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Sample records for clinical learning environment

  1. Student nurses experience of learning in the clinical environment.

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    Papastavrou, Evridiki; Lambrinou, Ekaterini; Tsangari, Haritini; Saarikoski, Mikko; Leino-Kilpi, Helena

    2010-05-01

    The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Exploration of this environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students' opportunities for learning. Since Cyprus is undergoing major reforms in nursing education, building on the experience and knowledge gained, this study aims to explore the present clinical situation and how this would impact on nursing education moves to the university. As nursing education would take on a different approach, it is assumed the learning approach would also be different, and so utilization of the clinical environment would also be improved. Six hundred and forty five students participated in the study. Data were collected by means of the clinical learning environment and supervision instrument. A statistically significant correlation was found between the sub-dimensions "premises of nursing care" and "premises of learning" indicating that students are relating learning environment with the quality of nursing care and patient relationships. The ward atmosphere and the leadership style of the manager were rated as less important factors for learning. The majority of students experienced a group supervision model, but the more satisfied students were those with a "personal mentor" that was considered as the most successful mentor relationship. The findings suggest more thorough examination and understanding of the characteristics of the clinical environment that are conductive to learning. Copyright 2009 Elsevier Ltd. All rights reserved.

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

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    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.

  3. Nursing students' perceptions about clinical learning environment in Turkey.

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    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.

  4. Evaluation of instruments developed to measure the clinical learning environment: an integrative review.

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    Hooven, Katie

    2014-01-01

    The nature of the clinical learning environment has a huge impact on student learning. This article reviews current methods available for evaluating the clinical learning environment. Five instruments were identified that measure the clinical learning environment. All of these instruments focus solely on the student perspective of the clinical learning environment. Although gaining student input is important, there are other perspectives that offer valuable insights on the nature of the clinical learning environment. The findings from this integrative review indicate the need for future development and testing of an instrument to evaluate the clinical learning environment from the staff nurse and nurse faculty perspective.

  5. Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

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    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.

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

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    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.

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

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    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...

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

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    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…

  9. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

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    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…

  10. Identifying keys to success in clinical learning: a study of two interprofessional learning environments.

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    Laksov, Klara Bolander; Boman, Lena Engqvist; Liljedahl, Matilda; Björck, Erik

    2015-03-01

    The aim of this study was to study the intrinsic system behind interprofessional clinical learning environments. Two health care units were selected on the basis of having received a reward for best clinical learning organization. Interviews were carried out with health care staff/clinical supervisors from different professions. The interviews were transcribed and analysed according to qualitative content analysis, and categories and themes were identified. Analysis revealed two different systems of clinical learning environments. In one, the interplay between the structural aspects dominated, and in the other, the interplay between the cultural aspects dominated. An important similarity between the environments was that a defined role for students in the organization and interprofessional teamwork around supervision across professional borders was emphasized.

  11. Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

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    Eucebious Lekalakala-Mokgele

    2015-02-01

    Full Text Available Background: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students’ responses to learning. Equally, the environment can enhance learning if experienced positively.Objectives: This study described pupil enrolled nurses’ experiences of facilitative and obstructive factors in military and public health clinical learning settings.Method: Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing.Results: Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment.Conclusion: Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning environment.

  12. The Clinical Learning Environment: Improving the Education Experience and Patient Outcomes Within Magnet® Organizations.

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    Chappell, Kathy

    2016-01-01

    Creating a safe and supportive clinical learning environment where students can learn collaboratively with each other and with practicing healthcare providers is the responsibility of Magnet® leaders. In this month's Magnet Perspectives, the Vice President of the ANCC Accreditation Program and Institute for Credentialing Research discusses the imperative for interprofessional learning environments.

  13. Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment.

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    Dimitriadou, Maria; Papastavrou, Evridiki; Efstathiou, Georgios; Theodorou, Mamas

    2015-06-01

    This study is an exploration of nursing students' experiences within the clinical learning environment (CLE) and supervision provided in hospital settings. A total of 357 second-year nurse students from all universities in Cyprus participated in the study. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher instrument. The dimension "supervisory relationship (mentor)", as well as the frequency of individualized supervision meetings, were found to be important variables in the students' clinical learning. However, no statistically-significant connection was established between successful mentor relationship and team supervision. The majority of students valued their mentor's supervision more highly than a nurse teacher's supervision toward the fulfillment of learning outcomes. The dimensions "premises of nursing care" and "premises of learning" were highly correlated, indicating that a key component of a quality clinical learning environment is the quality of care delivered. The results suggest the need to modify educational strategies that foster desirable learning for students in response to workplace demands.

  14. Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships.

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    Ebert, Lyn; Tierney, Olivia; Jones, Donovan

    2016-01-01

    Discussions continue within the midwifery profession around the number of and type of clinical experiences required to ensure competent midwifery graduates. Introduction of the three year Bachelor of Midwifery in Australia, almost two decades ago, was intended to reduce the pressure students were under to complete their academic requirements whilst ensuring students developed midwifery practice that encapsulates the philosophical values of midwifery. Currently, midwifery students are mandated to achieve a minimum number of clinical skills and Continuity of Care Experience (CCE) relationships in order to register upon completion of their degree. To achieve these experiences, universities require students to complete a number of clinical practicum hours. Furthermore students are required to demonstrate competent clinical performance of a number of clinical skills. However, there is no evidence to date that a set number of experiences or hours ensures professional competence in the clinical environment. The aim of this paper is to promote discussion regarding the mandated requirements for allocated clinical practicum hours, specified numbers of clinical-based skills and CCE relationships in the context of learning to be a midwife in Australia.

  15. The Challenges of Nursing Students in the Clinical Learning Environment: A Qualitative Study

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    Nahid Jamshidi

    2016-01-01

    Full Text Available Background/Aim. Clinical learning is a main part of nursing education. Students’ exposure to clinical learning environment is one of the most important factors affecting the teaching-learning process in clinical settings. Identifying challenges of nursing students in the clinical learning environment could improve training and enhance the quality of its planning and promotion of the students. We aimed to explore Iranian nursing students’ challenges in the clinical learning environment. Materials and Methods. This is a qualitative study using the content analysis approach. The participants consisted of seventeen nursing students and three nursing instructors. The participants were selected through purposive sampling method and attended semistructured interviews and focus groups. Results. Three themes emerged after data analysis, including ineffective communications, inadequate readiness, and emotional reactions. Conclusion. Nursing students in Iran are faced with many challenges in the clinical learning environment. All challenges identified in this study affected the students’ learning in clinical setting. Therefore, we recommend that the instructors prepare students with a specific focus on their communication and psychological needs.

  16. Factors influencing the effectiveness of clinical learning environment in nursing education

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    Elena Gurková

    2016-08-01

    Full Text Available Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T, was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

  17. Clinical learning environments (actual and expected): perceptions of Iran University of Medical Sciences nursing students

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    Bigdeli, Shoaleh; Pakpour, Vahid; Aalaa, Maryam; Shekarabi, Robabeh; Sanjari, Mahnaz; Haghani, Hamid; Mehrdad, Neda

    2015-01-01

    Background: Educational clinical environment has an important role in nursing students' learning. Any difference between actual and expected clinical environment will decrease nursing students’ interest in clinical environments and has a negative correlation with their clinical performance. Methods: This descriptive cross-sectional study is an attempt to compare nursing students' perception of the actual and expected status of clinical environments in medical-surgical wards. Participants of the study were 127 bachelor nursing students of Iran University of Medical Sciences in the internship period. Data gathering instruments were a demographic questionnaire (including sex, age, and grade point average), and the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001), in which its modified Farsi version (Actual and Preferred forms) consisting 42 items, 6 scales and 7 items per scale was used. Descriptive and inferential statistics (t-test, paired t-test, ANOVA) were used for data analysis through SPSS version 16. Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. PMID:26034726

  18. Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

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    Bines, Julie E; Jamieson, Peter

    2013-09-01

    Hospitals are complex places that provide a rich learning environment for students, staff, patients and their families, professional groups and the community. The "new" Royal Children's Hospital opened in late 2011. Its mission is focused on improving health and well-being of children and adolescents through leadership in healthcare, research and education. Addressing the need to create "responsive learning environments" aligned with the shift to student-centred pedagogy, two distinct learning environments were developed within the new Royal Children's Hospital; (i) a dedicated education precinct providing a suite of physical environments to promote a more active, collaborative and social learning experience for education and training programs conducted on the Royal Children's Hospital campus and (ii) a suite of learning spaces embedded within clinical areas so that learning becomes an integral part of the daily activities of this busy Hospital environment. The aim of this article is to present the overarching educational principles that lead the design of these learning spaces and describe the opportunities and obstacles encountered in the development of collaborative learning spaces within a large hospital development.

  19. Clinical learning environment and supervision of international nursing students: A cross-sectional study.

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    Mikkonen, Kristina; Elo, Satu; Miettunen, Jouko; Saarikoski, Mikko; Kääriäinen, Maria

    2017-05-01

    Previously, it has been shown that the clinical learning environment causes challenges for international nursing students, but there is a lack of empirical evidence relating to the background factors explaining and influencing the outcomes. To describe international and national students' perceptions of their clinical learning environment and supervision, and explain the related background factors. An explorative cross-sectional design was used in a study conducted in eight universities of applied sciences in Finland during September 2015-May 2016. All nursing students studying English language degree programs were invited to answer a self-administered questionnaire based on both the clinical learning environment, supervision and nurse teacher scale and Cultural and Linguistic Diversity scale with additional background questions. Participants (n=329) included international (n=231) and Finnish (n=98) nursing students. Binary logistic regression was used to identify background factors relating to the clinical learning environment and supervision. International students at a beginner level in Finnish perceived the pedagogical atmosphere as worse than native speakers. In comparison to native speakers, these international students generally needed greater support from the nurse teacher at their university. Students at an intermediate level in Finnish reported two times fewer negative encounters in cultural diversity at their clinical placement than the beginners. To facilitate a successful learning experience, international nursing students require a sufficient level of competence in the native language when conducting clinical placements. Educational interventions in language education are required to test causal effects on students' success in the clinical learning environment. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. The South African Military Nursing College Pupil Enrolled Nurses’ experiences of the clinical learning environment

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    Ernestina M. Caka

    2013-06-01

    Full Text Available The study focused on the clinical learning experiences of Pupil Enrolled Nurses (PENs within the military health service. The purpose of the research was to explore and describe the learning experiences of PENs within the Military health clinical learning environment. An explorative, descriptive, contextual design which is qualitative in nature was used to guide the study. The military as a training institution prides itself on preparing nurses both as soldiers and nurses, this could be both challenging and exasperating for students, as the scopes are diverse. Being notably very hierarchical, the military’s rules constantly take precedence over nursing rules. For the duration of nursing training, students are allocated in the clinical learning area to acquire competencies such as problem solving, cognitive and psychomotor skills (Kuiper & Pesut 2003:383. Students learn how to merge theory and practice and apply theories in the practical sense. This is however, not done in isolation from the military codes, as they are intertwined. Attendance of military parades and drills are incorporated during this phase. This could create missed opportunities from the clinical learning as students are expected to leave the clinical setting for this purpose. Three focus group sessions were conducted and the experiences of the students, as narrated by themselves, yielded valuable insights. The researcher wrote field notes and assisted with the management of the audio tapes for easy retrieval of information. Data was analysed by the researcher, independent of the cocoder. Two themes relating to the PENs’ learning experiences emerged from the data analysed: (1 facilitators of clinical learning, (2 and barriers to clinical learning. The findings obtained depicted those factors which facilitated and obstructed student learning. These findings made it possible for the researcher to make recommendations concerning positive interventions which could be taken to

  1. Perceptions of Students and Clinical Instructors of Academic Learning Environments at Yazd University of Medical Sciences

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    Hamideh Montazeri

    2012-12-01

    Full Text Available Introduction: The purpose of this cross sectional study is to gain insight into the students and clinical instructors’ perception of learning environments at Yazd medical University in 2012. Various aspects of environment are compared between courses, gender and age. Students and instructors’ perspectives are reported. Methods: The sample consisted of 158 undergraduate students in their final year of graduation in the nursing, anesthesia, operating room, laboratory, radiology, midwifery courses and their 20 clinical instructors at Yazd University. Data were obtained using the Dundee Ready Education Environment Measure (DREEM. Scores were compared across grouping variables identified via demographic information. Results: Scores were fairly high for both students and clinical instructors (M=110.0; SD=21.2 and M=93.1; SD=10.3 respectively, indicating an overall positive perception of learning environments between both groups. The perception of atmosphere subscale (PA received the highest mean grade by both groups. Total DREEM scores didn’t vary significantly between courses (p>0.05 but the results of ANOVA test showed significant differences only for perception of teaching and perception of atmosphere domains. There was not a significant association between females and males regarding total DREEM score (p>0.05. Conclusions: The more positive than negative perception held by the Yazd University health science students and instructors is hopefully indicative of a favorable teaching-learning environment. Overall; teachers’ attention to principles of educational design and setting a favorable environment to promote better learning is recommended.

  2. The undergraduate nursing student evaluation of clinical learning environment: an Italian survey.

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    Magnani, Daniela; Di Lorenzo, Rosaria; Bari, Alessia; Pozzi, Samantha; Del Giovane, Cinzia; Ferri, Paola

    2014-01-01

    Nursing students have to deal with many different clinical and practical aspects of knowledge to become skilled professionals. Student perception may be considered an indicator of teaching quality, since positive perception of students is strictly related to their effective professional learning. The Clinical Learning Environment and Supervision plus Nurse Teacher (CLES+T) scale is considered the gold standard psychometric instrument to evaluate both the quality and the climate of clinical learning environment. To evaluate the quality of nurse teaching by means of CLES+T scale and to highlight significant correlations between CLES+T scale and selected characteristics of both students and clinical environments. On 4 March 2013, a cross-sectional survey was conducted at University of Modena: CLES+T scale was administered during a plenary convocation to 242 nursing students who attended the second and third years of Nursing Degree. All 34 items of the scale were statistically analysed using the median test. The median values were uniformly represented by "4" level (on the Likert scale). The final marks of clinical learning experience were the only variable statistically significantly related to the scale scores. The paediatrics and emergency areas obtained the highest scale scores. The nursing student evaluations were uniformly positive and related to their positive final marks. A positive ward atmosphere was identified as especially important in this study. These data indicate that a non-hostile and hospitable environment can favour the best clinical learning. We conclude that CLES+T scale can be a useful instrument to explore the clinical climate in all hospital areas and to highlight critical clinical situations.

  3. Structural empowerment and professional nursing practice behaviors of baccalaureate nursing students in clinical learning environments.

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    Livsey, Kae R

    2009-01-01

    This study examines the associations between professional behaviors of baccalaureate nursing students and student perceptions of select factors within the clinical learning environment, including the role of clinical faculty leadership. Participants (n=243) were recruited from a randomly selected list of 1000 members of the National Student Nurses Association (NSNA) among sixteen states within the Southern region of the United States. Results revealed a direct relationship exists between student perceptions of structural empowerment in their clinical learning environment and professional nursing practice behaviors among students. Also found was that relationships between variables in the model are significantly strengthened by student perceptions of strong leadership behaviors of clinical faculty. Findings from this study may assist nurse educators by contributing knowledge relevant to support/facilitate the transition of individuals from student nurses to professional registered nurses and, thus enhance the impact of professional nurses' contributions in healthcare delivery.

  4. The operating room as a clinical learning environment: An exploratory study.

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    Meyer, Rhoda; Van Schalkwyk, Susan C; Prakaschandra, Rosaley

    2016-05-01

    Students undertake their clinical placement in various clinical settings for the exposure to and acquisition of skills related to that particular context. The operating room is a context that offers the opportunity to develop critical skills related to the perioperative care of the patient. Despite numerous studies that have been undertaken in this field, few have investigated the operating room as a clinical learning environment in the South African private healthcare context. The aim of this study was to determine nursing students' perceptions of the operating room as a clinical learning environment. An exploratory, interpretive and descriptive design generating qualitative data was utilized. Eight nursing students completed an open-ended questionnaire, and twelve nursing students participated in the focus group discussion. Four themes emerged, namely, 'interpersonal factors', 'educational factors', 'private operating room context', and 'recommendations'. The opinion that the operating room offers an opportunity to gain skills unique to this context was expressed. However, despite the potential learning opportunities, the key findings of this study reveal negative perceptions of nursing students regarding learning experiences in the operating room. Exploration into the preparatory needs of students specific to learning outcomes before operating room placement should be considered. It will also be necessary to improve collaboration between lecturers, mentors and theatre managers.

  5. Relationship between clinical fieldwork educator performance and health professional students' perceptions of their practice education learning environments.

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    Brown, Ted; Williams, Brett; Lynch, Marty

    2013-12-01

    The Dundee Ready Education Environment Measure, Clinical Teaching Effectiveness Instrument, and Clinical Learning Environment Inventory were completed by 548 undergraduate students (54.5% response rate) enrolled in eight health professional bachelor degree courses. Regression analysis was used to investigate the significant predictors of the Clinical Teaching Effectiveness Instrument with the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory subscales as independent variables. The results indicated that the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory Actual version subscale scores explained 44% of the total variance in the Clinical Teaching Effectiveness Instrument score. The Dundee Ready Education Environment Measure subscale Academic Self-Perception explained 1.1% of the variance in the Clinical Teaching Effectiveness Instrument score. The Clinical Learning Environment Inventory Actual subscales accounted for the following variance percentages in the Clinical Teaching Effectiveness Instrument score: personalization, 1.1%; satisfaction, 1.7%; task orientation, 5.1%; and innovation, 6.2%. Aspects of the clinical learning environment appear to be predictive of the effectiveness of the clinical teaching that students experience. Fieldwork educator performance might be a significant contributing factor toward student skill development and practitioner success.

  6. Clinical learning environment, supervision and nurse teacher evaluation scale: psychometric evaluation of the Swedish version.

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    Johansson, Unn-Britt; Kaila, Päivi; Ahlner-Elmqvist, Marianne; Leksell, Janeth; Isoaho, Hannu; Saarikoski, Mikko

    2010-09-01

    This article is a report of the development and psychometric testing of the Swedish version of the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale. To achieve quality assurance, collaboration between the healthcare and nursing systems is a pre-requisite. Therefore, it is important to develop a tool that can measure the quality of clinical education. The Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale is a previously validated instrument, currently used in several universities across Europe. The instrument has been suggested for use as part of quality assessment and evaluation of nursing education. The scale was translated into Swedish from the English version. Data were collected between March 2008 and May 2009 among nursing students from three university colleges, with 324 students completing the questionnaire. Exploratory factor analysis was performed on the 34-item scale to determine construct validity and Cronbach's alpha was used to measure the internal consistency. The five sub-dimensions identified in the original scale were replicated in the exploratory factor analysis. The five factors had explanation percentages of 60.2%, which is deemed sufficient. Cronbach's alpha coefficient for the total scale was 0.95, and varied between 0.96 and 0.75 within the five sub-dimensions. The Swedish version of Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale has satisfactory psychometric properties and could be a useful quality instrument in nursing education. However, further investigation is required to develop and evaluate the questionnaire.

  7. Test-retest reliability of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale.

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    Gustafsson, Margareta; Blomberg, Karin; Holmefur, Marie

    2015-07-01

    The Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale evaluates the student nurses' perception of the learning environment and supervision within the clinical placement. It has never been tested in a replication study. The aim of the present study was to evaluate the test-retest reliability of the CLES + T scale. The CLES + T scale was administered twice to a group of 42 student nurses, with a one-week interval. Test-retest reliability was determined by calculations of Intraclass Correlation Coefficients (ICCs) and weighted Kappa coefficients. Standard Error of Measurements (SEM) and Smallest Detectable Difference (SDD) determined the precision of individual scores. Bland-Altman plots were created for analyses of systematic differences between the test occasions. The results of the study showed that the stability over time was good to excellent (ICC 0.88-0.96) in the sub-dimensions "Supervisory relationship", "Pedagogical atmosphere on the ward" and "Role of the nurse teacher". Measurements of "Premises of nursing on the ward" and "Leadership style of the manager" had lower but still acceptable stability (ICC 0.70-0.75). No systematic differences occurred between the test occasions. This study supports the usefulness of the CLES + T scale as a reliable measure of the student nurses' perception of the learning environment within the clinical placement at a hospital.

  8. Psychometric Testing of the Greek Version of the Clinical Learning Environment-Teacher (CLES+T)

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    Papastavrou, Evridiki; Dimitriadou, Maria; Tsangari, Haritini

    2016-01-01

    Clinical practice is an important part of nursing education, and robust instruments are required to evaluate the effectiveness of the hospital setting as a learning environment. The study aim is the psychometric test of the Clinical Learning Environment+Teacher (CLES+T) scale-Greek version.: 463 students practicing in acute care hospitals participated in the study. The reliability of the instrument was estimated with Cronbach’s alpha coefficients. The construct validity was evaluated using exploratory factor analysis (EFA) with Varimax rotation. Convergent validity was examined by measuring the bivariate correlations between the scale/subscales. Content, validity and semantic equivalence were examined through reviews by a panel of experts. The total scale showed high internal consistency (α=0.95). EFA was identical to the original scale, had eigen values larger than one and explained a total of 67.4% of the variance. The factor with the highest eigen value and the largest percentage of variance explained was “supervisory relationship”, with an original eigenvalue of 13.1 (6.8 after Varimax rotation) and an explanation of around 38% of the variance (or 20% after rotation). Convergent validity was examined by measuring the bivariate correlations between the scale and a question that measured the general satisfaction. The Greek version of the CLES+T is a valid and reliable instrument that can be used to examine students’ perceptions of the clinical learning environment. PMID:26652075

  9. The Roles and Attributes of the Clinical Teacher that Contribute to Favourable Learning Environments: A Case Study from Physiotherapy

    Directory of Open Access Journals (Sweden)

    DV Ernstzen

    2012-12-01

    Full Text Available The quality of clinical education is dependenton learning experiences. The clinical teacher plays a key role insuccessful clinical education.The aims of the study were to determine which roles and attributesof physiotherapy clinical teachers contribute to a supportiveclinical learning environment according to physiotherapy studentsand their clinical teachers.The study protocol was approved by the Committee for HumanResearch at Stellenbosch University. A qualitative research designwas used. An interview schedule was developed based on existing literature. Data was analyzed using contentanalysis. Data was coded, categorized and conceptualized into key themes and patterns.All third year (n=40 and fourth year (n=40 undergraduate physiotherapy students and their clinical teachers(n=37 were eligible to participate. Semi-structured individual interviews were conducted with a purposivesample consisting of six third-year students, six fourth-year students and six clinical teachers (n=18. Written informedconsent was obtained from all participants prior to the interviews.The teacher as role model and facilitator of learning was emphasised. The attributes of the clinical teacher thatcreated a supportive learning environment were approachability, recognising student abilities and good communicationskills. The value of active involvement and individualism in learning was highlighted.The study confirmed that the clinical teacher is pivotal in the success of a physiotherapy clinical education program.The findings agree with the large body of international literature about supportive clinical learning environments.

