WorldWideScience

Sample records for include adult learners

  1. Flexible provisioning for adult learners

    NARCIS (Netherlands)

    Hermans, Henry; Janssen, José; Vogten, Hubert; Koper, Rob

    2014-01-01

    In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more

  2. Rich Environments for Adult Learners

    Science.gov (United States)

    Bentham, Renee

    2008-01-01

    Unaware of the messages a bare adult learning environment sends and its effect on adult learners, a trainer attends an intensive Reggio Emilia course and learns that the physical environment is the "third teacher"--for adults as well as for children. Using principles of Reggio, she offers suggestions for enhancing adult learning spaces and…

  3. Teachers of adults as learners

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... (cf. Knowles, Brookfield, Illeris, Lawler, King, Wahlgreen). If we study adult teachers as learners in practice, we may be able to identify what the teachers’ practice requires, and thereby qualify the efforts of teacher educators.......This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... need can be taught in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/-teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address...

  4. Challenges Faced by Adult Learners Enrolled in Blended Distance ...

    African Journals Online (AJOL)

    This research attempted to provide an insight into major barriers facing adult learners pursuing a diploma in adult and continuing education programme through Blended Distance Learning. Participants included the adult learners, staff from the Department of Open and Distance Learning who are also the facilitators of the ...

  5. Towards a Framework for Teaching Adult Learners.

    Science.gov (United States)

    Van Duzer, Carol

    1997-01-01

    A brief review of what is known about teaching English as a Second Language (ESL) to adults focuses on four areas: characteristics and needs of adult English language learners; program design and instructional practices; ESL teacher preparation and staff development; and learner assessment and outcomes. Teachers are urged to let colleagues,…

  6. Interaction of African American Learners Online: An Adult Education Perspective

    Science.gov (United States)

    Kang, Haijun; Yang, Yang

    2016-01-01

    This study examines how various life factors and personal attributes affect African American adult learners' use of the three types of learning interaction-learner-content, learner-instructor, and learner-learner. Multivariate multiple regression analyses were used. The aggregate effect of life factors on African American adult learners' use of…

  7. Including the gifted learner: perceptions of South African teachers ...

    African Journals Online (AJOL)

    Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the ...

  8. Shopping [for] Power: How Adult Literacy Learners Negotiate the Marketplace

    Science.gov (United States)

    Ozanne, Julie L.; Adkins, Natalie Ross; Sandlin, Jennifer A.

    2005-01-01

    Little empirical evidence exists on how adult literacy learners act as consumers. Yet, adult literacy programs often employ a "functional" approach to consumer education and assume that adult learners are deficient in consumer skills. Data from a qualitative study of the consumer behaviors of adult literacy learners are used to explore how adult…

  9. Including a learner with physical disabilities: stressful for teachers?

    Directory of Open Access Journals (Sweden)

    I. Eloff

    2002-08-01

    Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

  10. Needs Assessment for Adult ESL Learners. ERIC Digest.

    Science.gov (United States)

    Weddel, Kathleen Santopietro; Van Duzer, Carol

    A needs assessment for use with adult learners of English is a tool that examines, from the learner's perspective, what kinds of English, native language, and literacy skills the learner believes he has, literacy contexts in which the learner lives and works, what he wants and needs to know to function in those contexts, what he expects to gain…

  11. Critical Literacy for Adult Literacy in Language Learners. ERIC Digest.

    Science.gov (United States)

    Van Duzer, Carol; Florez, MaryAnn Cunningham

    This digest examines critical literacy and discusses why it is important to include it in instruction for adults learning English as a Second Language (ESL). Critical literacy takes learners beyond the development of basic literacy skills such as decoding, predicting, and summarizing and asks them to become critical consumers of the information…

  12. Explicit Instruction, Bilingualism, and the Older Adult Learner

    Science.gov (United States)

    Cox, Jessica G.

    2017-01-01

    Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who…

  13. Developing an English Mobile Learning Attitude Scale for Adult Learners

    Science.gov (United States)

    Liu, Tzu-Ying

    2017-01-01

    In recent years, with the rapid development of mobile devices, mobile learning (m-learning) has becoming another popular topic. There is a strong need for both researchers and educators to be aware of adult learners' attitudes toward English mobile learning, yet relevant studies on mobile learning to promote English learning for adult learners are…

  14. Teaching Pronunciation to Adult English Language Learners. CAELA Network Brief

    Science.gov (United States)

    Schaetzel, Kirsten; Low, Ee Ling

    2009-01-01

    Adult English language learners in the United States approach the learning of English pronunciation from a wide variety of native language backgrounds. They may speak languages with sound systems that vary a great deal from that of English. The pronunciation goals and needs of adult English language learners are diverse. These goals and needs…

  15. An Exploratory Study of Adult Learners' Perceptions of Online Learning: Minority Students in Continuing Education

    Science.gov (United States)

    Kuo, Yu-Chun; Belland, Brian R.

    2016-01-01

    The study was an investigation of online adult learners' perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners' interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction…

  16. Academic Librarians' Practices and Perceptions on Web-Based Instruction for Academic Library Patrons as Adult Learners

    Science.gov (United States)

    Taylor, Deborah Michelle

    2016-01-01

    Academic librarians are encouraged to provide library services, resources, and instruction to all patrons, including the adult learner. Statistics reported that worldwide, adults are a growing student population in colleges and universities; however, the adult learner as an academic library patron is often neglected. Academic libraries can…

  17. INVESTIGATING TURNTAKING STRATEGIES IN CLASS DISCUSSIONS AMONG ESL ADULT LEARNERS

    Directory of Open Access Journals (Sweden)

    Noor Hanim Rahmat

    2015-06-01

    Full Text Available This quantitative study looked into class discussion strategies used by adult ESL learners. Findings revealed several benefits of class discussions for adult learners. Among some of them are, adult learners practice turn-taking skills in a non-combative environment. The sharing of ideas allowed freedom of thoughts among the learners. On the other hand, adult learners also learn to agree or disagree politely using turn-taking strategies. Finally, the benefits of class discussions may go beyond classroom needs such as improving critical thinking skills among learners. This ability is seen when learners participate in group work and discussions. Learners gain accessibility to participate comfortably in discussions when they are pun in a non-combative environment. This will thus give them the freedom to discuss any topics openly. This freedom will further enhance their general participation in the discussion. However, in a normal conversational process, speakers need to learn to speak up and also to give others space to voice their opinions. Learners need the knowledge of turn-taking skills in order to participate actively in the discussion. This turn-taking skills can be taught in ESL classrooms through class discussions.

  18. How a Novice Adult Online Learner Experiences Transactional Distance

    Science.gov (United States)

    Stein, David S.; Calvin, Jennifer; Wanstreet, Constance E.

    2009-01-01

    This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a…

  19. Project-based Distrubuted Learning and Adult Learners

    Directory of Open Access Journals (Sweden)

    Dr. Erkan TEKINARSLAN

    2004-04-01

    Full Text Available Project-based Distrubuted Learning and Adult Learners Dr. Erkan TEKINARSLAN Abant Izzet Baysal University TURKEY ABSTRACT Adult learners participating in a project-based distributed learning environment, the MBA Without Boundaries (MBAWB program at Ohio University, reported that project-based learning in a distributed learning environment is meaningful for adult learners because of the active involvement in the projects and transferability of the learning issues to the work place. According to the adult learners, important advantages of the project-based online environment are time and place flexibilities, maintaining everyday activities while attending a graduate program, diverse backgrounds of the adult learners, experience with authentic problems of the projects, applicability of learning issues to real life, active participation in the learning process, and combination of online interactions with residencies. However, the learners reported teammates who do not make enough contributions to a team project as the most common problem. Some learners complained about the distance barriers, family and work responsibilities, and technological failures during the online interactions.

  20. Adult Learner Motivations and Electronic Distance Education.

    Science.gov (United States)

    Wilkes, C. Wynn; Burnham, Byron R.

    1991-01-01

    Discussion of learner motivations and learner satisfaction in distance education courses using electronic media focuses on a study at Utah State University that compared students using an audio/graphic system with students taught by traditional methods. The use of the Educational Participation Scale (EPS) and the Learning Environment Inventory…

  1. Lung Disease Including Asthma and Adult Vaccination

    Science.gov (United States)

    ... Diseases Resources Lung Disease including Asthma and Adult Vaccination Language: English (US) Español (Spanish) Recommend on Facebook ... more about health insurance options. Learn about adult vaccination and other health conditions Asplenia Diabetes Heart Disease, ...

