We examine applications of deep learning to a variety of biomedical problems-patient classification, fundamental biological processes and treatment of patients-and discuss whether deep learning will be able to transform these tasks or if the biomedical sphere poses unique challenges. Following from an extensive literature review, we find that deep learning has yet to revolutionize biomedicine or definitively resolve any of the most pressing challenges in the field, but promising advances have been made on the prior state of the art. Even though improvements over previous baselines have been modest in general, the recent progress indicates that deep learning methods will provide valuable means for speeding up or aiding human investigation. Though progress has been made linking a specific neural network's prediction to input features, understanding how users should interpret these models to make testable hypotheses about the system under study remains an open challenge. Furthermore, the limited amount of labelled data for training presents problems in some domains, as do legal and privacy constraints on work with sensitive health records. Nonetheless, we foresee deep learning enabling changes at both bench and bedside with the potential to transform several areas of biology and medicine. © 2018 The Authors.

  6. Incremental learning of concept drift in nonstationary environments.

    Science.gov (United States)

    Elwell, Ryan; Polikar, Robi

    2011-10-01

    We introduce an ensemble of classifiers-based approach for incremental learning of concept drift, characterized by nonstationary environments (NSEs), where the underlying data distributions change over time. The proposed algorithm, named Learn(++). NSE, learns from consecutive batches of data without making any assumptions on the nature or rate of drift; it can learn from such environments that experience constant or variable rate of drift, addition or deletion of concept classes, as well as cyclical drift. The algorithm learns incrementally, as other members of the Learn(++) family of algorithms, that is, without requiring access to previously seen data. Learn(++). NSE trains one new classifier for each batch of data it receives, and combines these classifiers using a dynamically weighted majority voting. The novelty of the approach is in determining the voting weights, based on each classifier's time-adjusted accuracy on current and past environments. This approach allows the algorithm to recognize, and act accordingly, to the changes in underlying data distributions, as well as to a possible reoccurrence of an earlier distribution. We evaluate the algorithm on several synthetic datasets designed to simulate a variety of nonstationary environments, as well as a real-world weather prediction dataset. Comparisons with several other approaches are also included. Results indicate that Learn(++). NSE can track the changing environments very closely, regardless of the type of concept drift. To allow future use, comparison and benchmarking by interested researchers, we also release our data used in this paper. © 2011 IEEE

  7. Neuro-symbolic representation learning on biological knowledge graphs

    KAUST Repository

    Alshahrani, Mona

    2017-04-21

    Biological data and knowledge bases increasingly rely on Semantic Web technologies and the use of knowledge graphs for data integration, retrieval and federated queries. In the past years, feature learning methods that are applicable to graph-structured data are becoming available, but have not yet widely been applied and evaluated on structured biological knowledge.We develop a novel method for feature learning on biological knowledge graphs. Our method combines symbolic methods, in particular knowledge representation using symbolic logic and automated reasoning, with neural networks to generate embeddings of nodes that encode for related information within knowledge graphs. Through the use of symbolic logic, these embeddings contain both explicit and implicit information. We apply these embeddings to the prediction of edges in the knowledge graph representing problems of function prediction, finding candidate genes of diseases, protein-protein interactions, or drug target relations, and demonstrate performance that matches and sometimes outperforms traditional approaches based on manually crafted features. Our method can be applied to any biological knowledge graph, and will thereby open up the increasing amount of SemanticWeb based knowledge bases in biology to use in machine learning and data analytics.https://github.com/bio-ontology-research-group/walking-rdf-and-owl.robert.hoehndorf@kaust.edu.sa.Supplementary data are available at Bioinformatics online.

  8. Neuro-symbolic representation learning on biological knowledge graphs.

    Science.gov (United States)

    Alshahrani, Mona; Khan, Mohammad Asif; Maddouri, Omar; Kinjo, Akira R; Queralt-Rosinach, Núria; Hoehndorf, Robert

    2017-09-01

    Biological data and knowledge bases increasingly rely on Semantic Web technologies and the use of knowledge graphs for data integration, retrieval and federated queries. In the past years, feature learning methods that are applicable to graph-structured data are becoming available, but have not yet widely been applied and evaluated on structured biological knowledge. Results: We develop a novel method for feature learning on biological knowledge graphs. Our method combines symbolic methods, in particular knowledge representation using symbolic logic and automated reasoning, with neural networks to generate embeddings of nodes that encode for related information within knowledge graphs. Through the use of symbolic logic, these embeddings contain both explicit and implicit information. We apply these embeddings to the prediction of edges in the knowledge graph representing problems of function prediction, finding candidate genes of diseases, protein-protein interactions, or drug target relations, and demonstrate performance that matches and sometimes outperforms traditional approaches based on manually crafted features. Our method can be applied to any biological knowledge graph, and will thereby open up the increasing amount of Semantic Web based knowledge bases in biology to use in machine learning and data analytics. https://github.com/bio-ontology-research-group/walking-rdf-and-owl. robert.hoehndorf@kaust.edu.sa. Supplementary data are available at Bioinformatics online. © The Author(s) 2017. Published by Oxford University Press.

  9. Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

    Science.gov (United States)

    Chen, Chih-Ming; Chang, Chia-Cheng

    2014-01-01

    Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

  10. Measuring Perceptions of the Learning Environment and Approaches to Learning: Validation of the Learn Questionnaire

    Science.gov (United States)

    Herrmann, Kim Jesper; Bager-Elsborg, Anna; Parpala, Anna

    2017-01-01

    While focus on quality in Danish higher education has been growing in recent years, limited attention has been devoted to developing and thoroughly validating instruments that allow collecting data about university students' perceptions of the teaching-learning environment. Based on data from a large sample of Danish university students, a Danish…

  11. The Development of Environment based Textbook in Biology Course at Tribhuwana Tunggadewi University

    Directory of Open Access Journals (Sweden)

    Nugroho Aji Prasetiyo

    2017-03-01

    Full Text Available Environmental issues are rooted in human behavior is often found in everyday life, one contributing factor was not maximal the environment learning outcomes in the education. The purpose of this study is to develop environment based textbook in Biology course suited to the needs and character of college students. The development model used in this research and development are modified Thiagarajan et al model consists of three stages: define, design, and develop. The technique of collecting data using questionnaires validation for experts, and small-scale trials. The result of the development of textbooks showing the average results of the validation and testing is in the category with a good fit for use in accordance with the table eligibility criteria and product revision level.

  12. learning environments and the learning proces of interaction

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    2004-01-01

    In recent years, learning in working life has been launched as an important approach in relation to the urgent need for competence-development in our modern knowledge society. But what does it mean in practice? What can and what cannot be learned on the job; what is learned better at courses...... and schools; who is responsible for the learning, and who is to foot the bill? There are plenty of far-reaching questions to be tackled in connection with this exciting new development. At Learning Lab Denmark, a consortium of sixteen researchers have worked with these issues over a three-year period......, and their results, findings and recommendations are summed up in this book. The book ranges from the background for this development, over general mapping of the area from social, learning and political angles, the development of an overview model and analysis of a wide variety of practical approaches...

  13. A model for hypermedia learning environments based on electronic books

    Directory of Open Access Journals (Sweden)

    Ignacio Aedo

    1997-12-01

    Full Text Available Current hypermedia learning environments do not have a common development basis. Their designers have often used ad-hoc solutions to solve the learning problems they have encountered. However, hypermedia technology can take advantage of employing a theoretical scheme - a model - which takes into account various kinds of learning activities, and solves some of the problems associated with its use in the learning process. The model can provide designers with the tools for creating a hypermedia learning system, by allowing the elements and functions involved in the definition of a specific application to be formally represented.

  14. SERVICE LEARNING IN DISTANCE EDUCATION: Foreign Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Muhlise Coşgun OGEYIK

    2009-01-01

    Full Text Available In general education, in particular foreign language education, can be acknowledged as a lifelong learning process which can be transformed beyond the borders in global sense. Learning a foreign language requires proficiency in four basic skills which are reading, writing, speaking, and listening. Of these skills, speaking and listening are the most daunting tasks for learners and create obstacles when learners of target language do not get the chance of meeting native speakers. Such obstacles can be overwhelmed by integrating certain applications into education process. Service-learning through the internet as a teaching method can be considered one of the most striking one of those applications for foreign language learners. In this paper, the benefits of service-learning are discussed and some suggestions are offered for introducing this method in foreign language settings. By implementing service-learning, it is concluded that learners of any foreign language may get the chance of communicating with native speakers during the course time in foreign language without going abroad. Such an application may also enhance learners to get information about foreign culture by raising awareness of “otherness” and comparing other culture and their own culture. In addition, service-learning as a method of teaching, learning and reflecting combines academic classroom curriculum with meaningful service from the members of learning community and may generate conditions in which lifelong learning will continue.

  15. Design of Feedback in Interactive Multimedia Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Vehbi Türel

    2012-01-01

    Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

  16. Views and perceptions of nursing students on their clinical learning environment: teaching and learning.

    Science.gov (United States)

    Papathanasiou, Ioanna V; Tsaras, Konstantinos; Sarafis, Pavlos

    2014-01-01

    The clinical learning environment constitutes an initial area of professional practice for nurses and student opinion contributes to its improvement. The assessment of students' views and perceptions of a Greek nursing school on their clinical learning environment. The study was concurrent and included 196 students. We used the published questionnaire "Clinical Learning Environment Inventory (CLEI)" which is a tool for identifying and assessing Nursing students' perceptions of the psychosocial characteristics of their clinical learning environment. The questionnaire was anonymous and completed by the students themselves during their clinical training at the hospital. We conducted inductive and descriptive statistics. The level of statistical significance was set at pLearning Environment was observed in the scales of "Personalization" (23.97) and "Task orientation" (23.31) while for the Preferred Clinical Learning Environment in the scales of "Personalization" (27.87), "Satisfaction" (26.82) and "Task orientation" (26.78). The lowest mean score for the Actual Clinical Learning Environment was found in the scales of "Innovation" (19.21) and "Individualization" (19.24) while for the Preferred Clinical Learning Environment in the scales of "Individualization" (22.72) and "Involvement" (24.31). Statistically significant positive correlation was found between "Satisfaction" and all other scales of the CLEI. There is a noticeable gap between the expectations and reality of the clinical learning environment for the students in nursing. Reorganization of the educational framework is needed with an emphasis on innovation and individualization. Copyright © 2013 Elsevier Ltd. All rights reserved.

  17. Authentic Learning Environments in Higher Education

    Directory of Open Access Journals (Sweden)

    Reviewed by Dr. Adnan BOYACI

    2006-01-01

    Full Text Available Over the last decade the use of the authentic cases, problems and projects as a starting point for learning has won ground in higher education. Usually, these cases refer complex, ill–defined or open ended problems and often require multidisciplinary approaches. Students start with analysis of the cases, which involvesgathering information, constructing and testing possible solutions. In short they supposedly develop competencies needed to deal withproblems and issues that arise in a professional academic practice. This approach to learning may contrast with the common practice whichhas students working individually, grasping the knowledge from their teachers and text books using artificial problems (Berge and others,2005.In other words authentic learning experiences are those situated in certain appropriate social context and inevitably relevant from learner’s perspective. In planning for authentic learning to realize, a tension can appear between providing real world ‘natural’experiences and the nature of experiences that are possible offer within institution which can be often artificial and seen as inauthentic by the student. Bridging the gap between the learning taking place within the institution and learning within the real lifecommunities of practice can be difficult for university teacher (Stein and others, 2004. In that sense the purpose of this is to construct that bridge book by providing examples of good practice.

  18. Simulation based Virtual Learning Environment in Medical Genetics Counseling

    DEFF Research Database (Denmark)

    Makransky, Guido; Bonde, Mads Tvillinggaard; Wulff, Julie S. G.

    2016-01-01

    Background: Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based...... in medicine, received a 2-hour training session in a simulation based learning environment. The main outcomes were pre- to post- changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday...... feel more confident counseling a patient after the simulation. Conclusions: The simulation based learning environment increased students’ learning, intrinsic motivation, and self-efficacy (although the strength of these effects differed depending on their pre-test knowledge), and increased...

  19. Challenging clinical learning environments: experiences of undergraduate nursing students.

    Science.gov (United States)

    O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

    2014-03-01

    Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  20. Learning in Non-Stationary Environments Methods and Applications

    CERN Document Server

    Lughofer, Edwin

    2012-01-01

    Recent decades have seen rapid advances in automatization processes, supported by modern machines and computers. The result is significant increases in system complexity and state changes, information sources, the need for faster data handling and the integration of environmental influences. Intelligent systems, equipped with a taxonomy of data-driven system identification and machine learning algorithms, can handle these problems partially. Conventional learning algorithms in a batch off-line setting fail whenever dynamic changes of the process appear due to non-stationary environments and external influences.   Learning in Non-Stationary Environments: Methods and Applications offers a wide-ranging, comprehensive review of recent developments and important methodologies in the field. The coverage focuses on dynamic learning in unsupervised problems, dynamic learning in supervised classification and dynamic learning in supervised regression problems. A later section is dedicated to applications in which dyna...

  1. Active Learning "Not" Associated with Student Learning in a Random Sample of College Biology Courses

    Science.gov (United States)

    Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses…

  2. Teaching strategies in web technologies for virtual learning environments

    OpenAIRE

    Ilber Dario Saza-Garzón

    2016-01-01

    The virtual learning environments (AVAs) have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, cr...

  3. Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

    Science.gov (United States)

    Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

    2014-01-01

    The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…

  4. Student Perceptions of Middle Grades Learning Environments

    Science.gov (United States)

    Wolsey, Thomas DeVere; Uline, Cynthia L.

    2010-01-01

    Researchers used student-generated photographs to mediate interviews with middle grades students about their school environment. Findings suggest that school leaders and facilities planners should be responsive to students' needs for both personal and social spaces and be aware of ways the built environment may shape the perceptions students hold…

  5. academic dimension of classroom learning environment

    African Journals Online (AJOL)

    was no significant relationship between students' perception of their classroom academic environment and their attitude toward schooling. .... nurse in the classroom. Thus, the researchers seeks to find out the influences of interpersonal relationship between academic environment and students' attitude towards schooling.

  6. Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

    Science.gov (United States)

    Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

    Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

  7. Integrating Adults' Characteristics and the Requirements for Their Effective Learning in an e-Learning Environment

    Science.gov (United States)

    Korres, Maria Pavlis; Karalis, Thanassis; Leftheriotou, Piera; Barriocanal, Elena García

    Learning technology, through e-learning, allows adults to adapt learning to their own time, place and pace. On the other hand, the adults' specific characteristics as learners and the requirements for their effective learning must be integrated in the design and the development of any learning environment addressed to them. Adults in an online environment have also to deal with new barriers related to access to the courses, the sense of isolation and the sense of immediacy with educator and other learners. This paper is dealing with the way through which an online environment can overcome these barriers and can integrate adults' characteristics and requirements for effective learning. The use of the appropriate communication tools by designers, developers and educators seem to provide the answers as these tools promote immediacy and interaction, both considered very important factors in online educational environments and affect the nature and the quality of communication and learning.

  8. Knowledge Sharing Practice in a Play-Like Learning Environment

    DEFF Research Database (Denmark)

    Benjaminsen, Nana

    2007-01-01

    The topic of this paper is play-like learning as it occurs when technology based learning environments is invited into the classroom. Observations of 5th grade classes playing with Lego Robolab, is used to illustrate that different ways of learning becomes visible when digital technology is emplo...... and more research needs to be done before the cocktail; digital technology, play and schooling, can be shaken more widely....