  10. Adaptation and validation of the instrument Clinical Learning Environment and Supervision for medical students in primary health care.

    Science.gov (United States)

    Öhman, Eva; Alinaghizadeh, Hassan; Kaila, Päivi; Hult, Håkan; Nilsson, Gunnar H; Salminen, Helena

    2016-12-01

    Clinical learning takes place in complex socio-cultural environments that are workplaces for the staff and learning places for the students. In the clinical context, the students learn by active participation and in interaction with the rest of the community at the workplace. Clinical learning occurs outside the university, therefore is it important for both the university and the student that the student is given opportunities to evaluate the clinical placements with an instrument that allows evaluation from many perspectives. The instrument Clinical Learning Environment and Supervision (CLES) was originally developed for evaluation of nursing students' clinical learning environment. The aim of this study was to adapt and validate the CLES instrument to measure medical students' perceptions of their learning environment in primary health care. In the adaptation process the face validity was tested by an expert panel of primary care physicians, who were also active clinical supervisors. The adapted CLES instrument with 25 items and six background questions was sent electronically to 1,256 medical students from one university. Answers from 394 students were eligible for inclusion. Exploratory factor analysis based on principal component methods followed by oblique rotation was used to confirm the adequate number of factors in the data. Construct validity was assessed by factor analysis. Confirmatory factor analysis was used to confirm the dimensions of CLES instrument. The construct validity showed a clearly indicated four-factor model. The cumulative variance explanation was 0.65, and the overall Cronbach's alpha was 0.95. All items loaded similarly with the dimensions in the non-adapted CLES except for one item that loaded to another dimension. The CLES instrument in its adapted form had high construct validity and high reliability and internal consistency. CLES, in its adapted form, appears to be a valid instrument to evaluate medical students' perceptions of

  11. Adaptation and validation of the instrument Clinical Learning Environment and Supervision for medical students in primary health care

    Directory of Open Access Journals (Sweden)

    Eva Öhman

    2016-12-01

    Full Text Available Abstract Background Clinical learning takes place in complex socio-cultural environments that are workplaces for the staff and learning places for the students. In the clinical context, the students learn by active participation and in interaction with the rest of the community at the workplace. Clinical learning occurs outside the university, therefore is it important for both the university and the student that the student is given opportunities to evaluate the clinical placements with an instrument that allows evaluation from many perspectives. The instrument Clinical Learning Environment and Supervision (CLES was originally developed for evaluation of nursing students’ clinical learning environment. The aim of this study was to adapt and validate the CLES instrument to measure medical students’ perceptions of their learning environment in primary health care. Methods In the adaptation process the face validity was tested by an expert panel of primary care physicians, who were also active clinical supervisors. The adapted CLES instrument with 25 items and six background questions was sent electronically to 1,256 medical students from one university. Answers from 394 students were eligible for inclusion. Exploratory factor analysis based on principal component methods followed by oblique rotation was used to confirm the adequate number of factors in the data. Construct validity was assessed by factor analysis. Confirmatory factor analysis was used to confirm the dimensions of CLES instrument. Results The construct validity showed a clearly indicated four-factor model. The cumulative variance explanation was 0.65, and the overall Cronbach’s alpha was 0.95. All items loaded similarly with the dimensions in the non-adapted CLES except for one item that loaded to another dimension. The CLES instrument in its adapted form had high construct validity and high reliability and internal consistency. Conclusion CLES, in its adapted form, appears

  12. A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment

    OpenAIRE

    Jeerisuda Khumsikiew; Sisira Donsamak; Manit Saeteaw

    2015-01-01

    Problem-based Learning (PBL) is an alternate method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning outcomes and practice competencies for pharmacy student. The purpose of this study were to implement and evaluate a model of small group PBL for 5th year pharmacy students in the clinical environment that facilitated by pharmacy instructors. A PBL model was implemented in 1-day periods each wee...

  13. Development and testing of the CALDs and CLES+T scales for international nursing students' clinical learning environments.

    Science.gov (United States)

    Mikkonen, Kristina; Elo, Satu; Miettunen, Jouko; Saarikoski, Mikko; Kääriäinen, Maria

    2017-08-01

    The purpose of this study was to develop and test the psychometric properties of the new Cultural and Linguistic Diversity scale, which is designed to be used with the newly validated Clinical Learning Environment, Supervision and Nurse Teacher scale for assessing international nursing students' clinical learning environments. In various developed countries, clinical placements are known to present challenges in the professional development of international nursing students. A cross-sectional survey. Data were collected from eight Finnish universities of applied sciences offering nursing degree courses taught in English during 2015-2016. All the relevant students (N = 664) were invited and 50% chose to participate. Of the total data submitted by the participants, 28% were used for scale validation. The construct validity of the two scales was tested by exploratory factor analysis, while their validity with respect to convergence and discriminability was assessed using Spearman's correlation. Construct validation of the Clinical Learning Environment, Supervision and Nurse Teacher scale yielded an eight-factor model with 34 items, while validation of the Cultural and Linguistic Diversity scale yielded a five-factor model with 21 items. A new scale was developed to improve evidence-based mentorship of international nursing students in clinical learning environments. The instrument will be useful to educators seeking to identify factors that affect the learning of international students. © 2017 John Wiley & Sons Ltd.

  14. Structuring a Clinical Learning Environment for a Hybrid-PBL Dental Curriculum.

    Science.gov (United States)

    MacNeil, M. A. J.; Walton, Joanne N.; Clark, D. Christopher; Tobias, David L.; Harrison, Rosamund L.

    1998-01-01

    Describes the evolution and implementation of a joint medical-dental problem-based learning (PBL) curriculum at the University of British Columbia's medical and dental schools, featuring development of an integrated care clinic. Issues in structuring the new curriculum are discussed, including management of the clinic's group practices, affective…

  15. Learning Online Environment for an Extra Curricular Course in Clinical Biochemistry

    Directory of Open Access Journals (Sweden)

    J.M. Martins

    2009-05-01

    Full Text Available Integration between digital technology and telecommunication resources present multiple possibilities regarding access to education, among them, the longdistance learning process. The purpose of this work is to offer a long distance extra  curricular course for health care students and professionals, intending to contribute with their continued education. The online cou rse (180h was avail able on the webpage  www.ead.ufpe.biz in a LMS  platform(Learning Management System, in which 35 students from all over Brazil and 07 tutors (UFPEsubscribed.   The  subscribers had access to: web classrooms (12 withpresentations/notes (62; exercises (15; forums (27; technical dictionaries (119; scientific articles (70; theses e dissertations (04; web search links (50; email (30; clipboards (28; ch ats  (01; exams (01. The number of accesses to the online content by the students  (17.795 and the tutors (3.8 42 showed great participation on the online environment. Online classrooms were greatly accessed (3. 335andthe  forum   demonstrated hasbeen thebest interaction tool (5.188. The asynchronous communication (email and forum seemed more efficient than the synchronous (chat one. Everyone performed the proposed activities between 07/25/08 and 02/05/09. The platform used was efficient in the online  long distance extra  curricular course   i n  clinical  biochemistry , with satisfactory didactic planning and selection of the contents which were properly related to the professionalcompetences to be acquired by the subscribers.

  16. Contextual tensions of the clinical environment and their influence on teaching and learning.

    Science.gov (United States)

    Hoffman, Kimberly G; Donaldson, Joe F

    2004-04-01

    Academic medical centres face major challenges, and finding creative, effective strategies to support patient care and teaching are critical for survival. At the centre of these challenges is clinical teaching. To characterise how context influences clinical teaching. Multiple embedded case-study design analysed 3 internal medicine in-patient teams. Direct observations, interviews and documents were data sources. Triangulated data, audit trails and member checks enhanced trustworthiness. Three tensions influenced clinical teaching: 1, patient census; 2, time sensitivity of the context; and 3, the multiple and conflicting commitments of participants. Patient census exhibited the greatest influence and was the catalyst for teaching, learning, and the allocation of total time. Time functioned as an important element influencing the pace of action, reflective and interpretative cognitive processes of the team, time available for action, and the general fatigue of the team. Conflicts among the multiple roles of ward team members disrupted individual and team teaching and learning. Clinical teaching is an open system influenced by multiple forces. Learning, teaching and patient care were very closely coupled, and learning knowledge and using knowledge were parts of the same process within the clinical context.

  17. Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

    Science.gov (United States)

    Young, J. E.; Williamson, M. I.; Egan, T. G.

    2016-01-01

    Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

  18. Strategic planning in medical education : enhancing the learning environment for students in clinical settings

    NARCIS (Netherlands)

    Gordon, J; Hazlett, C; ten Cate, O; Kilminster, S; Prince, K; O'Driscoll, E; Snell, L; Newble, D

    2000-01-01

    Background The 1999 Cambridge Conference was held in Northern Queensland, Australia, on the theme of clinical teaching and learning. It provided an opportunity for groups of academic medical educators to consider some of the challenges posed by recent changes to health care delivery and medical educ

  19. Strategic planning in medical education : enhancing the learning environment for students in clinical settings

    NARCIS (Netherlands)

    Gordon, J; Hazlett, C; ten Cate, O; Kilminster, S; Prince, K; O'Driscoll, E; Snell, L; Newble, D

    2000-01-01

    Background The 1999 Cambridge Conference was held in Northern Queensland, Australia, on the theme of clinical teaching and learning. It provided an opportunity for groups of academic medical educators to consider some of the challenges posed by recent changes to health care delivery and medical

  20. Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment - A cross-sectional correlational study.

    Science.gov (United States)

    Engström, Maria; Löfmark, Anna; Vae, Karen Johanne Ugland; Mårtensson, Gunilla

    2017-04-01

    Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail. To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment. A cross-sectional, correlational design was used. A convenience sample of 110 nursing students from one Norwegian university college with two campuses. Data were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis. There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment. Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Measuring the anaesthesia clinical learning environment at the department level is feasible and reliable.

    Science.gov (United States)

    Castanelli, D J; Smith, N A

    2017-05-01

    The learning environment describes the context and culture in which trainees learn. In order to establish the feasibility and reliability of measuring the anaesthetic learning environment in individual departments we implemented a previously developed instrument in hospitals across New South Wales. We distributed the instrument to trainees from 25 anaesthesia departments and supplied summarized results to individual departments. Exploratory and confirmatory factor analyses were performed to assess internal structure validity and generalizability theory was used to calculate reliability. The number of trainees required for acceptable precision in results was determined using the standard error of measurement. We received 172 responses (59% response rate). Suitable internal structure validity was confirmed. Measured reliability was acceptable (G-coefficient 0.69) with nine trainees per department. Eight trainees were required for a 95% confidence interval of plus or minus 0.25 in the mean total score. Eight trainees as assessors also allow a 95% confidence interval of approximately plus or minus 0.3 in the subscale mean scores. Results for individual departments varied, with scores below the expected level recorded on individual subscales, particularly the 'teaching' subscale. Our results confirm that, using this instrument, individual departments can obtain acceptable precision in results with achievable trainee numbers. Additionally, with the exception of departments with few trainees, implementation proved feasible across a training region. Repeated use would allow departments or accrediting bodies to monitor their individual learning environment and the impact of changes such as the introduction of new curricular elements, or local initiatives to improve trainee experience.

  2. 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.

  3. 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

  4. Designing Creative Learning Environments

    OpenAIRE

    Thomas Cochrane; Laurent Antonczak

    2015-01-01

    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.

  5. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    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...... and perspectives as regards the need also for a pedagogical grounding are outlined....

  6. Nursing students' experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice.

    Science.gov (United States)

    Cremonini, Valeria; Ferri, Paola; Artioli, Giovanna; Sarli, Leopoldo; Piccioni, Enrico; Rubbi, Ivan

    2015-01-01

    Student satisfaction is an important element of the effectiveness of clinical placement, but there is little consensus in the literature as to the preferred model of clinical experience for undergraduate nursing students. The aim of this study was assess, for each academic year, students' perception of the roles of nurse teachers (NT) and clinical nurse supervisors (CNS) who perform tutoring in both apprenticeship and laboratories and to identify and evaluate students' satisfaction with the environment of clinical learning. This analytic cross-sectional study was conducted in a sample of 173 nursing students in the Northern Italy. The research instrument used is the Clinical learning environment, supervision and nurse teacher (CLES+T) evaluation scale. Data were statistically analysed. 94% of our sample answered questionnaires. Students expressed a higher level of satisfaction with their training experiences. The highest mean value was in the sub-dimension "Pedagogical atmosphere on the ward". Third year students expressed higher satisfaction levels in their relationship with the CNS and lower satisfaction levels in their relationship with the NT. This result may be due to the educational model that is adopted in the course, in which the simulation laboratory didactic activities of the third year are conducted by CNS, who also supervises experiences of clinical learning in the clinical practice. The main finding in this study was that the students' satisfaction with the supervisory relationship and the role of NT depend on how supervision in the clinical practice and in the simulation laboratory is organized.

  7. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2006-01-01

    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...... 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...

  8. Developing Emotional Intelligence in the Clinical Learning Environment: A Case Study in Cultural Transformation.

    Science.gov (United States)

    Cohen-Katz, Joanne; Sternlieb, Jeffrey L; Hansen, Susan E; Dostal, Julie A

    2016-12-01

    Burnout continues to erode the physician workforce, and there are few effective intervention studies to guide educators. We explored residents' experience in a model environment emphasizing resident wellness, safety, and interpersonal skills. As 1 of 14 participants in the national Preparing the Personal Physician for Practice (P(4)) project, the family medicine residency at Lehigh Valley Health Network implemented a series of curricular changes designed to transform the culture of education. This mixed-methods case study utilizes the results from 3 quantitative self-report instruments for well-being, along with content analysis of transcripts from 20 focus groups and 33 resident advising sessions to describe experiences of the residents enrolled between July 2007 and June 2012. In the intervention, we found no statistically significant quantitative differences in the well-being of residents compared with the family medicine faculty and staff. Deductive (a priori and template) analysis and inductive thematic analysis of the residents' articulations of their experiences revealed 6 recurrent themes: naming/articulation of emotions, relationships, attitudes about self-care, self-reflection, delivery of learning experiences, and availability of resources. Quantitative measures of well-being did not capture the experiential value of the curricular innovations implemented by the residency program, while qualitative analysis highlighted themes important to residents. While not all residents in the intervention expressed support for the changes, repeated references to the nurturing educational environment indicate recognition of, and favorable responses to, the creation of an emotionally intelligent learning community.

  9. Business Game Learning Environment

    NARCIS (Netherlands)

    Kirschner, Paul A.; Valcke, Martin; Van Vilsteren, Paul

    2010-01-01

    Kirschner, P. A., Valcke, M., & Van Vilsteren, P. (1997) Business Game Learning Environment. Design and development of a competency-based distance education business curriculum at the Open University of the Netherlands.

  10. Physiotherapy clinical students' perception of their learning ...

    African Journals Online (AJOL)

    Physiotherapy clinical students' perception of their learning environment: A ... The present study was undertaken to identify the perceptions of physiotherapy students in their clinical years of their learning environment at the ... Article Metrics.

  11. Distance Learning Environment Demonstration.

    Science.gov (United States)

    1996-11-01

    The Distance Learning Environment Demonstration (DLED) was a comparative study of distributed multimedia computer-based training using low cost high...measurement. The DLED project provides baseline research in the effective use of distance learning and multimedia communications over a wide area ATM/SONET

  12. Anchored Interactive Learning Environments

    OpenAIRE

    1997-01-01

    Advances in computer technology and multi-media systems have led to widespread interest in computer-based instruction and learning environments. The use of video, animation, graphics, and simulation allow the presentation of material in realistic contexts, thus addressing the problems of inert knowledge while promoting constructive and generative learning. But the true potential and benefits of these systems are yet to be realized. Cognitive studies on learning and transfer suggest that conce...

  13. Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: results of a small scale educational research study.

    Science.gov (United States)

    Cottrell, Susan; Donaldson, Jayne H

    2013-05-01

    To explore the opinions of registered nurses on the Learnbloodtransfusion Module 1: Safe Transfusion Practice e-learning programme to meeting personal learning styles and learning needs. A qualitative research methodology was applied based on the principles of phenomenology. Adopting a convenience sampling plan supported the recruitment of participants who had successfully completed the e-learning course. Thematic analysis from the semi-structured interviews identified common emerging themes through application of Colaizzis framework. Seven participants of total sample population (89) volunteered to participate in the study. Five themes emerged which included learning preferences, interactive learning, course design, patient safety and future learning needs. Findings positively show the e-learning programme captures the learning styles and needs of learners. In particular, learning styles of a reflector, theorist and activist as well as a visual learner can actively engage in the online learning experience. In an attempt to bridge the knowledge practice gap, further opinions are offered on the course design and the application of knowledge to practice following completion of the course. The findings of the small scale research study have shown that the e-learning course does meet the diverse learning styles and needs of nurses working in a clinical transfusion environment. However, technology alone is not sufficient and a blended approach to learning must be adopted to meet bridging the theory practice gap supporting the integration of knowledge to clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. An Engaging Learning Environment

    Science.gov (United States)

    Krueger, Tom

    2010-01-01

    The author believes that a stimulating learning environment can offer benefits to the general classroom conduct of young people through the different charts displayed in his classroom. Students see the teacher taking pride in their shared working environment and wall or table graffiti. He mentions that he does not only care for his students'…

  15. The influence of a novel simulated learning environment upon student clinical subjective refraction performance: A pilot study.

    Science.gov (United States)

    Woodman-Pieterse, Emily C; De Souza, Neilsen J; Vincent, Stephen J

    2016-07-01

    Optometry students are taught the process of subjective refraction through lectures and laboratory-based practicals before progressing to supervised clinical practice. Simulated leaning environments (SLEs) form part of an emerging technology used in a range of health disciplines; however, there is limited evidence regarding the effectiveness of clinical simulators as educational tools. Forty optometry students (20 fourth year and 20 fifth year) were assessed twice by a qualified optometrist (two examinations separated by four to eight weeks), while completing a monocular non-cycloplegic subjective refraction on the same patient with an unknown refractive error, simulated using contact lenses. Half of the students were granted access to an online simulated learning environment, The Brien Holden Vision Institute (BHVI) Virtual Refractor, and the remaining students formed a control group. The primary outcome measures at each visit were; accuracy of the clinical refraction compared to a qualified optometrist and relative to the Optometry Council of Australia and New Zealand (OCANZ) subjective refraction examination criteria. Secondary measures of interest included descriptors of student SLE engagement, student self-reported confidence levels and correlations between performance in the simulated and real-world clinical environment. Eighty per cent of students in the intervention group interacted with the simulated learning environment (for an average of 100 minutes); however, there was no correlation between measures of student engagement with the BHVI Virtual Refractor and speed or accuracy of clinical subjective refractions. Fifth year students were typically more confident and refracted more accurately and more quickly than fourth year students. A year group by experimental group interaction (p = 0.03) was observed for accuracy of the spherical component of refraction and post hoc analysis revealed that less experienced students exhibited greater gains in

  16. Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment.

    Science.gov (United States)

    Woolley, Norman N; Jarvis, Yvonne

    2007-01-01

    The acquisition of a range of diverse clinical skills is a central feature of the pre-registration nursing curriculum. Prior to exposure to clinical practice, it is essential that learners have the opportunity to practise and develop such skills in a safe and controlled environment under the direction and supervision of clinical experts. However, the competing demands of the HE nursing curriculum coupled with an increased number of learners have resulted in a reduced emphasis on traditional apprenticeship learning. This paper presents an alternative model for clinical skills teaching that draws upon the principles of cognitive apprenticeship [Collins, A., Brown, J.S., Newman, S., 1989. Cognitive Apprenticeship: teaching the crafts of reading, writing and mathematics. In: Resnick, L.B. (Ed.) Knowing. Learning and Instruction: Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, New Jersey, pp. 453-494] and situated cognition within a technologically rich and authentic learning environment. It will show how high quality DVD materials illustrating clinical skills performed by expert practitioners have been produced and used in conjunction with CCTV and digital recording technologies to support learning within a pedagogic framework appropriate to skills acquisition. It is argued that this model not only better prepares the student for the time they will spend in the practice setting, but also lays the foundation for the development of a clinically competent practitioner with the requisite physical and cognitive skills who is fit for purpose [UKCC, 1999. Fitness for Practice: The UKCC Commission for Nursing and Midwifery Education. United Kingdom Central Council for Nursing Midwifery and Health Visiting, London].

  17. Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments.

    Science.gov (United States)

    Quail, Michelle; Brundage, Shelley B; Spitalnick, Josh; Allen, Peter J; Beilby, Janet

    2016-02-27

    Advanced communication skills are vital for allied health professionals, yet students often have limited opportunities in which to develop them. The option of increasing clinical placement hours is unsustainable in a climate of constrained budgets, limited placement availability and increasing student numbers. Consequently, many educators are considering the potentials of alternative training methods, such as simulation. Simulations provide safe, repeatable and standardised learning environments in which students can practice a variety of clinical skills. This study investigated students' self-rated communication skill, knowledge, confidence and empathy across simulated and traditional learning environments. Undergraduate speech pathology students were randomly allocated to one of three communication partners with whom they engaged conversationally for up to 30 min: a patient in a nursing home (n = 21); an elderly trained patient actor (n = 22); or a virtual patient (n = 19). One week prior to, and again following the conversational interaction, participants completed measures of self-reported communication skill, knowledge and confidence (developed by the authors based on the Four Habit Coding Scheme), as well as the Jefferson Scale of Empathy - Health Professionals (student version). All three groups reported significantly higher communication knowledge, skills and confidence post-placement (Median d = .58), while the degree of change did not vary as a function of group membership (Median η (2)  communication skill, knowledge and confidence, though not empathy, following a brief placement in a virtual, standardised or traditional learning environment. The self-reported increases were consistent across the three placement types. It is proposed that the findings from this study provide support for the integration of more sustainable, standardised, virtual patient-based placement models into allied health training programs for the training of

  18. A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment

    Directory of Open Access Journals (Sweden)

    Jeerisuda Khumsikiew

    2015-09-01

    Full Text Available Problem-based Learning (PBL is an alternate method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning outcomes and practice competencies for pharmacy student. The purpose of this study were to implement and evaluate a model of small group PBL for 5th year pharmacy students in the clinical environment that facilitated by pharmacy instructors. A PBL model was implemented in 1-day periods each week in total of 15 weeks at clinical practice sites. PBL activities consisted of providing pharmaceutical care service, collecting patients based clinical data, evaluation therapeutic regimens, developing SOAP note, peer feedback and case wrap-up sessions. In data collection, 36 students who had participated model completed a 17-items questionnaire using 5- point Likert scale (Cronbach's Alpha is 0.96 about their pharmacy student competencies at before and after finished course. They also completed 11-items questionnaire using 5-point Likert scale (Cronbach's Alpha is 0.87 about their satisfaction. Data of pharmacy student competencies and satisfaction were analyzed by paired sample t-test and descriptive statistics in respectively. From the result of this study indicated that pharmacy student's competencies have been increased through PBL course and also statistical significant (P < 0.05 have found in every items mainly in clinical skills regarding apply didactic knowledge to direct patients care activities such as identifying, prioritization, solving therapy-drug related problem as well as clinical communication with patients or other members of interdisciplinary team. Moreover, in the part of satisfaction found that all of questions were scored range from high to highest level of mean score and most of modes were 4. Overall concluded that the PBL model enhances pharmacy student competencies and students were satisfied with PBL course.