  2. Recruitment and Retention of the Adult Learner. Bulletin 1975, No. 32.

    Science.gov (United States)

    Walden, Bobbie L.

    This handbook discusses the techniques used in recruiting and retaining adult learners for an Adult Basic Education Program. Detailed suggestions concerning door-to-door recruitment include training of recruiters, desirable characteristics for recruiters, and procedures for home visits. Specific ideas for the use of newspapers, radio, television,…

  3. Using Concept Maps to Engage Adult Learners in Critical Analysis

    Science.gov (United States)

    Yelich Biniecki, Susan M.; Conceição, Simone C. O.

    2016-01-01

    An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage…

  4. Valid, Reliable, and Appropriate Assessments for Adult English Language Learners

    Science.gov (United States)

    Kenyon, Dorry; Van Duzer, Carol

    2003-01-01

    Ensuring that language tests for adult English language learners are appropriate, valid, and reliable is a challenge. Performance-based assessments are complex to develop and implement. Yet, because the focus of assessment, both in the National Reporting System for Adult Education (NRS) descriptors and in the Department of Education's definition…

  5. Practitioner Toolkit: Working with Adult English Language Learners.

    Science.gov (United States)

    Lieshoff, Sylvia Cobos; Aguilar, Noemi; McShane, Susan; Burt, Miriam; Peyton, Joy Kreeft; Terrill, Lynda; Van Duzer, Carol

    2004-01-01

    This document is designed to give support to adult education and family literacy instructors who are new to serving adult English language learners and their families in rural, urban, and faith- and community-based programs. The Toolkit is designed to have a positive impact on the teaching and learning in these programs. The results of two…

  6. Trauma and the Adult English Language Learner. ERIC Digest.

    Science.gov (United States)

    Isserlis, Janet

    English-as-a-Second-Language (ESL) practitioners are familiar with adult learners' stories of disruption, political trauma, and mental upheaval. Until recently, however, little attention has been paid to personal trauma and domestic abuse. Acknowledgement of the prevalence of violence generally, and of that experienced by those in the adult ESL…

  7. Visual Arts and Older Adult Learners in Retirement

    Science.gov (United States)

    Hunt, Irma

    2012-01-01

    The purpose of this study was to explore the role of visual arts and its impact on successful aging and older adult learners in retirement. Retirement is one of the most important economic, psychological, and social transitions in most people's lives. Longevity has increased in the last sixty years such that in 2010, the average person can…

  8. Participatory Photography: Can It Help Adult Learners Develop Agency?

    Science.gov (United States)

    Yang, Kyung-Hwa

    2014-01-01

    This article draws on a participatory photography project conducted with 10 socioeconomically disadvantaged adult learners for six weeks within the framework of production pedagogy. Throughout the project, the participants took photographs about their lives in response to three prompts that I gave: (1) take photographs of people that are important…

  9. Making space for adult learners in higher education | Osman | South ...

    African Journals Online (AJOL)

    National policy in higher education requires higher education institutions to widen access to adult learners alongside other previously excluded groups, yet gives few indications as to how this should be done. The assumption seems to have been that broadening access is sufficient in itself. In this article we argue that it is ...

  10. The Adult Learner of French in an Anglophone Setting | Kwofie ...

    African Journals Online (AJOL)

    Unlike most other papers which are devoted to the discussion of the problems of normal French language teaching / learning in anglophone settings, this paper examines specifically the anglophone adult learner of French, his needs and objectives. The paper provides a brief history of the introduction of French into Africa, ...

  11. Barriers to Adult Learners of an Isolated Northern Community.

    Science.gov (United States)

    Hilts, David J.

    In 1991, a study was conducted to determine perceptions regarding the deterrents to college attendance among adult learners in an isolated northern community. The study consisted of a survey of 40 students at the Fort Nelson campus of Northern Lights College (NLC) in British Columbia, and a follow-up interview of eight of the survey respondents.…

  12. Instruction and Assessment for Limited-English-Proficient Adult Learners.

    Science.gov (United States)

    Solorzano, Ronald W.

    The report and review of literature discusses instructional and assessment practices associated with limited-English-proficient (LEP) adults, and recommends that literacy providers use alternative forms of instruction and assessment for this population that are based on: (1) an explicit emphasis on writing; (2) use of the learner's own cultural…

  13. Including the gifted learner: perceptions of South African teachers and principals

    Directory of Open Access Journals (Sweden)

    Marietjie Oswald

    2013-01-01

    Full Text Available We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3 in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.

  14. Delivering Instruction to Adult Learners. Revised Edition.

    Science.gov (United States)

    Cantor, Jeffrey A.

    This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

  15. An Autoethnographic Exchange: Exploring the Dynamics of Selves as Adult Learners and Adult Educators

    Science.gov (United States)

    Plakhotnik, Maria S.; Delgado, Antonio; Seepersad, Rehana

    2015-01-01

    This article explores four former doctoral students' perceptions about their selves as adult learners and adult educators through the use of autoethnography and reflective dialogue. The dynamics between the two selves were explored to identify emerging themes and implications for practice in adult education. The duality of their roles as learners…

  16. The adult learner a neglected species

    CERN Document Server

    Knowles, Malcolm

    1990-01-01

    This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the various theories of learning, the book presents the reasons why teaching adults is so different than teaching children. The book contains 13 appendices (100 pages) which give an overview of brain dominance technology and whole-brain thinking. There is also a self-diagnostic tool (photocopiable) for determining the competency of trainers, guidelines for learning contracts and ideas on how to switch from being a teacher to being a "facilitator of learning".

  17. AN APPLIED INTERLANGUAGE EXPERIMENT INTO PHONOLOGICAL MISPERCEPTIONS OF ADULT LEARNERS

    Directory of Open Access Journals (Sweden)

    Paul Tench

    2001-06-01

    Full Text Available The aim of the experiment described here was to attempt to measure adult learners' percetual interlanguage in phonology. The implementation of a methodology involving context-less lists of English words selected for their potential phonological problems is described, and the way in which learners process words they are listening to is discussed. The results of 13 Korean adults' perceptions and misperceptions are analysed: the most misperceived vowels were ID:/ and the short vowels /u, A, I, E, D, z/;c onsonants were mainly misperceived in word-final position, but 18, v, b, p, rl were misperceived to some extent in any position, and /S, j/ before the vowel /i:/; consonant clusters involving /f, 1, r/ were particularly subject to misperception. These findings have implications for the design of English pronunciation teaching materials for Koreans.

  18. Teachers of Adult Music Learners: An Assessment of Characteristics and Instructional Practices, Preparation, and Needs

    Science.gov (United States)

    Bowles, Chelcy L.

    2010-01-01

    This study investigated characteristics and experiences of teachers of adult music learners, instructional aspects they perceive to be unique to teaching adults, and their self-perceived needs in providing quality experiences for adult learners. A 25-item questionnaire investigating the topics of preparation, goals, methodology, materials,…

  19. Project-Based Learning for Adult English Language Learners. ERIC Digest.

    Science.gov (United States)

    Moss, Donna; Van Duzer, Carol

    Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers…

  20. Teaching Speaking Skills to Adult English Language Learners through ALM

    OpenAIRE

    Wichuda Kunnu; Aungkana Sukwises

    2014-01-01

    Audio-lingual Method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Tha...

  1. Motivational Factors in Continuing Education an Academic Achievement of Adult Learners

    Science.gov (United States)

    Lee, Pei Ling; Pang, Vincent

    2013-01-01

    Purpose: The purpose of this study is to examine the relationship between motivational factors in continuing education and academic achievement of adult learners. The study is conducted due to a lack of research pertaining to academic achievement among adult learners particularly in Malaysia. Methodology: A random sample of 150 part-time adult…

  2. Effects of Redundancy and Modality on the Situational Interest of Adult Learners in Multimedia Learning

    Science.gov (United States)

    Dousay, Tonia A.