  9. Interaction in a Blended Environment for English Language Learning

    Science.gov (United States)

    Romero Archila, Yuranny Marcela

    2014-01-01

    The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

  10. The Design of Immersive English Learning Environment Using Augmented Reality

    Science.gov (United States)

    Li, Kuo-Chen; Chen, Cheng-Ting; Cheng, Shein-Yung; Tsai, Chung-Wei

    2016-01-01

    The study uses augmented reality (AR) technology to integrate virtual objects into the real learning environment for language learning. The English AR classroom is constructed using the system prototyping method and evaluated by semi-structured in-depth interviews. According to the flow theory by Csikszenmihalyi in 1975 along with the immersive…

  11. Learning style, school environment and test anxiety as correlates of ...

    African Journals Online (AJOL)

    The study investigated learning styles, school environment and test anxiety as predictors of learning outcomes among secondary school students. The participants were three hundred senior secondary two students randomly selected from randomly selected secondary schools in Iseyin Local Government Area of Oyo State.

  12. Teachers\\' and Students\\' Perceptions of the Learning Environment ...

    African Journals Online (AJOL)

    However, less than 50% of students thought the wards, clinics, library and operating rooms provided a conducive learning environment. Only a third of the students said they used the Internet to access learning material. Two thirds of students said it was difficult to access teachers for consultation outside of scheduled ...

  13. Procrastination, Participation, and Performance in Online Learning Environments

    Science.gov (United States)

    Michinov, Nicolas; Brunot, Sophie; Le Bohec, Olivier; Juhel, Jacques; Delaval, Marine

    2011-01-01

    The present study focuses on a specific learner characteristic in the management of time--procrastination--, and its role in an online learning environment. More specifically, it was expected that procrastination would influence the successfulness of online learning and that this could be explained by the level of participation of learners in…

  14. Designing a Virtual-Reality-Based, Gamelike Math Learning Environment

    Science.gov (United States)

    Xu, Xinhao; Ke, Fengfeng

    2016-01-01

    This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…

  15. Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics

    Science.gov (United States)

    Zengin, Yilmaz; Tatar, Enver

    2017-01-01

    The aim of this study was to evaluate the implementation of the cooperative learning model supported with dynamic mathematics software (DMS), that is a reflection of constructivist learning theory in the classroom environment, in the teaching of mathematics. For this purpose, a workshop was conducted with the volunteer teachers on the…

  16. Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

    NARCIS (Netherlands)

    Börner, Dirk; Specht, Marcus

    2010-01-01

    Börner, D., & Specht, M. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Proceedings of the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France. [unpublished

  17. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  18. Do optional activities matter in virtual learning environments?

    NARCIS (Netherlands)

    Ruipérez-Valiente, José A.; Muñoz-Merino, Pedro J.; Delgado Kloos, Carlos; Niemann, Katja; Scheffel, Maren

    2014-01-01

    Virtual Learning Environments (VLEs) provide students with activi-ties to improve their learning (e.g., reading texts, watching videos or solving exercises). But VLEs usually also provide optional activities (e.g., changing an avatar profile or setting goals). Some of these have a connection with

  19. Practices and Challenges in an Emerging M-Learning Environment

    Science.gov (United States)

    Asiimwe, Edgar Napoleon; Grönlund, Åke; Hatakka, Mathias

    2017-01-01

    This study reports an interpretative case study investigating practices and challenges in an emerging m-learning environment at Makerere University in Uganda. The research was part of the MobiClass pilot project. Data was collected by means of observations and interviews with teachers and various m-learning support staff, including teacher…

  20. Adaptive E-Learning Environments: Research Dimensions and Technological Approaches

    Science.gov (United States)

    Di Bitonto, Pierpaolo; Roselli, Teresa; Rossano, Veronica; Sinatra, Maria

    2013-01-01

    One of the most closely investigated topics in e-learning research has always been the effectiveness of adaptive learning environments. The technological evolutions that have dramatically changed the educational world in the last six decades have allowed ever more advanced and smarter solutions to be proposed. The focus of this paper is to depict…

  1. Hybrid E-Textbooks as Comprehensive Interactive Learning Environments

    Science.gov (United States)

    Ghaem Sigarchian, Hajar; Logghe, Sara; Verborgh, Ruben; de Neve, Wesley; Salliau, Frank; Mannens, Erik; Van de Walle, Rik; Schuurman, Dimitri

    2018-01-01

    An e-TextBook can serve as an interactive learning environment (ILE), facilitating more effective teaching and learning processes. In this paper, we propose the novel concept of an EPUB 3-based Hybrid e-TextBook, which allows for interaction between the digital and the physical world. In that regard, we first investigated the gap between the…

  2. Constant Change: The Ever-Evolving Personal Learning Environment

    Science.gov (United States)

    Torres Kompen, Ricardo; Monguet, Josep Ma.; Brigos, Miguel

    2015-01-01

    There are several definitions for the term "personal learning environment" (PLE); in this article, PLE refers to a group of web technologies, with various degrees of integration and interaction, that helps users and learners manage the flow of information that relates to the learning process, the creation of knowledge, and the…

  3. What Kind of Learning Environment Do Newly Qualified Teachers Create?

    Science.gov (United States)

    Nyman, Tarja; Kaikkonen, Pauli

    2013-01-01

    On the basis of recent studies, language teaching has educational, cultural, and social objectives. The purpose of this study was firstly to investigate whether the new objectives of foreign language learning and teaching are put into effect, and secondly to examine what kind of learning environments teachers create. The main research data…

  4. Personality Type and Success in an Online Learning Environment

    Science.gov (United States)

    Mellish, Linda L.

    2012-01-01

    Online learning continues to be a growing frontier in higher education with increased demand and enrollments reported annually (Allen & Seaman, 2010, 2011). Discovering best practices and methods of instruction as well as assisting students in determining their highest possible level of success in this type of learning environment has been the…

  5. Understanding Students' Experiences of Well-Being in Learning Environments

    Science.gov (United States)

    Stanton, Alisa; Zandvliet, David; Dhaliwal, Rosie; Black, Tara

    2016-01-01

    With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and…

  6. Review of Research on Mobile Language Learning in Authentic Environments

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

    2017-01-01

    We reviewed literature from 2007 to 2016 (March) on mobile language learning in authentic environments. We aimed to understand publications' trend, research focus, technology used, methodology, and current issues. Our results showed that there was increasing trend in the publications. Students' perceptions towards mobile learning technologies and…

  7. Biology-environment interaction and evocative biology-environment correlation: contributions of harsh discipline and parental psychopathology to problem adolescent behaviors.

    Science.gov (United States)

    Riggins-Caspers, Kristin M; Cadoret, Remi J; Knutson, John F; Langbehn, Douglas

    2003-05-01

    Using an adoption paradigm, the Bioecological Model of development proposed by Bronfenbrenner and Ceci in 1994 was tested by concurrently modeling for biology-environment interaction and evocative biology-environment correlation. A sample of 150 adult adoptees (ages, 18-45 years) provided retrospective reports of harsh adoptive parent discipline, which served as the environmental independent variables. Birth parent psychopathology served as the biological predictor. The dependent variables were retrospective adoptee and adoptive parent reports on adolescent aggressive and conduct-disordered behaviors. Finally, adoptees were classified as experiencing contextual environmental risk using the presence of two or more adverse factors in the adoptive home (e.g., adoptive parent psychopathology) as the cutoff. The contextual environment was found to moderate the biological process of evocative biology-environment correlation, providing empirical support for the Bronfenbrenner and Ceci (1994) Bioecological Model.

  8. STSE: Spatio-Temporal Simulation Environment Dedicated to Biology

    Directory of Open Access Journals (Sweden)

    Gerber Susanne

    2011-04-01

    Full Text Available Abstract Background Recently, the availability of high-resolution microscopy together with the advancements in the development of biomarkers as reporters of biomolecular interactions increased the importance of imaging methods in molecular cell biology. These techniques enable the investigation of cellular characteristics like volume, size and geometry as well as volume and geometry of intracellular compartments, and the amount of existing proteins in a spatially resolved manner. Such detailed investigations opened up many new areas of research in the study of spatial, complex and dynamic cellular systems. One of the crucial challenges for the study of such systems is the design of a well stuctured and optimized workflow to provide a systematic and efficient hypothesis verification. Computer Science can efficiently address this task by providing software that facilitates handling, analysis, and evaluation of biological data to the benefit of experimenters and modelers. Results The Spatio-Temporal Simulation Environment (STSE is a set of open-source tools provided to conduct spatio-temporal simulations in discrete structures based on microscopy images. The framework contains modules to digitize, represent, analyze, and mathematically model spatial distributions of biochemical species. Graphical user interface (GUI tools provided with the software enable meshing of the simulation space based on the Voronoi concept. In addition, it supports to automatically acquire spatial information to the mesh from the images based on pixel luminosity (e.g. corresponding to molecular levels from microscopy images. STSE is freely available either as a stand-alone version or included in the linux live distribution Systems Biology Operational Software (SB.OS and can be downloaded from http://www.stse-software.org/. The Python source code as well as a comprehensive user manual and video tutorials are also offered to the research community. We discuss main concepts

  9. STSE: Spatio-Temporal Simulation Environment Dedicated to Biology.

    Science.gov (United States)

    Stoma, Szymon; Fröhlich, Martina; Gerber, Susanne; Klipp, Edda

    2011-04-28

    Recently, the availability of high-resolution microscopy together with the advancements in the development of biomarkers as reporters of biomolecular interactions increased the importance of imaging methods in molecular cell biology. These techniques enable the investigation of cellular characteristics like volume, size and geometry as well as volume and geometry of intracellular compartments, and the amount of existing proteins in a spatially resolved manner. Such detailed investigations opened up many new areas of research in the study of spatial, complex and dynamic cellular systems. One of the crucial challenges for the study of such systems is the design of a well stuctured and optimized workflow to provide a systematic and efficient hypothesis verification. Computer Science can efficiently address this task by providing software that facilitates handling, analysis, and evaluation of biological data to the benefit of experimenters and modelers. The Spatio-Temporal Simulation Environment (STSE) is a set of open-source tools provided to conduct spatio-temporal simulations in discrete structures based on microscopy images. The framework contains modules to digitize, represent, analyze, and mathematically model spatial distributions of biochemical species. Graphical user interface (GUI) tools provided with the software enable meshing of the simulation space based on the Voronoi concept. In addition, it supports to automatically acquire spatial information to the mesh from the images based on pixel luminosity (e.g. corresponding to molecular levels from microscopy images). STSE is freely available either as a stand-alone version or included in the linux live distribution Systems Biology Operational Software (SB.OS) and can be downloaded from http://www.stse-software.org/. The Python source code as well as a comprehensive user manual and video tutorials are also offered to the research community. We discuss main concepts of the STSE design and workflow. We

  10. Assessing Personal Learning Environments (PLEs. An expert evaluation

    Directory of Open Access Journals (Sweden)

    María del Carmen Llorente Cejudo

    2013-01-01

    Full Text Available On the basis of the Research Project funded by the Spanish Ministry of Education under the title “Design, production and evaluation of a 2.0 learning environment for faculty training in the use of Information and Communication Technologies (ICTs” (EDU2009-08 893, experts have used the external competence coefficient to evaluate the different dimensions of Personal Learning Environments (PLE, namely: technical and aesthetic aspects, ease of navigation, or quality of the didactic elements that make up the environment. A quantitative methodology along with a questionnaire prepared by the author served this purpose. The results obtained highlight technical environment operation, the tools forming the PLE, or the learning object repository as being “very positive.” In conclusion, experts emphasise the user-friendliness of environment and tools alike, as well as the educational aspects of the contents available in materials guides.

  11. Cooperative learning in industrial-sized biology classes.

    Science.gov (United States)

    Armstrong, Norris; Chang, Shu-Mei; Brickman, Marguerite

    2007-01-01

    This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

  12. Teaching biological evolution - internal and external evaluation of learning outcomes

    Directory of Open Access Journals (Sweden)

    Clas Olander

    2012-06-01

    Full Text Available This paper reports from a study where teachers and researchers collaborate on designing and validatingtopic-oriented teaching-learning sequences. In an iterative process, data about learning andteaching biological evolution are generated through continuous cycles of design, teaching, evaluation,and redesign. The study involved 180 Swedish students aged 11 – 16, and the overall learning aim was that the students should be able to use the theory of evolution as a tool when explaining the development of life on earth. The aim of this paper is to validate the students’ learning outcome, estimated as appropriation of scientific ways of reasoning in written answers. The students’ answers of questions are analysed before and after interventions (internal evaluation, and compared with the answers from a national sample (external evaluation. The students in the experimental group did develop their reasoning, and they attained the aim, to a greater extent than a national sample.

  13. Biologically-inspired Learning in Pulsed Neural Networks

    DEFF Research Database (Denmark)

    Lehmann, Torsten; Woodburn, Robin

    1999-01-01

    Self-learning chips to implement many popular ANN (artificial neural network) algorithms are very difficult to design. We explain why this is so and say what lessons previous work teaches us in the design of self-learning systems. We offer a contribution to the `biologically-inspired' approach......, explaining what we mean by this term and providing an example of a robust, self-learning design that can solve simple classical-conditioning tasks. We give details of the design of individual circuits to perform component functions, which can then be combined into a network to solve the task. We argue...... that useful conclusions as to the future of on-chip learning can be drawn from this work....

  14. Creative and Playful Learning: Learning through Game Co-Creation and Games in a Playful Learning Environment

    Science.gov (United States)

    Kangas, Marjaana

    2010-01-01

    This paper reports on a pilot study in which children aged 7-12 (N = 68) had an opportunity to study in a novel formal and informal learning setting. The learning activities were extended from the classroom to the playful learning environment (PLE), an innovative playground enriched by technological tools. Curriculum-based learning was intertwined…

  15. Experiential learning in built environment education [Editorial

    OpenAIRE

    Harris, Neil Robert

    2004-01-01

    This first edition of Transactions is concerned with a series of issues of increasing\\ud importance within the context of the modern university. These issues may be variously\\ud described as including work-based learning, experiential learning, placement experience, live\\ud projects or ‘real-world’ simulation. The increasingly complex vocabulary used to define what\\ud was once perhaps referred to simply as ‘industrial placement’, testifies to the prominence of\\ud such concerns. The collection...

  16. Design of a virtual PBL learning environment

    DEFF Research Database (Denmark)

    Kolmos, Anette; Qvist, Palle; Du, Xiangyun

    2006-01-01

    The technological development has created a need for engineers who are oriented towards a global market, have the ability to be involved in interdisciplinary professional and intercultural teams, and who possess lifelong learning competencies. This entails a demand for new educational programmes...... that are more student-centred. In order to support that development, a new master programme (60 European Credit Transfer System) the Master of Problem Based Learning (MPBL) has been established with the aim to improve engineering education. The master programme addresses staff and is an international distance...