  19. Translation and validation of the clinical learning environment, supervision and nurse teacher scale (CLES + T) in Croatian language.

    Science.gov (United States)

    Lovrić, Robert; Piškorjanac, Silvija; Pekić, Vlasta; Vujanić, Jasenka; Ratković, Karolina Kramarić; Luketić, Suzana; Plužarić, Jadranka; Matijašić-Bodalec, Dubravka; Barać, Ivana; Žvanut, Boštjan

    2016-07-01

    Clinical practice is essential to nursing education as it provides experience with patients and work environments that prepare students for future work as nurses. The aim of this study was to translate the "Clinical Learning Environment, Supervision and Nurse Teacher" questionnaire in Croatian language and test its validity and reliability in practice. The study was performed at the Faculty of medicine, Josip Juraj Strossmayer University of Osijek, Croatia in April 2014. The translated questionnaire was submitted to 136 nursing students: 20 males and 116 females. Our results reflected a slightly different factor structure, consisting of four factors. All translated items of the original constructs "Supervisory relationship", "Role of nurse teacher" and "Leadership style of the ward manager" loaded on factor 1. Items of "Pedagogical atmosphere on the ward" are distributed on two factors (3 and 4). The items of "Premises of nursing on the ward" loaded on factor 2. Three items were identified as problematic and iteratively removed from the analysis. The translated version of the aforementioned questionnaire has properties suitable for the evaluation of clinical practice for nursing students within a Croatian context and reflects the specifics of the nursing clinical education in this country.

  20. Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

    Science.gov (United States)

    Wikander, Lolita; Bouchoucha, Stéphane L

    2017-09-18

    Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Evaluating students' perception of their clinical placements - testing the clinical learning environment and supervision and nurse teacher scale (CLES + T scale) in Germany.

    Science.gov (United States)

    Bergjan, Manuela; Hertel, Frank

    2013-11-01

    Clinical nursing education in Germany has not received attention in nursing science and practice for a long time, as it often seems to be a more or less "formalized appendix" of nursing education. Several development projects of clinical education taking place are mainly focused on the qualification of clinical preceptors. However, the clinical context and its influence on learning processes have still not been sufficiently investigated. The aim of this study was the testing of a German version of the clinical learning environment and supervision and nurse teacher scale (CLES + T scale). The sample of the pilot study consists of first-, second- and third-year student nurses (n=240) of a university nursing school from January to March 2011. Psychometric testing of the instrument is carried out by selected methods of classical testing theories using SPPS 19. The results show transferability of all subcategories of the CLES + T scale in the non-academic nursing education system of a university hospital in Germany, without the teacher scale. The strongest factor is "supervisory relationship". The German version of the CLES + T scale may help to evaluate and compare traditional and new models in clinical nursing education.

  2. 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...

  3. 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...... from Cultural Media Science, Architecture and Digital Design...

  4. Development and psychometric testing of the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T): the Spanish version.

    Science.gov (United States)

    Vizcaya-Moreno, M Flores; Pérez-Cañaveras, Rosa M; De Juan, Joaquín; Saarikoski, Mikko

    2015-01-01

    The Clinical Learning Environment, Supervision and Nurse Teacher scale is a reliable and valid instrument to evaluate the quality of the clinical learning process in international nursing education contexts. This paper reports the development and psychometric testing of the Spanish version of the Clinical Learning Environment, Supervision and Nurse Teacher scale. Cross-sectional validation study of the scale. 10 public and private hospitals in the Alicante area, and the Faculty of Health Sciences (University of Alicante, Spain). 370 student nurses on clinical placement (January 2011-March 2012). The Clinical Learning Environment, Supervision and Nurse Teacher scale was translated using the modified direct translation method. Statistical analyses were performed using PASW Statistics 18 and AMOS 18.0.0 software. A multivariate analysis was conducted in order to assess construct validity. Cronbach's alpha coefficient was used to evaluate instrument reliability. An exploratory factorial analysis identified the five dimensions from the original version, and explained 66.4% of the variance. Confirmatory factor analysis supported the factor structure of the Spanish version of the instrument. Cronbach's alpha coefficient for the scale was .95, ranging from .80 to .97 for the subscales. This version of the Clinical Learning Environment, Supervision and Nurse Teacher scale instrument showed acceptable psychometric properties for use as an assessment scale in Spanish-speaking countries. Copyright © 2014 Elsevier Ltd. All rights reserved.

  5. Learning Online Environment for an Extra Curricular Course in Clinical Biochemistry

    OpenAIRE

    J.M. Martins; W.B. Maia; B.C. Araujo; S.B. Barreto; I.J. Aquino; L.G.C. Silva; A.L.A. Paiva; E.P.A. Lopes; M.G.F.M. Gomes; A.L.F. Porto

    2009-01-01

    Integration between digital technology and telecommunication resources present multiple possibilities regarding access to education, among them, the longdistance learning process. The purpose of this work is to offer a long distance extra  curricular course for health care students and professionals, intending to contribute with their continued education. The online cou rse (180h) was avail able on the webpage  www.ead.ufpe.biz in a LMS  platform(Learning Management System), in which 35 stude...

  6. 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 describin

  7. 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

  8. Clinical education and training of student nurses in four moderately new European Union countries: Assessment of students' satisfaction with the learning environment.

    Science.gov (United States)

    Antohe, Ileana; Riklikiene, Olga; Tichelaar, Erna; Saarikoski, Mikko

    2016-03-01

    Nurses underwent different models of education during various historical periods. The recent decade in Europe has been marked with educational transitions for the nursing profession related to Bologna Declaration and enlargement of the European Union. This paper aims to explore the situation of clinical placements for student nurses and assess students' satisfaction with the learning environment in four relatively new member states of European Union: the Czech Republic, Hungary, Lithuania and Romania. The data for cross-sectional quantitative study were collected during the exploratory phase of EmpNURS Project via a web based questionnaire which utilized a part of Clinical Learning Environment scale (CLES + T). The students evaluated their clinical learning environment mainly positively. The students' utter satisfaction with their clinical placements reached a high level and strongly correlated with the supervisory model. Although the commonest model for supervision was traditional group supervision, the most satisfied students had the experience of individualised supervision. The study gives a picture of the satisfaction of students with the learning environment and, moreover, with clinical placement education of student nurses in four EU countries. The results highlight the individualized supervision model as a crucial factor of students' total satisfaction during their clinical training periods.

  9. 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…

  10. 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…

  11. Learning Spaces in Mobile Learning Environments

    Science.gov (United States)

    Solvberg, Astrid M.; Rismark, Marit

    2012-01-01

    Mobile learning (m-learning) environments open a wide range of new and exciting learning opportunities, and envision students who are continually on the move, learn across space and time, and move from topic to topic and in and out of interaction with technology. In this article we present findings from a study of how students manoeuvre and study…

  12. 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.

  13. 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.

  14. Effects of coaching supervision, mentoring supervision and abusive supervision on talent development among trainee doctors in public hospitals: moderating role of clinical learning environment.

    Science.gov (United States)

    Subramaniam, Anusuiya; Silong, Abu Daud; Uli, Jegak; Ismail, Ismi Arif

    2015-08-13

    Effective talent development requires robust supervision. However, the effects of supervisory styles (coaching, mentoring and abusive supervision) on talent development and the moderating effects of clinical learning environment in the relationship between supervisory styles and talent development among public hospital trainee doctors have not been thoroughly researched. In this study, we aim to achieve the following, (1) identify the extent to which supervisory styles (coaching, mentoring and abusive supervision) can facilitate talent development among trainee doctors in public hospital and (2) examine whether coaching, mentoring and abusive supervision are moderated by clinical learning environment in predicting talent development among trainee doctors in public hospital. A questionnaire-based critical survey was conducted among trainee doctors undergoing housemanship at six public hospitals in the Klang Valley, Malaysia. Prior permission was obtained from the Ministry of Health Malaysia to conduct the research in the identified public hospitals. The survey yielded 355 responses. The results were analysed using SPSS 20.0 and SEM with AMOS 20.0. The findings of this research indicate that coaching and mentoring supervision are positively associated with talent development, and that there is no significant relationship between abusive supervision and talent development. The findings also support the moderating role of clinical learning environment on the relationships between coaching supervision-talent development, mentoring supervision-talent development and abusive supervision-talent development among public hospital trainee doctors. Overall, the proposed model indicates a 26 % variance in talent development. This study provides an improved understanding on the role of the supervisory styles (coaching and mentoring supervision) on facilitating talent development among public hospital trainee doctors. Furthermore, this study extends the literature to better

  15. Blended Learning in Personalized Assistive Learning Environments

    Science.gov (United States)

    Marinagi, Catherine; Skourlas, Christos

    2013-01-01

    In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…

  16. Nursing students' experiences of the clinical learning environment in nursing homes: a questionnaire study using the CLES+T evaluation scale.

    Science.gov (United States)

    Carlson, Elisabeth; Idvall, Ewa

    2014-07-01

    One major challenge facing the health care systems worldwide is the growing demand for registered nurses able to provide qualified nursing care for a vulnerable population. Positive learning experiences during clinical practice influence not only learning outcomes, but also how students reason in relation to future career choices. To investigate student nurses' experiences of the clinical learning environment during clinical practice in nursing homes, and to compare perceptions among student nurses with or without prior work experience as health care assistants in elderly care. A cross-sectional study was designed, utilising the Swedish version of the CLES+T evaluation scale. 260 student nurses (response rate 76%) who had completed a five week long clinical placement in nursing homes returned the questionnaire during the data collection period in 2011-2012. Data were analysed using descriptive statistics. Mann-Whitney U-test was used to examine differences in relation to students with or without prior experience of elderly care. Overall, the clinical learning environment was evaluated in a predominantly positive way. The sub-dimension Supervisory relationship displayed the highest mean value, and the lowest score was calculated for the sub-dimension Leadership style of the ward manager. Statistical significant differences between sub-groups were displayed for four out of 34 items. The supervisory relationship had the greatest impact on how student nurses experienced the clinical learning environment in nursing homes. It is therefore, of utmost importance that collaborative activities, between educational and nursing home settings, supporting the work of preceptors are established and maintained. Copyright © 2014 Elsevier Ltd. All rights reserved.

  17. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  18. 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…

  19. Constructivist learning theories and complex learning environments

    NARCIS (Netherlands)

    Simons, R-J.; Bolhuis, S.

    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

  20. Do learning style and learning environment affect learning outcome?

    Science.gov (United States)

    DiBartola, L M; Miller, M K; Turley, C L

    2001-01-01

    This study compared learning outcomes of students with different learning styles, as identified by the Kolb Learning Style Inventory indicators, in a traditional in-class environment with those taking the same course via distance education. The above-average scores were evenly distributed, 47% of the in-class group and 43% of the distance group. For three of the four learning styles, there was no relationship to learning outcome or environment. The Diverger group did show a relationship with above-average scores in the distance group (83%). The findings support that the classroom or distance environment did not influence learning outcome. Learning style did not appear to affect learning outcome in either group, except that the Diverger learning style may have a positive relationship to learning in the distance environment.

  1. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2006-01-01

    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...

  2. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    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...

  3. Patterns of Personal Learning Environments

    Science.gov (United States)

    Wilson, Scott

    2008-01-01

    The use of design patterns is now well established as an approach within the field of software systems as well as within the field of architecture. An initial effort was made to harness patterns as a tool for elaborating the design of the elements of personal learning environments as part of the University of Bolton's Personal Learning Environment…

  4. Emerging technologies personal learning environments

    National Research Council Canada - National Science Library

    Godwin-Jones, Robert

    2009-01-01

    ... with instructors and peers through a top-down, fairly inflexible learning management system. Some instructors are finding that they are able to provide a flexible and creative learning environment more in tune with today's students through the use of (mostly) free tools that allow for a customized set of resources and services. Instructors choo...

  5. Social Environment and Adult Learning.

    Science.gov (United States)

    Fellenz, Robert A., Ed.; Conti, Gary J., Ed.

    This monograph contains papers from an institute on the theme of adult learning in the social environment. "Bill Moyers' Journal: An Interview with Myles Horton" provides excerpts from a televised interview that discusses Myles Horton's life, work, and association with the Highlander Folk School. "Myles Horton's Views on Learning in…

  6. 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.

  7. Learning environment, learning styles and conceptual understanding

    Science.gov (United States)

    Ferrer, Lourdes M.

    1990-01-01

    In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

  8. Self-organized Learning Environments

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Mathiasen, Helle

    2007-01-01

    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...... 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......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...

  9. Radiography students' clinical learning styles.

    Science.gov (United States)

    Ward, Patti; Makela, Carole

    2010-01-01

    To examine the common learning styles of radiography students during clinical practice. Descriptive research methodology, using a single self-report questionnaire, helped to identify common learning styles of radiography students during clinical practice. The results indicated that 3 learning styles predominate among radiography students during clinical practice: task oriented, purposeful and tentative. Insight into clinical practice learning styles can help students understand how they learn and allow them to recognize ways to maximize learning. It also heightens awareness among clinical instructors and technologists of the different learning styles and their relevance to clinical practice education.

  10. Learning clinical reasoning.

    Science.gov (United States)

    Pinnock, Ralph; Welch, Paul

    2014-04-01

    Errors in clinical reasoning continue to account for significant morbidity and mortality, despite evidence-based guidelines and improved technology. Experts in clinical reasoning often use unconscious cognitive processes that they are not aware of unless they explain how they are thinking. Understanding the intuitive and analytical thinking processes provides a guide for instruction. How knowledge is stored is critical to expertise in clinical reasoning. Curricula should be designed so that trainees store knowledge in a way that is clinically relevant. Competence in clinical reasoning is acquired by supervised practice with effective feedback. Clinicians must recognise the common errors in clinical reasoning and how to avoid them. Trainees can learn clinical reasoning effectively in everyday practice if teachers provide guidance on the cognitive processes involved in making diagnostic decisions.

  11. A Model of Small-Group Problem-Based Learning in Pharmacy Education: Teaching in the Clinical Environment

    Science.gov (United States)

    Khumsikiew, Jeerisuda; Donsamak, Sisira; Saeteaw, Manit

    2015-01-01

    Problem-based Learning (PBL) is an alternate method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning outcomes and practice competencies for pharmacy student. The purpose of this study were to implement and evaluate a model of small group PBL for 5th year pharmacy…

  12. Portability and networked learning environments

    NARCIS (Netherlands)

    Collis, B.A.; 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 r

  13. Managing the Collaborative Learning Environment.

    Science.gov (United States)

    Wagner, June G.

    2002-01-01

    The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

  14. Learning in a Chaotic Environment

    Science.gov (United States)

    Goldman, Ellen; Plack, Margaret; Roche, Colleen; Smith, Jeffrey; Turley, Catherine

    2009-01-01

    Purpose: The purpose of this study is to understand how, when, and why emergency medicine residents learn while working in the chaotic environment of a hospital emergency room. Design/methodology/approach: This research used a qualitative interview methodology with thematic data analysis that was verified with the entire population of learners.…

  15. Managing the Collaborative Learning Environment.

    Science.gov (United States)

    Wagner, June G.

    2002-01-01

    The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

  16. 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...

  17. Learning and teaching clinical communication in the clinical workplace.

    Science.gov (United States)

    Brown, Jo; Dearnaley, Jo

    2016-08-01

    Clinical communication teaching and learning has become increasingly separate from the clinical workplace over the last 20 years in the UK, and in many medical schools is front-loaded to the early years of the curriculum. Many reasons exist to explain this separation, including the increasing use of simulation. However, learning by simulation alone is not ideal, and the literature now points towards a new direction that blends simulation with authentic experiences in the clinical workplace to aid the transition to clinical life. This article presents a practical example of collaboration between a London medical school and a hospital trust to provide an integrated clinical communication learning experience for students by situating teaching on the clinical wards for senior medical students. Clinical communication teaching and learning has become increasingly separate from the clinical workplace We outline a new teaching initiative, the 'Communication on the wards' pilot project, that blends clinical communication teaching with ward-based learning in an authentic environment, with patients, medical students and teachers working together. This teaching initiative was a practical attempt to bridge the theory-practice gap in clinical communication education, and to place learning in the clinical workplace for students. As such, it was enjoyed by all those who took part, and may be the way forward for clinical communication teaching and learning in the future. © 2015 John Wiley & Sons Ltd.

  18. Visual learning in multisensory environments.

    Science.gov (United States)

    Jacobs, Robert A; Shams, Ladan

    2010-04-01

    We study the claim that multisensory environments are useful for visual learning because nonvisual percepts can be processed to produce error signals that people can use to adapt their visual systems. This hypothesis is motivated by a Bayesian network framework. The framework is useful because it ties together three observations that have appeared in the literature: (a) signals from nonvisual modalities can "teach" the visual system; (b) signals from nonvisual modalities can facilitate learning in the visual system; and (c) visual signals can become associated with (or be predicted by) signals from nonvisual modalities. Experimental data consistent with each of these observations are reviewed.

  19. Temporal Issues in the Design of Virtual Learning Environments.

    Science.gov (United States)

    Bergeron, Bryan; Obeid, Jihad

    1995-01-01

    Describes design methods used to influence user perception of time in virtual learning environments. Examines the use of temporal cues in medical education and clinical competence testing. Finds that user perceptions of time affects user acceptance, ease of use, and the level of realism of a virtual learning environment. Contains 51 references.…

  20. 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 arch......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...

  1. 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

  2. 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

  3. Designing for Learning: Multiplayer Digital Game Learning Environments

    Science.gov (United States)

    Kim, Chung On

    2010-01-01

    Many people in general think that digital game environment has potential as a learning environment. However, empirical research in digital game environment and education is a still relative young field, so to create a digital learning environment where students are actively engaged in the learning process is a great challenge. In part, it has been…

  4. 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.

  5. 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…

  6. Learning Design Implementation in SCORM E-Learning Environment

    NARCIS (Netherlands)

    Shoikova, Elena; Ivanova, Malinka

    2006-01-01

    Please, cite this publication as: Shoikova, L., & Ivanova, E. (2006). Learning Design Implementation in SCORM E-Learning Environment. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria: TENCompete

  7. Personal Learning Environments for Inquiry-Based Learning

    OpenAIRE

    Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter

    2013-01-01

    Personal Learning Environments have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the tools for building their own learning environments according to their specific learning needs and aspirations. This approach enables learners to take complete control over their learning, thus becoming self-regulated and independent. This paper introduces a new European initiative for supporting and enhancing inquiry-based learning through Persona...

  8. A Blended Mobile Learning Environment for Museum Learning

    Science.gov (United States)

    Hou, Huei-Tse; Wu, Sheng-Yi; Lin, Peng-Chun; Sung, Yao-Ting; Lin, Jhe-Wei; Chang, Kuo-En

    2014-01-01

    The use of mobile devices for informal learning has gained attention over recent years. Museum learning is also regarded as an important research topic in the field of informal learning. This study explored a blended mobile museum learning environment (BMMLE). Moreover, this study applied three blended museum learning modes: (a) the traditional…

  9. 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…

  10. Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Choi, Woojae; Jacobs, Ronald L.

    2011-01-01

    While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

  11. 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

  12. 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 Env

  13. 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…

  14. 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.

  15. Personal Learning Environments in Black and White

    NARCIS (Netherlands)

    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.

  16. 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...... the linking of the two learning environments in a learning perspective....

  17. 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...... to investigate the influence of five predictors (relative advantage, complexity, compatibility, trialability and observability) and their significance in the perception of academic staff at the RUB in relation to the probability of VLE adoption. These predictors are attributes of the VLE that determine the rate...... of adoption by various adopter group memberships (Innovators, Early Adopters, Early Majority, Late Majority, Laggards). Descriptive statistics and regression analysis were deployed to analyse adopter group memberships and predictor significance in VLE adoption and use. The results revealed varying attitudes...

  18. Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.

    Science.gov (United States)

    Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal

    2011-11-01

    Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright © 2010 Elsevier Ltd. All rights reserved.

  19. Clinical judgement within the South African clinical nursing environment: A concept analysis

    Directory of Open Access Journals (Sweden)

    Anna C. van Graan

    2016-12-01

    The findings emphasized clinical judgement as skill within the clinical nursing environment, thereby improving autonomous and accountable nursing care. These findings will assist nurse leaders and clinical nurse educators in developing a teaching-learning strategy to promote clinical judgement in undergraduate nursing students, thereby contributing to the quality of nursing care.

  20. Design of Mobile Enhanced Learning Environment on English Language Learning

    Institute of Scientific and Technical Information of China (English)

    陈文辉

    2014-01-01

    Information and Communication Technology (ICT)has brought about a totally new way of learning,that is mobile -enhanced learning environments (MELE),and it might even take the place of the traditional class teaching.The study’s objective is to measure the impact of mobile -enhanced learning environment (MELE)on English language writing.

  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. Hierarchical Structures in Hypertext Learning Environments

    NARCIS (Netherlands)

    Bezdan, Eniko; Kester, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 9 September). Hierarchical Structures in Hypertext Learning Environments. Presentation for the visit of KU Leuven, Open University, Heerlen, The Netherlands.

  3. Integrated case learning: teaching clinical reasoning.

    Science.gov (United States)

    Radomski, Natalie; Russell, John

    2010-05-01

    Learning how to 'think like doctors' can be difficult for undergraduate medical students in their early clinical years. Our model of collaborative Integrated Case Learning (ICL) and simulated clinical reasoning aims to address these issues. Taking a socio-cultural perspective, this study investigates the reflective learning interactions and practices of clinical thinking that emerged in the ICL environment. We also explore how third year medical students perceived their ICL experiences in relation to the clinical situations encountered in the hospital setting. The context for the inquiry is a rural Clinical School in North West Victoria, Australia. We used a qualitative case study methodology following eight third-year medical students over an academic year. Individual and group interviews were conducted, together with observations and document/artefact analysis. Data was analysed using content and narrative methods. The ICL program was well received. Findings suggest that the group-based, simulated clinical reasoning process appears to help undergraduate medical students to rehearse, articulate and question their clinical decision-making pathways. We argue that the ICL process offers a professionally challenging, but supportive group learning 'space' for students to practise what it might mean to 'think', 'talk' and 'perform' like doctors in real settings. The ICL environment also appears to create a connective bridge between the 'classroom' and clinical practice.

  4. Academic dimension of classroom learning environment and ...

    African Journals Online (AJOL)

    Academic dimension of classroom learning environment and students' nurses ... AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING ... of their classroom academic environment and their attitude toward schooling.

  5. 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

  6. 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

  7. Personalized Virtual Learning Environment from the Detection of Learning Styles

    Science.gov (United States)

    Martínez Cartas, M. L.; Cruz Pérez, N.; Deliche Quesada, D.; Mateo Quero, S.