    2016-01-01

    This study investigated the effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based continuing education training program. One hundred and two adult learners employed by an emergency medical service were randomly assigned to one of three…

  3. An Adult Learner's Learning Style Should Inform but Not Limit Educational Choices

    Science.gov (United States)

    Barry, Margot; Egan, Arlene

    2018-01-01

    Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both…

  4. Error Analysis of Present Simple Tense in the Interlanguage of Adult Arab English Language Learners

    Science.gov (United States)

    Muftah, Muneera; Rafik-Galea, Shameem

    2013-01-01

    The present study analyses errors on present simple tense among adult Arab English language learners. It focuses on the error on 3sg "-s" (the third person singular present tense agreement morpheme "-s"). The learners are undergraduate adult Arabic speakers learning English as a foreign language. The study gathered data from…

  5. Changing the Odds: Informing Policy with Research on How Adult Learners Succeed

    Science.gov (United States)

    Condelli, Larry; Kirshstein, Rita; Silver-Pacuilla, Heidi; Reder, Stephen; Wrigley, Heide Spruck

    2010-01-01

    Research has identified the barriers adult learners face in attaining their education and English proficiency goals, entering and advancing in employment, succeeding in postsecondary education and training, and navigating service systems. Most adult learners face long odds in trying to meet these goals. What would it take to address these barriers…

  6. Barriers to Sustainability in Mature-Age Adult Learners: Working toward Identity Change

    Science.gov (United States)

    Martin, Akilah R.; Chen, Joseph C.

    2016-01-01

    While research on K-12 environmental education (EE) has been quite robust, there has been less focus on effective approaches for mature-age adult learners. This qualitative study examined perceptions of barriers to sustainability in American, mature-age adult learners. Results revealed two interacting, superordinate themes: personal relevance and…

  7. The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

    Science.gov (United States)

    Huang, Jiuhan; Nisbet, Deanna

    2014-01-01

    This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

  8. Motivation Management of Project-Based Learning for Business English Adult Learners

    Science.gov (United States)

    Liu, Xiaoqin

    2016-01-01

    The paper finds out poor engagement in business English training program prevents adult learners at College of Continuing Education of Guangdong University of Foreign Studies from improving their communication skills. PBL (Project-Based Learning) is proposed to motivate adult learners to get involved with learning a lot. Based on the perspective…

  9. An adult learner's learning style should inform but not limit educational choices

    Science.gov (United States)

    Barry, Margot; Egan, Arlene

    2018-02-01

    Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.

  10. Learner Councils in South African Schools: Adult Involvement and Learners' Rights

    Science.gov (United States)

    Hunt, Frances

    2014-01-01

    Each secondary school in South Africa is legally obliged to establish a representative council of learners, a democratically elected, learner-only council. This article looks at how the representative councils of learners are realised in practice in four secondary schools. Three research questions focus on the practice of representative councils…

  11. Teaching internet use to adult learners: The LANL experience

    Energy Technology Data Exchange (ETDEWEB)

    Smith, S.; Comstock, D.

    1995-12-01

    The Research library at Los Alamos National Laboratory has been teaching an Internet class to adult learners since May 1994. The class is a team effort, combining lecture/demo with hands-on practice using Gopher and the World Wide Web. What started out as a small short-term project has become a weekly class available to any Lab employee or associate. More than 250 people have been taught to find basic reference materials and to navigate the Internet on the Gopher and World Wide Web. The class is one of the first classes offered by the Research Library to be filled every month, and one Laboratory group has recommended that their staff attend this class in preparation for more advanced Internet and HTML classes as part of their group training. The success of this class spurred development by the Research Library of more specific subject classes using Internet resources, specifically business and general science resources.

  12. Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practices

    Science.gov (United States)

    Bowman, Stephanie L.; Plourde, Lee A.

    2012-01-01

    Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching…

  13. Changes in Reading Practices and Perceptions in Low-Literacy-Level Adult Learners

    Science.gov (United States)

    Shore, Jane R.; Sabatini, John P.; Lentini, Jennifer; Holtzman, Steven

    2013-01-01

    This article reports on pre to post changes found in learners who participated in the Relative Effectiveness of Adult Literacy (REAL) reading interventions study (n = 81). Changes reported cover the types of texts learners read, the frequency of self-reported reading, perceptions of how well they read the texts, and their perceptions of how…

  14. Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

    Science.gov (United States)

    Loizzo, Jamie; Ertmer, Peggy A.; Watson, William R.; Watson, Sunnie Lee

    2017-01-01

    Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed…

  15. The Effect of an Educator's Teaching Style on the Math Anxiety of Adult Learners

    Science.gov (United States)

    Hosch, Mary L.

    2014-01-01

    Many adults are obstructed from specialized professions based on their anxiety of math. Math anxiety has been extensively researched for over 3 decades. Scholars have attempted to define its origins as well as the means to eliminate its often-debilitating effect on learners. Research indicates that learners with math anxiety often give up career…

  16. Modification of the LASSI for Adult Learners in Distance Education Programs: A Preliminary Report.

    Science.gov (United States)

    Melburg, Valerie; And Others

    Distance education programs for adult learners have been largely neglected by developers of diagnostic instruments to identify students' level of academic preparedness. The purpose of this study was to modify the Learning and Study Strategies Inventory (LASSI) so that it could be used for learners in distance programs (A-LASSI) and to generate…

  17. Old Dogs, Children, and Watermelon Wine: Focus on the Older Adult Learner.

    Science.gov (United States)

    Kasworm, Carol E.

    1978-01-01

    Three significant elements should be considered in offering educational programs for the older learner: acceptance (old dogs); support (God bless little children while they're too young to hate); and dependability (watermelon wine). Guidelines are offered for the teacher entering the classroom composed of adult learners. (KC)

  18. Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

    Science.gov (United States)

    Weger, Heather D.

    2013-01-01

    The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

  19. From Grammar-Translation Method to Communicative Language Teaching : A case study for Japanese adult learners

    OpenAIRE

    加藤, 澄江; Sumie, Kato; 淑徳大学国際コミュニケーション学部

    2007-01-01

    This research investigates how learning approach affects the language learner. It explores the learning process of Japanese adult learners being taught through Communicative Language Teaching. In the past, most schools in Japan did not teach English via Communicative Language Teaching. Japan adopted the Grammar-Translation method as it is the more familiar method and is regarded as the safest method to ensure good results in university entrance examinations. As a result, many Japanese adult l...

  20. Individual Websites: Innovation for Raising Language Awareness in Adult Learners

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2011-04-01

    Full Text Available The paper aims to demonstrate how weblogging can raise learners’ language awareness and prepare them for communication in the networked world. The research included the application of the innovative technique for written and oral communication in English classes. The exploratory study of using a variety of Information Communication Technology activities at tertiary level was conducted. Class experiences of creating weblogs for learning purposes and using them for online activities with the students who learn English for Specific Purposes are described. The methods employed for data gathering consisted of administering specially designed questionnaires, analyzing students’ responses, carrying out weblogging activities, providing feedback to learners, evaluating students’ performance in various online activities, and finally assessing the utility of weblogging. Our results show that the experience of public writing provides an important opportunity for learning English. Despite a limitation of research - the data are received from a comparatively small sample of participants - some practical implications are indicated.

  1. Adult English Language Instruction in the 21st Century. Issues in Preparing Adult English Language Learners for Success Series.

    Science.gov (United States)

    Van Duzer, Carol; Florez, MaryAnn Cunningham

    This book provides educators and education policy makers a picture of where the field of teaching adult English language learners is today in order to build a more effective delivery system for the future. It places adult English-as-a-Second-Language (ESL) in the broader context of the U.S. education system (K-12 and adult education), then…

  2. Blurring the Lines between High School and College: Early Colleges and the Effect on Adult Learners

    Science.gov (United States)

    Williams, Mitchell R.; Southers, Tracy

    2010-01-01

    Adult learners are an important and historically notable constituency for community colleges, and the education of adults is an important part of the community college mission. Therefore, community college leaders would want to be aware of any changes in the adult learning environment created by Early College students on their campus. As with any…

  3. The Garbage Crisis: Environmental Issues for Adult ESL Learners.

    Science.gov (United States)

    Heffernan, Helen

    This module on the garbage crisis is for intermediate and advanced learners of English as a Second Language. It seeks to inform learners about this issue and to give them an opportunity to direct their concerns about the environment into positive action. The guide uses the problem-posing methodology of Paulo Freire. This methodology has three…

  4. What does learner speech sound like? A case study on adult learners of isiXhosa

    CSIR Research Space (South Africa)

    Badenhorst, Jaco

    2016-12-01

    Full Text Available % of the recordings do not contain suitable audio. It was also found that, on average, absolute differences between first language speakers and additional language learners are not good indicators of proficiency. However, automatically derived proficiency measures...