  17. Evaluating children's conservation biology learning at the zoo.

    Science.gov (United States)

    Jensen, Eric

    2014-08-01

    Millions of children visit zoos every year with parents or schools to encounter wildlife firsthand. Public conservation education is a requirement for membership in professional zoo associations. However, in recent years zoos have been criticized for failing to educate the public on conservation issues and related biological concepts, such as animal adaptation to habitats. I used matched pre- and postvisit mixed methods questionnaires to investigate the educational value of zoo visits for children aged 7-15 years. The questionnaires gathered qualitative data from these individuals, including zoo-related thoughts and an annotated drawing of a habitat. A content analysis of these qualitative data produced the quantitative data reported in this article. I evaluated the relative learning outcomes of educator-guided and unguided zoo visits at London Zoo, both in terms of learning about conservation biology (measured by annotated drawings) and changing attitudes toward wildlife conservation (measured using thought-listing data). Forty-one percent of educator-guided visits and 34% of unguided visits resulted in conservation biology-related learning. Negative changes in children's understanding of animals and their habitats were more prevalent in unguided zoo visits. Overall, my results show the potential educational value of visiting zoos for children. However, they also suggest that zoos' standard unguided interpretive materials are insufficient for achieving the best outcomes for visiting children. These results support a theoretical model of conservation biology learning that frames conservation educators as toolmakers who develop conceptual resources to enhance children's understanding of science. © 2014 Society for Conservation Biology.

  18. Use of graphene as protection film in biological environments

    Science.gov (United States)

    Zhang, Weixia; Lee, Sudarat; McNear, Kelly L.; Chung, Ting Fung; Lee, Seunghyun; Lee, Kyunghoon; Crist, Scott A.; Ratliff, Timothy L.; Zhong, Zhaohui; Chen, Yong P.; Yang, Chen

    2014-02-01

    Corrosion of metal in biomedical devices could cause serious health problems to patients. Currently ceramics coating materials used in metal implants can reduce corrosion to some extent with limitations. Here we proposed graphene as a biocompatible protective film for metal potentially for biomedical application. We confirmed graphene effectively inhibits Cu surface from corrosion in different biological aqueous environments. Results from cell viability tests suggested that graphene greatly eliminates the toxicity of Cu by inhibiting corrosion and reducing the concentration of Cu2+ ions produced. We demonstrated that additional thiol derivatives assembled on graphene coated Cu surface can prominently enhance durability of sole graphene protection limited by the defects in graphene film. We also demonstrated that graphene coating reduced the immune response to metal in a clinical setting for the first time through the lymphocyte transformation test. Finally, an animal experiment showed the effective protection of graphene to Cu under in vivo condition. Our results open up the potential for using graphene coating to protect metal surface in biomedical application.

  19. Learning to Work in Collaborative Environments

    Science.gov (United States)

    2001-05-15

    Integrating Communication and Work Distributed Collaborative Environment Indirect Interactions • Deixis - pointing out artifact aspect to group...feedback deixis Integrating Communication and Work Life-Cycle Toolbox (Human-Data) • Project Management • Simulation • Discipline (Legacy

  20. Learning environments matter: Identifying influences on the ...

    African Journals Online (AJOL)

    In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study ...

  1. Virtual Reality: A New Learning Environment.

    Science.gov (United States)

    Ferrington, Gary; Loge, Kenneth

    1992-01-01

    Discusses virtual reality (VR) technology and its possible uses in military training, medical education, industrial design and development, the media industry, and education. Three primary applications of VR in the learning process--visualization, simulation, and construction of virtual worlds--are described, and pedagogical and moral issues are…

  2. Cultural Communication Learning Environment in Science Classes

    Science.gov (United States)

    Dhindsa, Harkirat S.; Abdul-Latif, Salwana

    2012-01-01

    Classroom communication often involves interactions between students and teachers from dissimilar cultures, which influence classroom learning because of their dissimilar communication styles influenced by their cultures. It is therefore important to study the influence of culture on classroom communication that influences the classroom verbal and…

  3. Creating sustainable empowering learning environments through ...

    African Journals Online (AJOL)

    The assumption grounding this issue of SAJHE is that; a university or any institution of higher learning comes to its fullness through serious engagement with the community. All authors herein deconstruct the ivory tower notion of a university and attempt to look at it as an integral instance of civil society which has to ...

  4. MODERN APPROACHES TO VIRTUAL LEARNING ENVIRONMENTS IN DIDACTICS OF PHYSICS

    Directory of Open Access Journals (Sweden)

    Iryna V. Salnyk

    2014-05-01

    Full Text Available The aim of our research is to identify the factors that influence on the development of modern learning environment and to draw the main lines of the development through interconnected use of virtual and real in teaching process of physics and for later use of them in the development of educational methodical physical experiment. The analysis allowed to distinguish those factors in the development of physical education, which related to its virtualization, which, in our opinion, significantly affect on the formation of new content of each component of educational systems' virtual learning process of physics and allow you to create a new learning environment of physics.

  5. Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

    Science.gov (United States)

    Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

    2012-01-01

    This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” PMID:23222836

  6. Peer learning and support of technology in an undergraduate biology course to enhance deep learning.

    Science.gov (United States)

    Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

    2012-01-01

    This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

  7. Personalized learning Ecologies in Problem and Project Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Ryberg, Thomas; Zander, Pär-Ola

    2012-01-01

    learning. In Aalborg University students have to work in groups each semester to understand and address a self-defined and complex problem and provide a solution to the problem which is evaluated in a report format (called the project). Students work with a real life problem in their project which...... (PLEs). Some argue that PLEs can be seen as loosely-coupled collections of personally owned and shared tools for students’ self-directed or collaborative learning. Some suggest that these sit next to the more administrative systems (Dalsgaard, 2006), whereas others have embraced PLE-portals (e.g. Elgg...... that a learner can connect to. Therefore, we argue that Personalized Learning Ecology is a better way of conceptualising the study of how learners use different kind of tools to support their learning processes and how they stitch together or navigate in an ecology of partly self-chosen, partly provided tools...

  8. Enhancing Mathematical Learning in a Technology-Rich Environment

    Science.gov (United States)

    Suh, Jennifer M.; Johnston, Christopher J.; Douds, Joshua

    2008-01-01

    This article describes teachers working collaboratively to plan mathematics lessons in a technology-rich environment. Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the authors discuss how a technology-rich learning environment influences critical features of the classroom.…

  9. Transformative Learning: Innovating Sustainability Education in Built Environment

    Science.gov (United States)

    Iyer-Raniga, Usha; Andamon, Mary Myla

    2016-01-01

    Purpose: This paper aims to evaluate how transformative learning is key to innovating sustainability education in the built environment in the region's universities, in addition to reporting on the research project undertaken to integrate sustainability thinking and practice into engineering/built environment curricula in Asia-Pacific…

  10. The Impact of School Facilities on the Learning Environment

    Science.gov (United States)

    Vandiver, Bert

    2011-01-01

    The purpose of this mixed methods study was to examine the impact of the quality of facilities on the educational environment in high schools located in northeast Texas. The intent of this research study was to determine the relationship between school facilities and the school-learning environment. This study was a mixed method research that used…

  11. Landscapes for Learning: Creating Outdoor Environments for Children and Youth.

    Science.gov (United States)

    Stine, Sharon

    The purpose of this book is to help designers and teachers think about the quality of outside school environments as learning places. The first chapter defines the players' roles as: (1) the designer, a maker of school form; (2) the teacher, the maintainer of the environment; and (3) the child, who is a major force in the use of the space. These…

  12. Changing the learning environment: the medical student voice.

    Science.gov (United States)

    Henning, Marcus A; Shulruf, Boaz; Hawken, Susan J; Pinnock, Ralph

    2011-06-01

    Students' perceptions of their learning environment influence both how they learn and the quality of their learning outcomes. The clinical component of undergraduate medical courses takes place in an environment designed for clinical service and not teaching. Tension results when these two activities compete for resources. An impending increase in medical student numbers led us to assess the learning environment with a view to planning for the future. An open ended question 'If you could change three things about medical school, what would they be?' was added to the Dundee Ready Educational Environment Measure (DREEM). This was used to assess the learning environment of students in years 4 and 5. Allowing students to actively voice their views about changes in the curriculum was considered a useful extension to the DREEM questionnaire. The findings indicated commonalities over the two years of clinical teaching. The areas of commonality included the need for: more clinical exposure early in the curriculum; fewer lectures; greater consistency in terms of assessment; and more constructive relationships. Fourth-year students tended to voice more concerns around resourcing, and sought more clarification about roles and learning outcomes. There is a need to address concerns raised by students in the areas of curricula, assessments and access to earlier clinical training. Concerns that can be addressed are increasing resource access, implementation of clearer objectives, consistency of teaching and assessments across sites, more formative assessments, and engaging feedback. Students would also benefit from substantive mentoring and role-modelling. © Blackwell Publishing Ltd 2011.

  13. Teaching strategies in web technologies for virtual learning environments

    Directory of Open Access Journals (Sweden)

    Ilber Dario Saza-Garzón

    2016-12-01

    Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.

  14. Measuring Knowledge Acquisition in 3D Virtual Learning Environments.

    Science.gov (United States)

    Nunes, Eunice P dos Santos; Roque, Licínio G; Nunes, Fatima de Lourdes dos Santos

    2016-01-01

    Virtual environments can contribute to the effective learning of various subjects for people of all ages. Consequently, they assist in reducing the cost of maintaining physical structures of teaching, such as laboratories and classrooms. However, the measurement of how learners acquire knowledge in such environments is still incipient in the literature. This article presents a method to evaluate the knowledge acquisition in 3D virtual learning environments (3D VLEs) by using the learner's interactions in the VLE. Three experiments were conducted that demonstrate the viability of using this method and its computational implementation. The results suggest that it is possible to automatically assess learning in predetermined contexts and that some types of user interactions in 3D VLEs are correlated with the user's learning differential.

  15. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  16. Designing for Learning : Studying learning environments in higher professional education from a design perspective

    NARCIS (Netherlands)

    Zitter, I.I.

    2010-01-01

    Designing authentic, project-based learning environments in higher professional education is far from clear-cut yet and can be a difficult task for teachers. The research question driving our research was: How can we design and improve project-based, ICT-supported learning environments in higher

  17. Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)

    Science.gov (United States)

    Corneli, Joseph; Mikroyannidis, Alexander

    2011-01-01

    The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting…

  18. Farm Education and the Value of Learning in an Authentic Learning Environment

    Science.gov (United States)

    Smeds, Pia; Jeronen, Eila; Kurppa, Sirpa

    2015-01-01

    Farm education is a newly emerging field of research that utilises authentic learning environments, environments that combine a subject of academic study with its real-world surroundings, actors, and activities--in this case, the practical context of a farm. The aim of the study was to investigate the effects of various learning environments…

  19. A Semi-Open Learning Environment for Mobile Robotics

    Directory of Open Access Journals (Sweden)

    Enrique Sucar

    2007-05-01

    Full Text Available We have developed a semi-open learning environment for mobile robotics, to learn through free exploration, but with specific performance criteria that guides the learning process. The environment includes virtual and remote robotics laboratories, and an intelligent virtual assistant the guides the students using the labs. A series of experiments in the virtual and remote labs are designed to gradually learn the basics of mobile robotics. Each experiment considers exploration and performance aspects, which are evaluated by the virtual assistant, giving feedback to the user. The virtual laboratory has been incorporated to a course in mobile robotics and used by a group of students. A preliminary evaluation shows that the intelligent tutor combined with the virtual laboratory can improve the learning process.

  20. Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

    Directory of Open Access Journals (Sweden)

    Y. Herlanti

    2017-04-01

    Full Text Available The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

  1. E-learning. A New Environment for Engagement

    DEFF Research Database (Denmark)

    Olesen, Mogens; K. Logan, Robert

    2012-01-01

    in their learning methods, i.e. e-learning. There are at least two strong arguments for e-learning: 1) it will help schools staying in tune with the rest of the society. 2) digital media offer opportunities to learn in new, activating ways. We use Andy Clark’s extended mind thesis to argue how technologies can......The emergence of digital media is currently affecting our society across the board. However, until now our educational system has been relatively unaffected. Building on Marshall McLuhan’s point that media are environments, we argue that our schools will eventually need to adopt digital media...

  2. Medical students’ academic emotions: the role of perceived learning environment

    Directory of Open Access Journals (Sweden)

    NAEIMEH KOHOULAT

    2017-04-01

    Full Text Available Introduction: Research shows that there is a relationship between students’ perceptions of classroom and learning environment and their cognitive, affective, emotional and behavioral outcomes, so, in this study the relationship between medical students’ perception of learning environment and academic emotions was examined. Methods: The research method used was descriptive-correlative. The statistical population consisted of medical students of Shiraz University of Medical Sciences. Stratified sampling method was used to select 342 participants. They completed self-report questionnaires of Dundee Ready Educational Environment Measure (DREEM and Achievement Emotions Questionnaire (AEQ. All descriptive statistics, Pearson’s correlations and simultaneous multiple regression were performed using SPSS 14 software. Results: Simultaneous multiple regression of the students’ perceived learning environment on their academic achievement emotions showed that the perceived learning environment predicts the students’ academic emotions. Conclusion: The results of this study revealed that caring for and supportive learning environment can increase the students’ positive emotions and decrease their academic negative emotions (i.e. anxiety, shame, and hopelessness. Implications of the results are discussed.

  3. Learning from and with Museum Objects: Design Perspectives, Environment, and Emerging Learning Systems

    Science.gov (United States)

    Vartiainen, Henriikka; Enkenberg, Jorma

    2013-01-01

    Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research…

  4. A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments

    Science.gov (United States)

    Lawrence, Geoff

    2013-01-01

    Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…

  5. Efficient Learning Using a Virtual Learning Environment in a University Class

    Science.gov (United States)

    Stricker, Daniel; Weibel, David; Wissmath, Bartholomaus

    2011-01-01

    This study examines a blended learning setting in an undergraduate course in psychology. A virtual learning environment (VLE) complemented the face-to-face lecture. The usage was voluntary and the VLE was designed to support the learning process of the students. Data from users (N = 80) and non-users (N = 82) from two cohorts were collected.…

  6. Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University

    Science.gov (United States)

    Kintu, Mugenyi Justice; Zhu, Chang

    2016-01-01

    This paper explores the design of a blended learning environment in a transition from face-to-face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for learning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning…

  7. Students' Approaches to Learning and Their Experiences of the Teaching-Learning Environment in Different Disciplines

    Science.gov (United States)

    Parpala, Anna; Lindblom-Ylanne, Sari; Komulainen, Erkki; Litmanen, Topi; Hirsto, Laura

    2010-01-01

    Background: There is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment. Aim: The overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different…

  8. Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education

    Science.gov (United States)

    Cassidy, Simon

    2016-01-01

    Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with…

  9. promoting self directed learning in simulation based discovery learning environments through intelligent support.

    NARCIS (Netherlands)

    Veermans, K.H.; de Jong, Anthonius J.M.; van Joolingen, Wouter

    2000-01-01

    Providing learners with computer-generated feedback on their learning process in simulationbased discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for

  10. Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

    Directory of Open Access Journals (Sweden)

    Simándi Szilvia

    2017-08-01

    Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

  11. The Analysis of the Relationship between Primary Learning Styles and Learning Objects in an Online Environment

    Science.gov (United States)

    Özdemir, Muzaffer

    2016-01-01

    This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of…

  12. Rich environments for active learning: a definition

    Directory of Open Access Journals (Sweden)

    R. Scott Grabinger

    1995-12-01

    Full Text Available In today's complex world, simply knowing how to use tools and knowledge in a single domain is not sufficient to remain competitive as either individuals or companies. People must also learn to apply tools and knowledge in new domains and different situations. Industry specialists report that people at every organizational level must be creative and flexible problem solvers (Lynton, 1989. This requires the ability to apply experience and a definition knowledge to address novel problems. Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to work productively in groups are crucial skills for successful and fulfilling participation in our modern, competitive society.