    2013-01-01

    Through the previous detection of existing learning styles in a classroom, a Virtual Learning Environment (VLE) has been designed for students of several Engineering degrees, using the Learning Management System (LMS) utilized in the University of Jaen, ILIAS. Learning styles of three different Knowledge Areas; Chemical Engineering, Materials…

  8. 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.

  9. 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

  10. 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

  11. 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 co

  12. 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 co

  13. Theoretical Foundations of Learning Environments. Second Edition

    Science.gov (United States)

    Jonassen, David, Ed.; Land, Susan, Ed.

    2012-01-01

    "Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…

  14. 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…

  15. Soft Systems Methodology for Personalized Learning Environment

    Science.gov (United States)

    Nair, Uday

    2015-01-01

    There are two sides to a coin when it comes to implementing technology at universities; on one side, there is the university using technologies via the virtual learning environment that seems to be outdated with the digital needs of the students, and on the other side, while implementing technology at the university learning environment the focus…

  16. 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…

  17. Student Engagement in a Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Rajashree Jain

    2013-12-01

    Full Text Available To keep connections and engage the students for learning educators are adapting to different learning strategies. Use of powerful technology resources like electronic Learning Management Systems (LMS is one of them. This paper gives an overview of student engagement in a LMS based environment.

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Students' perceptions of learning environment in an Indian medical school

    Directory of Open Access Journals (Sweden)

    Vinod P

    2008-04-01

    Full Text Available Abstract Background Learning environment in any medical school is found to be important in determining students' academic success. This study was undertaken to compare the perceptions of first year and clinical phase students regarding the learning environment at Melaka Manipal Medical College (MMMC (Manipal Campus and also to identify the gender wise differences in their perceptions. Methods In the present study, the Dundee Ready Education Environment Measure (DREEM inventory was used. DREEM was originally developed at Dundee and has been validated as a universal diagnostic inventory for assessing the quality of educational environment. In the present study, DREEM was administered to undergraduate medical students of first year (n = 118 and clinical phase (n = 108 and the scores were compared using a nonparametric test. Results Among the two batches, first year students were found to be more satisfied with the learning environment at MMMC (as indicated by their higher DREEM score compared to the clinical batch students. Gender wise, there was not much difference in the students' perceptions. Conclusion The present study revealed that both groups of students perceived the learning environment positively. Nevertheless, the study also revealed problematic areas of learning environment in our medical school which enabled us to adopt some remedial measures.

  3. Students' perceptions of learning environment in an Indian medical school.

    Science.gov (United States)

    Abraham, Reem; Ramnarayan, K; Vinod, P; Torke, Sharmila

    2008-04-11

    Learning environment in any medical school is found to be important in determining students' academic success. This study was undertaken to compare the perceptions of first year and clinical phase students regarding the learning environment at Melaka Manipal Medical College (MMMC) (Manipal Campus) and also to identify the gender wise differences in their perceptions. In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was used. DREEM was originally developed at Dundee and has been validated as a universal diagnostic inventory for assessing the quality of educational environment. In the present study, DREEM was administered to undergraduate medical students of first year (n = 118) and clinical phase (n = 108) and the scores were compared using a nonparametric test. Among the two batches, first year students were found to be more satisfied with the learning environment at MMMC (as indicated by their higher DREEM score) compared to the clinical batch students. Gender wise, there was not much difference in the students' perceptions. The present study revealed that both groups of students perceived the learning environment positively. Nevertheless, the study also revealed problematic areas of learning environment in our medical school which enabled us to adopt some remedial measures.

  4. Blended Learning Environments and Suggesstions for Blended Learning Design

    Directory of Open Access Journals (Sweden)

    Funda DAĞ

    2011-06-01

    Full Text Available The number of studies in blended learning field, which has gained importance by being reinterpreted with the effect of the developments in information and communication technologies, has been increasing recently. There have been many diverse approaches in these studies on the point of defining blended learning and on the point of which components of blended learning environments need blending and how they are blended. The aim of this study is to examine national and international studies in blended learning in higher education and to make suggestions about necessary components for designing an effective blended learning environment. Within this framework the studies on blended learning, which were accessible online, were examined from the perspectives of research methods that were used, preferred e-learning environments and/or e-learning methods, preferred face to face learning/teaching strategies and the methods used in the evaluation of blended learning. In the light of the findings it is seen that blended learning should be regarded as a teaching design approach in order to create effectively blended learning environments and it is hoped that the suggestions made will be lodestar in forming blended learning models for diverse learning fields.

  5. 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.

  6. 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.

  7. Utilizing Virtual and Personal Learning Environments for Optimal Learning

    Science.gov (United States)

    Terry, Krista, Ed.; Cheney, Amy, Ed.

    2016-01-01

    The integration of emerging technologies in higher education presents a new set of challenges and opportunities for educators. With a growing need for customized lesson plans in online education, educators are rethinking the design and development of their learning environments. "Utilizing Virtual and Personal Learning Environments for…

  8. Utilizing Virtual and Personal Learning Environments for Optimal Learning

    Science.gov (United States)

    Terry, Krista, Ed.; Cheney, Amy, Ed.

    2016-01-01

    The integration of emerging technologies in higher education presents a new set of challenges and opportunities for educators. With a growing need for customized lesson plans in online education, educators are rethinking the design and development of their learning environments. "Utilizing Virtual and Personal Learning Environments for…

  9. 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

  10. 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…

  11. Georgia - Improved Learning Environment Infrastructure

    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...

  12. 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.

  13. Learning to use our environment

    Energy Technology Data Exchange (ETDEWEB)

    1979-01-01

    Papers are presented in the areas of the space environment, the earth environment, induced environments, the effects of pollution on the environment, reliability environments, contamination control and education in environmental sciences. Specific topics include the reflectance characteristics of solar absorbers, infrared remote sensing of environmental problems, aerodynamic design to reduce vehicle fuel consumption, desert environmental testing, intense noise testing, electromagnetic compatibility analysis, weapon structural and thermal testing, the digital processing of vibration data, and the environmental requirements of photovoltaic arrays. Attention is also given to the environmental effects of land use strategies, atmospheric visibility measurements, the environmental impact of alternate energy technologies, the relation of atmospheric carbon dioxide to climate, the pathological effects of nitrogen dioxide, the socioeconomic impacts of energy alternatives, water quality management, environment impact assessment procedures, combined environment reliability testing, clean room contamination control, and training in environmental health.

  14. Relationship between learning environment characteristics and academic engagement

    NARCIS (Netherlands)

    Opdenakker, Marie-Christine; Minnaert, Alexander

    2011-01-01

    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 backgroun

  15. 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

    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

  16. 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

  17. 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

    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

  18. 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...

  19. 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......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments.   The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...

  20. Redundant Information Presentation in Hypertext Learning Environments

    NARCIS (Netherlands)

    Bezdan, Eniko; Kester, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 29 August). Redundant Information Presentation in Hypertext Learning Environments. Presentation at the pre-conference of the Junior Researchers of EARLI, Exeter, United Kingdom.

  1. LA IMPORTANCIA DEL PLE (Personal Learning Environment)

    National Research Council Canada - National Science Library

    Amaia Arroyo Sagasta

    2013-01-01

    ...... 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.

  2. Designing open learning environments for professional development

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting. April, 9, 2011, Amsterdam, The Netherlands: Open University in the Netherlands.

  3. Designing open learning environments for professional development

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting. April, 9, 2011, Amsterdam, The Netherlands: Open University in the Netherlands.

  4. 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.

  5. 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.

  6. Open Calculus: A Free Online Learning Environment

    Science.gov (United States)

    Korey, Jane; Rheinlander, Kim; Wallace, Dorothy

    2007-01-01

    Dartmouth College mathematicians have developed a free online calculus course called "Open Calculus." Open Calculus is an exportable distance-learning/self-study environment for learning calculus including written text, nearly 4000 online homework problems and instructional videos. The paper recounts the evaluation of course elements since 2000 in…

  7. 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

  8. 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

  9. A Deign Framework for Online Learning Environments.

    Science.gov (United States)

    Mishra, Sanjaya

    2002-01-01

    Discusses use of the Web for online instruction and presents a design framework for creating online learning environments. Highlights include approaches to instruction, including behaviorism, cognitivism, and constructivism; learning activities; content; learner support; and application of the framework for a graduate course at the Indira Gandhi…

  10. A Deign Framework for Online Learning Environments.

    Science.gov (United States)

    Mishra, Sanjaya

    2002-01-01

    Discusses use of the Web for online instruction and presents a design framework for creating online learning environments. Highlights include approaches to instruction, including behaviorism, cognitivism, and constructivism; learning activities; content; learner support; and application of the framework for a graduate course at the Indira Gandhi…

  11. First year clinical tutorials: students’ learning experience

    Directory of Open Access Journals (Sweden)

    Burgess A

    2014-11-01

    Full Text Available Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods: The study was conducted with one cohort (n=301 of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results: The response rate to the questionnaire was 88% (265/301. Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion: Situated cognition theory provides a valuable lens to view students' experience of learning within the

  12. Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Cseh, Maria; Manikoth, Nisha N.

    2011-01-01

    As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

  13. 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,…

  14. 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.

  15. MULTIAGENT LEARNING WITHIN A COLLABORATIVE ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    LJUBICA KAZI

    2012-05-01

    Full Text Available Multiagent Learning is at the intersection of multiagent systems and Machine Learning, two subdomains of artificial intelligence. Traditional Machine Learning technologies usually imply a single agent that is trying to maximize some utility functions without having any knowledge about other agents within its environment. The multiagent systems domain refers to the domains where several agents are involved and mechanisms for the independent agents’ behaviors interaction have to be considered. Due to multiagent systems’ complexity, there have to be found solutions for using Machine Learning technologies to manage this complexity.

  16. 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…

  17. [Clinical Simulation and Emotional Learning].

    Science.gov (United States)

    Afanador, Adalberto Amaya

    2012-01-01

    At present, the clinical simulation has been incorporated into medical school curriculum. It is considered that the simulation is useful to develop skills, and as such its diffusion. Within the acquisition of skills, meaningful learning is an essential emotional component for the student and this point is essential to optimize the results of the simulation experience. Narrative description on the subject of simulation and the degree of "emotionality." The taxonomy is described for the types of clinical simulation fidelity and correlates it with the degree of emotionality required to achieve significant and lasting learning by students. It is essential to take into account the student's level of emotion in the learning process through simulation strategy. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

  18. 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.

  19. Can medical students from two cultures learn effectively from a shared web-based learning environment?

    Science.gov (United States)

    Evans, Phillip; Suzuki, Yasuyuki; Begg, Michael; Lam, Wayne

    2008-01-01

    This study aimed to establish whether medical students from 2 different cultures can learn effectively from a shared web-based learning environment. Students from the College of Medicine, Edinburgh, UK and the Medical School, Gifu, Japan shared 2 weeks of teaching and learning in clinical genetics, using problem-based learning in a web-based application (WBA). Questions about language, time zone, agreement about the curriculum (learning outcomes, tutor activity and assessment) and specific pedagogical issues about the educational effectiveness of students' learning were considered. The evidence indicates that a shared WBA is practical where the learning outcomes and problem scenarios are common and students are fluent in the same language. Problem-based learning transfers itself best to online discussion boards when the numbers in the group are 16 or more. Students do not use the WBA as a primary source of resource material, and they augment the discussion boards with face-to-face meetings with peers and tutors.

  20. 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.

  1. Exposing emotional labour experienced by nursing students during their clinical learning experience: A Malawian perspective

    Directory of Open Access Journals (Sweden)

    Gladys Msiska

    2014-01-01

    Conclusion: Effective clinical teaching and learning demands the emotional commitment of lecturers. The understanding of emotional labour in all its manifestations will help in the creation of caring clinical learning environments for student nurses in Malawi.

  2. Creating a Learning Environment for Engineering Education

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    ? 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......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...

  3. 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…

  4. Design of a Networked Learning Master Environment for Professionals

    DEFF Research Database (Denmark)

    2010-01-01

    The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how...... these principles interact productively in the design of a networked learning environment for professionals....

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

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    •Make your visions explicit: I publicize my intention to learn all the students' names.•Show yourself as a person: This seems fulfilled as the students haven't seen enything like this before. •Demonstrate that you take the students seriously: I show respect for the students as individuals.•Avoid having...... the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......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...

  6. Evaluating learning environments for interprofessional care.

    Science.gov (United States)

    Kvan, Thomas

    2013-09-01

    Many institutions have invested considerably in the provision of student facilities--lecture halls, tutorial rooms and classrooms--spaces we call collectively learning environments. In expending resources on such facilities, we have assumed that we have needed to create this range of spaces for such activities. However, how do we know we have invested wisely in support of learning for interprofessional care? In this article I review the literature to identify evidence in a range of fields, including health care, to consider the issues and difficulties of employing established approaches from practices of evidence-based design. Central in this article is the role of evidence in the assessment of learning environments. In particular, I argue that the evidence must include qualitative dimensions of the learning experience. To address the qualitative outcomes from education, with particular attention to the concerns of interprofessional education, a model is proposed to examine different levels of outcomes. By developing an interpretation of Kirkpatrick's model, four levels are described for the effective evaluation of interprofessional learning environments.

  7. 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…

  8. Adult Learning, Education, and the Environment

    Science.gov (United States)

    Clover, Darlene E.; Hill, Robert

    2013-01-01

    The environment is now a common theme in adult education. However, conversations that swirled around the United Nations Conference on Sustainable Development (Rio+20) in June 2012 suggested major environmental challenges persist, demanding that education, learning, advocacy and activism be augmented to ensure the survival of the planet. In adult…

  9. Creating 21st Century Learning Environments

    Science.gov (United States)

    Li, Phan P.; Locke, John; Nair, Prakash; Bunting, Andrew

    2005-01-01

    What is involved in creating learning environments for the 21st century? How can school facilities serve as tools for teaching and meet the needs of students in the future? What components are required to design effective schools, and how does architecture relate to the purposes of schooling? These are some of the questions addressed at the…

  10. 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.

  11. Towards a Novel Networked Learning Environment.

    Science.gov (United States)

    Koutoumanos, Anastasios; Papaspyrou, Nikolaos; Retalis, Simeon; Maurer, Hermann; Skordalakis, Emmanuel

    This paper presents a novel Networked Learning Environment (Nov-NLE); system components include Hyper-G (a networked hypermedia system) and the Internet. The first section discusses problems with the conventional university teaching model and technology-based solutions to these problems. The requirements and design of Nov-NLE are covered in the…

  12. Anchored Instruction in a Situated Learning Environment.

    Science.gov (United States)

    Lee, Miwha

    The purpose of this study was to design and develop a multimedia-based anchored program and to examine the effects of students' and group characteristics on the problem-solving process in anchored instruction with the multimedia program in a situated learning environment. Sixty-eight students were assigned to small groups via a stratified random…

  13. Information Seeking in a Virtual Learning Environment.

    Science.gov (United States)

    Byron, Suzanne M.; Young, Jon I.

    2000-01-01

    Examines the applicability of Kuhlthau's Information Search Process Model in the context of a virtual learning environment at the University of North Texas that used virtual collaborative software. Highlights include cognitive and affective aspects of information seeking; computer experience and confidence; and implications for future research.…

  14. Role of Teacher in Personal Learning Environments

    Science.gov (United States)

    Shaikh, Zaffar Ahmed; Khoja, Shakeel Ahmed

    2012-01-01

    This paper aims to discuss the changing roles and competencies of a teacher in context of prevailing developments accomplished by the vast availability of social software, which have made easy the development of Personal Learning Environments (PLEs). This has been accomplished by an in-depth review of the literature on teacher's socially situated…

  15. 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.…

  16. Semantic Annotation of Ubiquitous Learning Environments

    Science.gov (United States)

    Weal, M. J.; Michaelides, D. T.; Page, K.; De Roure, D. C.; Monger, E.; Gobbi, M.

    2012-01-01

    Skills-based learning environments are used to promote the acquisition of practical skills as well as decision making, communication, and problem solving. It is important to provide feedback to the students from these sessions and observations of their actions may inform the assessment process and help researchers to better understand the learning…

  17. On Mediation in Virtual Learning Environments.

    Science.gov (United States)

    Davies, Larry; Hassan, W. Shukry

    2001-01-01

    Discusses concepts of mediation and focuses on the importance of implementing comprehensive virtual learning environments. Topics include education and technology as they relate to cultural change, social institutions, the Internet and computer-mediated communication, software design and human-computer interaction, the use of MOOs, and language.…

  18. The One Minute Learner: Evaluation of a New Tool to Promote Discussion of Medical Student Goals and Expectations in Clinical Learning Environments.

    Science.gov (United States)

    Hoffman, Miriam; Cohen-Osher, Molly

    2016-03-01

    The transition from pre-clerkship to clerkship curriculum in medical school presents many challenges to students. Student roles and supervising physicians' expectations vary widely. Efforts to ease this transition have included third-year orientations, skills sessions, field- specific training, and peer-to-peer communication/support. We developed a new tool, called The One Minute Learner (OML), to promote and structure discussion of student goals and expectations and empower student ownership of learning. The OML can be used quickly and easily by students and faculty to facilitate integration of medical students into the clinical setting. This paper describes the OML and reports evaluation of its effectiveness through student evaluations. We compared student responses to two end-of-clerkship questions for the academic year before the OML was implemented to the first year of implementation. Students rated their orientation to their roles and responsibility and rated the communication of what was expected of them. The percentage of students rating these highly increased dramatically: for "I was oriented to my responsibilities and role," the percentage rating it highly (4--5 on a 5-point Likert scale) increased from 47% to 82%. For "Expectations of my role were communicated to me clearly" the percentage rating it highly increased from 66% to 89%. The OML is a new tool that can promote and structure a proactive discussion between student and teacher about goals and expectations, leading to better integration of students into the variety of clinical setting in which they rotate.

  19. An environment for studying collaborative learning activities

    Directory of Open Access Journals (Sweden)

    Meletis Margaritis

    2004-04-01

    Full Text Available Studies of collaborative learning activities often involve analyses of dialogue and interaction as well as analyses of tasks and actors’ roles through ethnographic and other field experiments. Adequate analysis tools can facilitate these studies. In this paper, we discuss key requirements of interaction and collaboration analysis tools. We indicate how these requirements lead to the design of new analysis environments. These environments support annotation and analysis of various kinds of collected data in order to study collaborative learning activities. An important characteristic of these tools is their support for a structure of annotations of various levels of abstraction, through which an activity can be interpreted and presented. This can serve as a tool for reflection and interpretation as well as for facilitation of research in collaborative learning.

  20. 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.

  1. 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 personal life event had a lower frequency of burnout (OR 0.70; P personal life events did not have a higher frequency of 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.

  2. A Simultaneous Mobile E-Learning Environment and Application

    Science.gov (United States)

    Karal, Hasan; Bahcekapili, Ekrem; Yildiz, Adil

    2010-01-01

    The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students' views. With the mobile learning environment developed in the study, the students are able to follow…

  3. Learning under uncertainty in smart home environments.

    Science.gov (United States)

    Zhang, Shuai; McClean, Sally; Scotney, Bryan; Nugent, Chris

    2008-01-01

    Technologies and services for the home environment can provide levels of independence for elderly people to support 'ageing in place'. Learning inhabitants' patterns of carrying out daily activities is a crucial component of these technological solutions with sensor technologies being at the core of such smart environments. Nevertheless, identifying high-level activities from low-level sensor events can be a challenge, as information may be unreliable resulting in incomplete data. Our work addresses the issues of learning in the presence of incomplete data along with the identification and the prediction of inhabitants and their activities under such uncertainty. We show via the evaluation results that our approach also offers the ability to assess the impact of various sensors in the activity recognition process. The benefit of this work is that future predictions can be utilised in a proposed intervention mechanism in a real smart home environment.

  4. Family Connections: Family Conversations in Informal Learning Environments

    Science.gov (United States)

    Riedinger, Kelly

    2012-01-01

    This article begins with two examples that demonstrate adult interactions with young learners during conversations in informal learning environments. Family visits to informal learning environments provide opportunities to learn together, interact, engage in conversations, and learn more about one another. This article explores family learning in…

  5. 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.…

  6. 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…

  7. 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…

  8. 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.…

  9. The practice performance and clinical learning environment among associated degree nursing students%高职护理专业学生实习成绩与临床学习环境的分析

    Institute of Scientific and Technical Information of China (English)

    黄金银; 程云

    2011-01-01

    Objective To investigate the practice performance among associated degree nursing students and their perceptions of clinical learning environment. Methods The associated degree nursing students from 36 hospitals in Zhejiang province were recruited and investigated by using Clinical Learning Environment Inventory. Their practice performance was recorded based on the practice records. Results The total score of clinical learning environment was (173.07±16.02),and the factor scores were ranked as task location (26.68 ±3.98),interpersonal relation (26.01±4.60), student participation (25.64 ±4.44),work atmosphere and team culture (25.54±4.42) ,innovation (25.41±4.60),and individuation (24.50±5.36).The students' practice performance covered from 60.00 to 99.25 points. The scores showed skewness distribution,and the coefficient of skewness was -2.22. The students' practice performance was significantly higher in upper first-class hospitals than that in middle first-class or upper second-class hospitals. No relationship was found between the practice performance and their perceptions of clinical learning environment. Conclusion The score of practice performance among associated degree nursing students is relatively high,which is not correlated with their perceptions of clinical learning environment. It is suggested to apply formative assessment and third party evaluation system,pay close attention to the training of students' individuation and innovation,and strengthen particular management and thereby to improve the effectiveness of clinical practice.%目的 了解高职护理专业学生实习成绩情况,以及其对临床学习环境的评价.方法 采用便利抽样方法,选择在浙江省36家二级甲等以上教学医院实习的高职护理学生为调查对象,应用临床学习环境(氛围)评价量表、学生成绩登记表对其进行调查.结果 学生对临床学习环境评价总分为(173.07±16.02)分,各维度评分

  10. 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.

  11. THEORETICAL APPROACHES TO THE DESCRIPTION OF PERSONAL LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Sergey Alexandrovich Zolotukhin

    2015-01-01

    Full Text Available Personal learning environment is a relatively new concept that emerged under the influence of the increasing popularity of Web 2.0 applications and critical understanding of hierarchical systems of distant learning. In the center of this concept is the effect of personalization, according to which the activity of the actor is an important factor of personal development, strengthening of subjectivity of learning, development of learning through social and other types of interaction. The article highlights general theoretical basics of building a personal learning environment as one of the directions of development of modern models of learning, its basic characteristics. Special attention is paid to consideration of one of the variants of constructing personal learning environment – institutional personal learning environment, which combines the benefits of distance learning and the advantages of flexible, adaptive, open educational environments. In a broader sense, an institutional personal learning environment is a mechanism for the integration of formal and informal educational environments.

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

    DEFF Research Database (Denmark)

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

    2012-01-01

    the critique is that VLEs have become content silos enforcing a traditional, teacher-centred transmission pedagogy, and that there is a need to re-instate a more learner centred agenda and pedagogy. One of the proposed solutions is a move towards student-owned and controlled Personal Learning Environments...