  5. Broadening the Reach of Standardized Patients in Nurse Practitioner Education to Include the Distance Learner.

    Science.gov (United States)

    Ballman, Kathleen; Garritano, Nicole; Beery, Theresa

    2016-01-01

    Using standardized patients (SP) presenting with a specific complaint has been a mainstay in health care education. Increased use of technology has facilitated the move of instruction from the on-campus classroom to distance learning for many nurse practitioner programs. Using interactive case studies provides distance learners SP encounters. This technologically facilitated encounter gives the distance learner the opportunity for integrative thinking and development of problem solving and clinical reasoning skills.

  6. Summerhill Dismembered: Using Controversy to Motivate Adult Learners.

    Science.gov (United States)

    Murray, Louis; Lawrence, Brenda

    1995-01-01

    Workshops for teachers engaged in practitioner-based inquiry centered on the controversial issues raised by a television documentary on the Summerhill School. Learners normally engaged in distance education were motivated by the processes of dissent, argument, and disputation. (SK)

  7. Challenging Representations: Constructing the Adult Literacy Learner over 30 Years of Policy and Practice in the United Kingdom

    Science.gov (United States)

    Hamilton, Mary; Pitt, Kathy

    2011-01-01

    This article addresses the question, How do changes in policy discourses shape public representations of literacy learners and the goals of adult literacy education? It examines specifically how the agency of adult literacy learners is constructed. We carry out a critical discourse analysis of two key adult literacy policy documents from the U.K.:…

  8. Adult English language learners and self-assessment a qualitative study

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    Wolochuk, Alexandria

    2014-01-01

    This study explores the relationship between adult English-language learners' assessment of their own language proficiency on the English Ability Questionnaire (EAQ) and their performance on the Test of English as a Foreign Language (TOEFL). It addresses aspects of developing the ""autonomous"" student and makes for the integration of self-directed learners who will be more aware of their strengths and weaknesses and how to address them

  9. Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

    Science.gov (United States)

    Grable, John E.

    2011-01-01

    Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

  10. Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education

    Science.gov (United States)

    Carlsen, A.; Holmberg, C.; Neghina, C.; Owusu-Boampong, A.

    2016-01-01

    Distance education in higher education is a fast-growing and widespread phenomenon. As many adults are unable to participate in on-campus education, distance education offers flexible learning paths that greatly enhance accessibility to higher education. Exploring distance education's potential to increase the participation of adult learners in…

  11. Adult Learners' Satisfaction and Its Relation to Characteristics of the Individual and the Educational Institution

    Science.gov (United States)

    Boeren, Ellen; Nicaise, Ides; Baert, Herman

    2012-01-01

    This article explores satisfactory learning experiences of adult learners in Flemish formal adult education. Satisfaction is an important issue in motivational psychology. We used the Comprehensive Lifelong Learning Participation Model of Boeren, Nicaise and Baert and explored whether satisfactory experiences relate to characteristics of the…

  12. Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance

    Science.gov (United States)

    Sharp, Laurie A.

    2018-01-01

    Technology has transformed learning at the postsecondary level and significantly increased the prevalence of digital learning environments. As adult educators approach instructional design, they must consider how to apply research-based practices that preserve the quality of instruction and provide adult learners with technology-based instruction…

  13. Adult Learners Understanding in Learning Islam Using the Andragogy Approach in Singapore

    Science.gov (United States)

    Kadir, Mohd Amin Bin

    2016-01-01

    This study describes adult learners understanding in learning Islam using the andragogy approach in Singapore comprising multicultural and multi-religious society. Singapore is a secular state where freedom of religion is encrypted in the constitution and Malay/Muslim comprises 13.3% of the population. Adults learn Islam to deepen their…

  14. The Influence of Social Media on Adult Learners' Knowledge Construction and Democratic Participation

    Science.gov (United States)

    Feldman, Eric M.

    2015-01-01

    This paper provides a resource on the impact of social media on adult learners' construction of knowledge, particularly as it pertains to adult education's role in fostering a robust democratic society. There has been an increase in the literature in recent years that explores the various aspects of social media use, such as the incivility of…

  15. Adult Learners and Spiritual Formation: Exploring Outcomes at Christ-Centered Universities

    Science.gov (United States)

    Barkley, Heather R.

    2017-01-01

    The limited research on adult learners and spiritual formation has created a knowledge gap regarding whether bachelor's degree-completion students value the faith aspects of their education at Christian colleges. As this population grows, so does the need to better understand if the spiritual components of adult programs are having an impact and…

  16. Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners

    Science.gov (United States)

    Khiat, Henry

    2015-01-01

    Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study…

  17. A Public Health Approach to Improving the Lives of Adult Learners: Introduction to the Special Issue on Adult Literacy Interventions.

    Science.gov (United States)

    Miller, Brett; Esposito, Layla; McCardle, Peggy

    2011-01-01

    Addressing the literacy needs of adult basic and secondary education learners must form a core part of a broader public health effort to increase educational and health outcomes for these individuals and their families. Adult learners constitute a significant proportion of the overall adult U.S. population and a proportion that impacts, directly and indirectly, on the physical and economic health of millions of families and society writ large. Enhancing the literacy skills of low literate adults has proven difficult, hampered by the relative dearth of research data on struggling adult learners and effective intervention approaches, the contextual challenges of delivering intensive interventions, limited personal and systemic resources, and competing demands on learners' time. We propose a systems level view of adult low-literacy as one that holds promise and provides a basic framework for providing coordinated, comprehensive, and integrated services, but that requires additional research to support. Informed and coordinated efforts with the pre-kindergarten to twelfth grade education system and health and labor services sectors is needed if we are to improve the lives of these adults and their families.

  18. Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

    Directory of Open Access Journals (Sweden)

    Clare S. Johnson

    2017-07-01

    Full Text Available The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

  19. Secondary Teacher Attitudes toward Including English-Language Learners in Mainstream Classrooms

    Science.gov (United States)

    Reeves, Jenelle R.

    2006-01-01

    Researchers have given limited attention to teacher attitudes toward inclusion of English-language learners (ELLs) in mainstream classrooms. The author explored 4 categories within secondary teacher attitudes toward ELL inclusion: (a) ELL inclusion, (b) coursework modification for ELLS, (c) professional development for working with ELLs, and (d)…

  20. Plagiarism by Adult Learners Online: A case study in detection and remediation

    Directory of Open Access Journals (Sweden)

    Christine Jocoy

    2006-06-01

    Full Text Available Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. In this paper, we quantify copy-and-paste plagiarism among adult learners in an online geography course offered through Penn State’s World Campus Geographic Information Systems (GIS certificate program. We also evaluate the effectiveness of an “expectation management” strategy intended to discourage adult learners from unintentional violations. We found that while manual methods detected plagiarism in only about 3 percent of assignments, Turnitin.com revealed a 13 percent plagiarism rate among the same assignments. Our attempts to increase awareness and manage expectations decreased infractions measurably, but not significantly. In contrast, Turnitin.com substantially improved our ability to detect infractions. We conclude that raising awareness and managing expectations about plagiarism may be worthwhile, but is no substitute for systematic detection and vigilant enforcement, even among adult learners.

  1. UNDERSTANDING OLDER ADULT LEARNERS IN DISTANCE EDUCATION: The Case of Universiti Sains Malaysia

    Directory of Open Access Journals (Sweden)

    Nailul Morad MOHD NOR

    2011-07-01

    Full Text Available World population ageing is unprecedented and pervasive which will affect all countries in the world. According to a United Nation report (2010: “By 2045, the number of older persons in the world will exceed the number of young for the first time in history.” The number of the older adult learners in distance education programs is also expected to increase in tandem with the growth of ageing population throughout the world. As such distance education institutions and instructors should be vigilant to this new emerging group of learners. The objectives of this study were to identify factors related to older adult learners’ participation in the distance education degree programs and their characteristics. Data were collected by using interviews and questionnaires. Respondents for the study were older adult learners age 50 and over who enrolled in degree programs at the School of Distance Education (SDE, Universiti Sains Malaysia in Malaysia. Five older adult learners were interviewed and 72 out of 123 respondents completed the questionnaires. The findings indicated that older adult learners’ participation in the distance education degree programs is mainly due to career advancement and to seek knowledge. The older adult learners’ distinct characteristics are high motivation, eager to learn, health conscious, effective time management, good social skills, no financial difficulties and have strong family support.