  13. Mobile Learning Environment with Short Messaging Service: Application to a Campus Environment in a Developing Country

    Science.gov (United States)

    Premadasa, H. K. Salinda; Meegama, R. Gayan N.

    2013-01-01

    Purpose: The purpose of this paper is to discuss how to integrate secure, open-source and mobile-based system with the Moodle learning management system (MLMS) then describe the implementation of a campus-wide mobile learning environment with short messaging system (SMS) and how this platform is incorporated with the student's learning…

  14. Using Machine Learning in Adversarial Environments.

    Energy Technology Data Exchange (ETDEWEB)

    Davis, Warren Leon [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2016-02-01

    Intrusion/anomaly detection systems are among the first lines of cyber defense. Commonly, they either use signatures or machine learning (ML) to identify threats, but fail to account for sophisticated attackers trying to circumvent them. We propose to embed machine learning within a game theoretic framework that performs adversarial modeling, develops methods for optimizing operational response based on ML, and integrates the resulting optimization codebase into the existing ML infrastructure developed by the Hybrid LDRD. Our approach addresses three key shortcomings of ML in adversarial settings: 1) resulting classifiers are typically deterministic and, therefore, easy to reverse engineer; 2) ML approaches only address the prediction problem, but do not prescribe how one should operationalize predictions, nor account for operational costs and constraints; and 3) ML approaches do not model attackers’ response and can be circumvented by sophisticated adversaries. The principal novelty of our approach is to construct an optimization framework that blends ML, operational considerations, and a model predicting attackers reaction, with the goal of computing optimal moving target defense. One important challenge is to construct a realistic model of an adversary that is tractable, yet realistic. We aim to advance the science of attacker modeling by considering game-theoretic methods, and by engaging experimental subjects with red teaming experience in trying to actively circumvent an intrusion detection system, and learning a predictive model of such circumvention activities. In addition, we will generate metrics to test that a particular model of an adversary is consistent with available data.

  15. Designing Mobile Learning Environments to Support Teacher-Led Field Trips within Informal Learning Environments

    Science.gov (United States)

    Hawkins, Donald S.

    2016-01-01

    Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student…

  16. Nursing Students' Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies

    OpenAIRE

    Berntsen, Karin; Bjørk, Ida Torunn; Brynildsen, Grethe

    2017-01-01

    Background: Nursing students hesitate to choose aged care as a career, and the aged care sectors are on an edge regarding nursing positions. Clinical learning environments may influence nursing students’ career choices. Few studies have explored learning environments in nursing homes, although students increasingly have placements there. Objectives: The aim was to produce information for developing nursing students’ learning opportunities in nursing homes. Design: A cross-sectional survey des...

  17. Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale.

    Science.gov (United States)

    Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A; Coady, Niamh; Rampal, Krishna; Wright, Scott

    2015-01-01

    While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

  18. Biology learning evaluation model in Senior High Schools

    Directory of Open Access Journals (Sweden)

    Sri Utari

    2017-06-01

    Full Text Available The study was to develop a Biology learning evaluation model in senior high schools that referred to the research and development model by Borg & Gall and the logic model. The evaluation model included the components of input, activities, output and outcomes. The developing procedures involved a preliminary study in the form of observation and theoretical review regarding the Biology learning evaluation in senior high schools. The product development was carried out by designing an evaluation model, designing an instrument, performing instrument experiment and performing implementation. The instrument experiment involved teachers and Students from Grade XII in senior high schools located in the City of Yogyakarta. For the data gathering technique and instrument, the researchers implemented observation sheet, questionnaire and test. The questionnaire was applied in order to attain information regarding teacher performance, learning performance, classroom atmosphere and scientific attitude; on the other hand, test was applied in order to attain information regarding Biology concept mastery. Then, for the analysis of instrument construct, the researchers performed confirmatory factor analysis by means of Lisrel 0.80 software and the results of this analysis showed that the evaluation instrument valid and reliable. The construct validity was between 0.43-0.79 while the reliability of measurement model was between 0.88-0.94. Last but not the least, the model feasibility test showed that the theoretical model had been supported by the empirical data.

  19. TELMA: Technology-enhanced learning environment for minimally invasive surgery.

    Science.gov (United States)

    Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

    2013-06-01

    Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

  20. Career learning and career learning environment in Dutch higher education

    NARCIS (Netherlands)

    Marinka Kuijpers; dr. Frans Meijers

    2014-01-01

    Purpose: The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation,

  1. Career learning and career learning environment in Dutch higher education

    NARCIS (Netherlands)

    Meijers, Frans; Kuijpers, Marinka

    2018-01-01

    Purpose – The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation,

  2. Creating Participatory Online Learning Environments: A Social Learning Approach Revisited

    Science.gov (United States)

    Conley, Quincy; Lutz, Heather S.; Padgitt, Amanda J.

    2017-01-01

    Online learning has never been more popular than it is today. Due to the rapid growth of online instruction at colleges and universities, questions about the effectiveness of online courses have been raised. In this paper, we suggest guidelines for the selection and application of social media tools. In addition to describing the potential…

  3. Learning new skills in Multimodal Enactive Environments

    Directory of Open Access Journals (Sweden)

    Bardy Benoît G.

    2011-12-01

    Full Text Available A European consortium of researchers in movement and cognitive sciences, robotics, and interaction design developed multimodal technologies to accelerate and transfer the (relearning of complex skills from virtual to real environments. The decomposition of skill into functional elements — the subskills — and the enactment of informational variables used as accelerators are here described. One illustration of accelerator using virtual reality in team rowing is described.

  4. A platform for a smart learning environment

    OpenAIRE

    Simić, Konstantin; Despotović-Zrakić, Marijana; Bojović, Živko; Jovanić, Branislav; Knežević, Đorđe

    2016-01-01

    In this paper, a modular platform which provides student services for smart educational environment is described. The platform represents a point of mutual integration of various services, such as hosting platform for students’ projects, platform for integrating SMS service with students’ web applications, Internet of Things platform which enables acquiring data from sensors distributed within the University building and controlling various actuators. Platform is deployed as a part of Smart L...

  5. ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners

    NARCIS (Netherlands)

    Gijselaers, Jérôme; De Groot, Renate; Kirschner, Paul A.

    2012-01-01

    Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2012, 15 March). ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners. Presentation given at the plenary meeting of Learning &

  6. Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology

    Science.gov (United States)

    Wright, Robin; Boggs, James

    2002-01-01

    To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular…

  7. Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

    Science.gov (United States)

    Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

    2017-01-01

    Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…

  8. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  9. Analysis of Virtual Learning Environments from a Comprehensive Semiotic Perspective

    Directory of Open Access Journals (Sweden)

    Gloria María Álvarez Cadavid

    2012-11-01

    Full Text Available Although there is a wide variety of perspectives and models for the study of online education, most of these focus on the analysis of the verbal aspects of such learning, while very few consider the relationship between speech and elements of a different nature, such as images and hypermediality. In a previous article we presented a proposal for a comprehensive semiotic analysis of virtual learning environments that more recently has been developed and tested for the study of different online training courses without instructional intervention. In this paper we use this same proposal to analyze online learning environments in the framework of courses with instructional intervention. One of the main observations in relation to this type of analyses is that the organizational aspects of the courses are found to be related to the way in which the input elements for the teaching and learning process are constructed.

  10. Deep Reinforcement Learning using Capsules in Advanced Game Environments

    OpenAIRE

    Andersen, Per-Arne

    2018-01-01

    Reinforcement Learning (RL) is a research area that has blossomed tremendously in recent years and has shown remarkable potential for artificial intelligence based opponents in computer games. This success is primarily due to vast capabilities of Convolutional Neural Networks (ConvNet), enabling algorithms to extract useful information from noisy environments. Capsule Network (CapsNet) is a recent introduction to the Deep Learning algorithm group and has only barely begun to be explored. The ...

  11. Good practice framework for virtual learning environment in higher education

    OpenAIRE

    Bin Fryan, Latefa

    2015-01-01

    This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Many higher education institutions (HEIs) around the world are investing in the implementation of different Virtual Learning Environments (VLEs) to support the teaching and learning process. However, there is a lack of detailed guidelines or a practical framework for the VLE system implementation without which an effective VLE system implementation framework, many of the full potenti...

  12. Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning

    Science.gov (United States)

    Dabbagh, Nada; Kitsantas, Anastasia

    2012-01-01

    A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection…

  13. Engaging students in a community of learning: Renegotiating the learning environment.

    Science.gov (United States)

    Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

    2017-12-27

    Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

  14. Agent-based Market Research Learning Environment for New Entrepreneurs

    Directory of Open Access Journals (Sweden)

    Alejandro Valencia

    2012-01-01

    Full Text Available Due to the importance of creating alternative mechanisms to generate know-how on potential markets for new entrepreneurs this paper proposes an agent-based learning environment to help them learning market research strategies within new businesses. An instructor agent, serving as a learning assistant within the MAS environment guides new entrepreneurs to identify their most adequate market niche. The integration of MAS-CommonKADS and GAIA methodologies is used along with AUML diagrams in order to design and develop this agentbased learning environment, called MaREMAS. The paper thus describes all the stages concerning MaREMAS construction focusing on the conceptualization, analysis, design, prototype development, and validation. The tests developed in the MaREMAS learning environment were satisfactory, however, it is proposed as future work to provide the system a more robust statistical module that allows a better analysis of the research variables and hence be able to generate more useful suggestions to the entrepreneur.

  15. The learning environment and medical student burnout: a multicentre study.

    Science.gov (United States)

    Dyrbye, Liselotte N; Thomas, Matthew R; Harper, William; Massie, F Stanford; Power, David V; Eacker, Anne; Szydlo, Daniel W; Novotny, Paul J; Sloan, Jeff A; Shanafelt, Tait D

    2009-03-01

    Little is known about specific personal and professional factors influencing student distress. The authors conducted a comprehensive assessment of how learning environment, clinical rotation factors, workload, demographics and personal life events relate to student burnout. All medical students (n = 3080) at five medical schools were surveyed in the spring of 2006 using a validated instrument to assess burnout. Students were also asked about the aforementioned factors. A total of 1701 medical students (response rate 55%) completed the survey. Learning climate factors were associated with student burnout on univariate analysis (odds ratio [OR] 1.36-2.07; all P burnout (ORs 1.69 and 1.48, respectively; both P student burnout. Students who experienced a positive personal life event had a lower frequency of burnout (OR 0.70; P burnout than students who did not experience a negative personal life event. On multivariate analysis personal characteristics, learning environment and personal life events were all independently related to student burnout. Although a complex array of personal and professional factors influence student well-being, student satisfaction with specific characteristics of the learning environment appears to be a critical factor. Studies determining how to create a learning environment that cultivates student well-being are needed.

  16. Category Learning Research in the Interactive Online Environment Second Life

    Science.gov (United States)

    Andrews, Jan; Livingston, Ken; Sturm, Joshua; Bliss, Daniel; Hawthorne, Daniel

    2011-01-01

    The interactive online environment Second Life allows users to create novel three-dimensional stimuli that can be manipulated in a meaningful yet controlled environment. These features suggest Second Life's utility as a powerful tool for investigating how people learn concepts for unfamiliar objects. The first of two studies was designed to establish that cognitive processes elicited in this virtual world are comparable to those tapped in conventional settings by attempting to replicate the established finding that category learning systematically influences perceived similarity . From the perspective of an avatar, participants navigated a course of unfamiliar three-dimensional stimuli and were trained to classify them into two labeled categories based on two visual features. Participants then gave similarity ratings for pairs of stimuli and their responses were compared to those of control participants who did not learn the categories. Results indicated significant compression, whereby objects classified together were judged to be more similar by learning than control participants, thus supporting the validity of using Second Life as a laboratory for studying human cognition. A second study used Second Life to test the novel hypothesis that effects of learning on perceived similarity do not depend on the presence of verbal labels for categories. We presented the same stimuli but participants classified them by selecting between two complex visual patterns designed to be extremely difficult to label. While learning was more challenging in this condition , those who did learn without labels showed a compression effect identical to that found in the first study using verbal labels. Together these studies establish that at least some forms of human learning in Second Life parallel learning in the actual world and thus open the door to future studies that will make greater use of the enriched variety of objects and interactions possible in simulated environments

  17. Extended Immersive Learning Environment: A Hybrid Remote/Virtual Laboratory

    Directory of Open Access Journals (Sweden)

    Lírio Shaeffer

    2010-09-01

    Full Text Available This paper presents a collaborative virtual learning environment, which includes technologies such as 3D virtual representations, learning and content management systems, remote experiments, and collaborative learning spaces, among others. It intends to facilitate the construction, management and sharing of knowledge among teachers and students, in a global perspective. The environment proposes the use of 3D social representations for accessing learning materials in a dynamic and interactive form, which is regarded to be closer to the physical reality experienced by teachers and students in a learning context. A first implementation of the proposed extended immersive learning environment, in the area of solid mechanics, is also described, including the access to theoretical contents and a remote experiment to determine the elastic modulus of a given object.These instructions give you basic guidelines for preparing camera-ready papers for conference proceedings. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further. Define all symbols used in the abstract. Do not cite references in the abstract.

  18. Non-formal Learning through Ludic Engagement within Interactive Environments

    DEFF Research Database (Denmark)

    Petersson, Eva

    for participation and its relationship to motivation. The third study tested the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of user abilities. The fourth study is a meta-analysis which further investigated the effects of using interactive...... in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.      The thesis consists of seven studies which analyze...

  19. The effects of different learning environments on students' motivation for learning and their achievement.

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-09-01

    Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

  20. Personalizing the Collaborative Learning Environment with Pictures

    Directory of Open Access Journals (Sweden)

    Brian Mackie

    2005-10-01

    Full Text Available The Internet and Web-based technologies, as well as rapid globalization, are changing the way businesses communicate. Continuous progress in Information Technology (IT enables effective and efficient communication, particularly with the use of collaborative systems. Such systems have many different types of interfaces and attributes, and one such attribute is the use of visuals. This research assesses the usefulness of participant pictures in a collaborative exchange. To evaluate the usefulness of such pictures, participants were asked a series of questions regarding the use of pictures in CAMS, a collaborative environment. The results suggest that, in a collaborative setting, the use of pictures is valuable in enhancing a "sense of community," particularly in cases where participants have not met face-to-face.

  1. P3: a practice focused learning environment

    Science.gov (United States)

    Irving, Paul W.; Obsniuk, Michael J.; Caballero, Marcos D.

    2017-09-01

    There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University called P3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students’ reflecting on their experiences in the P3 classroom.