  13. Teaching and Learning with Flexible Hypermedia Learning Environments.

    Science.gov (United States)

    Wedekind, Joachim; Lechner, Martin; Tergan, Sigmar-Olaf

    This paper presents an approach for developing flexible Hypermedia Learning Environments (HMLE) and applies this theoretical framework to the creation of a layered model of a hypermedia system, called HyperDisc, developed at the German Institute for Research on Distance Education. The first section introduces HMLE and suggests that existing…

  14. 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…

  15. Role of Teacher in Personal Learning Environments

    Directory of Open Access Journals (Sweden)

    Zaffar Ahmed Shaikh

    2012-06-01

    Full Text Available This paper aims to discuss the changing roles and competencies of a teacher in context of prevailing developments accomplished by the vast availability of social software, which have made easy the development of Personal Learning Environments (PLEs. This has been accomplished by an in-depth review of the literature on teacher’s socially situated competencies and roles with regard to the tasks and guidance they provide to students shape their PLEs. Review process provides an insight of PLE research studies, constructivist learning theories, and teacher changing roles. The results of this study outline the roles that portray the importance of teacher competencies as role in Planning and Design, Instruction and Learning, Communication and Interaction, Management and Administration, and Use of Technology

  16. 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.

  17. Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

    Science.gov (United States)

    Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

    2011-01-01

    A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

  18. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

    Science.gov (United States)

    Özerem, Aysen; Akkoyunlu, Buket

    2015-01-01

    Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

  19. The surplus value of an authentic learning environment

    NARCIS (Netherlands)

    Gulikers, Judith; Bastiaens, Theo; Martens, Rob

    2007-01-01

    This article presents a study that provides insight in the effects of an authentic electronic learning environment on student performances and experiences. It is expected that learning in an authentic learning environment results in more active and deep learning and improves intrinsic motivation of

  20. 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…

  1. 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…

  2. 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…

  3. 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"…

  4. Perspectives on Personal Learning Environments Held by Vocational Students

    Science.gov (United States)

    Valtonen, Teemu; Hacklin, Stina; Dillon, Patrick; Vesisenaho, Mikko; Kukkonen, Jari; Hietanen, Aija

    2012-01-01

    This article focuses on personal learning environments (PLEs). The idea with PLEs is to put students in a more central position in the learning process by allowing them to design their own learning environments and by emphasising the self-regulated nature of the learning. This study describes the structure, functions and challenges of PLEs made by…

  5. 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…

  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. 实习护生对临床学习环境的评价与其职业态度关系探讨%Relationship between evaluation of clinical learning environment and professional attitude among undergraduate nursing students

    Institute of Scientific and Technical Information of China (English)

    徐江华; 王宁

    2012-01-01

    目的 探讨本科实习护生对临床学习环境(CLE)的评价与其职业态度的关系.方法 选取2所医学院校本科实习护生219名,采用护理专业自我概念量表及护理临床学习环境评价量表进行调查.结果 护生CLE总评分为137.84±20.81,职业态度总评分为85.89±10.32;护生对CLE评价与其职业态度呈正相关(P<0.01);学生参与性、人际关系、工作氛围和团队精神对护生职业态度有显著影响(均P<0.01).结论 CLE可影响护生职业态度,护生对CLE评价与其职业态度显著相关,学生参与性、人际关系、工作氛围和团队精神是影响护生职业态度的主要因素.%Objective To investigate the relationship between undergraduate nursing students evaluation of clinical learning environment (CLE) and their professional attitude. Methods A total of 219 undergraduate nursing students were selected from two medical schools and surveyed by using the Professional Self-concept of Nurses Instrument and the Clinical Learning Environment Inventory. Results The total CLE score was 137. 84±20. 81 and students' professional attitude scored 85. 89±10. 32. Students' evaluation of CLE was positively related to their professional attitude (P<0. 01) ; students' professional attitude was significantly related to student involvement, interpersonal relationship, working atmosphere, and team cooperation(P<0. 01 for all). Conclusion Clinical learning environment has impact on professional attitude of undergraduate nursing students. Student involvement, interpersonal relationship, working atmosphere, and team cooperation influence students' professional attitude.

  8. Conditions for Productive Learning in Network Learning Environments

    DEFF Research Database (Denmark)

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

    2004-01-01

    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......, these ideas seem to have had very little impact both among designers and within the higher education community. The perspective of the theoretical work is therefore to inform design. Design understood as ?taking the system, its user, and the context all together? (Winograd 1996, xvi). This process implies......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments.   The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...

  9. Collaborative learning in gerontological clinical settings: The students' perspective.

    Science.gov (United States)

    Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo

    2016-03-01

    This study deals with student nurses' experiences of collaborative learning in gerontological clinical settings where aged people are involved as age-experts in students' learning processes. The data were collected in 2012 using the contents of students' reflective writing assignments concerning elderly persons' life history interviews and the students' own assessments of their learning experiences in authentic elder care settings. The results, analyzed using qualitative content analysis, revealed mostly positive learning experiences. Interaction and collaborative learning activities in genuine gerontological clinical settings contributed to the students' understanding of the multiple age-related and disease-specific challenges as well as the issues of functional decline that aged patients face. Three types of factors influenced the students' collaborative learning experiences in gerontological clinical settings: student-related, patient-related and learning environment-related factors. According to the results, theoretical studies in combination with collaboration, in an authentic clinical environment, by student nurses, elderly patients, representatives of the elder care staff and nurse educators provide a feasible method for helping students transform their experiences with patients into actual skills. Their awareness of and sensitivity to the needs of the elderly increase as they learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. 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

  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. [Assessing the quality of the medical learning environment, comparison of two validated Dutch questionnaires].

    Science.gov (United States)

    Brand, P L P; Jaarsma, A D C; Schönrock-Adema, J

    2017-01-01

    - Assessing the quality of the medical learning environment is an important part of the quality cycle of postgraduate medical education programmes.- The quality of the medical learning environment is primarily assessed by systematically documenting the experiences of doctors-in-training (residents).- For this purpose, several questionnaires have been developed, two of which have been specifically developed for use in the Dutch clinical learning environment.- D-RECT is a commonly-used, 50-item questionnaire (11 subscales), developed from qualitative research on the optimal learning environment for ObGyn residents.- SPEED ('Training Thermometer') is a recently developed 15-item, 3-domain (i.e., content, atmosphere and organisation of training) instrument, based on a generic theoretical framework of human interaction.- Both D-RECT and SPEED are validated instruments to be used to reliably assess the clinical learning environment for Dutch residents in postgraduate medical education programmes.

  13. Collaborative learning in pre-clinical dental hygiene education.

    Science.gov (United States)

    Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

    2013-04-01

    Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

  14. The value of the pre-hospital learning environment as part of the emergency nursing programme

    Directory of Open Access Journals (Sweden)

    Sonett van Wyk

    2015-06-01

    Conclusion: The research findings support the value and continuation of utilising the pre-hospital clinical learning environment for placing post-basic emergency nursing students when enrolled in the emergency nursing programme.

  15. Nursing students in Iran identify the clinical environment stressors.

    Science.gov (United States)

    Najafi Doulatabad, Shahla; Mohamadhosaini, Sima; Ghafarian Shirazi, Hamid Reza; Mohebbi, Zinat

    2015-06-01

    Stress at clinical environment is one of the cases that could affect the education quality among nursing students. The study aims to investigate Iranian nursing students' perceptions on the stressors in clinical environment in the South Western part of Iran. A cross-sectional descriptive study was conducted in 2010 to include 300 nursing students after their completion of second clinical nursing course in a hospital environment. Data were collected using a researcher-made questionnaire, with focus on the clinical environment stressors from personal, educational and training viewpoints. Data analysis was performed using SPSS software (IBM Corporation, Armonk, NY, USA) and descriptive statistics tests. Among the various stressors, the highest scores were given to the faculty (71 ± 19.77), followed by the students' personal characteristics (43.15 ± 21.79). Given that faculty-related factors provoked more stress in nursing students, nursing administration should diligently evaluate and improve communication skills among faculty to reduce student stress and enhance learning.

  16. 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.

  17. 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…

  18. Relationship between learning environment characteristics and academic engagement.

    Science.gov (United States)

    Opdenakker, Marie-Christine; Minnaert, Alexander

    2011-08-01

    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 background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

  19. 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.

  20. A CASE STUDY OF LEARNING WRITING IN A CMC ENVIRONMENT

    Institute of Scientific and Technical Information of China (English)

    GuoHongjie; ZhouQinqin

    2004-01-01

    This study focused on an EFL writing class via computer-mediated communication (CMC) in an online virtual environment. The purpose was twofold: first to investigate how the constructivist learning theory is perfectly reflected in the online learning environment, and secondly to provide an indepth case study of CMC-based EFL writing instruction. The results indicated that learning EFL writing in a CMC environment fits in with the current trend of constructivist language learning theory and the communicative teaching approach.

  1. Web 2.0 Learning Environment: Concept, Implementation, Evaluation

    OpenAIRE

    Blees, Ingo; Rittberger, Marc

    2009-01-01

    This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. In a theoretical overview the concepts of eLearning 2.0 and Personal Learning Environments are introduced, along with their main aspects of autonomy, creativity and networking, and relate them to the didactics of constructivism and connectivism. The requirements and basic functional components for the development of our particular Web 2.0 learning environment are derived from these. The le...

  2. Directive versus Facilitative Peer Tutoring? A View on Students' Appraisal, Reported Learning Gains and Experiences within Two Differently-Tutored Learning Environments

    Science.gov (United States)

    Berghmans, Inneke; Michiels, Lotte; Salmon, Sara; Dochy, Filip; Struyven, Katrien

    2014-01-01

    The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating…

  3. Dynamic tracking of elementary preservice teachers' experiences with computer-based mathematics learning environments

    Science.gov (United States)

    Campbell, Stephen R.

    2003-05-01

    A challenging task in educational research today is to understand the implications of recent developments in computer-based learning environments. On the other hand, questions regarding learning and mathematical cognition have long been a central focus of research in mathematics education. Adding technology compounds an already complex problematic. Fortunately, computer-based technology also provides researchers with new ways of studying cognition and instruction. This paper introduces a new method for dynamically tracking learners' experiences in computer-based learning environments. Dynamic tracking is illustrated in both a classroom and a clinical setting by drawing on two studies with elementary preservice teachers working in computer-based mathematics learning environments.

  4. Paradigms for the design of multimedia learning environments in engineering

    OpenAIRE

    Smith, Chrisopher Robert

    1996-01-01

    The starting point for this research was the belief that interactive multimedia learning environments represent a significant evolution in computer based learning and therefore their design requires a re-examination of the underlying principles of learning and knowledge representation. Current multimedia learning environments (MLEs) can be seen as descendants of the earlier technologies of computer-aided learning (CAL), intelligent tutoring systems (ITS) and videodisc-based ...

  5. Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

    Science.gov (United States)

    Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

    2015-01-01

    Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…

  6. Iranian Clinical Nurses’ Readiness for Self-Directed Learning

    Science.gov (United States)

    Malekian, Morteza; Ghiyasvandian, Sharzad; Cheraghi, Mohammad Ali; Hassanzadeh, Akbar

    2016-01-01

    Introduction: Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings. The prerequisite for their successful adaptation is to be lifelong learners. An approach for making nurses lifelong learners is self-directed learning. Aims: This study was undertaken to evaluate a group of Iranian clinical nurses’ readiness for self-directed learning and its relationship with some of their personal characteristics. Methods: This cross-sectional descriptive study was conducted in 2014. A random sample of 314 nurses working in three hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran, was recruited to complete the Fisher’s Self-directed Learning Readiness Scale. Findings: In total, 279 nurses filled the scale completely. The mean of their readiness for self-directed learning was 162.50±14.11 (120–196). The correlation of self-directed learning readiness with age, gender, marital status, and university degree was not statistically significant. Conclusion: Most nurses had great readiness for self-directed learning. Accordingly, nursing policy-makers need to develop strategies for promoting their self-directed learning. Moreover, innovative teaching methods such as problem solving and problem-based learning should be employed to prepare nurses for effectively managing the complexities of their ever-changing work environment. PMID:26234971

  7. Iranian Clinical Nurses' Readiness for Self-Directed Learning.

    Science.gov (United States)

    Malekian, Morteza; Ghiyasvandian, Sharzad; Cheraghi, Mohammad Ali; Hassanzadeh, Akbar

    2015-05-17

    Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings. The prerequisite for their successful adaptation is to be lifelong learners. An approach for making nurses lifelong learners is self-directed learning. This study was undertaken to evaluate a group of Iranian clinical nurses' readiness for self-directed learning and its relationship with some of their personal characteristics. This cross-sectional descriptive study was conducted in 2014. A random sample of 314 nurses working in three hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran, was recruited to complete the Fisher's Self-directed Learning Readiness Scale. In total, 279 nurses filled the scale completely. The mean of their readiness for self-directed learning was 162.50±14.11 (120-196). The correlation of self-directed learning readiness with age, gender, marital status, and university degree was not statistically significant. Most nurses had great readiness for self-directed learning. Accordingly, nursing policy-makers need to develop strategies for promoting their self-directed learning. Moreover, innovative teaching methods such as problem solving and problem-based learning should be employed to prepare nurses for effectively managing the complexities of their ever-changing work environment.

  8. Learning styles: individualizing computer-based learning environments

    Directory of Open Access Journals (Sweden)

    Tim Musson

    1995-12-01

    Full Text Available While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature, little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs. What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992 and by trainee end-users of software packages (Bostrom et al, 1990. The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.

  9. 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.

  10. School and workplace as learning environments in VET

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    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......) and theories of workplace learning (Lave & Wenger 1991; Engeström 2001; Billett 2001; Evans, Hodkinson & Unwin 2002). A basic distinction is made between the technical-organisational and the socio-cultural learning environment. The first, the technical-organisa¬tional learning environment, consists...

  11. Patterns in Clinical Students' Self-Regulated Learning Behavior: A Q-Methodology Study

    Science.gov (United States)

    Berkhout, Joris J.; Teunissen, Pim W.; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P.; Jaarsma, Debbie A.

    2017-01-01

    Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in…

  12. Patterns in Clinical Students' Self-Regulated Learning Behavior: A Q-Methodology Study

    Science.gov (United States)

    Berkhout, Joris J.; Teunissen, Pim W.; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P.; Jaarsma, Debbie A.

    2017-01-01

    Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in…

  13. 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…

  14. 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....

  15. Using scenarios to design complex technology-enhanced learning environments

    NARCIS (Netherlands)

    de Jong, Anthonius J.M.; Weinberger, A.; Girault, I.; Kluge, A.W.; Lazonder, Adrianus W.; Pedaste, M.; Ludvigsen, S.; Ney, M.; Wasson, B.; Wichmann, A.; Geraedts, C.; Giemza, A.; Hovardas, T.; Julien, R.; van Joolingen, Wouter; Lejeune, A.M.; Manoli, C.; Matteman, Y.; Sarapuu, T.; Verkade, A.; Vold, V.; Zacharia, Z.

    2012-01-01

    Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning obj

  16. Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)

    Science.gov (United States)

    Sahin, Sami; Uluyol, Çelebi

    2016-01-01

    Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their…

  17. 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...

  18. Intelligent Learning Environments wthin Blended Learning for Ensuring Effective C Programming Course

    OpenAIRE

    2012-01-01

    This paper describes a blended learning implementation and experience supported with intelligent learning environments included in a learning management system (LMS) called @KU-UZEM. The blended learning model is realized as a combination of face to face education and e-learning. The intelligent learning environments consist of two applications named CTutor, ITest. In addition to standard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is a ...

  19. Factors Influencing Learning Environments in an Integrated Experiential Program

    Science.gov (United States)

    Koci, Peter

    The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning

  20. 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…

  1. 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…

  2. Being There: Establishing Instructor Presence in an Online Learning Environment

    Science.gov (United States)

    Ekmekci, Ozgur

    2013-01-01

    The purpose of this essay is to critically examine course structure and the role it may play in improving teaching presence in an asynchronous online learning environment. The examination is grounded in experiential learning; adult learning principles; case-based and problem-based learning methods; and peer reviews. The discussion is concluded…

  3. 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…

  4. Conducting workshops in a busy clinical environment

    DEFF Research Database (Denmark)

    Brandrup, Morten; Østergaard, Kija Lin

    in traditional workshop activities. However such an amount of time is often necessary to allow the participants to get into the creative activity as it is often different from the kind of work they usually engage in (Bødker, Kensing, & Simonsen, 2009). In an effort to bridge this gap we suggest a way of dividing......In this paper we describe a certain way of using participatory design workshops as an infrastructuring activity to accommodate users in a busy clinical environment. The problem in these settings is that the staffs seldom have time spans during their working hours that allows for participating...

  5. School and workplace as learning environments in VET

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    as limitations for learning, and thus frame the opportunities for learning. The second, the socio-cultural learning environment is constituted by the social and cultural relations and communities in the workplace and in school. I distinguish between three different types of social relations in the workplace......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...

  6. 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.

  7. A Collaborative Virtual Environment for Situated Learning of Car Driving

    NARCIS (Netherlands)

    Miao, Yongwu; Pinkwart, Niels; Hoppe, Ulrich

    2007-01-01

    Miao, Y., Pinkwart, N., and Hoppe, H.U. (2006). "A Collaborative Virtual Environment for Situated Learning of Car Driving". International Journal on Advanced Technology for Learning (ATL), 3(4), 233-240.

  8. 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.

  9. 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.

  10. A Conceptual Model of Relationships among Constructivist Learning Environment Perceptions, Epistemological Beliefs, and Learning Approaches

    Science.gov (United States)

    Ozkal, Kudret; Tekkaya, Ceren; Cakiroglu, Jale; Sungur, Semra

    2009-01-01

    This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment…

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

    Directory of Open Access Journals (Sweden)

    Hafizul Fahri Hanafi

    2012-03-01

    Full Text Available 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 learning system. Data were collected through a survey involving 56 respondents, and these data were analyzed by using SPSS 12.0. Findings showed that the respondents were very receptive to the interactivity, accessibility, and convenience of the system, but they were quite frustrated with the occasional interruptions due to internet connectivity problems. Overall, the mobile learning system can be utilized as an inexpensive but potent learning tool that complements undergraduates’ learning process

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

    CERN Document Server

    Hanafi, Hafizul Fahri

    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 learning system. Data were collected through a survey involving 56 respondents, and these data were analyzed by using SPSS 12.0. Findings showed that the respondents were very receptive to the interactivity, accessibility, and convenience of the system, but they were quite frustrated with the occasional interruptions due to internet connectivity problems. Overall, the mobile learning system can be utilized as an inexpensive but potent learning tool that complements undergraduates' learning process.

  13. Enhancing the strategic management of practice learning through the introduction of the role of Learning Environment Manager.

    Science.gov (United States)

    Congdon, Graham; Baker, Tracey; Cheesman, Amanda

    2013-03-01

    This paper describes a process evaluation project designed to enhance the strategic management of practice learning within a large Hospital in the North of England. The aim of the project was to introduce the role of the Learning Environment Manager with dedicated responsibility for practice learning of undergraduate student nurses within the Hospital's 49 practice-settings. Whilst aspects of this role were already evident in several of these settings, the project sought to locate and standardise responsibilities related to the organisation and management of learning and teaching in practice explicitly within the existing staffing structure of each practice-setting. Focus group interviews were used to explore significant aspects of the project with key stakeholder groups comprising Learning Environment Managers, the Hospital Clinical Educator, Hospital Department Managers, Ward Managers, Mentors, University Link Lecturers and undergraduate Student Nurses. Interview data were analysed using thematic content analysis. The findings of the project suggest that the Learning Environment Manager role affords providers of practice learning with a robust approach to establish organisation-wide benchmarks that standardise the strategic management of practice learning in collaboration with partner Universities. The role incorporated many operational activities previously undertaken by the Hospital Clinical Educator, thus enabling the Hospital Clinical Educator to make a more strategic contribution to the on-going quality monitoring and enhancement of practice learning across the Hospital. The Learning Environment Manager role was found to provide mentors with high levels of support which in turn helped to promote consistent, positive and holistic practice learning experiences for undergraduate student nurses across the Hospital. Importantly, the role offers a potent catalyst for nurses in practice to regain responsibility for practice learning and re-establish the value of

  14. DynaLearn - An Intelligent Learning Environment for Learning Conceptual Knowledge

    NARCIS (Netherlands)

    Bredeweg, B.; Liem, J.; Beek, W.; Linnebank, F.; Gracia, J.; Lozano, E.; Wißner, M.; Bühling, R.; Salles, P.; Noble, R.; Zitek, A.; Borisova, P.; Mioduser, D.

    2013-01-01

    Articulating thought in computer-based media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an Intelligent Learning Environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how system

  15. 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…

  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

    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 lea...

  17. 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.

  18. EEG workload prediction in a closed-loop learning environment

    OpenAIRE

    2015-01-01

    The issues of developing an online EEG-based adaptive learning environment are examined in this thesis. The aim is to adapt instructional learning material in real-time, to support learners in their individual learning process and keep them in their optimal workload capacity range during learning. First, suitable learning material is designed, which does not cause artifacts and induces confounds in the EEG data. Second, the most suitable features for an online workload detection in EEG data a...

  19. 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.

  20. 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,

  1. 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…

  2. 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…

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

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    the first class create ownership among the students by motivation the idea. 4.Take photos of the students. This is voluntary, but so far I've never experienced a "No".5.Create a photo gallery, print the photos on paper, cut them, and write the names on the back.6.Publicize the photo gallery for the students......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....... 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...

  4. A Study on Students’ Views On Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Meryem YILMAZ SOYLU

    2006-07-01

    Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

  5. 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.

  6. Machine Learning Techniques in Clinical Vision Sciences.

    Science.gov (United States)

    Caixinha, Miguel; Nunes, Sandrina

    2017-01-01

    This review presents and discusses the contribution of machine learning techniques for diagnosis and disease monitoring in the context of clinical vision science. Many ocular diseases leading to blindness can be halted or delayed when detected and treated at its earliest stages. With the recent developments in diagnostic devices, imaging and genomics, new sources of data for early disease detection and patients' management are now available. Machine learning techniques emerged in the biomedical sciences as clinical decision-support techniques to improve sensitivity and specificity of disease detection and monitoring, increasing objectively the clinical decision-making process. This manuscript presents a review in multimodal ocular disease diagnosis and monitoring based on machine learning approaches. In the first section, the technical issues related to the different machine learning approaches will be present. Machine learning techniques are used to automatically recognize complex patterns in a given dataset. These techniques allows creating homogeneous groups (unsupervised learning), or creating a classifier predicting group membership of new cases (supervised learning), when a group label is available for each case. To ensure a good performance of the machine learning techniques in a given dataset, all possible sources of bias should be removed or minimized. For that, the representativeness of the input dataset for the true population should be confirmed, the noise should be removed, the missing data should be treated and the data dimensionally (i.e., the number of parameters/features and the number of cases in the dataset) should be adjusted. The application of machine learning techniques in ocular disease diagnosis and monitoring will be presented and discussed in the second section of this manuscript. To show the clinical benefits of machine learning in clinical vision sciences, several examples will be presented in glaucoma, age-related macular degeneration

  7. Digital Communication Applications in the Online Learning Environment

    Science.gov (United States)

    Lambeth, Krista Jill

    2011-01-01

    Scope and method of study. The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students'…

  8. Personality Type and Participation in Networked Learning Environments.

    Science.gov (United States)

    Ellis, Ainslie E.