  2. Factors of Significant Impact on Proficiency Levels of Adult ESL Learners within Post-Secondary Education in Puerto Rico

    Science.gov (United States)

    Perez, Ramon

    2011-01-01

    This qualitative case study seeks to identify factors that have a significant impact on the second language proficiency levels of adult English as a Second Language (ESL) learners at a four-year university in Puerto Rico. Current data indicate that a significant percentage of adult ESL learners encounter major difficulties within the process of…

  3. Conceptualizing Success And Performance for Adult Learners: Merging the Contexts of Adult Education and Professional Training

    Directory of Open Access Journals (Sweden)

    Rieger Gil

    2017-12-01

    Full Text Available This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared to other didactic learning theories such as cognitivism or behaviorism. Adult education presents itself as a dynamic area that can develop progressively, in both the professional and educational environments. Nowadays, it is important to be able to collect and use information quickly. This makes it possible to gain an advantage and deal with problems or questions in more focused ways. One must deal with increasing demands and a higher number of competitors not only in professional life. A synthesis of the literature can be presented by examining the terms of learning performance and learning success in different approaches, regarding implementations, definitions, historical developments as well as continuative and connected concepts, tendencies or point of views.

  4. Practitioners' Perceptions of Dyslexia and Approaches towards Teaching Learners with Dyslexia in Adult Literacy Classes

    Science.gov (United States)

    Ade-Ojo, Gordon O.

    2012-01-01

    Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners' and policy makers' understanding of dyslexia itself, it is important to carry out an exploration of the…

  5. Increasing Writing Self-Efficacy of Adult Learners: Different Approaches, Different Results

    Science.gov (United States)

    Plakhotnik, Maria S.; Rocco, Tonette S.

    2016-01-01

    To help graduate students with academic writing, a college of education at a large university implemented a new service, Writing Support Circles. Based on the results of the first series of this service, we changed its design. The purpose of this article is to share how changes in the design affected these adult learners' writing self-efficacy and…

  6. An Examination of the Self-Directed Learning Practices of ESL Adult Language Learners

    Science.gov (United States)

    Grover, Kendra S.; Miller, Michael T.; Swearingen, Brent; Wood, Nancy

    2014-01-01

    Self-directed learning is one of the preeminent theories in the field of adult education. This study explored how English as a Second Language learners directed their own learning outside of the formal classroom through the use of practices that potentially advance their English language proficiency. Results from a survey of over 400 ESL students…

  7. Market Socialism Meets the Lost Generation: Motivational Orientations of Adult Learners in Shanghai

    Science.gov (United States)

    Boshier, Roger; Huang, Yan; Song, Qihui; Song, Lei

    2006-01-01

    In Western countries, women and men, young and old, enroll in adult education for different reasons. This is even more the case in China. This study helps Shanghai program planners better appreciate learners by understanding how motivational orientations vary as a function of gender and age. The Chinese version of the Education Participation Scale…

  8. The Lure of Non-Credit Studio Art Classes for Adult Learners

    Science.gov (United States)

    Murray, Gina C.

    2012-01-01

    The purpose of this study was to examine the motivation and satisfaction of adult learners who participated in non-credit studio art classes. Leisure motivation has been researched by educators, philosophers, psychologists, and social scientists (Candy, 1991; Brookfield, 2005: Dewey, 1980; Knowles, 1998; Maslow, 1970; Rogers, 1961, Stebbins,…

  9. English Learning Predictors of Listening and Speaking Self-Efficacy for Adult Second Language Learners

    Science.gov (United States)

    Grafals, Zoraida

    2013-01-01

    The purpose of this study was twofold. First, this study was conducted to compare English communicative competency achievement between two different models of instruction. Adult English language learners (AELLs) participated in either the communicative task-based (CTB) or in a more traditional (MT) language instructional approach. The goal of the…

  10. Increasing Adult Learner Persistence and Completion Rates: A Guide for Student Affairs Leaders and Practitioners

    Science.gov (United States)

    Culp, Marguerite McGann, Ed.; Dungy, Gwendolyn Jordan, Ed.

    2014-01-01

    More than a third of all undergraduate students are 25 or older, and their presence on college and university campuses is growing. However, institutions of higher learning are struggling to meet the needs of, and improve persistence and completion rates for, this significant student population. "Increasing Adult Learner Persistence and…

  11. Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

    Science.gov (United States)

    Hummel, Kirsten M.

    2009-01-01

    This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

  12. Do Adult ESL Learners' and Their Teachers' Goals for Improving Grammar in Writing Correspond?

    Science.gov (United States)

    Zhou, Ally A.; Busch, Michael; Cumming, Alister

    2014-01-01

    Recent research has identified certain goals of adult second language (L2) learners and their teachers for writing instruction in English as a second language (ESL), yet questions remain as to whether students' and teachers' goals correspond in ways that achieve instructional objectives and facilitate L2 development. The present study compared L2…

  13. Testing the Development of Linguistic Knowledge in Adult Naive Learners of American Sign Language

    Science.gov (United States)

    Von Pein, Margreta; Altarriba, Jeanette

    2011-01-01

    The present study was designed to investigate the ways in which notions of semantics and phonology are acquired by adult naive learners of American Sign Language (ASL) when they are first exposed to a set of simple signs. First, a set of ASL signs was tested for nontransparency and a set of signs was selected for subsequent use. Next, a set of…

  14. Physical activity and sedentary behavior associated with learning outcomes and cognition in adult distance learners

    NARCIS (Netherlands)

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

    2013-01-01

    Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2013, 7 November). Physical activity and sedentary behavior associated with learning outcomes and cognition in adult distance learners. Paper presentation at the ICO [Interuniversity Center for Educational Research] National Fall School,

  15. California Adult Learner Progress Evaluation Process (CALPEP). California Literacy Campaign (CLC).

    Science.gov (United States)

    Solorzano, Ronald

    The California Literacy Campaign (CLC) is a statewide, community-oriented, library-based adult literacy program initiated by the California State Library in 1984. A key feature is the latitude given individual sites for developing literacy services to meet the needs of the local population. Two evaluations suggested that current learner progress…

  16. Factors Impacting Adult Learner Achievement in a Technology Certificate Program on Computer Networks

    Science.gov (United States)

    Delialioglu, Omer; Cakir, Hasan; Bichelmeyer, Barbara A.; Dennis, Alan R.; Duffy, Thomas M.

    2010-01-01

    This study investigates the factors impacting the achievement of adult learners in a technology certificate program on computer networks. We studied 2442 participants in 256 institutions. The participants were older than age 18 and were enrolled in the Cisco Certified Network Associate (CCNA) technology training program as "non-degree" or…

  17. Creative Ageing? Selfhood, Temporality and the Older Adult Learner

    Science.gov (United States)

    Sabeti, Shari

    2015-01-01

    This paper is based on a long-term ethnography of an adult creative writing class situated in a major urban art gallery in the United Kingdom. It takes the claims of one group of older adults--that creative writing made them "feel younger"--as the starting point for exploring this connection further. It places these claims broadly within…

  18. Literacy and Awareness of Segmental Structure in Adult Learners.

    Science.gov (United States)

    Barton, David

    This research investigates the amount of metalinguistic knowledge one can assume when teaching an adult to read. In addition, it questions the source of this awareness and whether it relates to general cognitive development, to schooling, or specifically to the act of learning to read. The subjects were sixty monolingual adults enrolled in a…

  19. A Study of Career Development, Learning Motivation, and Learning Satisfaction of Adult Learners in Unconventional Scheduling Graduate Programs

    Science.gov (United States)

    Chu, Hui-Chin; Hsieh, Mei-Chi; Chang, Shan-Chih

    2007-01-01

    The study aimed at investigating the relationships among career development, learning motivation, and learning satisfaction of adult learners in master's programs at S University. Questionnaires were distributed with 211 valid returns (71%). The results indicated that some of the demographics are factors affecting both of the learners' learning…

  20. Using Oral Language Skills to Build on the Emerging Literacy of Adult English Learners. CAELA Network Brief

    Science.gov (United States)

    Vinogradov, Patsy; Bigelow, Martha

    2010-01-01

    In addition to learning to read and write for the first time, adult English language learners with limited or emerging literacy skills must acquire oral English. Often, learners with limited print literacy in their first language have oral skills in English that exceed their English literacy skills (Geva & Zadeh, 2006). While this mismatch of oral…

  1. Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q-Methodology Study

    Science.gov (United States)

    Rodriguez, Lisa Ann; Shepard, MaryFriend

    2013-01-01

    This study explored the perceptions of adult English language learners about audience response systems (clickers) as tools to facilitate communication. According to second language acquisition theory, learners' receptive capabilities in the early stages of second language acquisition surpass expressive capabilities, often rendering them silent in…

  2. Qualitative insights into the experience of teaching shared decision making within adult education health literacy programmes for lower-literacy learners.