  2. The use of serious gaming for open learning environments

    Directory of Open Access Journals (Sweden)

    Janet Lunn

    2016-03-01

    Full Text Available The extensive growth of Open Learning has been facilitated through technological innovation and continuous examination of the global Open Education development. With the introduction of compulsory computing subjects being incorporated into the UK school system in September 2014, the challenge of harnessing and integrating technological advances to aid children's learning is becoming increasingly important, referring to £1.1 million being invested to offer training programs for teachers to become knowledgeable and experienced in computing. From the age of 5, children will be taught detailed computing knowledge and skills such as; algorithms, how to store digital content, to write and test simple programs. Simultaneously, as the Internet and technology are improving, parents and teachers are looking at the incorporation of game based learning to aid children’s learning processes in more exciting and engaging ways. The purpose of game-based learning is to provide a better engagement, and in turn, an anticipated improvement in learning ability. This paper presents a research based on the investigation of properly combining the advantages of serious games and Open Learning to enhance the learning abilities of primary school children. The case study and the adequate evaluation address a learning environment in support of a history subject matter.

  3. Developing students’ collaborative skills in interdisciplinary learning environments

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Svidt, Kjeld; Thygesen, Maria

    2015-01-01

    ' learning outcome are collected through observation, interviews and online questionnaires. The present investigation points at the dual effect of experiential learning in problem-based, interdisciplinary environments with regard to both actualizing core knowledge, skills and competences through solving...... in which professional learning is encouraged. The study is empirically grounded in a 3-day annual workshop that brings together students from all areas in the building sector including industry exponents to engage collaboratively in the processes of design and construction of a new building. The workshop...

  4. Peer Evaluation in CMC Learning Environment and Writing Skill

    Directory of Open Access Journals (Sweden)

    Morteza Mellati

    2014-09-01

    Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

  5. Education for Knowledge Society: Learning and Scientific Innovation Environment

    Directory of Open Access Journals (Sweden)

    Alexander O. Karpov

    2017-11-01

    Full Text Available Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at schools and universities; conceptualization and theoretical modeling of the cognitively active surrounding, which provides an infrastructure of the research-type cognitive process. The empirical material summarized in this work was collected in the research-cognitive space of the “Step into the Future” program, which is one of the most powerful systems of research education in present-day Russia. The article presents key points of the author's concept of generative learning environments and a model of learning and scientific innovation environment implemented at Russian schools and universities.

  6. Resident burnout: evaluating the role of the learning environment.

    Science.gov (United States)

    van Vendeloo, Stefan N; Godderis, Lode; Brand, Paul L P; Verheyen, Kees C P M; Rowell, Suria A; Hoekstra, Harm

    2018-03-27

    Although burnout is viewed as a syndrome rooted in the working environment and organizational culture, the role of the learning environment in the development of resident burnout remains unclear. We aimed to evaluate the association between burnout and the learning environment in a cohort of Belgian residents. We conducted a cross-sectional online survey among residents in a large university hospital in Belgium. We used the Dutch version of the Maslach Burnout Inventory (UBOS-C) to assess burnout and the Dutch Residency Educational Climate Test (D-RECT) to assess the learning environment. A total of 236 residents (29 specialties) completed the survey (response rate 34.6%), of which 98 (41.5%) met standard criteria for burnout. After multivariate regression analysis adjusting for hours worked per week, quality of life and satisfaction with work-life balance, we found an inverse association between D-RECT scores and the risk of burnout (adjusted odds ratio; 0.47 for each point increase in D-RECT score; 95% CI, 0.23 - 0.95; p = 0.01). Resident burnout is highly prevalent in our cohort of Belgian residents. Our results suggest that the learning environment plays an important role in reducing the risk of burnout among residents.

  7. Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure.

    Science.gov (United States)

    Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R

    2014-03-24

    The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment. The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity. 224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.

  8. Applying Multimedia and Virtual Reality for Learning Environments

    Directory of Open Access Journals (Sweden)

    Gonçalo Nuno P. Cardoso

    2009-10-01

    Full Text Available Most of the tools and languages for modeling Virtual Reality environments, such as VRML, X3D, Java3D, etc. do not provide means of describing the synchronized presentation of multimedia content inside these environments. Multimedia has demonstrated its capabilities of motivating users and capturing their attention, which are important characteristics when we want to provide a higher degree of immersion and learning capabilities inside Virtual Reality applications. This paper presents a robust and generic solution for the integrated presentation of different kinds of media objects inside virtual environments based on the Graphical Engine OGRE and how this solution can be applied broadly for providing customizable multimedia and virtual learning environments.

  9. A Simulated Learning Environment for Teaching Medicine Dispensing Skills.

    Science.gov (United States)

    McDowell, Jenny; Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

    2016-02-25

    To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment.

  10. THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Bahar ISIGUZEL

    2014-07-01

    Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

  11. The learning advantage: bird species that learn their song show a tighter adjustment of song to noisy environments than those that do not learn.

    Science.gov (United States)

    Ríos-Chelén, Alejandro Ariel; Salaberria, C; Barbosa, I; Macías Garcia, C; Gil, D

    2012-11-01

    Song learning has evolved within several avian groups. Although its evolutionary advantage is not clear, it has been proposed that song learning may be advantageous in allowing birds to adapt their songs to the local acoustic environment. To test this hypothesis, we analysed patterns of song adjustment to noisy environments and explored their possible link to song learning. Bird vocalizations can be masked by low-frequency noise, and birds respond to this by singing higher-pitched songs. Most reports of this strategy involve oscines, a group of birds with learning-based song variability, and it is doubtful whether species that lack song learning (e.g. suboscines) can adjust their songs to noisy environments. We address this question by comparing the degree of song adjustment to noise in a large sample of oscines (17 populations, 14 species) and suboscines (11 populations, 7 species), recorded in Brazil (Manaus, Brasilia and Curitiba) and Mexico City. We found a significantly stronger association between minimum song frequency and noise levels (effect size) in oscines than in suboscines, suggesting a tighter match in oscines between song transmission capacity and ambient acoustics. Suboscines may be more vulnerable to acoustic pollution than oscines and thus less capable of colonizing cities or acoustically novel habitats. Additionally, we found that species whose song frequency was more divergent between populations showed tighter noise-song frequency associations. Our results suggest that song learning and/or song plasticity allows adaptation to new habitats and that this selective advantage may be linked to the evolution of song learning and plasticity. © 2012 The Authors. Journal of Evolutionary Biology © 2012 European Society For Evolutionary Biology.

  12. Building multilingual learning environments in early years education

    Directory of Open Access Journals (Sweden)

    Martin Dodman

    2016-07-01

    Full Text Available This paper examines the early language development of children with particular reference to the importance of personal multilingualism and the reasons why this should be promoted in early years education. It is argued that such an objective is best achieved by building multilingual learning environments at the level of nursery and infant schools. The characteristics of such environments are described and ways of evaluating projects designed to build them are presented.

  13. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

  14. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  15. Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

    Science.gov (United States)

    Auerbach, Anna Jo; Schussler, Elisabeth E.

    2016-01-01

    Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

  16. Essay writing in biology: An example of effective student learning?

    Science.gov (United States)

    Zeegers, Petrus; Giles, Lynne

    1996-12-01

    The views of first-year biology students ( N=337) on an essay writing assignment were evaluated by means of a questionnaire. The students were asked to reflect on the strategies they employed, the number and type of resources used, their areas of difficulty and to evaluate their own performance. The data were used to elucidate possible areas of discrepancy between the approach taken by the students and that suggested by the Biology Department via information in student manuals and evaluation criteria. The data were also compared to similar studies on student writing previously reported for students of psychology and history. Finally a series of recommendations is made to help staff to allow their students to develop improved writing strategies, minimise the possible difficulties encountered and allow the writing exercise to fulfil its desired outcome, that of being an integral part of the process of learning.

  17. The Adult Learning Open University Determinants (ALOUD) study: Biological and psychological factors associated with learning performance in adult distance education

    NARCIS (Netherlands)

    Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.; De Groot, Renate

    2017-01-01

    Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college students in traditional education. Evidence for these

  18. Reinforcement learning in multidimensional environments relies on attention mechanisms.

    Science.gov (United States)

    Niv, Yael; Daniel, Reka; Geana, Andra; Gershman, Samuel J; Leong, Yuan Chang; Radulescu, Angela; Wilson, Robert C

    2015-05-27

    In recent years, ideas from the computational field of reinforcement learning have revolutionized the study of learning in the brain, famously providing new, precise theories of how dopamine affects learning in the basal ganglia. However, reinforcement learning algorithms are notorious for not scaling well to multidimensional environments, as is required for real-world learning. We hypothesized that the brain naturally reduces the dimensionality of real-world problems to only those dimensions that are relevant to predicting reward, and conducted an experiment to assess by what algorithms and with what neural mechanisms this "representation learning" process is realized in humans. Our results suggest that a bilateral attentional control network comprising the intraparietal sulcus, precuneus, and dorsolateral prefrontal cortex is involved in selecting what dimensions are relevant to the task at hand, effectively updating the task representation through trial and error. In this way, cortical attention mechanisms interact with learning in the basal ganglia to solve the "curse of dimensionality" in reinforcement learning. Copyright © 2015 the authors 0270-6474/15/358145-13$15.00/0.

  19. Understanding the optimal learning environment in palliative care.

    Science.gov (United States)

    Connell, Shirley E; Yates, Patsy; Barrett, Linda

    2011-07-01

    The learning experiences of student nurses undertaking clinical placement are reported widely, however little is known about the learning experiences of health professionals undertaking continuing professional development (CPD) in a clinical setting, especially in palliative care. The aim of this study, which was conducted as part of the national evaluation of a professional development program involving clinical attachments with palliative care services (The Program of Experience in the Palliative Approach [PEPA]), was to explore factors influencing the learning experiences of participants over time. Thirteen semi-structured, one-to-one telephone interviews were conducted with five participants throughout their PEPA experience. The analysis was informed by the traditions of adult, social and psychological learning theories and relevant literature. The participants' learning was enhanced by engaging interactively with host site staff and patients, and by the validation of their personal and professional life experiences together with the reciprocation of their knowledge with host site staff. Self-directed learning strategies maximised the participants' learning outcomes. Inclusion in team activities aided the participants to feel accepted within the host site. Personal interactions with host site staff and patients shaped this social/cultural environment of the host site. Optimal learning was promoted when participants were actively engaged, felt accepted and supported by, and experienced positive interpersonal interactions with, the host site staff. Copyright © 2010 Elsevier Ltd. All rights reserved.

  20. Creating adaptive environment for e-learning courses

    Directory of Open Access Journals (Sweden)

    Bozidar Radenkovic

    2009-06-01

    Full Text Available In this paper we provide an approach to creating adaptive environment for e-learning courses. In the context of e-education, successful adaptation has to be performed upon learners’ characteristics. Currently, modeling and discovering users’ needs, goals, knowledge preferences and motivations is one of the most challenging tasks in e-learning systems that deal with large volumes of information. Primary goal of the research is to perform personalizing of distance education system, according to students’ learning styles. Main steps and requirements in applying business intelligence techniques in process of personalization are identified. In addition, we propose generic model and architecture of an adaptive e-learning system by describing the structure of an adaptive course and exemplify correlations among e-learning course content and different learning styles. Moreover, research that dealt with application of data mining technique in a real e-learning system was carried out. We performed adaptation of our e-learning courses using the results from the research.

  1. Evaluation of Several Learning Environment Variables at Secondary Institutions

    Directory of Open Access Journals (Sweden)

    Murat Tuncer

    2012-06-01

    Full Text Available Health is an issue whose importance needs to be focused in the learning environment and learning activities in education. The level of teaching and learning is known to effect health of learners. Learning environments are teeming with many variables. Ambient temperature, noise, humidity and illumination are a few of them. If these variables are outside the specified limits for ambient levels this may need to a loss of learning and adversely affect the health of learners. This research was conducted to evaluate this aspect at institutions of secondary education in Turkey. The literature discusses the findings of various measurements that were taken with a variety of devices such as the Environment Meter-DT 8820, GMI PN 66094 and AARONIA AG SPECTRAN at randomly selected schools and classes. The temperature and carbon dioxide values in the classrooms were outside the defined limits according to research findings. In addition, many classrooms had noise levels above limits which could impair human health and some color selections in classrooms were made incorrectly. When the results of the findings are analyzed, we find the learner’s metabolism is negatively affected; attention loss and serious health problems may be experienced in the long run. It is highly recommended that laws and regulations regarding school construction and settlement be enacted and that precise limits be defined in those laws. In addition, it is thought establishing electromechanical systems to measure indoor and outdoor air quality in classrooms would bring benefits

  2. How Can Innovative Learning Environments Promote the Diffusion of Innovation?

    Science.gov (United States)

    Osborne, Mark

    2016-01-01

    Schools implementing innovative learning environments (ILEs) face many challenges, including the need to discard previously cherished practices and behaviours, adjust mindsets, and invent successful new ways of operating. Leaders can support these processes by implementing structures that: i) support ongoing, distributed, participatory innovation;…

  3. Plastics in Our Environment: A Jigsaw Learning Activity

    Science.gov (United States)

    Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

    2009-01-01

    In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…

  4. Pre-Service Teachers Designing Virtual World Learning Environments

    Science.gov (United States)

    Jacka, Lisa; Booth, Kate

    2012-01-01

    Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer-based environment. Virtual worlds also provide a place…

  5. Declarative Knowledge Acquisition in Immersive Virtual Learning Environments

    Science.gov (United States)

    Webster, Rustin

    2016-01-01

    The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was…

  6. A DBR Framework for Designing Mobile Virtual Reality Learning Environments

    Science.gov (United States)

    Cochrane, Thomas Donald; Cook, Stuart; Aiello, Stephen; Christie, Duncan; Sinfield, David; Steagall, Marcus; Aguayo, Claudio

    2017-01-01

    This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first…

  7. Predicting Virtual Learning Environment Adoption: A Case Study

    Science.gov (United States)

    Penjor, Sonam; Zander, Pär-Ola

    2016-01-01

    This study investigates the significance of Rogers' Diffusion of Innovations (DOI) theory with regard to the use of a Virtual Learning Environment (VLE) at the Royal University of Bhutan (RUB). The focus is on different adoption types and characteristics of users. Rogers' DOI theory is applied to investigate the influence of five predictors…

  8. A Learning Environment for English Vocabulary Using Quick Response Codes

    Science.gov (United States)

    Arikan, Yuksel Deniz; Ozen, Sevil Orhan

    2015-01-01

    This study focuses on the process of developing a learning environment that uses tablets and Quick Response (QR) codes to enhance participants' English language vocabulary knowledge. The author employed the concurrent triangulation strategy, a mixed research design. The study was conducted at a private school in Izmir, Turkey during the 2012-2013…

  9. Learning in a new culture and a multicultural environment

    DEFF Research Database (Denmark)

    Du, Xiangyun

    2006-01-01

    This presentation will discuss the issues of learning in a new culture, in a multicultural context, and especially in a problem based and project organized study environment. It will be based on the presenter's study experiences as a foreign student, teaching experiences in different international...

  10. PGDnet: A New Problem-Solving Virtual Learning Environment

    Science.gov (United States)

    Gomez, Emilio; Rodriguez-Marciel, Cristina

    2012-01-01

    The purpose of this paper was to provide information about the virtual learning environment known as PGDnet (the Spanish acronym for "Plataforma de Gestion Docente" or Educational Management Platform in English), which was developed by the innovative education group at the Technical University of Madrid known as "Nuevas metodologias…

  11. Mobile Learning for Higher Education in PBL Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Ryberg, Thomas

    2010-01-01

    This study is about the design and development of mobile technologies to support students’ collaboration in groups during project periods in a problem oriented and project based learning environment. The study will take departure in the group work of students in the faculty of Humanities, Aalborg...