    2003-01-01

    Discussion of networked learning environments and learner characteristics focuses on personality type as determined using the Myers Briggs Type Indicator. Investigates the relationship between personality type and student participation within a networked learning environment using asynchronous threaded discussion for a university course run both…

  9. Adding Intelligence to a Learning Environment: Learner-Centred Design?

    Science.gov (United States)

    Brna, Paul; Cox, R.

    1998-01-01

    Discussion of learner-centered design focuses on the development of switchEr, a specific learning environment changed to an intelligent learning environment by switching from one external representation (ER) to another. Topics include user-centered design; the role of artificial intelligence; and the development of effective educational computing…

  10. From Personal to Social: Learning Environments that Work

    Science.gov (United States)

    Camacho, Mar; Guilana, Sonia

    2011-01-01

    VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. With the irruption of social media into society, and therefore, education, many voices…

  11. 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…

  12. Design Characteristics of Virtual Learning Environments: State of Research

    Science.gov (United States)

    Mueller, Daniel; Strohmeier, Stefan

    2011-01-01

    Virtual learning environments constitute current information systems' category for electronically supported training and development in (higher) education(al) and vocational training settings. Frequently expected advantages of using virtual learning environments refer, for instance, to the efficiency, individuality, ubiquity, timeliness and…

  13. 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…

  14. 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…

  15. 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…

  16. 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...

  17. Usability Evaluation of the Student Centered e-Learning Environment

    Science.gov (United States)

    Junus, Inas Sofiyah; Santoso, Harry Budi; Isal, R. Yugo K.; Utomo, Andika Yudha

    2015-01-01

    Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom…

  18. The Power of "We" Language in Creating Equitable Learning Environments

    Science.gov (United States)

    Erb, Cathy Smeltzer

    2010-01-01

    Effective teaching values the classroom as a learning community in which instructional approaches optimize learning for all students. Contrary to the principles of an equitable learning environment is the use of "me" language by teachers, a practice that promotes the role of teacher as high status and inadvertently excludes students from the…

  19. 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…

  20. 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...

  1. The Coming Functionality Mash-Up in Personal Learning Environments

    Science.gov (United States)

    Severance, Charles; Hardin, Joseph; Whyte, Anthony

    2008-01-01

    Current Virtual Learning Environments (VLEs) are focused very much on meeting the needs of the institution in providing a basic, common technology platform for teaching and learning. However monolithic VLEs are too hard to customize at the individual user level, and evolve far too slowly to meet teaching and learning of users who want their…

  2. ADILE: Architecture of a Database-Supported Learning Environment

    NARCIS (Netherlands)

    Hiddink, Gerrit W.

    2001-01-01

    This article proposes an architecture for distributed learning environments that use databases to store learning material. As the layout of learning material can inhibit reuse, the ar-chitecture implements the notion of "separation of layout and structure" using XML technology. Also, the architectur

  3. 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…

  4. Clinical process learning to improve critical thinking.

    Science.gov (United States)

    Thornhill, S K; Wafer, M S

    1997-01-01

    A six-step process-learning strategy model serves as a framework for nursing students to critically analyze situations encountered during their clinical practice experience. Stephen Brookfield's four components of critical thinking and culturalization themes relate well to how nurses learn and experience critical thinking and serves as the model's organizing framework. This learning strategy has implications for all nurse educators because it incorporates the realities of nursing practice, merges nursing education with practice, involves students in affective, cognitive, and psychomotor domains of learning, and prepares graduates to function in dynamic and complex health care systems.

  5. Security framework for mobile learning environments

    OpenAIRE

    Shonola, Shaibu A.; Joy, Mike

    2014-01-01

    Mobile learning is becoming popular among educators as academic technologies advance. Mobile devices used in mobile learning can potentially become vulnerable if the security aspects are neglected, thereby putting personal information of users at risk. Therefore, for mobile learning applications to work effectively as valuable tools, the security aspects must be given adequate consideration. This paper proposes a security framework for mobile learning applications which is the bedrock for des...

  6. Learning Principles and the Library Environment.

    Science.gov (United States)

    Nahl-Jakobovits, Diane; Jakobovits, Leon A.

    1990-01-01

    Describes how principles of learning theory can be applied to bibliographic instruction to increase its efficacy and broaden its scope. The discussion covers conditions of learning, including motivation, active responding, and reinforcement; learning of information seeking behaviors, including the power of reinforcement and librarian-initiated…

  7. Designing Digital Game-Based Learning Environments

    Science.gov (United States)

    An, Yun-Jo; Bonk, Curtis J.

    2009-01-01

    With the emergence of the Web 2.0 and other technologies for learning, there are a variety of special places that did not exist previously in which to pursue learning. Not just a few dozen more but millions more. Many of these are not the physical learning spaces one might envision but entirely virtual or digital ones. As an example, the area of…

  8. Assessing Social Ability in Online Learning Environments

    Science.gov (United States)

    Laffey, James; Lin, Guan Yu; Lin, Yimei

    2006-01-01

    Education is a social practice and the ability to interact socially is important to social cognitive learning and social learning. Online education is frequently criticized because it lacks social interaction, a sense of social engagement, and the benefits of learning with others. Social ability with computer-mediated social mechanisms is key to…

  9. Teacher Education in a Workplace Learning Environment: Distinctive Characteristics of Powerful Workplace Learning Environments within Primary Teacher Education

    Science.gov (United States)

    Geldens, Jeannette J. M.; Popeijus, Herman L.

    2014-01-01

    This article reports on research in the Netherlands to determine the distinctive characteristics of powerful workplace learning environments within primary teacher education. Nationally and internationally, educational competence- based models and so-called workplace learning environments are widely seen as promising alternatives in professional…

  10. Application of the CIT concept in the clinical environment: hurdles, practicalities, and clinical benefits.

    Science.gov (United States)

    Sterr, Annette; Szameitat, Andre; Shen, Shan; Freivogel, Susanna

    2006-03-01

    Basic neuroscience research on brain plasticity, motor learning, and recovery has stimulated new concepts in motor rehabilitation. Combined with the development of methodological goal standards in clinical outcome research, these findings have effectuated the introduction of a double-paradigm shift in physical rehabilitation: (a) the move toward evidence-based procedures and disablement models for the assessment of clinical outcome and (b) the introduction of training-based concepts that are theoretically founded in learning theory. A major drive for new interventions has further come from recent findings on the adaptive capacities of neural networks and their linkage to perception, performance, and long-term recovery. In this context, constraint-induced movement therapy, an intervention initially designed for upper-limb hemiparesis, represents the theoretically and empirically most thoroughly founded training concept. Several clinical trials on constraint-induced therapy (CIT) have shown its efficacy in higher functioning patients; however, the transfer of the treatment into standard health care seems slow. Survey research further suggests a rather poor acceptance of CIT among clinical staff and it seems that the implementation of CIT is hindered by barriers constructed of beliefs and assumptions that demand a critical and evidence-based discussion. Within this context, we have conducted a series of experiments on amended CIT protocols and their application in the clinical environment which addressed the following issues: (1) massed practice: are 6 hours of daily training inevitable to achieve clinical benefits? (2) practicality: what is feasible in the standard care setting and what are the clinical benefits achieved by "feasible compromise CIT protocols?" (3) apprehensions: are concerns on increased muscular tone and pathologic movement patterns justified, and (4) learned nonuse: is the assumption of "hidden" residual abilities valid so that it warrants the

  11. 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…

  12. How clinical medical students perceive others to influence their self-regulated learning

    NARCIS (Netherlands)

    Berkhout, J.J.; Helmich, E; Teunissen, P.W.; Vleuten, C.P.M. van der; Jaarsma, A.D.

    2017-01-01

    OBJECTIVES: Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person

  13. Teaching students in the classroom and clinical skills environment.

    Science.gov (United States)

    Dix, Greg; Hughes, Suzanne

    This article demonstrates that careful planning and management can help to ensure effective learning for pre-registration students during theory and practical skills teaching. It highlights two lesson plans with intended learning outcomes, one for a didactic teaching session and the other for a psychomotor clinical skills session. The article identifies a variety of teaching and learning strategies that could be adopted.

  14. Clinical instructors' perceptions of structural and psychological empowerment in academic nursing environments.

    Science.gov (United States)

    Wiens, Sandra; Babenko-Mould, Yolanda; Iwasiw, Carroll

    2014-05-01

    The study purpose was to explore clinical instructors' (CIs') perceptions of empowerment in academic nursing environments. Clinical instructors, often part-time faculty, facilitate learning in professional practice environments. However, they also need to function within the academic environment to learn about the curriculum and how students are to be evaluated. The qualitative description method was used to obtain an understanding of CIs' empowerment experiences and to interpret their perceptions within the frameworks of Kanter's structural empowerment and Spreitzer's psychological empowerment theories. Eight CIs from two nursing programs were interviewed for this study. The empowerment components of support and confidence were important, yet insufficient, in CIs' perceptions of their role effectiveness. An implication for CIs was slow development of confidence in their ability to facilitate student learning that was consistent with curriculum goals. Recommendations for CIs and academic faculty are offered to support and retain clinical faculty.

  15. 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…

  16. Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

    Science.gov (United States)

    Baylor, Amy L.

    2002-01-01

    Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…

  17. Borderless learning experiences : the development of design guidelines for collaborative distance learning environments

    NARCIS (Netherlands)

    Verdonschot, Suzanne; Kwakman, Kitty

    2004-01-01

    This study aims at the development of design guidelines that aid the educational designer in creating learning environments for collaborative learning at distance. Using a multiple case study design in which learners' experiences with distance learning environments are gathered, a theoretical model

  18. 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…

  19. 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…

  20. Learning with Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy

    Science.gov (United States)

    Moos, Daniel C.; Azevedo, Roger

    2009-01-01

    Although computer-based learning environments (CBLEs) are becoming more prevalent in the classroom, empirical research has demonstrated that some students have difficulty learning with these environments. The motivation construct of computer-self efficacy plays an integral role in learning with CBLEs. This literature review synthesizes research…

  1. Intelligent Learning Environments wthin Blended Learning for Ensuring Effective C Programming Course

    Directory of Open Access Journals (Sweden)

    Utku Kose

    2012-01-01

    Full Text Available This paper describes a blended learning implementation and experience supported with intelligent learning environments included in a learning management system (LMS called @KU-UZEM. The blended learning model is realized as a combination of face to face education and e-learning. The intelligent learning environments consist of two applications named CTutor, ITest. In addition to standard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is a problem-solving environment, which diagnoses students’ knowledge level but also gives feedbacks and tips to help them to understand the course subject, overcome their misconceptions and reinforce learnt concepts. ITest provides an assessment environment in which students can take quizzes that were prepared according to their learning levels. The realized model was used for two terms in the “C Programming” course given at Afyon Kocatepe University. A survey was conducted at the end of the course to find out to what extent the students were accepting the blended learning model supported with @KU-UZEM and to discover students’ attitude towards intelligent learning environments. Additionally, an experiment formed with an experimental group who took an active part in the realized model and a control group who only took the face to face education was performed during the first term of the course. According to the results, students were satisfied with intelligent learning environments and the realized learning model. Furthermore, the use of intelligent learning environments improved the students’ knowledge about C programming.

  2. A virtual environment for medical radiation collaborative learning.

    Science.gov (United States)

    Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

    2015-06-01

    A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.

  3. Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

    Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

  4. 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.

  5. Patterns in clinical students' self-regulated learning behavior: a Q-methodology study

    NARCIS (Netherlands)

    Berkhout, J.J.; Teunissen, P.W.; Helmich, E; Exel, J. van; Vleuten, C.P.M. van der; Jaarsma, D.A.

    2017-01-01

    Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in

  6. Peer Assisted Learning in the Clinical Setting: An Activity Systems Analysis

    Science.gov (United States)

    Bennett, Deirdre; O'Flynn, Siun; Kelly, Martina

    2015-01-01

    Peer assisted learning (PAL) is a common feature of medical education. Understanding of PAL has been based on processes and outcomes in controlled settings, such as clinical skills labs. PAL in the clinical setting, a complex learning environment, requires fresh evaluation. Socio-cultural theory is proposed as a means to understand educational…

  7. Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.

    Science.gov (United States)

    Doucet, Michèle; Vrins, André; Harvey, Denis

    2009-12-01

    Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

  8. 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

  9. 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.

  10. 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...

  11. 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...

  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.

  13. Virtual language learning environments: the standardization of evaluation

    Directory of Open Access Journals (Sweden)

    Francesca Romero Forteza

    2014-03-01

    Full Text Available Nowadays there are many approaches aimed at helping learners acquire knowledge through the Internet. Virtual Learning Environments (VLE facilitate the acquisition and practice of skills, but some of these learning platforms are not evaluated or do not follow a standard that guarantees the quality of the tasks involved. In this paper, we set out a proposal for the standardization of the evaluation of VLEs available on the World Wide Web. Thus, the main objective of this study is to establish an evaluation template with which to test whether a VLE is appropriate for computer-assisted language learning (CALL. In the methodology section, a learning platform is analysed and tested to establish the characteristics learning platforms must have. Having established the design of the template for language learning environments, we concluded that a VLE must be versatile enough for application with different language learning and teaching approaches.

  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. Applying an AR Technique to Enhance Situated Heritage Learning in a Ubiquitous Learning Environment

    Science.gov (United States)

    Chang, Yi Hsing; Liu, Jen-ch'iang

    2013-01-01

    Since AR can display 3D materials and learner motivation is enhanced in a situated learning environment, this study explores the learning effectiveness of learners when combining AR technology and the situation learning theory. Based on the concept of embedding the characteristics of augmented reality and situated learning into a real situation to…

  16. Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

    Science.gov (United States)

    Lyman, Emily

    2013-01-01

    In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

  17. Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

    Science.gov (United States)

    Lyman, Emily

    2013-01-01

    In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

  18. Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

    Science.gov (United States)

    Loh, Christian Sebastian

    2001-01-01

    Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

  19. Adaptive Object Re-Ranking Mechanism for Ubiquitous Learning Environment

    Directory of Open Access Journals (Sweden)

    Neil Y. Yen

    2011-04-01

    Full Text Available Ubiquitous Learning (U-Learning, as an emerging learning paradigm, makes it possible for learners to carry out the learning activities at any places and at anytime. With the advantages of the devices, learners can obtain a variety of supplementary materials from the Internet. In the scope of distance learning, LOR (Learning Object Repository stands for managing and sharing of learning related materials (known as learning objects. However, some challenges may raise while performing these activities. For instance, a huge amount of learning objects may appear while learners utilize the search service provided by LOR. Learners have to spend time on collecting relevant resources for specific purposes. This situation may discourage the reusability of learning objects especially in a ubiquitous environment. In this paper, based on systematic re-examination of reuse scenarios, an adaptive mechanism, as a resource discovery and search middleware, was proposed to assist learners in obtaining possible objects under ubiquitous environment. Achievement of the proposed mechanism can produce search results adaptive to specific situations in order of similarity degree based on the mixed information. We try to filter out some irrelevant results by using the past usage history, current geographical information and input query, so as to enhance the efficiency of learning objects retrieval in a ubiquitous environment. As a pilot test, Apple iPhone was utilized to be the major client testbed.

  20. Third Place Learning Environments: Perspective Sharing and Perspective Taking

    Directory of Open Access Journals (Sweden)

    Mara Alagic

    2009-11-01

    Full Text Available In this paper we deliberate on intercultural and global communication strategies of perspective sharing and perspective taking, and potential perspective transformation. Consideration to these strategies is given within the two instances of third place learning environments: (a Role-play simulation environment in which learners develop experiment with strategies for resolving intercultural misconceptions, and (b a professional virtual learning network that may provide just-in-time support for its members encountering disorienting dilemma. The central purpose of the second environment is actually development of knowledge basis for understanding of Third Place Learning.

  1. 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…

  2. 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 ...

  3. 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....

  4. 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.

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

    NARCIS (Netherlands)

    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.

  6. Intelligent learning environments within blended learning for ensuring effective C programming course

    CERN Document Server

    Kose, Utku

    2012-01-01

    This paper describes a blended learning implementation and experience supported with intelligent learning environments included in a learning management system (LMS) called @KU-UZEM. The blended learning model is realized as a combination of face to face education and e-learning. The intelligent learning environments consist of two applications named CTutor, ITest. In addition to standard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is a problem-solving environment, which diagnoses students' knowledge level but also gives feedbacks and tips to help them to understand the course subject, overcome their misconceptions and reinforce learnt concepts. ITest provides an assessment environment in which students can take quizzes that were prepared according to their learning levels. The realized model was used for two terms in the "C Programming" course given at Afyon Kocatepe University. A survey was conducted at the end of the course to find out to what extent the students we...

  7. 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....

  8. 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......” and not “recreational socializing” (even if socializing may indeed facilitate learning)......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 communication...

  9. Experiences with a simulated learning environment - the SimuScape©: Virtual environments in medical education

    Directory of Open Access Journals (Sweden)

    Anna-Lena Thies

    2014-03-01

    Full Text Available INTRODUCTION: Simulation as a tool for medical education has gained considerable importance in the past years. Various studies have shown that the mastering of basic skills happens best if taught in a realistic and workplace-based context. It is necessary that simulation itself takes place in the realistic background of a genuine clinical or in an accordingly simulated learning environment. METHODS: A panoramic projection system that allows the simulation of different scenarios has been created at the medical school of the Westphalian Wilhelms-University  Muenster/Germany. The SimuScape© is a circular training room of six meters in diameter and has the capacity to generate pictures or moving images as well as the corresponding background noises for medical students, who are then able to interact with simulated patients inside a realistic environment. RESULTS: About 1,000 students have been instructed using the SimuScape© in the courses of emergency medicine, family medicine and anesthesia. The SimuScape©, with its 270°-panoramic projection, gives the students the impression “of being right in the center of action”.  It is a flexible learning environment that can be easily integrated into curricular teaching and which is in full operation for 10 days per semester. CONCLUSION: The SimuScape© allows the establishment of new medical areas outside the hospital and surgery for simulation and it is an extremely adaptable and cost-effective utilization of a lecture room. In this simulated environment it is possible to teach objectives like self-protection and patient care during disturbing environmental influences in practice.

  10. 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.

  11. The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

    Science.gov (United States)

    Su, Chung-Ho

    2017-01-01

    The advancement of mobile game-based learning has encouraged many related studies, which has enabled students to learn more and faster. To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) with a learning assessment for cardiac…

  12. The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

    Science.gov (United States)

    Su, Chung-Ho

    2017-01-01

    The advancement of mobile game-based learning has encouraged many related studies, which has enabled students to learn more and faster. To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) with a learning assessment for cardiac…

  13. 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.…

  14. 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.…

  15. INTELLIGENT LEARNING ENVIRONMENTS WITHIN BLENDED LEARNING FOR ENSURING EFFECTIVE C PROGRAMMING COURSE

    Directory of Open Access Journals (Sweden)

    Utku Kose

    2012-02-01

    Full Text Available This paper describes a blended learning implementation and experience supported with intelligentlearning environments included in a learning management system (LMS called @KU-UZEM. Theblended learning model is realized as a combination of face to face education and e-learning. Theintelligent learning environments consist of two applications named CTutor, ITest. In addition tostandard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is aproblem-solving environment, which diagnoses students’ knowledge level but also gives feedbacks andtips to help them to understand the course subject, overcome their misconceptions and reinforce learntconcepts. ITest provides an assessment environment in which students can take quizzes that wereprepared according to their learning levels. The realized model was used for two terms in the “CProgramming” course given at Afyon Kocatepe University. A survey was conducted at the end of thecourse to find out to what extent the students were accepting the blended learning model supported with@KU-UZEM and to discover students’ attitude towards intelligent learning environments. Additionally,an experiment formed with an experimental group who took an active part in the realized model and acontrol group who only took the face to face education was performed during the first term of the course.According to the results, students were satisfied with intelligent learning environments and the realizedlearning model. Furthermore, the use of intelligent learning environments improved the students’knowledge about C programming.

  16. In Search of Learning Opportunities for All - Exploring Learning Environments in Upper Secondary Schools

    Directory of Open Access Journals (Sweden)

    Arnt Vestergaard Louw

    2013-12-01

    Full Text Available In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment is connected to the challenges and opportunities faced by different kinds of students. Based on these analyses, a model of four ideal types of learning environment will be presented. It is concluded that the specific design of the learning environment always comes down to the conscious, reflected and common sharing of the teaching responsibilities as the crucial factor in the development of learning opportunities for all students, regardless of the intention of the teaching and the desired learning outcome.

  17. 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.

  18. 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…

  19. e-Learning, Online Learning, and Distance Learning Environments: Are They the Same?

    Science.gov (United States)

    Moore, Joi L.; Dickson-Deane, Camille; Galyen, Krista

    2011-01-01

    It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out…

  20. 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.

  1. Achieving diversity in nursing through multicontextual learning environments.

    Science.gov (United States)

    Giddens, Jean Foret

    2008-01-01

    Attempts to increase diversity within the nursing profession have resulted in the admission of more ethnically diverse students into nursing education programs. However, traditional curricular and pedagogical practices seen in many nursing programs do not accommodate the learning needs of diverse learners. Nurse educators are encouraged to adopt learner-centered pedagogical approaches and embrace multicontextual learning environments. The purpose of this article is to describe the concept of multicontextuality and to introduce an exemplar of a multicontextual learning environment that has been recently developed and implemented in an undergraduate nursing program. The virtual community, known as The Neighborhood, presents nursing concepts in a rich personal and community context through stories and supplemental multimedia. The perceived benefit is enhancement of conceptual learning in a student-oriented learning environment.

  2. Obstetrical staff nurses experiences of clinical learning.

    Science.gov (United States)

    Veltri, Linda M

    2015-01-01

    The clinical learning experience is used in nursing programs of study worldwide to prepare nurses for professional practice. This study's purpose was to use Naturalistic Inquiry to understand the experiences of staff nurses in an obstetrical unit with undergraduate nursing students present for clinical learning. A convenience sample of 12 staff nurses, employed on a Family Birth Center, participated in semi-structured interviews. The constant comparative method as modified by Lincoln and Guba was used to analyze data. Five themes related to staff nurses experiences of clinical learning were identified: Giving and Receiving; Advancing Professionally and Personally; Balancing Act; Getting to Know and Working with You; and Past and Present. This research highlights staff nurses' experiences of clinical learning in undergraduate nursing education. Staff nurses exert a powerful, long lasting influence on students. A need exists to prepare and judiciously select nurses to work with students. Clinical agencies and universities can take joint responsibility providing tangible incentives, financial compensation, and recognition to all nurses working with nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. 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.