    Science.gov (United States)

    Muscat, Danielle M; Morony, Suzanne; Smith, Sian K; Shepherd, Heather L; Dhillon, Haryana M; Hayen, Andrew; Trevena, Lyndal; Luxford, Karen; Nutbeam, Don; McCaffery, Kirsten J

    2017-12-01

    Enhancing health literacy can play a major role in improving healthcare and health across the globe. To build higher-order (communicative/critical) health literacy skills among socially disadvantaged Australians, we developed a novel shared decision making (SDM) training programme for adults with lower literacy. The programme was delivered by trained educators within an adult basic education health literacy course. To explore the experience of teaching SDM within a health literacy programme and investigate whether communicative/critical health literacy content meets learner needs and teaching and institutional objectives. Qualitative interview study with 11 educators who delivered the SDM programme. Transcripts were analysed using the Framework approach; a matrix-based method of thematic analysis. Teachers noted congruence in SDM content and the institutional commitment to learner empowerment in adult education. The SDM programme was seen to offer learners an alternative to their usual passive approach to healthcare decision making by raising awareness of the right to ask questions and consider alternative test/treatment options. Teachers valued a structured approach to training building on foundational skills, with language reinforcement and take-home resources, but many noted the need for additional time to develop learner understanding and cover all aspects of SDM. Challenges for adult learners included SDM terminology, computational numerical risk tasks and understanding probability concepts. SDM programmes can be designed in a way that both supports teachers to deliver novel health literacy content and empowers learners. Collaboration between adult education and healthcare sectors can build health literacy capacity of those most in need. © 2017 The Authors Health Expectations Published by John Wiley & Sons Ltd.

  3. PRONUNCIATION OF CONSONANTS /ð/ AND /θ/ BY ADULT VIETNAMESE EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Thien Sao Bui

    2016-07-01

    Full Text Available This study examined the pronunciation of consonants /ð/ & /θ/ by adult Vietnamese learners of English. Ten adult Vietnamese learners of English were selected to be the sample for the audiotape observation, which aimed at identifying the participants’ mistakes in pronouncing /ð/ and /θ/. Secondly, 115 learners of English in Vietnam were asked to complete a questionnaire regarding the causes of their pronunciation errors. The findings indicated that substitution phenomenon was a dominant problem in the students’ pronunciation of /θ/ and /ð/. The most outstanding problem in pronouncing the consonant /θ/ was replacing this sound by Vietnamese /t‘/. With regards to /ð/ sound, it was most frequently mispronounced as /z/. Besides, there was a new kind of mistake found: it was the tendency to pronounce /dʒ/ instead of /ð/, which has not been reported ever. Apart from that, participants also confirmed some causes of their erroneous pronunciation. As perceived by the learners themselves, the most popular causes of their problems were the lack of English exposure and practice, which implicated that an effective environment for using English was highly necessary.

  4. Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.

    Science.gov (United States)

    Bangs, Kathryn E; Binder, Katherine S

    2016-01-01

    Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised of smaller components (i.e., morphemes), you will provide those students with the skills to figure out the meanings of new words. Research with children has demonstrated that teaching them about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2009; Kirk & Gillon, 2009; Nunes, Bryant, & Olsson, 2003). Our hope is that this type of intervention will be successful with adult learners, too.

  5. Using the Keyword Mnemonics Method among Adult Learners

    Science.gov (United States)

    Campos, Alfredo; Camino, Estefania; Perez-Fabello, Maria Jose

    2011-01-01

    The aim of the present study was to assess the influence of word image vividness on the immediate and long-term recall (one-day interval) of words using either the rote repetition learning method or the keyword mnemonics method in a sample of adults aged 55 to 70 years. Subjects learned a list of concrete and abstract words using either rote…

  6. Virtual Simulation in Leadership Development Training: The Impact of Learning Styles and Conflict Management Tactics on Adult Learner Performance

    Science.gov (United States)

    Putman, Paul G.

    2012-01-01

    Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as…

  7. Underlying reading-related skills and abilities among adult learners.

    Science.gov (United States)

    Mellard, Daryl F; Woods, Kari L; Md Desa, Z Deana; Vuyk, M Alexandra

    2015-01-01

    This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the Comprehensive Adult Student Assessment System. Alternatively, when measured by the Test of Adult Basic Education, Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors. © Hammill Institute on Disabilities 2013.

  8. True to life English for adult learners : pre-intermediate : teacher's book

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    Gairns, Ruth

    1995-01-01

    True to Life is a five-level course for adults. To ensure a high level of motivation, the course focuses on contemporary themes, language and learning styles that are relevant to adult learners. The Starter level provides between 40 and 60 hours of class work. The other levels provide between 72 and 96 hours of class work, depending on the various options used. The range of extra materials (photocopiable worksheets, tests and videos) create a comprehensive and flexible teaching package. The ready-made lessons can be used as they stand, saving teacher time, or adapted using the optional activities suggested in the Teacher's Book.

  9. Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

    Science.gov (United States)

    Vann, Linda S.

    2017-01-01

    Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

  10. The educational and psychological support of educators to include learners from childheaded

    Directory of Open Access Journals (Sweden)

    Nadia Taggart

    2011-12-01

    failure to participate, school absenteeism, hunger, concentration difficulties, signs of sexual abuse, and accelerated adulthood. The efforts of teachers to create supportive learning environments include; impartial treatment, learning support provision, accessing support services and meeting their learners’ basic needs for food, clothing, love, belonging, reassurance, motivation and encouragement.

  11. DESIGNING INSTRUCTION FOR THE TRADITIONAL, ADULT, AND DISTANCE LEARNER: A New Engine for Technology-Based Teaching

    Directory of Open Access Journals (Sweden)

    Lawrence A. Tomei

    2011-10-01

    Full Text Available Adult students demand a wider variety of instructional strategies that encompass real-world, interactive, cooperative, and discovery learning experiences.Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching explores how technology impacts the process of devising instructional plans as well as learning itself in adult students. Containing research from leading international experts, this publication proposes realistic and accurate archetypes to assist educators in incorporating state-of-the-art technologies into online instruction.This text proposes a new paradigm for designing, developing, implementing, and assessed technology-based instruction. It addresses three target populations of today's learner: traditional, adult, and distance education. The text proposes a new model of instructional system design (ISD for developing effective technology-based education that involves a five-step process focusing on the learner, learning theories, resources, delivery modalities, and outcomes.

  12. Insights from interlanguage as revealed in writing: toward the development of metalinguistic competences for portuguese adult learners of English

    OpenAIRE

    Ribeiro, María del Carmen Arau

    2011-01-01

    Based on a written corpus by 69 Portuguese learners of English, this study was designed to discover insights into the metalinguistic competences of young adult L2 users over three different sessions of a 30-hour a Technical English for Pharmacists at the School of Health of the Guarda Polytechnic Institute in Portugal. The longitudinal study effectively covered a total of 138 texts submitted as an initial and final report by each learner, written in conditions similar to those of the Internat...