  12. Lost in Interaction in IMS Learning Design Runtime Environments

    Science.gov (United States)

    Derntl, Michael; Neumann, Susanne; Oberhuemer, Petra

    2014-01-01

    Educators are exploiting the advantages of advanced web-based collaboration technologies and massive online interactions. Interactions between learners and human or nonhuman resources therefore play an increasingly important pedagogical role, and the way these interactions are expressed in the user interface of virtual learning environments is…

  13. Students' Groupwork Management in Online Collaborative Learning Environments

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2015-01-01

    The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

  14. Identifying Different Registers of Digital Literacy in Virtual Learning Environments

    Science.gov (United States)

    Knutsson, Ola; Blasjo, Mona.; Hallsten, Stina; Karlstrom, Petter

    2012-01-01

    In this paper social semiotics, and systemic functional linguistics in particular, are used in order to identify registers of digital literacy in the use of virtual learning environments. The framework of social semiotics provides means to systemize and discuss digital literacy as a linguistic and semiotic issue. The following research question…

  15. Technology-Supported Learning Environments in Science Classrooms in India

    Science.gov (United States)

    Gupta, Adit; Fisher, Darrell

    2012-01-01

    The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…

  16. Simulation based virtual learning environment in medical genetics counseling

    DEFF Research Database (Denmark)

    Makransky, Guido; Bonde, Mads T.; Wulff, Julie S. G.

    2016-01-01

    learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. METHODS: An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major...

  17. Fans: An Integral Element of the Green Learning Environment

    Science.gov (United States)

    Wolgelenter, Nina

    2011-01-01

    School districts' ongoing efforts to promote sustainability in America's education facilities are helping raise awareness of social responsibility and promoting the positive effects that greening their learning environments has on the general health and productivity of students. One institution that's taking the lead in this movement is Chandler…

  18. Personalized Recommender System for e-Learning Environment

    Science.gov (United States)

    Benhamdi, Soulef; Babouri, Abdesselam; Chiky, Raja

    2017-01-01

    Traditional e-Learning environments are based on static contents considering that all learners are similar, so they are not able to respond to each learner's needs. These systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions…

  19. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments

    Science.gov (United States)

    Harris, Ray; Miske, Shirley; Attig, George

    2004-01-01

    An inclusive, learning-friendly environment (ILFE) welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, socio-economic, emotional, linguistic and other characteristics. "Inclusive" in the school setting generally refers to the inclusion or children with disabilities into regular classrooms designed for…

  20. The Ecology of Interactive Learning Environments: Situating Traditional Theory

    Science.gov (United States)

    Johnson, Genevieve Marie

    2014-01-01

    In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, -- behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human…

  1. Project Selection in the Design Studio: Absence of Learning Environments

    Science.gov (United States)

    Basa, Inci

    2010-01-01

    Project selection is an essential matter of design teaching. Based on observations of a specific curriculum, the author claims that a wide repertoire of subjects including offices, restaurants, hotels, and other public places are used to prepare design students, but that schools and other "learning environments/ schools" are similarly…

  2. The Development of a Personal Learning Environment in Second Life

    Science.gov (United States)

    Andrews, Sandra Sutton; Stokrocki, Mary; Jannasch-Pennell, Angel; DiGangi, Samuel A.

    2010-01-01

    In this qualitative pilot study, the authors report on curriculum field trials within a personal learning environment (PLE) designed by a collaboration of academic researchers and nonprofit volunteers working together in the virtual world of Second Life. The purpose of the PLE is to provide learners less likely to have access to educational…

  3. Understanding the Science-Learning Environment: A Genetically Sensitive Approach

    Science.gov (United States)

    Haworth, Claire M. A.; Davis, Oliver S. P.; Hanscombe, Ken B.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

    2013-01-01

    Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000…

  4. An Analysis of Instructional Strategies Used in Synchronous Learning Environments.

    Science.gov (United States)

    Greene, Melanie W.; Zimmerman, Sara Olin; Tashner, John H.; Pacifici, Linda

    The purpose of this project was to investigate the perceptions of instructors and students with regard to delivering effective instruction in synchronous learning environments. The specific research goals were to attain an evaluation of the quality of distance education courses, to determine the effectiveness of the delivery medium, and to examine…

  5. Nursing students' perceptions about clinical learning environment in Turkey.

    Science.gov (United States)

    Serçekuş, Pınar; Başkale, Hatice

    2016-03-01

    Clinical education has a vital role in nursing curriculum. Clinical education environment can be enhanced by feedbacks provided by students. The purpose of this research was to search factors that affect the clinical learning environment. A qualitative approach was used. 36 nursing students were recruited from school of nursing in Turkey. It was found that students are negatively affected by communication errors and feedbacks given in the presence of patients by instructors. The constant presence of instructors may be the source of stress for some students. Besides peer support and favourable communication with peers have a positive impact on student learning. Communication with hospital staff and instructors are important. The study revealed that student learning is affected by the level of confidence and support displayed by patients. In order to ensure the most favourable learning environment for students, it is essential that cooperation should be increased between school staff and clinical staff, instructor skills should be developed, and students should be supported in the clinical environment. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Analysis of students’ generated questions in laboratory learning environments

    Directory of Open Access Journals (Sweden)

    Juan Antonio Llorens-Molina

    2012-03-01

    Full Text Available In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs, a well known approach is the SLEI (Science Laboratory Environment Inventory. The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.

  7. Structural Identification and Comparison of Intelligent Mobile Learning Environment

    Science.gov (United States)

    Upadhyay, Nitin; Agarwal, Vishnu Prakash

    2007-01-01

    This paper proposes a methodology using graph theory, matrix algebra and permanent function to compare different architecture (structure) design of intelligent mobile learning environment. The current work deals with the development/selection of optimum architecture (structural) model of iMLE. This can be done using the criterion as discussed in…

  8. The "Double-Edged Sword" of the Adult Learning Environment

    Science.gov (United States)

    Murray, Sara; Mitchell, Jane

    2013-01-01

    The vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school prior to completing a qualification. Some research has found that a major factor that supports student re-engagement in formal education is the "adult learning environment" that…

  9. Creating the Strategic Learning Environment at City University London

    Science.gov (United States)

    Quinsee, Susannah; Bullimore, Anise

    2011-01-01

    Purpose: This paper aims to describe the creation of a new approach to the implementation of educational technologies at a UK Higher Education Institution. Driven by changes in technology, an evaluation of the virtual learning environment (VLE) provided the opportunity to reassess the application of technology to the curriculum. However, such an…

  10. Classroom Learning Environments and Achievement in a Continuous Progress Curriculum.

    Science.gov (United States)

    Talmage, Harriet; Rasher, Sue Pinzur

    A cohort group of nine-year-olds in nine inner-city schools were studied over a three-year period to determine the extent of reading achievement under a continuous progress reading and mathematics curriculum instituted in a large urban school system. Changes in students' perceptions of their learning environment, such as reduced competitiveness,…

  11. Burnout and the learning environment of anaesthetic trainees.

    Science.gov (United States)

    Castanelli, D J; Wickramaarachchi, S A; Wallis, S

    2017-11-01

    Burnout has a high prevalence among healthcare workers and is increasingly recognised as an environmental problem rather than reflecting a personal inability to cope with work stress. We distributed an electronic survey, which included the Maslach Burnout Inventory Health Services Survey and a previously validated learning environment instrument, to 281 Victorian anaesthetic trainees. The response rate was 50%. We found significantly raised rates of burnout in two of three subscales. Ninety-one respondents (67%) displayed evidence of burnout in at least one domain, with 67 (49%) reporting high emotional exhaustion and 57 (42%) reporting high depersonalisation. The clinical learning environment tool demonstrated a significant negative correlation with burnout (r=-0.56, P Burnout was significantly more common than when previously measured in Victoria in 2008 (62% versus 38%). Trainees rated examination preparation the most stressful aspect of the training program. There is a high prevalence of burnout among Victorian anaesthetic trainees. We have shown a significant correlation exists between the clinical learning environment measure and the presence of burnout. This correlation supports the development of interventions to improve the clinical learning environment, as a means to improve trainee wellbeing and address the high prevalence of burnout.

  12. Planetariums as a Source of Outdoor Learning Environment

    Science.gov (United States)

    Seyma, Aksu; Umdu Topsakal, Ünsal

    2017-01-01

    The aim of this study is to study the effect of using planetariums as an outdoor learning environment regarding students' opinions. Therefore, descriptive qualitative research was used. The participants were from a school in Istanbul. Ten students, 4 male and 6 female, participated in a planetarium visit to a museum. The data of the study were…

  13. Instructors' Perceptions of Instructor Presence in Online Learning Environments

    Science.gov (United States)

    Richardson, Jennifer C.; Besser, Erin; Koehler, Adrie; Lim, JiEun; Strait, Marquetta

    2016-01-01

    As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students. Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important implications for the students' overall learning…

  14. Differences in Business Undergraduate Perceptions by Preferred Classroom Learning Environment

    Science.gov (United States)

    Blau, Gary; Mittal, Neha; Schirmer, Michael; Ozkan, Bora

    2017-01-01

    Online education continues to grow at business schools. The authors compared undergraduate business student perceptions across three different classroom learning delivery environments: online, hybrid, and face to face. Based on the survey responses using two independent samples, the authors' analyses found that students who preferred online…

  15. The Teaching and Learning Environment SAIDA: Some Features and Lessons.

    Science.gov (United States)

    Grandbastien, Monique; Morinet-Lambert, Josette

    Written in ADA language, SAIDA, a Help System for Data Implementation, is an experimental teaching and learning environment which uses artificial intelligence techniques to teach a computer science course on abstract data representations. The application domain is teaching advanced programming concepts which have not received much attention from…

  16. Developing a Supportive Learning Environment in a Newly Formed Organisation

    Science.gov (United States)

    Lancaster, Sue; Di Milia, Lee

    2015-01-01

    Purpose: The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees' perspective. Design/methodology/approach: This case study used a qualitative phenomenological constructivist…

  17. Mobile Learning for Higher Education in PBL Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Ryberg, Thomas

    This study is about the design and development of mobile technologies to support students’ collaboration in groups during project periods in a problem oriented and project based learning environment. The study will take departure in the group work of students in the faculty of Humanities, Aalborg...

  18. Assessing Learning Environment for Achieving Standard in Primary ...

    African Journals Online (AJOL)

    The paper is a descriptive survey which sought to identify how the provision of adequate learning environment would affect standard in primary education and subsequently empower both staff and students for capacity development through counselling. Fifteen (15) public primary schools out of 96 identified in Oru-East, ...

  19. Educational Technology Research Journals: "Interactive Learning Environments," 2004-2013

    Science.gov (United States)

    Christensen, Steven S.; Andrews, Carolyn; Harris, Scott P.; Lloyd, Adam; Turley, Chad; West, Richard E.

    2015-01-01

    This study examined the journal "Interactive Learning Environments" to discover trends from 2004-2013. The authors looked at trends in article topics, research methods, authorship, citations, keyword frequencies, phrase counts of article abstracts, and article citations according to Google Scholar. Evidence is provided of the journal's…

  20. Evaluation of the Learning and Teaching Environment of the Faculty ...

    African Journals Online (AJOL)

    2017-09-14

    Sep 14, 2017 ... Purpose: The study aimed at evaluating the learning and teaching environment of undergraduate students of the Faculty of ... of Medical Sciences, College of Medicine, University of Nigeria,. Enugu Campus. O Okoye, CN Ezisi1, FU ... as the research instrument. However, to the best of our knowledge, no ...

  1. Designing Learning Environments to Teach Interactive Quantum Physics

    Science.gov (United States)

    Puente, Sonia M. Gomez; Swagten, Henk J. M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small…

  2. Creating Learning Environment Connecting Engineering Design and 3D Printing

    Science.gov (United States)

    Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

    Engineering education in modern days require continuous development in didactics, pedagogics and used practical methods. 3D printing provides excellent opportunity to connect different engineering areas into practice and produce learning by doing applications. The 3D-printing technology used in this study is FDM (Fused deposition modeling). FDM is the most used 3D-printing technology by commercial numbers at the moment and the qualities of the technology makes it popular especially in academic environments. For achieving the best result possible, students will incorporate the principles of DFAM (Design for additive manufacturing) into their engineering design studies together with 3D printing. This paper presents a plan for creating learning environment for mechanical engineering students combining the aspects of engineering design, 3D-CAD learning and AM (additive manufacturing). As a result, process charts for carrying out the 3D printing process from technological point of view and design process for AM from engineering design point of view were created. These charts are used in engineering design education. The learning environment is developed to work also as a platform for Bachelor theses, work-training environment for students, prototyping service centre for cooperation partners and source of information for mechanical engineering education in Lapland University of Applied Sciences.

  3. Developing Professional Identity in an Online Learning Environment

    DEFF Research Database (Denmark)

    Horn, Line Helverskov

    2015-01-01

    identity as the outcome for the intern. This paper describes the interactions in an online learning environment. The online platform sought to enable peer interaction between younger and older students in a discussion of the professional identity of Natural and Cultural Heritage Management (NCHM...

  4. Evaluation of the learning and teaching environment of the Faculty ...

    African Journals Online (AJOL)

    The Dundee Ready Education Environment Measure (DREEM) questionnaire was self‑administered to the final year medical students during the second semester of 2013/2014 academic year. The 50‑items of the questionnaire were sub‑divided into five sub‑groups: perception of learning, perceptions of teachers, academic ...

  5. Technological learning in energy-environment-economy modelling: A survey

    International Nuclear Information System (INIS)

    Kahouli-Brahmi, Sondes

    2008-01-01

    This paper aims at providing an overview and a critical analysis of the technological learning concept and its incorporation in energy-environment-economy models. A special emphasis is put on surveying and discussing, through the so-called learning curve, both studies estimating learning rates in the energy field and studies incorporating endogenous technological learning in bottom-up and top-down models. The survey of learning rate estimations gives special attention to interpreting and explaining the sources of variability of estimated rates, which is shown to be mainly inherent in R and D expenditures, the problem of omitted variable bias, the endogeneity relationship and the role of spillovers. Large-scale models survey show that, despite some methodological and computational complexity related to the non-linearity and the non-convexity associated with the learning curve incorporation, results of the numerous modelling experiments give several new insights with regard to the analysis of the prospects of specific technological options and their cost decrease potential (bottom-up models), and with regard to the analysis of strategic considerations, especially inherent in the innovation and energy diffusion process, in particular the energy sector's endogenous responses to environment policy instruments (top-down models)

  6. BOOK REVIEW STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Harun SERPIL

    2017-04-01

    Full Text Available As online learning environments do not lend themselves to face-to-face interaction between teachers and students, it is essential to understand how to ensure healthy social presence in online learning. This book provides a useful selection of both commonly used and recently developed theories by discussing current research and giving examples of social presence in latest Online Learning Environments (OLEs. The book examines how the appropriate use of technological tools can relate instructors, peers, and course content. The reports on successful implementations are reinforced with research involving pre-service teachers. Both experienced and inexperienced educators will benefit by being informed about the effective use of many valuable tools exemplified here. The last six chapters present an array of new models that support social presence, and demonstrate how traditional paradigms can be used to create online social presence.