  4. The Adult Learning Environment: Importance of Physical Features.

    Science.gov (United States)

    Vosko, R. S.; Hiemstra, R.

    1988-01-01

    This paper reviews the literature primarily outside of educational circles on three topics--ergonomics, anthropometry, and proxemics--that affect the learning environment. It also discusses some implications in the hope that research and dialogue can be stimulated. (JOW)

  5. Navigation Support for Learners in Informal Learning Environments

    NARCIS (Netherlands)

    Drachsler, Hendrik; Hummel, Hans; Koper, Rob

    2008-01-01

    Drachsler, H., Hummel, H. G. K., & Koper, R. (2008). Navigation Support for Learners in Informal Learning Environments. Presentation given at Doctoral Symposium at ACM Recommender Systems 2008. October, 23-25, 2008, Lausanne, Switzerland.

  6. Teaching strategies in web technologies for virtual learning environments

    National Research Council Canada - National Science Library

    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...

  7. Evaluation of the Learning and Teaching Environment of the Faculty ...

    African Journals Online (AJOL)

    2017-09-14

    Sep 14, 2017 ... However, there are problematic areas revealed by this study that will inform policy formulation and remedial ..... to the institutions for optimal teaching and learning environment. .... using the DREEM inventory. BMC Med Educ ...

  8. 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...... programme capable of recruiting participants from all over the world. In terms of contents, it is organized exemplary according to the problem-based and project-based learning method and the participants have to experiment and develop their own teaching and curriculum. On the virtual learning side...

  9. Coaching Model + Clinical Playbook = Transformative Learning.

    Science.gov (United States)

    Fletcher, Katherine A; Meyer, Mary

    2016-01-01

    Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to "disorienting dilemmas," alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a "Playbook" were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative

  10. 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...

  11. Predicting Student Satisfaction In Distance Education And Learning Environments

    Directory of Open Access Journals (Sweden)

    Ismail SAHIN

    2007-04-01

    Full Text Available The purpose of this study was to analyze characteristics of online learning environments. Data collected using the Distance Education Learning Environments Survey (DELES were used to explore the relationship between student satisfaction and the following predictor variables: instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy. The participants of this study were 917 undergraduate students at an Anatolian university in Turkey. Results of the regression analysis show that four of the six DELES scales, namely, personal relevance, instructor support, active learning, and authentic learning, were significantly and positively related to student satisfaction. These results provide valuable feedback to institutions offering online classes and to educators evaluating satisfaction of their students.

  12. Reuse of Digital Learning Resources in Collaborative Learning Environments

    OpenAIRE

    2006-01-01

    PhD thesis; With background in the proliferation of Information- and Communication Technologies (ICTs) in educational institutions, there is a growing interest in deploying ICT that complies with specifications and standards for learning technologies in these institutions. A key to obtaining the benefits of cost-efficiency and quality that motivate this interest is reuse of digital learning resources. Despite the significant efforts being made in design and deployment of learning technology s...

  13. 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.

  14. The effects of constructivist learning environments: A commentary

    OpenAIRE

    Rikers, Remy; van Gog, Tamara; Paas, Fred

    2008-01-01

    textabstractThis special issue on the effects of constructivist learning environments is based on a symposium organized during the last annual meeting of the American Educational Research Association in Chicago. The studies in this issue not only provide an overview of the multitude of forms a constructivist learning environment can take, they also provide the reader with an overview of recent advances in this domain of research. The present discussion article provides a critical reflection o...

  15. Student Nurses' Learning Needs & Expectations in the Clinical Learning Units

    Directory of Open Access Journals (Sweden)

    M Chabeli

    1999-09-01

    Full Text Available This paper describes and explores the clinical learning needs and expectations of student nurses. An exploratory, descriptive and qualitative design, which is contextual in nature, was used where a focus group interview was conducted with the final year basic students undergoing a four year comprehensive diploma course leading to registration as a professional nurse. Tecsh’s (in Cresswell, 1994:155 method of data analysis was employed. Eight categories were identified as follows: communication; role modelling; up-to-date knowledge and experience; continuous supervision; assessment and evaluation; scientific process; management; professional practice and student status. A recommendation deduced from the conclusions made on the identified clinical learning needs and expectations of the students should enable teachers to address the long standing problem of how students should learn.

  16. 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.

  17. Multiple Intelligences in Virtual and Traditional Skill Instructional Learning Environments

    Science.gov (United States)

    McKethan, Robert; Rabinowitz, Erik; Kernodle, Michael W.

    2010-01-01

    The purpose of this investigation was to examine (a) how Multiple Intelligence (MI) strengths correlate to learning in virtual and traditional environments and (b) the effectiveness of learning with and without an authority figure in attendance. Participants (N=69) were randomly assigned to four groups, administered the Multiple Intelligences…

  18. Social Knowledge Awareness Map for Computer Supported Ubiquitous Learning Environment

    Science.gov (United States)

    El-Bishouty, Moushir M.; Ogata, Hiroaki; Rahman, Samia; Yano, Yoneo

    2010-01-01

    Social networks are helpful for people to solve problems by providing useful information. Therefore, the importance of mobile social software for learning has been supported by many researches. In this research, a model of personalized collaborative ubiquitous learning environment is designed and implemented in order to support learners doing…

  19. Positioning the University Library in the New Learning Environment

    Science.gov (United States)

    Jamieson, Peter

    2005-01-01

    Universities worldwide are reconfiguring their campus environments to respond to the emerging pedagogy within higher education with its emphasis on self-directed, collaborative, and problem-solving approaches to learning. In particular, there is an emphasis on forming "learning communities." In this context libraries are increasingly required to…

  20. 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 th

  1. Developing a Scale for Constructivist Learning Environment Management Skills

    Science.gov (United States)

    Yildirim, M. Cevat

    2014-01-01

    Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment…

  2. Social Knowledge Awareness Map for Computer Supported Ubiquitous Learning Environment

    Science.gov (United States)

    El-Bishouty, Moushir M.; Ogata, Hiroaki; Rahman, Samia; Yano, Yoneo

    2010-01-01

    Social networks are helpful for people to solve problems by providing useful information. Therefore, the importance of mobile social software for learning has been supported by many researches. In this research, a model of personalized collaborative ubiquitous learning environment is designed and implemented in order to support learners doing…

  3. 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…

  4. Ubiquitous Learning Environment as a Solution to Education Problem

    Institute of Scientific and Technical Information of China (English)

    ZHAO Hailan; Jung-Hwan Park

    2006-01-01

    Ubiquitous learning means the intelligent learning environment that enables people to learn using any terminal at any place and at any time no matter what the contents may be. This is different from the existing method of learning the information through the internet or studying at specific place, such as school or library, and so on. People do not need to go to specific place at specific time to access the information that they want, but the learning information finds its way to people, which is the biggest difference from the existing method.Ubiquitous learning aims to solve current problems of education in more creative and learner-oriented way by creating an education environment where learners can learn with any terminal anytime and anywhere without regard to contents. The presentation this time would help promote the understanding of the Ubiquitous and explore the ubiquitous education environment that is capable of solving overall problems of education. In addition, it will propose a direction of ubiquitous learning scenario and the change in the educational environment.

  5. 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.…

  6. 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…

  7. Researching Photographic Participatory Inquiry in an E-Learning Environment

    Science.gov (United States)

    Grushka, Kathryn Meyer; Bellette, Aaron; Holbrook, Allyson

    2014-01-01

    This article focuses on the use of Photographic Participatory Inquiry (PPI) in researching the teaching and learning of photography in the e-learning environment. It is an arts-informed method drawing on digital tools to capture collective information as digital artefacts, which can then be accessed and harnessed to build critical and reflective…

  8. 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…

  9. 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…

  10. 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…

  11. The Hyper Apuntes Interactive Learning Environment for Computer Programming Teaching.

    Science.gov (United States)

    Sommaruga, Lorenzo; Catenazzi, Nadia

    1998-01-01

    Describes the "Hyper Apuntes" interactive learning environment, used as a didactic support to a computer programming course taught at the University Carlos III of Madrid, Spain. The system allows students to study the material and see examples, edit, compile and run programs, and evaluate their learning degree. It is installed on a Web server,…

  12. Designing Learning Environments To Promote Conceptual Change in Science.

    Science.gov (United States)

    Vosniadou, Stella; Ioannides, Christos; Dimitrakopoulou, Aggeliki; Papademetriou, Efi

    2001-01-01

    Studied the use of research-based principles to create a learning environment for teaching mechanics to one class of Greek fifth and sixth graders. Students were encouraged to take active control of their learning, make predictions, and test their own hypotheses. Results show significant differences between experimental and control groups,…

  13. 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…

  14. 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…

  15. 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

    that they would 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...

  16. Creative Learning Environments in Education--A Systematic Literature Review

    Science.gov (United States)

    Davies, Dan; Jindal-Snape, Divya; Collier, Chris; Digby, Rebecca; Hay, Penny; Howe, Alan

    2013-01-01

    This paper reports on a systematic review of 210 pieces of educational research, policy and professional literature relating to creative environments for learning in schools, commissioned by Learning and Teaching Scotland (LTS). Despite the volume of academic literature in this field, the team of six reviewers found comparatively few empirical…

  17. 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…

  18. Designing for Learning: Online Social Networks as a Classroom Environment

    Science.gov (United States)

    Casey, Gail; Evans, Terry

    2011-01-01

    This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

  19. 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.

  20. 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.

  1. Resources for Improving Computerized Learning Environments.

    Science.gov (United States)

    Yeaman, Andrew R. J.

    1989-01-01

    Presents an annotated review of human factors literature that discusses computerized environments. Topics discussed include the application of office automation practices to educational environments; video display terminal (VDT) workstations; health and safety hazards; planning educational facilities; ergonomics in computerized offices; and…

  2. Supporting Collaborative Grammar Learning via a Virtual Learning Environment

    Science.gov (United States)

    Orsini-Jones, Marina; Jones, David

    2007-01-01

    This article reports the results of an investigation into the issues encountered by undergraduate language students while engaging in "the Grammar Project"--a collaborative assessment task for the module Academic and Professional Skills for Language Learning--and shows how encouraging students to take ownership of their learning process…

  3. Creating collaborative learning environments for transforming primary care practices now.

    Science.gov (United States)

    Miller, William L; Cohen-Katz, Joanne

    2010-12-01

    The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

  4. Simulated learning environment (SLE) in audiology education: A systematic review.

    Science.gov (United States)

    Dzulkarnain, Ahmad Aidil Arafat; Wan Mhd Pandi, Wan Mahirah; Rahmat, Sarah; Zakaria, Nur 'Azzah

    2015-01-01

    To systematically review the relevant peer-review literature investigating the outcome of simulated learning environment (SLE) training in audiology education. A systematic review research design. Fifteen databases were searched with four studies meeting the inclusion criteria. Three of the four studies revealed positive findings for the use of an SLE (that is, the SLE group showed a higher post-training score compared to the traditional training group or a significantly higher post-training score than the non-training groups). One study revealed negative findings where the traditional training group showed a significantly higher post-training score than the SLE group. In addition, both the studies comparing post- and pre-training scores reported significantly higher post-training scores than the pre-training scores of the participants that underwent SLE training. Overall, this review supports the notions that SLE training is an effective learning tool and can be used for basic clinical training. This conclusion should be treated with caution, considering the limited numbers of studies published in this area and future research should be conducted to cope with the gaps highlighted in this review.

  5. [Anaesthetists learn--do institutions also learn? Importance of institutional learning and corporate culture in clinics].

    Science.gov (United States)

    Schüpfer, G; Gfrörer, R; Schleppers, A

    2007-10-01

    In only a few contexts is the need for substantial learning more pronounced than in health care. For a health care provider, the ability to learn is essential in a changing environment. Although individual humans are programmed to learn naturally, organisations are not. Learning that is limited to individual professions and traditional approaches to continuing medical education is not sufficient to bring about substantial changes in the learning capacity of an institution. Also, organisational learning is an important issue for anaesthesia departments. Future success of an organisation often depends on new capabilities and competencies. Organisational learning is the capacity or processes within an organisation to maintain or improve performance based on experience. Learning is seen as a system-level phenomenon as it stays in the organisation regardless of the players involved. Experience from other industries shows that learning strategies tend to focus on single loop learning, with relatively little double loop learning and virtually no meta-learning or non-learning. The emphasis on team delivery of health care reinforces the need for team learning. Learning organisations make learning an intrinsic part of their organisations and are a place where people continually learn how to learn together. Organisational learning practice can help to improve existing skills and competencies and to change outdated assumptions, procedures and structures. So far, learning theory has been ignored in medicine, due to a wide variety of complex political, economic, social, organisational culture and medical factors that prevent innovation and resist change. The organisational culture is central to every stage of the learning process. Learning organisations move beyond simple employee training into organisational problem solving, innovation and learning. Therefore, teamwork and leadership are necessary. Successful organisations change the competencies of individuals, the systems

  6. Creating a Learning Environment in English Class

    Institute of Scientific and Technical Information of China (English)

    许楠

    2006-01-01

    We are living in a time of deep structural change, which no longer asks for the reproduction of knowledge but for ideas, creativity and new ways of thinking. Compared with such tremendous changes, our English education remains virtually static. How to keep students interested in learning? What skill sets are required for students to face future challenges? This paper deals with some proposals about how to create a classroom atmosphere conducive to interacting in English in meaningful ways, through which students can make progress in learning English.

  7. Applying the Principles of Significant Learning in the e-learning environment.

    Science.gov (United States)

    Magnussen, Lois

    2008-02-01

    E-learning technologies in education use adult learning theories that view the educator as a facilitator of learning and an assessor of outcomes. The change to this technology requires a shift in the focus of a course from the educator to the subject. The experience of one faculty member involved in an implementation of an online program is used to demonstrate the application of Fink's principles of significant learning in the virtual environment. Fink urged faculty to create learning-centered courses, as opposed to content-centered courses. The taxonomy of six course components he proposed as necessary to significant learning are foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Fink's taxonomy of significant learning can be used as a framework to focus course planning and assessment of student outcomes as courses are adapted to a Web-based environment.

  8. Networked Environments that Create Hybrid Spaces for Learning Science

    Science.gov (United States)

    Otrel-Cass, Kathrin; Khoo, Elaine; Cowie, Bronwen

    2014-01-01

    Networked learning environments that embed the essence of the Community of Inquiry (CoI) framework utilise pedagogies that encourage dialogic practices. This can be of significance for classroom teaching across all curriculum areas. In science education, networked environments are thought to support student investigations of scientific problems,…

  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. 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…

  11. Critical Connections: Personal Learning Environments and Information Literacy

    Science.gov (United States)

    Hicks, Alison; Sinkinson, Caroline

    2015-01-01

    Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners' critical engagement with new information environments, each was developed within a different field. This…

  12. 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…

  13. A serious gaming/immersion environment to teach clinical cancer genetics.

    Science.gov (United States)

    Nosek, Thomas M; Cohen, Mark; Matthews, Anne; Papp, Klara; Wolf, Nancy; Wrenn, Gregg; Sher, Andrew; Coulter, Kenneth; Martin, Jessica; Wiesner, Georgia L

    2007-01-01

    We are creating an interactive, simulated "Cancer Genetics Tower" for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus "winning" the game. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a "great way to teach", it held their attention, and it made learning fun. A majority of the students preferred the Tower over other resources to learn Cancer Genetics.

  14. Professional nurses as reflective clinical learning facilitators

    Directory of Open Access Journals (Sweden)

    M. Chabell

    1998-09-01

    Full Text Available With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the communtiy and to facilitate outcome- based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

  15. Avatars: Usefulness in Collaborative Online Learning Environments

    Science.gov (United States)

    Wilton, Lesley; Noël, Tonya

    2011-01-01

    Digital technologies that enhance computer-mediated communications are provoking change in the way educators interact with learners. As online course offerings expand and enrollment numbers increase, the challenges of effective online learning call for innovation and creativity. It is beneficial to introduce activities which establish trust and…

  16. Automating Expertise in Collaborative Learning Environments

    Science.gov (United States)

    LaVoie, Noelle; Streeter, Lynn; Lochbaum, Karen; Wroblewski, David; Boyce, Lisa; Krupnick, Charles; Psotka, Joseph

    2010-01-01

    We have developed a set of tools for improving online collaborative learning including an automated expert that monitors and moderates discussions, and additional tools to evaluate contributions, semantically search all posted comments, access a library of hundreds of digital books and provide reports to instructors. The technology behind these…

  17. 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…

  18. Knowledge Transfer in Online Learning Environments

    Science.gov (United States)

    Hansen, David E.

    2008-01-01

    Research comparing online and traditional course delivery methods has sought to demonstrate the equivalence of student performance in online and traditional courses. This study examines the unique proposition that online course delivery is superior to traditional when it comes to applied learning and is thus superior in the process of knowledge…

  19. 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 comp...

  20. 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…

  1. John B. Watson's Legacy: Learning and Environment.

    Science.gov (United States)

    Horowitz, Frances Degen

    1992-01-01

    Evaluates John B. Watson's contributions to developmental psychology. Watson's insistence on objective methodology in psychology retains its influence, but his extreme environmentalism has been rejected. His concern with the principles of learning is reflected in the work of Hull and Skinner. (BC)

  2. Learning in Technology: Reconceptualizing Immersive Environments

    Science.gov (United States)

    Schrader, P. G.

    2008-01-01

    Traditional models of technology integration can be classified into three general categories or perspectives: (a) learning about, (b) from, or (c) with technology. However, the increase in networking technologies has given rise to virtual communities, cultures, and worlds. This article proposes an additional perspective that acknowledges emerging…

  3. 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.

  4. The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-01-01

    Background: 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…

  5. Educational Game Design. Bridging the gab between computer based learning and experimental learning environments

    DEFF Research Database (Denmark)

    Andersen, Kristine

    2007-01-01

    Considering the rapidly growing amount of digital educational materials only few of them bridge the gab between experimental learning environments and computer based learning environments (Gardner, 1991). Observations from two cases in primary school and lower secondary school in the subject...

  6. 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…

  7. 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…

  8. The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-01-01

    Background: 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…

  9. Profiles Junior high School West Java in Education Learning Environment

    Directory of Open Access Journals (Sweden)

    NFN Nahadi

    2014-02-01

    Full Text Available 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 school in West Java has been in force since 2007 after the enactment of the Governor of West Java on environmental education for junior high school students in West Java. Learning that lasts generally implemented in conventional teacher, and it is without any innovations. It has made learning the essential condition runs well, but has not lasted optimally.

  10. 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. Keywords: Information communication technology (ICT, Computer-mediated communication (CMC, Technology-based environment, Writing skill, E-collaboration, Cooperative learning

  11. 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.

  12. Robot path planning in dynamic environment based on reinforcement learning

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    Proposes an adaptive learning method based on reinforcement learning for robot path planning prob lem, which enables the robot to adaptively learn and perform effective path planning, to avoid the moving obsta cles and reach the target. Thereby achieving automatic construction of path planning strategy and making the system adaptive to multi-robots system dynamic environments, and concludes from computer simulation experi ment that the method is powerful to solve the problem of multi-robot path planning, and it is a meaningful try to apply reinforcement learning techniques in multi-robot systems to develop the system's intelligence degree.

  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. Case-based learning in an electronic learning environment

    OpenAIRE

    John Graham

    2014-01-01

    The benefits of e-learning have been widely established. These benefits include reduced costs, time savings, flexibility, accessible learning, and convenience. Due to such benefits, it has attracted business, industry, the professions, and of course educational institutes to begin using this platform either to supplement traditional teaching strategies or offer it as a complete substitute for them. The benefits of teaching with case studies are also well-recognized. Working with real world si...

  15. 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…

  16. 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.

  17. 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…

  18. Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

    Science.gov (United States)

    Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

    2013-01-01

    Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

  19. A Multi-Agent Question-Answering System for E-Learning and Collaborative Learning Environment

    Science.gov (United States)

    Alinaghi, Tannaz; Bahreininejad, Ardeshir

    2011-01-01

    The increasing advances of new Internet technologies in all application domains have changed life styles and interactions. E-learning and collaborative learning environment systems are originated through such changes and aim at providing facilities for people in different times and geographical locations to cooperate, collaborate, learn and work…

  20. Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

    Science.gov (United States)

    Bidarra, Jose; Araujo, Joao

    2013-01-01

    This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we…

  1. 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…

  2. 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…

  3. Implementation of a Learning Design Run-Time Environment for the .LRN Learning Management System

    Science.gov (United States)

    del Cid, Jose Pablo Escobedo; de la Fuente Valentin, Luis; Gutierrez, Sergio; Pardo, Abelardo; Kloos, Carlos Delgado

    2007-01-01

    The IMS Learning Design specification aims at capturing the complete learning flow of courses, without being restricted to a particular pedagogical model. Such flow description for a course, called a Unit of Learning, must be able to be reproduced in different systems using a so called run-time environment. In the last few years there has been…

  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. Aligning Instruction to Individual Learning Needs in Adaptive Hypertext Learning Environments

    NARCIS (Netherlands)

    Bezdan, Eniko; Kester, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 31 August). Aligning Instruction to Individual Learning Needs in Adaptive Hypertext Learning Environments. Presentation at the 14th Biennial Conference of the European Association for Research on Learning and Instruction, Exeter, United Kingdom.

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

    Directory of Open Access Journals (Sweden)

    Sean Tackett

    2015-07-01

    Full Text Available Purpose: 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. Methods: 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. Results: 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. Conclusion: 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.

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

    Directory of Open Access Journals (Sweden)

    Sean Tackett

    2015-07-01

    Full Text Available Purpose: 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. Methods: 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. Results: 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. Conclusion: 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.

  8. 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.

  9. Informal interprofessional learning: visualizing the clinical workplace.

    Science.gov (United States)

    Wagter, Judith Martine; van de Bunt, Gerhard; Honing, Marina; Eckenhausen, Marina; Scherpbier, Albert

    2012-05-01

    Daily collaboration of senior doctors, residents and nurses involves a major potential for sharing knowledge between professionals. Therefore, more attention needs to be paid to informal learning to create strategies and appropriate conditions for enhancing and effectuating informal learning in the workplace. The aim of this study is to visualize and describe patterns of informal interprofessional learning relations among staff in complex care. Questionnaires with four network questions - recognized as indicators of informal learning in the clinical workplace - were handed out to intensive and medium care unit (ICU/MCU) staff members (N = 108), of which 77% were completed and returned. Data were analyzed using social network analysis and Mokken scale analysis. Densities, tie strength and reciprocity of the four networks created show MCU and ICU nurses as subgroups within the ward and reveal central but relatively one-sided relations of senior doctors with nurses and residents. Based on the analyses, we formulated a scale of intensity of informal learning relations that can be used to understand and stimulate informal interprofessional learning.