  13. Second Language Acquisition of Syntactic Movement in English by Turkish Adult Learners

    Directory of Open Access Journals (Sweden)

    Reyhan Agcam

    2015-12-01

    Full Text Available There has been much discussion on the involvement of Universal Grammar (UG in Second Language Acquisition (SLA process. Despite growing research in the field, few precise answers to the problem have been suggested so far. Hence, recent L2 studies within the generative framework have shifted from investigating this issue to determining whether or not interlanguage grammars exhibit natural language characteristics (Can, Kilimci & Altunkol, 2007. The present study aimed to investigate L2 acquisition of syntactic movement in English noun clauses by Turkish adult learners. Accordingly, L1 involvement in SLA was sought through examining the upper intermediate Turkish learners’ knowledge about the movement in question. The study addressed the questions of whether or not Turkish adult ESL learners have problems, stemming from L1 interference, with the construction of the syntactic movement in English noun clauses, and whether or not there is any order of acquisition between the noun clauses in subject position and object position along with various wh-words. The study reported related findings, and concluded with a few pedagogical implications for practice, and a couple of suggestions for further directions.

  14. Dental hygienists as adult learners and educators to improve access to care.

    Science.gov (United States)

    Rogo, E J

    2012-02-01

    The purpose of the qualitative study was to understand dental hygienists as adult learners and educators in their quest to improve access to care. The intent of this article is to share the results from open and focused coding procedures and the participants' rich stories from which the analysis was constructed. A grounded theory approach to data collection and analysis was used. Data were collected from eight practitioners in three US states who met the inclusion criteria, using semi-structured interviews. Traditional grounded theory procedures with a constructivist emphasis on lived experiences of the participants and situational analysis were used to analyse the data. The process of learning was experienced in three categories: Awareness, Adaptation and Relationships. Awareness was the process of learning participants experienced as developing consciousness of self, status quo, power and injustice of systems. Adaptation was constructed from experiences of specializing and creating to adjust to the new environments and prepare future practitioners. Relationships were developed to feel connected and collaborate to build support and gain respect to improve access to care. Dental hygienists as educators revealed one category: Improvement. Improvement was the process of educating others to enhance awareness, oral health and the dental hygiene profession. Dental hygienists were adult learners by using their experiences in the context of their struggle to improve health inequities. A strong educator role was necessary to make improvements in the oral health delivery system. © 2011 John Wiley & Sons A/S.

  15. Revamping occupational safety and health training: Integrating andragogical principles for the adult learner

    Directory of Open Access Journals (Sweden)

    Alex Albert

    2013-09-01

    Full Text Available Despite attempts to improve safety performance, the construction industry continues to account for a disproportionate rate of injuries. A large proportion of these injuries occur because workers are unable to recognize and respond to hazards in dynamic and unpredictable environments. Unrecognized hazards expose workers to unanticipated risks and can lead to catastrophic accidents. In order to enhance hazard recognition skills, employers often put new and experienced workers through formal hazard recognition training programs. Unfortunately, current training programs primarily rely on instructor-centric pedagogical approaches, which are insensitive to the adult learning process. In order to ensure effective adult learning, training programs must integrate learner-centric andragogical principles to improve engagement and retention in adult trainees. This paper aims to discuss training program elements that can potentially accelerate the adult learning process while improving safety knowledge retention. To this end, the researchers reviewed relevant literature on the cognitive processes of adult learning, essential components of effectual training programs and developed a reliable framework for the training and transfer of safety knowledge. A case example of successfully using the framework is also presented. The results of the study will provide safety trainers and construction professionals with valuable information on developing effective hazard recognition and receptor training programs, with the goal of improving construction safety performance.

  16. Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion

    Science.gov (United States)

    de Greef, Maurice; Verté, Dominique; Segers, Mien

    2015-01-01

    To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in…

  17. Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

    Science.gov (United States)

    McCray, Kimberly H.

    2016-01-01

    In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

  18. Adult Learners' Perceptions of An Undergraduate HRD Degree Completion Programme: Reasons for Entering, Attitudes towards Programme and Impact of Programme

    Science.gov (United States)

    Dwyer, Dan; Thompson, Dale Edward; Thompson, Cecelia K.

    2013-01-01

    The purpose of the study was to evaluate an undergraduate distance education (DE) programme based upon adult learners' perceptions. The study investigated the value of the Human Resource Development programme at the University of Arkansas by examining the students' reasons for returning to college, their attitudes towards the programme and the…

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  20. Exploring Adult Digital Literacy Using Learners' and Educators' Perceptions and Experiences: The Case of the Second Chance Schools in Greece

    Science.gov (United States)

    Jimoyiannis, Athanassios; Gravani, Maria

    2011-01-01

    The research reported in this paper aspires to shed light into adult digital literacy using learners' and educators' experiences and perceptions at Second Chance Schools, a project in Greece aiming at combating social exclusion through education. In exploring the above, this investigation uses a case-study approach within a qualitative paradigm…

  1. A Case Study of an Adult Learner with ASD and ADHD in an Undergraduate Online Learning Environment

    Science.gov (United States)

    Meyers, Christopher A.; Bagnall, Richard G.

    2015-01-01

    The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and…

  2. Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

    Science.gov (United States)

    Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

    2017-01-01

    Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

  3. An Intervention-Based Model of Student Retention in Adult Learners: Factors Predicting Intention to Consider Leaving or Staying

    Science.gov (United States)

    Mooshegian, Stephanie E.

    2010-01-01

    The current study merges theory and research in higher education and organizational psychology in order to investigate student retention in adult learners. Factors that are associated with student retention were examined and points of intervention are recommended. Specifically, this study focuses on the role of campus environment, classroom…

  4. Teacher-Made Tactile Science Materials with Critical and Creative Thinking Activities for Learners Including Those with Visual Impairments

    Science.gov (United States)

    Teske, Jolene K.; Gray, Phyllis; Kuhn, Mason A.; Clausen, Courtney K.; Smith, Latisha L.; Alsubia, Sukainah A.; Ghayoorad, Maryam; Rule, Audrey C.; Schneider, Jean Suchsland

    2014-01-01

    Gifted students with visual impairments are twice exceptional learners and may not evidence their advanced science aptitudes without appropriate accommodations for learning science. However, effective tactile science teaching materials may be easily made. Recent research has shown that when tactile materials are used with "all" students…

  5. The Three Little Wolves Go to College: A Picture Book Lesson for Young Adult EFL Learners

    Science.gov (United States)

    Sun, Chia-Ho

    2015-01-01

    For at least three decades, scholars have discussed the rationale for using picture books with English learners of all ages. Research on how older ESL and EFL learners can benefit from picture books, however, remains scarce. This study explored 25 Taiwanese university EFL learners' engagement in a predicting-reading-confirming-integrating plus…

  6. Research on and Guidelines for Effective Use of Assessment Instruments and Strategies for Adult Learners Enrolled in Adult Basic and Literacy Education Programs. Final Report.

    Science.gov (United States)

    Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

    The goal of this research project was to create a guide on the effective use of assessment instruments and methodologies, related resources, and guidelines for measuring adult learners' attainment of basic skills and competencies to document educational gains and demonstrate program quality. The project focused on confirming current use of…

  7. The Role of the University of the Third Age in Meeting Needs of Adult Learners in Victoria, Australia

    Science.gov (United States)

    Hebestreit, Lydia

    2008-01-01

    Many older adults are interested in learning long past the age dictated by social norms. Some want to learn simply for the joy of learning, others because of the social contacts made by joining a community of learners, and still others want to learn so that they have a purpose in life. The University of the Third Age (U3A) is one of several models…

  8. Morbidity, including fatal morbidity, throughout life in men entering adult life as obese

    DEFF Research Database (Denmark)

    Zimmermann, Esther; Holst, Claus; Sørensen, Thorkild I A

    2011-01-01

    The association between obesity in adults and excess morbidity and mortality is well established, but the health impact throughout adult life of being obese in early adulthood needs elucidation. We investigated somatic morbidity, including fatal morbidity, throughout adulthood in men starting adult...... life as obese....