  7. Exploring Children's Requirements for Game-Based Learning Environments

    Directory of Open Access Journals (Sweden)

    Marja Kankaanranta

    2008-08-01

    Full Text Available End users' expertise in the development of new applications is acknowledged in user-centered and participatory design. Similarly, children's experience of what they find enjoyable and how they learn is a valuable source of inspiration for the design of products intended for them. In this paper, we explore experiences obtained from collaboration with elementary school children in the design of learning environments, based on three projects and three requirements gathering techniques. We also discuss how the children experienced the participation. The children's contribution yielded useful, both expected and unanticipated, outcomes in regard to the user interface and contents of the learning environments under development. Moreover, we present issues related to design collaboration with children, especially in terms of the children's feeling of ownership over the final outcome.

  8. Visualizing learner activities with a virtual learning environment

    DEFF Research Database (Denmark)

    Eskildsen, Søren; Rodil, Kasper; Rehm, Matthias

    2012-01-01

    This paper presents how to gain insights into children’s navigation of an interactive virtual learning environment and how that would benefit their educators. A prototype for logging user information as quantifiable data has been developed and deployed in an in-situ evaluation of the system. The ....... The system collects a hidden corpus of data, which is visualized in order to assess if and how the interaction with the system reflects on the learning gains of the individual learners.......This paper presents how to gain insights into children’s navigation of an interactive virtual learning environment and how that would benefit their educators. A prototype for logging user information as quantifiable data has been developed and deployed in an in-situ evaluation of the system...

  9. CONCEPTS AND CHARACTERISTICS OF CLOUD ORIENTED LEARNING ENVIRONMENT OF SCHOOL

    Directory of Open Access Journals (Sweden)

    Svitlana G. Lytvynova

    2014-04-01

    Full Text Available The article deals with the basic concepts and characteristics of cloud oriented learning environment (COLE of secondary school. It is examined the concept of "cloud oriented learning environment", "mobility training", the requirements for COLE, the goal of creating, the structural components, model deployment, maintenance. Four cloud storages are compared; the subjects and objects of COLE are described; the meaning of spatial and semantic, content and methodical, communication and organizational components are clarified; the benefits and features of cloud computing are defined. It is found that COLE creates conditions for active cooperation, provides mobility of learning process participants, and objects’ virtualization. It is available anywhere and at any time, ensures the development of creativity and innovation, critical thinking, ability to solve problems, to develop communicative, cooperative, life and career skills, to work with data, media, to develop ICT competence either of students and teachers.

  10. Conscious knowledge of learning: accessing learning strategies in a final year high school biology class

    Science.gov (United States)

    Conner, Lindsey; Gunstone, Richard

    2004-12-01

    This paper reports on a qualitative case study investigation of the knowledge and use of learning strategies by 16 students in a final year high school biology class to expand their conscious knowledge of learning. Students were provided with opportunities to engage in purposeful inquiry into the biological, social and ethical aspects of cancer. A constructivist approach was implemented to access prior content and procedural knowledge in various ways. Students were encouraged to develop evaluation of their learning skills independently through activities that promoted metacognition. Those students who planned and monitored their work produced essays of higher quality. The value and difficulties of promoting metacognitive approaches in this context are discussed, as well as the idea that metacognitive processes are difficult to research, because they have to be conscious in order to be identified by the learner, thereby making them accessible to the researcher.

  11. OpenSim-Supported Virtual Learning Environment: Transformative Content Representation, Facilitation, and Learning Activities

    Science.gov (United States)

    Kim, Heesung; Ke, Fengfeng

    2016-01-01

    The pedagogical and design considerations for the use of a virtual reality (VR) learning environment are important for prospective and current teachers. However, empirical research investigating how preservice teachers interact with transformative content representation, facilitation, and learning activities in a VR educational simulation is still…

  12. Students' Expectations of the Learning Process in Virtual Reality and Simulation-Based Learning Environments

    Science.gov (United States)

    Keskitalo, Tuulikki

    2012-01-01

    Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and…

  13. Embedding an Integrated Learning Environment and Digital Repository in Design Engineering Education: Lessons Learned for Sustainability

    Science.gov (United States)

    Breslin, Caroline; Nicol, David; Grierson, Hilary; Wodehouse, Andrew; Juster, Neal; Ion, William

    2007-01-01

    This paper describes how a system comprising a learning environment and digital repository is being embedded into the teaching and learning of Design Engineering at the University of Strathclyde. It then maps out the issues that have been encountered, how these have been overcome and how other departments or institutions would be affected if they…

  14. Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

    Science.gov (United States)

    Gürleyik, Sinan; Akdemir, Elif

    2018-01-01

    Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…

  15. Learning in Virtual Forest: A Forest Ecosystem in the Web-Based Learning Environment

    Science.gov (United States)

    Jussila, Terttu; Virtanen, Viivi

    2014-01-01

    Virtual Forest is a web-based, open-access learning environment about forests designed for primary-school pupils between the ages of 10 and 13 years. It is pedagogically designed to develop an understanding of ecology, to enhance conceptual development and to give a holistic view of forest ecosystems. Various learning tools, such as concept maps,…

  16. Personal Learning Environments for Supporting Out-of-Class Language Learning

    Science.gov (United States)

    Reinders, Hayo

    2014-01-01

    A Personal Learning Environment (PLE) it is a combination of tools (usually digital) and resources chosen by the learner to support different aspects of the learning process, from goal setting to materials selection to assessment. The importance of PLEs for teachers lies in their ability to help students develop autonomy and prepare them for…

  17. Learning Patterns as Criterion for Forming Work Groups in 3D Simulation Learning Environments

    Science.gov (United States)

    Maria Cela-Ranilla, Jose; Molías, Luis Marqués; Cervera, Mercè Gisbert

    2016-01-01

    This study analyzes the relationship between the use of learning patterns as a grouping criterion to develop learning activities in the 3D simulation environment at University. Participants included 72 Spanish students from the Education and Marketing disciplines. Descriptive statistics and non-parametric tests were conducted. The process was…

  18. Mobile Learning for Higher Education in Problem-Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn

    2011-01-01

    This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

  19. "Learning Shock" and Student Veterans: Bridging the Learning Environments of the Military and the Academy

    Science.gov (United States)

    Blaauw-Hara, Mark

    2017-01-01

    In this article, I provide an overview of student veterans' experiences learning in the military, from the ways the armed forces operate as a community of practice to how they build the competence of their service-members through application of andragogical principles. I then contrast the learning environment of the military to that of college,…

  20. Learning to care for older patients: hospitals and nursing homes as learning environments

    NARCIS (Netherlands)

    Huls, M.; Rooij, S.E. De; Diepstraten, A.; Koopmans, R.T.C.M.; Helmich, E.

    2015-01-01

    CONTEXT: A significant challenge facing health care is the ageing of the population, which calls for a major response in medical education. Most clinical learning takes place within hospitals, but nursing homes may also represent suitable learning environments in which students can gain competencies

  1. Learning to care for older patients: hospitals and nursing homes as learning environments

    NARCIS (Netherlands)

    Huls, Marije; de Rooij, Sophia E.; Diepstraten, Annemie; Koopmans, Raymond; Helmich, Esther

    2015-01-01

    A significant challenge facing health care is the ageing of the population, which calls for a major response in medical education. Most clinical learning takes place within hospitals, but nursing homes may also represent suitable learning environments in which students can gain competencies in

  2. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  3. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  4. Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

    Science.gov (United States)

    Hill, Janette R.

    2006-01-01

    The purpose of this article is to explore the key features of "flexible learning environments" (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies…

  5. Pupils' Views on an ICT-Based Learning Environment in Health Learning

    Science.gov (United States)

    Räihä, Teija; Tossavainen, Kerttu; Enkenberg, Jorma; Turunen, Hannele

    2014-01-01

    This paper presents a study that examined pupils' views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch,…

  6. The Usability Analysis of An E-Learning Environment

    Directory of Open Access Journals (Sweden)

    Fulya TORUN

    2015-10-01

    Full Text Available In this research, an E-learning environment is developed for the teacher candidates taking the course on Scientific Research Methods. The course contents were adapted to one of the constructivist approach models referred to as 5E, and an expert opinion was received for the compliance of this model. An usability analysis was also performed to determine the usability of the e-learning environment. The participants of the research comprised 42 teacher candidates. The mixed method was used in the research. 3 different data collection tools were used in order to measure the three basic concepts of usability analyses, which are the dimensions of effectiveness, efficiency and satisfaction. Two of the data collection tools were the scales developed by different researchers and were applied with the approval received from the researchers involved. On the other hand, the usability test as another data tool was prepared by the researchers who conducted this study for the purpose of determining the participants’ success in handling the twelve tasks assigned to them with respect to the use of elearning environment, the seconds they spent on that environment and the number of clicks they performed. Considering the results of the analyses performed within the data obtained, the usability of the developed e-learning environment proved to be at a higher rate.

  7. Teachers’ interactions and mathematics learning within a virtual environment

    Directory of Open Access Journals (Sweden)

    Aline Terra Salles

    2012-09-01

    Full Text Available The use of information and communication technology brings new ways of enrolment and motivation of individuals. These technologies have been an important vehicle for sharing information and constitute various communities. For this reason, it is necessary analysis of learning in virtual environments. The aim of this article focuses on the analysis of teachers interactions in the environment Virtual Math Team (VMT-Chat in addressing one problem of taxicab geometry. We study learning through different forms of participation of individuals within the environment. The results shows that the identification of different types of interlocution (evaluative, interpretative, informative and negociative allows the teacher the creation of strategies to contribute with the continuity of the debate and to promote the development of mathematical ideas emerged from interlocutions. The analysis also illustrates how teachers interacted online with the use of combinatorial analysis on the metric in taxicab geometry.

  8. Be aware of behaviour: learning and teaching behavioural biology in secondary education

    NARCIS (Netherlands)

    van Moolenbroek, J.|info:eu-repo/dai/nl/151590338

    2012-01-01

    Learning and teaching New Biology requires new educational approaches to acquire knowledge of the (new) biology, competences to understand complex systems, and new learning and teaching strategies. The concept-context approach is considered as meeting three main problems in current biology

  9. Learning rate and temperament in a high predation risk environment.

    Science.gov (United States)

    DePasquale, C; Wagner, T; Archard, G A; Ferguson, B; Braithwaite, V A

    2014-11-01

    Living in challenging environments can influence the behavior of animals in a number of ways. For instance, populations of prey fish that experience frequent, nonlethal interactions with predators have a high proportion of individuals that express greater reaction to risk and increased activity and exploration-collectively known as temperament traits. Temperament traits are often correlated, such that individuals that are risk-prone also tend to be active and explore more. Spatial learning, which requires the integration of many sensory cues, has also been shown to vary in fish exposed to different levels of predation threat. Fish from areas of low predation risk learn to solve spatial tasks faster than fish from high predation areas. However, it is not yet known whether simpler forms of learning, such as learning associations between two events, are similarly influenced. Simple forms of associative learning are likely to be affected by temperament because a willingness to approach and explore novel situations could provide animals with a learning advantage. However, it is possible that routine-forming and inflexible traits associated with risk-prone and increased exploratory behavior may act in the opposite way and make risk-prone individuals poorer at learning associations. To investigate this, we measured temperament in Panamanian bishop fish (Brachyrhaphis episcopi) sampled from a site known to contain many predators. The B. episcopi were then tested with an associative learning task. Within this population, fish that explored more were faster at learning a cue that predicted access to food, indicating a link between temperament and basic learning abilities.

  10. Learning rate and temperament in a high predation risk environment

    Science.gov (United States)

    DePasquale, C.; Wagner, Tyler; Archard, G.A.; Ferguson, B.; Braithwaite, V.A.

    2014-01-01

    Living in challenging environments can influence the behavior of animals in a number of ways. For instance, populations of prey fish that experience frequent, nonlethal interactions with predators have a high proportion of individuals that express greater reaction to risk and increased activity and exploration—collectively known as temperament traits. Temperament traits are often correlated, such that individuals that are risk-prone also tend to be active and explore more. Spatial learning, which requires the integration of many sensory cues, has also been shown to vary in fish exposed to different levels of predation threat. Fish from areas of low predation risk learn to solve spatial tasks faster than fish from high predation areas. However, it is not yet known whether simpler forms of learning, such as learning associations between two events, are similarly influenced. Simple forms of associative learning are likely to be affected by temperament because a willingness to approach and explore novel situations could provide animals with a learning advantage. However, it is possible that routine-forming and inflexible traits associated with risk-prone and increased exploratory behavior may act in the opposite way and make risk-prone individuals poorer at learning associations. To investigate this, we measured temperament in Panamanian bishop fish (Brachyrhaphis episcopi) sampled from a site known to contain many predators. The B. episcopi were then tested with an associative learning task. Within this population, fish that explored more were faster at learning a cue that predicted access to food, indicating a link between temperament and basic learning abilities.

  11. Dynamic Interaction between Reinforcement Learning and Attention in Multidimensional Environments.

    Science.gov (United States)

    Leong, Yuan Chang; Radulescu, Angela; Daniel, Reka; DeWoskin, Vivian; Niv, Yael

    2017-01-18

    Little is known about the relationship between attention and learning during decision making. Using eye tracking and multivariate pattern analysis of fMRI data, we measured participants' dimensional attention as they performed a trial-and-error learning task in which only one of three stimulus dimensions was relevant for reward at any given time. Analysis of participants' choices revealed that attention biased both value computation during choice and value update during learning. Value signals in the ventromedial prefrontal cortex and prediction errors in the striatum were similarly biased by attention. In turn, participants' focus of attention was dynamically modulated by ongoing learning. Attentional switches across dimensions correlated with activity in a frontoparietal attention network, which showed enhanced connectivity with the ventromedial prefrontal cortex between switches. Our results suggest a bidirectional interaction between attention and learning: attention constrains learning to relevant dimensions of the environment, while we learn what to attend to via trial and error. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain

    Science.gov (United States)

    Veermans, Koen; van Joolingen, Wouter; de Jong, Ton

    2006-01-01

    This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance…

  13. The Use of Deep and Surface Learning Strategies among Students Learning English as a Foreign Language in an Internet Environment

    Science.gov (United States)

    Aharony, Noa

    2006-01-01

    Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from…

  14. Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Sanja Bauk

    2014-01-01

    Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

  15. The Implementation of Research-based Learning on Biology Seminar Course in Biology Education Study Program of FKIP UMRAH

    Science.gov (United States)

    Amelia, T.

    2018-04-01

    Biology Seminar is a course in Biology Education Study Program of Faculty of Teacher Training and Education University of Maritim Raja Ali Haji (FKIP UMRAH) that requires students to have the ability to apply scientific attitudes, perform scientific writing and undertake scientific publications on a small scale. One of the learning strategies that can drive the achievement of learning outcomes in this course is Research-Based Learning. Research-Based Learning principles are considered in accordance with learning outcomes in Biology Seminar courses and generally in accordance with the purpose of higher education. On this basis, this article which is derived from a qualitative research aims at describing Research-based Learning on Biology Seminar course. Based on a case study research, it was known that Research-Based Learning on Biology Seminar courses is applied through: designing learning activities around contemporary research issues; teaching research methods, techniques and skills explicitly within program; drawing on personal research in designing and teaching courses; building small-scale research activities into undergraduate assignment; and infusing teaching with the values of researchers.