  10. Learning Competencies Used In the U.S. Navy’s Virtual Schoolhouse Learning Environment

    Science.gov (United States)

    2016-12-01

    Bower’s (YEAR) “operational” competency. It includes simultaneously communicating across various virtual platforms and across multiple levels, such as...Distribution is unlimited. LEARNING COMPETENCIES USED IN THE U.S. NAVY’S VIRTUAL SCHOOLHOUSE LEARNING ENVIRONMENT by Jennifer M. Bower...COMPETENCIES USED IN THE U.S. NAVY’S VIRTUAL SCHOOLHOUSE LEARNING ENVIRONMENT 5. FUNDING NUMBERS 6. AUTHOR(S) Jennifer M. Bower and Jonathan R

  11. 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…

  12. 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.

  13. An innovative model of supportive clinical teaching and learning for undergraduate nursing students: the cluster model.

    Science.gov (United States)

    Bourgeois, Sharon; Drayton, Nicola; Brown, Ann-Marie

    2011-03-01

    Students look forward to their clinical practicum to learn within the context of reality nursing. As educators we need to actively develop models of clinical practicum whereby students are supported to engage and learn in the clinical learning environment. The aim of this paper is to describe an innovative model of supportive clinical teaching and learning for undergraduate nursing students as implemented in a large teaching hospital in New South Wales, Australia. The model of supportive clinical teaching and learning situates eight students at a time, across a shift, on one ward, with an experienced registered nurse from the ward specialty, who is employed as the clinical teacher to support nursing students during their one to two week block practicum. Results from written evaluation statements inform the discussion component of the paper for a model that has proved to be successful in this large healthcare facility.

  14. Learning to Live with the Environment.

    Science.gov (United States)

    Inglis, Tom

    1991-01-01

    Adult educators' involvement with environmental issues is associated with morality, political education, and social change. Empowering the powerless raises the question of the definition of social power and the role of education in helping people reflect critically on their relationship to the environment--mastery and control versus coexistence.…

  15. Relations between Students’ Motivation, and Perceptions of the Learning Environment

    Directory of Open Access Journals (Sweden)

    Marko Radovan

    2015-06-01

    Full Text Available In this research, we have examined the characteristics of university students’ motivation and its connection with perceptions of the learning environment. Higher education teachers often find it challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991. For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning.

  16. Social Networks as Learning Environments for Higher Education

    Directory of Open Access Journals (Sweden)

    J.A.Cortés

    2014-09-01

    Full Text Available Learning is considered as a social activity, a student does not learn only of the teacher and the textbook or only in the classroom, learn also from many other agents related to the media, peers and society in general. And since the explosion of the Internet, the information is within the reach of everyone, is there where the main area of opportunity in new technologies applied to education, as well as taking advantage of recent socialization trends that can be leveraged to improve not only informing of their daily practices, but rather as a tool that explore different branches of education research. One can foresee the future of higher education as a social learning environment, open and collaborative, where people construct knowledge in interaction with others, in a comprehensive manner. The mobility and ubiquity that provide mobile devices enable the connection from anywhere and at any time. In modern educational environments can be expected to facilitate mobile devices in the classroom expansion in digital environments, so that students and teachers can build the teaching-learning process collectively, this partial derivative results in the development of draft research approved by the CONADI in “Universidad Cooperativa de Colombia”, "Social Networks: A teaching strategy in learning environments in higher education."

  17. The Notion of Presence in Virtual Learning Environments: What Makes the Environment "Real".

    Science.gov (United States)

    Jelfs, Anne; Whitelock, Denise

    2000-01-01

    Examines the role of virtual environments as conceptual learning tools in science at the United Kingdom Open University and the notion of presence, or reality. Interviews with competent computer users about their feelings of presence when using virtual environments indicate that audio feedback and ease of navigation are important. (Author/LRW)

  18. Designing Scientific Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?

    DEFF Research Database (Denmark)

    Verbeke, Johan

    2015-01-01

    architecture, arts and design) and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups...... as well as moments of collective learning. Organizers are recommended to adopt an explicit conference design. Constructivist content: Following a constructivist approach to learning environments, this paper stresses the importance of scheduling moments of active and collective learning and knowledge...

  19. Changing the learning environment to promote deep learning approaches in first year accounting students

    OpenAIRE

    2004-01-01

    Developing deep approaches to learning is claimed to enhance students' engagement with their subject material and result in improved analytical and conceptual thinking skills. Numerous calls have been made for accounting educators to adopt strategies that produce such results. This paper reports on changes to the learning environment centring on the introduction of group learning activities that were designed to improve the quality of students' learning outcomes. The impact of changes in the ...

  20. Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

    Science.gov (United States)

    Samur, Yavuz

    2011-01-01

    In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

  1. Dental students' and staff perceptions of the impact of learning environment disruption on their learning and teaching experiences.

    Science.gov (United States)

    The, A J M; Adam, L; Meldrum, A; Brunton, P

    2017-10-06

    This project is a qualitative investigation into student and staff experiences of the effect of a major building redevelopment on their Dental School learning and teaching environments. Currently, there is little research exploring the impact of disruptions to the learning environment on students' learning and staff teaching experiences. Data were collected in 2016 using an online survey, semi-structured interviews and focus groups with students and staff. Data were analysed using a general inductive approach. Four broad themes emerged as follows: (i) students valued having a space for personal and collaborative work within the Dental School; (ii) both staff and students positioned staff contributions to learning experiences above the role of the physical learning environment; (iii) the majority of staff and students not feel that the physical environment limited their clinical training; and (iv) staff and students were able to adapt to the impact of building redevelopment through resilience and organisation. Results of this research have informed the provision of collegial spaces at the School, both as the building redevelopment continues, and in planning for the completed building. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. 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…

  3. Enhancing clinical learning in the workplace: a qualitative study.

    Science.gov (United States)

    Magnier, K; Wang, R; Dale, V H M; Murphy, R; Hammond, R A; Mossop, L; Freeman, S L; Anderson, C; Pead, M J

    Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

  4. Work-based learning in health care environments.

    Science.gov (United States)

    Spouse, J

    2001-03-01

    In reviewing contemporary literature and theories about work-based learning, this paper explores recent trends promoting life-long learning. In the process the paper reviews and discusses some implications of implementing recent policies and fostering le arning in health care practice settings. Recent Government policies designed to provide quality health care services and to improve staffing levels in the nursing workforce, have emphasized the importance of life-long learning whilst learning-on-the-job and the need to recognize and credit experiential learning. Such calls include negotiation of personal development plans tailored to individual educational need and context-sensitive learning activities. To be implemented effectively, this policy cann ot be seen as a cheap option but requires considerable financial resourcing for preparation of staff and the conduct of such activities. Successful work-based learning requires investment in staff at all levels as well as changes to staffing structures in organizations and trusts; changes designed to free people up to work and learn collaboratively. Creating an organizational environment where learning is prized depends upon a climate of trust; a climate where investigation and speculation are fostered and where time is protected for engaging in discussions about practice. Such a change may be radical for many health care organizations and may require a review of current policies and practices ensuring that they include education at all levels. The nature of such education also requires reconceptualizing. In the past, learning in practice settings was seen as formal lecturing or demonstration, and relied upon behaviourist principles of learning. Contemporary thinking suggests effective learning in work-settings is multi-faceted and draws on previously acquired formal knowledge, contextualizes it and moulds it according to situations at hand. Thinking about work-based learning in this way raises questions about how such

  5. Measurement of optimal learning environments: Validation of the parents’ attitudes towards self-regulated learning scale

    Directory of Open Access Journals (Sweden)

    Julia Steinbach

    2015-06-01

    Full Text Available Parents’ attitudes towards self-regulated learning and their influence on children’s learning behav-ior have been a rather neglected area of research. One reason for this is very likely the lack of a suitable measurement instrument. We adapted a measurement instrument designed to assess prima-ry teachers’ attitudes towards self-regulated learning for use with parents and validated it on a sample of 664 parents and their primary-school children. The instrument measures parents’ attitudes towards various cognitive and metacognitive strategies that have been shown to be particularly effective in self-regulated learning processes of primary-school children. In a first step, the factor structure and the theoretical appropriateness of the instrument was verified via a confirmatory factor analysis. In a second step, the validity of the scale was tested with a structural equation model. Parents’ attitudes towards self-regulated learning predicted how they facilitated the learning environment of their children; we measured parents’ learning-environment facilitation with two scales: parental autonomy support during learning and setting up children’s homework workspaces. The path between attitudes towards self-regulated learning and learning-environment facilitation was mediated by parents’ self-efficacy regarding learning support. The criterion variable, parents’ learning-environment facilitation, then, in turn, predicted students’ school achievement as assessed with grades and a standardized test. These initial results suggest that the adapted instrument is useful for assessing parents’ attitudes towards self-regulated learning and that these attitudes seem to influence the kind of learning environment parents create.

  6. 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,

  7. Problem-Based Learning in Formal and Informal Learning Environments

    Science.gov (United States)

    Shimic, Goran; Jevremovic, Aleksandar

    2012-01-01

    Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

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

    NARCIS (Netherlands)

    Meijers, Frans; Kuijpers, Marinka

    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, cer

  9. Problem-Based Learning in Formal and Informal Learning Environments

    Science.gov (United States)

    Shimic, Goran; Jevremovic, Aleksandar

    2012-01-01

    Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

  10. A Constructionist Learning Environment for Teachers to Model Learning Designs

    Science.gov (United States)

    Laurillard, D.; Charlton, P.; Craft, B.; Dimakopoulos, D.; Ljubojevic, D.; Magoulas, G.; Masterman, E.; Pujadas, R.; Whitley, E.A.; Whittlestone, K.

    2013-01-01

    The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a…

  11. 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, cer

  12. A Constructionist Learning Environment for Teachers to Model Learning Designs

    Science.gov (United States)

    Laurillard, D.; Charlton, P.; Craft, B.; Dimakopoulos, D.; Ljubojevic, D.; Magoulas, G.; Masterman, E.; Pujadas, R.; Whitley, E.A.; Whittlestone, K.

    2013-01-01

    The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a…

  13. Lessons Learned from Radiation Oncology Clinical Trials

    OpenAIRE

    Liu, Fei-Fei; Okunieff, Paul; Bernhard, Eric J.; Stone, Helen B.; Yoo, Stephen; Coleman, C. Norman; Vikram, Bhadrasain; Brown, Martin; Buatti, John; Guha, Chandan

    2013-01-01

    A Workshop entitled “Lessons Learned from Radiation Oncology Trials” was held on December 7–8th, 2011 in Bethesda, MD, to present and discuss some of the recently conducted Radiation Oncology clinical trials with a focus on those that failed to refute the null hypothesis. The objectives of this Workshop were to summarize and examine the questions that these trials provoked, to assess the quality and limitations of the pre-clinical data that supported the hypotheses underlying these trials, an...

  14. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students.

    Science.gov (United States)

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Oyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher's role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components.

  15. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

    Science.gov (United States)

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

  16. 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.

  17. Cognitive theories and the design of e-learning environments.

    Science.gov (United States)

    Gillani, Bijan; O'Guinn, Christina

    2004-01-01

    Cognitive development refers to a mental process by which knowledge is acquired, stored, and retrieved to solve problems. Therefore, cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement in education and educational technology. In order to appreciate how cognitive developmental theories have contributed to the design, process and development of constructive e-learning environments, we shall first present Piaget's cognitive theory and derive an inquiry training model from it that will support a constructivism approach to teaching and learning. Second, we will discuss an example developed by NASA that used the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create e-learning environments.

  18. COOPERATIVE LEARNING AS AN ENVIRONMENT FOR FOREIGN LANGUAGE ACQUISITION

    OpenAIRE

    SERNIAK O.M.

    2012-01-01

    The article concentrates on ways of providing opportunities for meaningful interaction in foreign language classroom settings. The investigation deals with the analysis of cooperative learning as an environment for foreign language acquisition at a university level. The article explores several methods and activities that are for most part compatible with an interactional approach. Special techniques of implementation cooperative learning activities in foreign language classroom settings are ...

  19. Developing students’ collaborative skills in interdisciplinary learning environments

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Svidt, Kjeld; Thygesen, Maria

    2015-01-01

    is based on the principles of Building Information Modeling (BIM), which facilitate the coordination and collaboration between parties of a building design and construction team, and in this process, essential communication and interpersonal skills are mobilized and developed. Data about the students......' 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...

  20. Creating Adaptive Environment for e-Learning Courses

    OpenAIRE

    Bozidar Radenkovic; Marijana Despotovic; Zorica Bogdanovic; Dusan Barac

    2009-01-01

    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 ...

  1. Effects of clinical practice environments on clinical teacher and nursing student outcomes.

    Science.gov (United States)

    Babenko-Mould, Yolanda; Iwasiw, Carroll L; Andrusyszyn, Mary-Anne; Laschinger, Heather K S; Weston, Wayne

    2012-04-01

    The purpose of this study was to use a cross-sectional survey design, with an integrated theoretical perspective, to examine clinical teachers' (n = 64) and nursing students' (n = 352) empowerment, teachers' and students' perceptions of teachers' use of empowering teaching behaviors, students' perceptions of nurses' practice behaviors, and students' confidence for practice in acute care settings. In this study, teachers and students were moderately empowered. Teachers reported using a high level of empowering teaching behaviors, which corresponded with students' perceptions of teachers' use of such behaviors. Teachers' empowerment predicted 21% of their use of empowering teaching behaviors. Students reported nurses as using a high level of professional practice behaviors. Students felt confident for professional nursing practice. The findings have implications for practice contexts related to empowering teaching-learning environments and self-efficacy.

  2. Two different motor learning mechanisms contribute to learning reaching movements in a rotated visual environment.

    Science.gov (United States)

    Chu, Virginia Way Tong; Sanger, Terence David

    2014-01-01

    Practice of movement in virtual-reality and other artificially altered environments has been proposed as a method for rehabilitation following neurological injury and for training new skills in healthy humans.  For such training to be useful, there must be transfer of learning from the artificial environment to the performance of desired skills in the natural environment.  Therefore an important assumption of such methods is that practice in the altered environment engages the same learning and plasticity mechanisms that are required for skill performance in the natural environment.  We test the hypothesis that transfer of learning may fail because the learning and plasticity mechanism that adapts to the altered environment is different from the learning mechanism required for improvement of motor skill.  In this paper, we propose that a model that separates skill learning and environmental adaptation is necessary to explain the learning and aftereffects that are observed in virtual reality experiments.  In particular, we studied the condition where practice in the altered environment should lead to correct skill performance in the original environment. Our 2-mechanism model predicts that aftereffects will still be observed when returning to the original environment, indicating a lack of skill transfer from the artificial environment to the original environment. To illustrate the model prediction, we tested 10 healthy participants on the interaction between a simple overlearned motor skill (straight hand movements to targets in different directions) and an artificially altered visuomotor environment (rotation of visual feedback of the results of movement).  As predicted by the models, participants show adaptation to the altered environment and after-effects on return to the baseline environment even when practice in the altered environment should have led to correct skill performance.  The presence of aftereffect under all conditions that involved changes in

  3. 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…

  4. 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…

  5. 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.

  6. Designing Collaborative Learning Environments Using Educational Scenarios Based on SR

    Directory of Open Access Journals (Sweden)

    Fotini Paraskeva

    2009-01-01

    Full Text Available As more and more studies acknowledge that students are basic contributors to the learning process, factors such as self concept, (computer self-efficacy and self-regulation are important in enhancing human performance. Nevertheless, these learner characteristics have received little attention in the e-learning environment. This paper presents the results of a study indicating significant positive relationships between learner characteristics, such as self-concept (academic achievement and job achievement, Computer Self Efficacy (CSE and Self-Regulation (SR constructs. Acknowledging the requirement for a strong shift of students towards developing self-regulated scenarios and strategies, we suggest that collaborative e-learning environments should be designed according to the self-regulated theory and self-beliefs. As a result, in this study we present a model examining how we can design educational scenarios based on self-regulation theory in a collaborative e-learning environment. This model is a tool for conducting experiments in e-learning university courses, studying the design, development and evaluation of the collaborative learning process.

  7. 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

  8. Peer assisted learning in the clinical setting: an activity systems analysis.

    Science.gov (United States)

    Bennett, Deirdre; O'Flynn, Siun; Kelly, Martina

    2015-08-01

    Peer assisted learning (PAL) is a common feature of medical education. Understanding of PAL has been based on processes and outcomes in controlled settings, such as clinical skills labs. PAL in the clinical setting, a complex learning environment, requires fresh evaluation. Socio-cultural theory is proposed as a means to understand educational interventions in ways that are practical and meaningful. We describe the evaluation of a PAL intervention, introduced to support students' transition into full time clinical attachments, using activity theory and activity systems analysis (ASA). Our research question was How does PAL transfer to the clinical environment? Junior students on their first clinical attachments undertook a weekly same-level, reciprocal PAL activity. Qualitative data was collected after each session, and focus groups (n = 3) were held on completion. Data was analysed using ASA. ASA revealed two competing activity systems on clinical attachment; Learning from Experts, which students saw as the primary function of the attachment and Learning with Peers, the PAL intervention. The latter took time from the first and was in tension with it. Tensions arose from student beliefs about how learning takes place in clinical settings, and the importance of social relationships, leading to variable engagement with PAL. Differing perspectives within the group were opportunities for expansive learning. PAL in the clinical environment presents challenges specific to that context. Using ASA helped to describe student activity on clinical attachment and to highlight tensions and contradictions relating PAL in that setting. Planning learning opportunities on clinical placements, must take account of how students learn in workplaces, and the complexity of the multiple competing activity systems related to learning and social activities.

  9. Biopsym : a learning environment for transrectal ultrasound guided prostate biopsies

    CERN Document Server

    Thomas, Janssoone; Vadcard, Lucile; Mozer, Pierre; Troccaz, Jocelyne

    2010-01-01

    This paper describes a learning environment for image-guided prostate biopsies in cancer diagnosis; it is based on an ultrasound probe simulator virtually exploring real datasets obtained from patients. The aim is to make the training of young physicians easier and faster with a tool that combines lectures, biopsy simulations and recommended exercises to master this medical gesture. It will particularly help acquiring the three-dimensional representation of the prostate needed for practicing biopsy sequences. The simulator uses a haptic feedback to compute the position of the virtual probe from three-dimensional (3D) ultrasound recorded data. This paper presents the current version of this learning environment.

  10. 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.

  11. Developing an instrument to measure effective factors on clinical learning

    Directory of Open Access Journals (Sweden)

    IDEH DADGARAN

    2016-07-01

    Full Text Available Introduction: Although nursing students spend a large part of their learning period in the clinical environment, clinical learning has not been perceived by its nature yet. To develop an instrument to measure effective factors on clinical learning in nursing students. Methods: This is a mixed methods study performed in 2 steps. First, the researchers defined “clinical learning” in nursing students through qualitative content analysis and designed items of the questionnaire based on semi-structured individual interviews with nursing students. Then, as the second step, psychometric properties of the questionnaire were evaluated using the face validity, content validity, construct validity, and internal consistency evaluated on 227 students from fourth or higher semesters. All the interviews were recorded and transcribed, and then, they were analyzed using Max Qualitative Data Analysis and all of qualitative data were analyzed using SPSS 14. Results: To do the study, we constructed the preliminary questionnaire containing 102 expressions. After determination of face and content validities by qualitative and quantitative approaches, the expressions of the questionnaire were reduced to 45. To determine the construct validity, exploratory factor analysis was applied. The results indicated that the maximum variance percentage (40.55% was defined by the first 3 factors while the rest of the total variance percentage (59.45% was determined by the other 42 factors. Results of exploratory factor analysis of this questionnaire indicated the presence of 3 instructor-staff, students, and educational related factors. Finally, 41 expressions were kept in 3 factor groups. The α-Cronbach coefficient (0.93 confirmed the high internal consistency of the questionnaire. Conclusion: Results indicated that the prepared questionnaire was an efficient instrument in the study of the effective factors on clinical learning as viewed by nursing students since it

  12. 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.

  13. Tap it again, Sam: Harmonizing Personal Environments towards Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Bernardo Tabuenca

    2015-03-01

    Full Text Available The increasing number of mobile vendors releasing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The scaffolding of learning ecologies is a key aspect for lifelong learners in their challenge to integrate learning activities into busy daily life. The contribution of this manuscript is twofold: first, a review of scientific literature in which NFC has been used with a direct or indirect purpose to learn is presented, and potential uses for learners are classified according to their type of interaction; based on these findings the NFC MediaPlayer is presented as an instantiation of an ecology of resources (EoR in a lifelong learning context. Finally, shortcomings and best practices are highlighted in the conclusions, and future work is discussed.

  14. Design of a Learning Environment for Management Education

    Science.gov (United States)

    Cinque, Maria; Martini, Antonella

    There has been a vast debate in recent years about usage patterns of social computing and web 2.0 tools in learning contexts. A growing number of researchers suggest that certain pedagogical approaches are best suited in these contexts, since they involve active engagement, social learning, continuous feedback, enabling students' autonomous understanding and the transfer of those skills to useful or real-life settings. In this article we present the use of a social network as part of a formal course of Management at the University of Pisa. The institutional VLE - based on Moodle - has been integrated with a student support group hosted on Ning. Problems and opportunities for using Ning have been discussed in small groups and students feedback will be reported. The shift from Learning Management System (course centric) to a Personal Learning Environment (people centric) and then to Personal Learning Network is also been discussed and a framework for Education 2.0 is provided.

  15. Time to rethink the role of the library in educating doctors: driving information literacy in the clinical environment

    Science.gov (United States)

    Simons, Mary R.; Morgan, Michael Kerin; Davidson, Andrew Stewart

    2012-01-01

    Question: Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning? Setting: The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM's educational and clinical environments. Methods: A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians' literature search strategies, results, and conclusions. Librarians provided support to clinicians' literature searches and assessed their presentations using a checklist. Main Results: Outcome data showed clinicians' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided. Conclusion: IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment. PMID:23133329

  16. Time to rethink the role of the library in educating doctors: driving information literacy in the clinical environment.

    Science.gov (United States)

    Simons, Mary R; Morgan, Michael Kerin; Davidson, Andrew Stewart

    2012-10-01

    Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning? The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM's educational and clinical environments. A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians' literature search strategies, results, and conclusions. Librarians provided support to clinicians' literature searches and assessed their presentations using a checklist. Outcome data showed clinicians' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided. IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment.

  17. A Simulated Learning Environment for Teaching Medicine Dispensing Skills

    Science.gov (United States)

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

    2016-01-01

    Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. 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. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment. PMID:26941437

  18. 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.

  19. Towards a Collaborative Open Environment of Project-Centred Learning

    DEFF Research Database (Denmark)

    Bongio, Aldo; van Bruggen, Jan; Ceri, Stefano

    problems. Such an environment will become increasingly relevant in multinational universities and companies, and it has brought a number of challenges to existing e-learning technologies. COOPER is an ongoing project that focuses on developing and testing such a collaborative and project-centred leaning...... environment. This paper proposes a COOPER framework and shows its approaches to address the various research challenges. This work is partially supported by EU/IST FP6 STREP project COOPER (contract number IST-2005-027073)....

  20. 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.