  16. "Cancer Cell Biology:" A Student-Centered Instructional Module Exploring the Use of Multimedia to Enrich Interactive, Constructivist Learning of Science

    Science.gov (United States)

    Bockholt, Susanne M.; West, J. Paige; Bollenbacher, Walter E.

    2003-01-01

    Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. "Cancer Cell Biology," an interactive, multimedia,…

  17. Advanced imaging in biology and medicine. Technology, software environments, applications

    International Nuclear Information System (INIS)

    Sensen, Christoph W.; Hallgrimsson, Benedikt

    2009-01-01

    Since the invention of X-Ray technology by Konrad Roentgen in 1895, non-invasive imaging technologies are part of the medical and biological tool kit. Today, quite a number of non-invasive imaging technologies exist, from 4-dimensional Ultrasound to Computer Tomography. Almost every individual is subjected to one or more of these technologies during their lifetime. Destructive imaging approaches such as light- and electron microscopy have benefitted from the development of computing algorithms and digital imaging, making them more and more valuable for the study of biological and medical phenomena. Not only is the number of imaging technologies increasing rapidly, at the same time the strategies and algorithms for image analysis are becoming more and more sophisticated. This book attempts for the first time to provide an overview of the major approaches to biological and medical imaging, the strategies for image analysis and the creation of models, which are based on the results of image analysis. This sets the book aside from the usual monographs, which introduce the reader only to a single technology. Given the broad range of topics covered, this book provides an overview of the field, which is useful for a wide audience, from physicians and biologists to readers who would like to know more about the technology, which is used to derive diagnoses of diseases today. (orig.)

  18. Screens as light biological variable in microgravitational space environment.

    Science.gov (United States)

    Schlacht, S.; Masali, M.

    Foreword The ability of the biological organisms to orient themselves and to synchronize on the variations of the solar rhythms is a fundamental aspect in the planning of the human habitat above all when habitat is confined in the Space the planetary and in satellite outer space settlements In order to simulate the experience of the astronauts in long duration missions one of the dominant characteristics of the Space confined habitats is the absence of the earthlings solar cycles references The Sun is the main references and guidelines of the biological compass and timepiece The organism functions are influenced from the variation of the light in the round of the 24 hours the human circadian rhythms In these habitats it is therefore necessary to reproduce the color and intensity of the solar light variations along the arc of the day according to defined scientific programs assuring a better performance of the human organism subsubsection Multilayer Foldable Screens as biological environmental variable In the project Multilayer Foldable Screens are the monitors posed in the ceiling of an Outer Space habitat and are made of liquid crystals and covered with Kevlar they stand for a modulate and flexible structure for different arrangements and different visions Screens work sout s on all the solar light frequencies and display the images that the subject needs They are characterized from the emission of an environmental light that restores the earthly solar cycle for intensity and color temperature to irradiate

  19. Animated Pedagogical Agents: Do they advance student motivation and learning in an inquiry learning environment?

    NARCIS (Netherlands)

    van der Meij, Hans; van der Meij, Jan; Harmsen, R.

    2012-01-01

    Student behavior in inquiry learning environments has often been found to be in need of (meta)cognitive support. Two pilots revealed that students might also benefit from motivational support in such an environment. An experiment with 61 junior high school students (ages 14-16) compared three

  20. Animated pedagogical agents: do they advance student motivation and learning in an inquiry learning environment?

    NARCIS (Netherlands)

    van der Meij, Hans; van der Meij, Jan; Harmsen, Ruth

    2012-01-01

    Student behavior in inquiry learning environments has often been found to be in need of (meta)cognitive support. Two pilots revealed that students might also benefit from motivational support in such an environment. An experiment with 61 junior high school students (ages 14-16) compared three

  1. Constructivist Learning Environment During Virtual and Real Laboratory Activities

    Directory of Open Access Journals (Sweden)

    Ari Widodo

    2017-04-01

    Full Text Available Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

  2. [Learning about social determinants of health through chronicles, using a virtual learning environment].

    Science.gov (United States)

    Restrepo-Palacio, Sonia; Amaya-Guio, Jairo

    2016-01-01

    To describe the contributions of a pedagogical strategy based on the construction of chronicles, using a Virtual Learning Environment for training medical students from Universidad de La Sabana on social determinants of health. Descriptive study with a qualitative approach. Design and implementation of a Virtual Learning Environment based on the ADDIE instructional model. A Virtual Learning Environment was implemented with an instructional design based on the five phases of the ADDIE model, on the grounds of meaningful learning and social constructivism, and through the narration of chronicles or life stories as a pedagogical strategy. During the course, the structural determinants and intermediaries were addressed, and nine chronicles were produced by working groups made up of four or five students, who demonstrated meaningful learning from real life stories, presented a coherent sequence, and kept a thread; 82% of these students incorporated in their contents most of the social determinants of health, emphasizing on the concepts of equity or inequity, equality or inequality, justice or injustice and social cohesion. A Virtual Learning Environment, based on an appropriate instructional design, allows to facilitate learning of social determinants of health through a constructivist pedagogical approach by analyzing chronicles or life stories created by ninth-semester students of medicine from Universidad de La Sabana.

  3. From personal to social: learning environments that work

    Directory of Open Access Journals (Sweden)

    Mar Camacho

    2011-12-01

    Full Text Available VLE (Virtual Learning Environments are rapidly falling short to meet the demandsof a networked society. Web 2.0 and social networks are proving to offer a morepersonalized, open environment for students to learn formally as they are alreadydoing informally. With the irruption of social media into society, and therefore,education, many voices claimed for he need of new models that demonstrate thetransferability and scalabilty of e-learning. Salmon (2005, Sclater (2008, Atwell(2007 and others coincide in the relevance of PLEs as being useful or indeedcentral to learning as well as their potential for knowledge development andsharing. However, how can we, as teachers, enhance the digital skills of our students topromote a more effective, meaningful learning? This article aims to provide somedata regarding the strategies for a successful implementation of the use of PLE’swith students and to share, at the same time, some examples and evidences ofPLE constructions which can be of help both in Higher Education and SecondaryEducation levels.

  4. Learning in the e-environment: new media and learning for the future

    Directory of Open Access Journals (Sweden)

    Milan Matijević

    2015-03-01

    Full Text Available We live in times of rapid change in all areas of science, technology, communication and social life. Every day we are asked to what extent school prepares us for these changes and for life in a new, multimedia environment. Children and adolescents spend less time at school or in other settings of learning than they do outdoors or within other social communities (family, clubs, societies, religious institutions and the like. Experts must constantly inquire about what exactly influences learning and development in our rich media environment. The list of the most important life competences has significantly changed and expanded since the last century. Educational experts are attempting to predict changes in the content and methodology of learning at the beginning of the 21st century. Answers are sought to key questions such as: what should one learn; how should one learn; where should one learn; why should one learn; and how do these answers relate to the new learning environment? In his examination of the way children and young people learn and grow up, the author places special attention on the relationship between personal and non-personal communication (e.g. the internet, mobile phones and different types of e-learning. He deals with today's questions by looking back to some of the more prominent authors and studies of the past fifty years that tackled identical or similar questions (Alvin Toffler, Ivan Illich, George Orwell, and the members of the Club of Rome. The conclusion reached is that in today's world of rapid and continuous change, it is much more crucial than in the last century, both, to be able to learn, and to adapt to learning with the help of new media.

  5. Adult Learners in a Novel Environment Use Prestige-Biased Social Learning

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    Curtis Atkisson

    2012-07-01

    Full Text Available Social learning (learning from others is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1 participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking, and (2 prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3 participants were most likely to use social learning over individual (asocial learning when they were performing poorly, in line with previous experiments, and (4 prestige information was not used more often following environmental shifts, contrary to predictions. These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

  6. Adult learners in a novel environment use prestige-biased social learning.

    Science.gov (United States)

    Atkisson, Curtis; O'Brien, Michael J; Mesoudi, Alex

    2012-08-13

    Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions.  These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

  7. Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

    Science.gov (United States)

    Shivers, Eleanor; Hasson, Felicity; Slater, Paul

    2017-08-01

    Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.

  8. On-line learning in changing environments with applications in supervised and unsupervised learning.

    Science.gov (United States)

    Murata, Noboru; Kawanabe, Motoaki; Ziehe, Andreas; Müller, Klaus-Robert; Amari, Shun-ichi

    2002-01-01

    An adaptive on-line algorithm extending the learning of learning idea is proposed and theoretically motivated. Relying only on gradient flow information it can be applied to learning continuous functions or distributions, even when no explicit loss function is given and the Hessian is not available. The framework is applied for unsupervised and supervised learning. Its efficiency is demonstrated for drifting and switching non-stationary blind separation tasks of acoustic signals. Furthermore applications to classification (US postal service data set) and time-series prediction in changing environments are presented.

  9. Deep Learning for Plant Identification in Natural Environment.

    Science.gov (United States)

    Sun, Yu; Liu, Yuan; Wang, Guan; Zhang, Haiyan

    2017-01-01

    Plant image identification has become an interdisciplinary focus in both botanical taxonomy and computer vision. The first plant image dataset collected by mobile phone in natural scene is presented, which contains 10,000 images of 100 ornamental plant species in Beijing Forestry University campus. A 26-layer deep learning model consisting of 8 residual building blocks is designed for large-scale plant classification in natural environment. The proposed model achieves a recognition rate of 91.78% on the BJFU100 dataset, demonstrating that deep learning is a promising technology for smart forestry.

  10. Deep Learning for Plant Identification in Natural Environment

    Directory of Open Access Journals (Sweden)

    Yu Sun

    2017-01-01

    Full Text Available Plant image identification has become an interdisciplinary focus in both botanical taxonomy and computer vision. The first plant image dataset collected by mobile phone in natural scene is presented, which contains 10,000 images of 100 ornamental plant species in Beijing Forestry University campus. A 26-layer deep learning model consisting of 8 residual building blocks is designed for large-scale plant classification in natural environment. The proposed model achieves a recognition rate of 91.78% on the BJFU100 dataset, demonstrating that deep learning is a promising technology for smart forestry.

  11. Factors associated with learning outcome of BSN in a blended learning environment.

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2011-01-01

    This paper is a report of a study to examine the influence of demographic, learning behavior and learning performance variables on learning outcomes of baccalaureate nursing students within a blended learning environment. A cross-sectional survey was conducted using the self-structured demographic questionnaire, case analysis attitude scale (CAAS), the case analysis self-evaluation scales (CASES), the metacognition scale (MS) and blended learning satisfaction scale (BLSS) to measure learning outcomes after the blended learning course. A total of 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were eligible to participate in the study in 2008. Data were analyzed by descriptive statistics and multiple linear regression. Univariate analysis showed significant associations between frequency of online dialogues, time spent on the internet, CAAS, and MS and scores on the ethical course. However, frequency of online dialogues, time spent on the internet, and the CAAS were significantly independent predictors for scores on the ethical course in the final model of multivariate analysis. The final model of the data analysis could account for 78% variances scores of ethical course (R(2) = 0.78 and adjusted R(2) = 0.77). It can be concluded from this study that frequency of online dialogue, time spent on internet, and the CAAS score are all useful predictors for learning outcome. In addition, blended learning was found to have contributed to learners' learning outcome by facilitating their metacognitive development and self-regulatory development. In blended learning courses, students have more responsibilities placed upon them than in traditional face-to-face learning environments. The first step of constructing a working blended learning model is to develop student-oriented teaching pedagogies that include face-to-face and online instruction, rather than just focusing on the provision of technical skills.

  12. Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course

    Science.gov (United States)

    Sarantopoulos, Helen D.

    Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information. Methodology. The study design was descriptive and ex post facto. The sample consisted of a total of 332 Latino/Hispanic students enrolled in General Biology 3. Major findings. The study revealed that Latino/Hispanic students enrolled in introductory biology at a large urban community college scored higher for the learning preference element of structure. Students twenty-five years and older scored higher for the learning preference elements of light, design, persistence, responsibility, and morning time (p English language learners and those who learned English as their primary language (p instruments and on recent learning-style research articles on ethnically diverse groups of adult learners; and (2) Instructors should plan their instruction to incorporate the learning-style preferences of their students.

  13. Characteristics of the Web-Based Learning Environment in Distance Education: Students' Perceptions of Their Learning Needs

    Science.gov (United States)

    Atan, Hanafi; Rahman, Zuraidah; Idrus, Rozhan M.

    2004-01-01

    A study was conducted regarding students' perceptions on the characteristics of the learning requirements in a web-based learning environment. Various aspects of on-line learning were studied including the general web-based support system for the students, the learning materials, instructional strategies of the learning materials and the learning…

  14. An Object Oriented Approach to Improve the Precision of Learning Object Retrieval in a Self Learning Environment

    Science.gov (United States)

    Raghuveer, V. R.; Tripathy, B. K.

    2012-01-01

    With the advancements in the WWW and ICT, the e-learning domain has developed very fast. Even many educational institutions these days have shifted their focus towards the e-learning and mobile learning environments. However, from the quality of learning point of view, which is measured in terms of "active learning" taking place, the…

  15. Students' conceptions of constructivist learning in different programme years and different learning environments.

    Science.gov (United States)

    Loyens, Sofie M M; Rikers, Remy M J P; Schmidt, Henk G

    2009-09-01

    learning environment can make a difference with respect to students' conceptions of constructivist learning activities.

  16. Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

    Directory of Open Access Journals (Sweden)

    Inga Glogger

    2013-01-01

    Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

  17. The Framework of Knowledge Creation for Online Learning Environments

    Directory of Open Access Journals (Sweden)

    Hsiu-Mei Huang

    2004-02-01

    Full Text Available Abstract: In today’s competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Information technology facilitates knowledge management practices by disseminating knowledge and making codified knowledge retrievable. Thus, this paper proposes a framework of knowledge creation in online learning environments. In addition, the features and issues of knowledge creation in these environments are discussed.

  18. Perspectives on Advanced Learning Technologies and Learning Networks and Future Aerospace Workforce Environments

    Science.gov (United States)

    Noor, Ahmed K. (Compiler)

    2003-01-01

    An overview of the advanced learning technologies is given in this presentation along with a brief description of their impact on future aerospace workforce development. The presentation is divided into five parts (see Figure 1). In the first part, a brief historical account of the evolution of learning technologies is given. The second part describes the current learning activities. The third part describes some of the future aerospace systems, as examples of high-tech engineering systems, and lists their enabling technologies. The fourth part focuses on future aerospace research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on learning technologies and learning networks.

  19. Scholarly information discovery in the networked academic learning environment

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    Li, LiLi

    2014-01-01

    In the dynamic and interactive academic learning environment, students are required to have qualified information literacy competencies while critically reviewing print and electronic information. However, many undergraduates encounter difficulties in searching peer-reviewed information resources. Scholarly Information Discovery in the Networked Academic Learning Environment is a practical guide for students determined to improve their academic performance and career development in the digital age. Also written with academic instructors and librarians in mind who need to show their students how to access and search academic information resources and services, the book serves as a reference to promote information literacy instructions. This title consists of four parts, with chapters on the search for online and printed information via current academic information resources and services: part one examines understanding information and information literacy; part two looks at academic information delivery in the...

  20. Social Constructivist Learning Environment in an Online Professional Practice Course

    Science.gov (United States)

    Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-01-01

    Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147