  9. An Investigation into the Impact of Reflective Teaching on EFL Learners' Autonomy and Intrinsic Motivation

    Science.gov (United States)

    Abdolrezapour, Parisa; Fallah, Elahe

    2015-01-01

    This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to…

  10. Comparison of Word Recognition Strategies in EFL Adult Learners: Orthography vs. Phonology

    Science.gov (United States)

    Sieh, Yu-cheng

    2016-01-01

    In an attempt to compare how orthography and phonology interact in EFL learners with different reading abilities, online measures were administered in this study to two groups of university learners, indexed by their reading scores on the Test of English for International Communication (TOEIC). In terms of "accuracy," the less-skilled…

  11. "Coded and Uncoded Error Feedback: Effects on Error Frequencies in Adult Colombian EFL Learners' Writing"

    Science.gov (United States)

    Sampson, Andrew

    2012-01-01

    This paper reports on a small-scale study into the effects of uncoded correction (writing the correct forms above each error) and coded annotations (writing symbols that encourage learners to self-correct) on Colombian university-level EFL learners' written work. The study finds that while both coded annotations and uncoded correction appear to…

  12. Demystifying Educational Resilience: Barriers of Bahamian Nontraditional Adult Learners in Higher Education

    Science.gov (United States)

    Hunter-Johnson, Yvonne

    2017-01-01

    Within the past 30 years, the number of nontraditional learners who pursue higher education has increased. This gravitation to higher education can be attributed to the changing value of the nontraditional learner regarding higher education as a direct link to improving the quality of employment, family, and financial stability. Despite the desire…

  13. The Relationship between Cognitive Styles and Young Adult Learners' Preferences for Written Corrective Feedback

    Science.gov (United States)

    Moslemi, Negar; Dastgoshadeh, Adel

    2017-01-01

    This study aimed to investigate the relationship between learners' cognitive styles and their preferences for different types and frequencies of written corrective feedback and for different types of errors to be corrected. Data were collected from 60 English as a foreign language learners at intermediate and upper-intermediate levels. The…

  14. Stress Judgment and Production in English Derivation, and Word Reading in Adult Mandarin-Speaking English Learners.

    Science.gov (United States)

    Chung, Wei-Lun; Jarmulowicz, Linda

    2017-08-01

    For monolingual English-speaking children, judgment and production of stress in derived words, including words with phonologically neutral (e.g., -ness) and non-neutral suffixes (e.g., -ity), is important to both academic vocabulary growth and to word reading. For Mandarin-speaking adult English learners (AELs) the challenge of learning the English stress system might be complicated by cross-linguistic differences in prosodic function and features. As Mandarin-speakers become more proficient in English, patterns similar to those seen in monolingual children could emerge in which awareness and use of stress and suffix cues benefit word reading. A correlational design was used to examine the contributions of English stress in derivation with neutral and non-neutral suffixes to English word and nonword reading. Stress judgment in non-neutral derivation predicted word reading after controlling for working memory and English vocabulary; whereas stress production in neutral derivation contributed to word reading and pseudoword decoding, independent of working memory and English vocabulary. Although AELs could use stress and suffix cues for word reading, AELs were different from native English speakers in awareness of non-neutral suffix cues conditioning lexical stress placement. AELs may need to rely on lexical storage of primary stress in derivations with non-neutral suffixes.

  15. From gesture to sign language: conventionalization of classifier constructions by adult hearing learners of British Sign Language.

    Science.gov (United States)

    Marshall, Chloë R; Morgan, Gary

    2015-01-01

    There has long been interest in why languages are shaped the way they are, and in the relationship between sign language and gesture. In sign languages, entity classifiers are handshapes that encode how objects move, how they are located relative to one another, and how multiple objects of the same type are distributed in space. Previous studies have shown that hearing adults who are asked to use only manual gestures to describe how objects move in space will use gestures that bear some similarities to classifiers. We investigated how accurately hearing adults, who had been learning British Sign Language (BSL) for 1-3 years, produce and comprehend classifiers in (static) locative and distributive constructions. In a production task, learners of BSL knew that they could use their hands to represent objects, but they had difficulty choosing the same, conventionalized, handshapes as native signers. They were, however, highly accurate at encoding location and orientation information. Learners therefore show the same pattern found in sign-naïve gesturers. In contrast, handshape, orientation, and location were comprehended with equal (high) accuracy, and testing a group of sign-naïve adults showed that they too were able to understand classifiers with higher than chance accuracy. We conclude that adult learners of BSL bring their visuo-spatial knowledge and gestural abilities to the tasks of understanding and producing constructions that contain entity classifiers. We speculate that investigating the time course of adult sign language acquisition might shed light on how gesture became (and, indeed, becomes) conventionalized during the genesis of sign languages. Copyright © 2014 Cognitive Science Society, Inc.

  16. A Critical Comparison of Learning Style Instruments Frequently Used with Adult Learners.

    Science.gov (United States)

    Rule, David L.; Grippin, Pauline C.

    Theoretical framework, instrument development, and psychometric qualities are reviewed for some measures of learning style currently in use with adults. Instruments reviewed include: (1) Kolb's Learning Style Inventory I; (2) Kolb's Learning Style Inventory II; (3) the Myers-Briggs Type Indicator; (4) the Productivity Environmental Preferences…

  17. Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute

    Science.gov (United States)

    Bin Kadir, Mohd Amin; Arifin, Syamsul; Latipun; Fuad, Ahmad Nur

    2016-01-01

    This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual…

  18. A Semantic Representation Of Adult Learners' Developing Conceptions Of Self Realisation Through Learning Process

    DEFF Research Database (Denmark)

    Badie, Farshad

    2016-01-01

    Learning is the reflective activity that enables the learner to draw upon her/his previous experiences and background knowledge to conceptualise, realise, understand and evaluate the present, so as to shape her/his future actions and to construct and develop new knowledge for her(him)self. Learning...... of learners’ developing conceptions of learning. Some categories like 'Meaning Construction', 'Reality Interpretation' and 'Self Awareness (Self Realisation)' could be known as the most excellent and the most transcendental conceptions used by learners. Consequently, I will employ the highlighted concepts...... strongly depends on meetings of awarenesses (or self realisations) which we see as achieved through the experiences that mentors and learners undertake jointly. Self realisation is a type of self organisation process and always organises itself. In fact, self realisation is always going to be continued...

  19. Vocabulary Attrition among Adult English as a Foreign Language Persian Learners

    Science.gov (United States)

    Asgari, Azadeh; Bin Mustapha, Ghazali

    2010-01-01

    This study aims to investigate the attrition rate of EFL concrete and abstract vocabulary among continuing and non-continuing Iranian female and male English language learners across different proficiency levels. They are students of a University and majored in different fields (between 20 and 25 years old). There was no treatment in this study…

  20. Designing and Managing a Self-Access Learning System for Adult Learners.

    Science.gov (United States)

    Mooi, Chin Tiang

    1991-01-01

    Reasons for the increased interest in "self-access" learning in language classrooms are explored, particularly the shift from teacher-centered to learner-centered learning. Ways that a Malaysian teachers college set up a self-access learning center are described. (Contains seven references.) (LB)

  1. The early phase of /see symbol/ production development in adult Japanese learners of English.

    Science.gov (United States)

    Saito, Kazuya; Munro, Murray J

    2014-12-01

    Although previous research indicates that Japanese speakers' second language (L2) perception and production of English /see symbol/ may improve with increased L2 experience, relatively little is known about the fine phonetic details of their /see symbol/ productions, especially during the early phase of L2 speech learning. This cross-sectional study examined acoustic properties of word-initial /see symbol/ from 60 Japanese learners with a length of residence of between one month and one year in Canada. Their performance was compared to that of 15 native speakers of English and 15 low-proficiency Japanese learners of English. Formant frequencies (F2 and F3) and F1 transition durations were evaluated under three task conditions--word reading, sentence reading, and timed picture description. Learners with as little as two to three months of residence demonstrated target-like F2 frequencies. In addition, increased LOR was predictive of more target-like transition durations. Although the learners showed some improvement in F3 as a function of LOR, they did so mainly at a controlled level of speech production. The findings suggest that during the early phase of L2 segmental development, production accuracy is task-dependent and is influenced by the availability of L1 phonetic cues for redeployment in L2.

  2. Researching the Effects of Teaching Grammar Rules to English Second Language Adult Learners

    Science.gov (United States)

    Ayliff, D.

    2011-01-01

    This article describes the effects of an interventionist form-focused course on the written English of first-year second language university learners. For two semester courses the form (or grammar) of the language was concentrated upon. During the first semester the use of correct grammar was focussed on intensively, while during the second…

  3. What Adult ESL Learners Say about Improving Grammar and Vocabulary in Their Writing for Academic Purposes

    Science.gov (United States)

    Zhou, Ally A.

    2009-01-01

    Linguistic accuracy plays an important role in the quality of written texts, yet the explicit teaching of linguistic form--particularly grammar--for the purpose of improving learners' writing has generated an ongoing debate. Furthermore, students' voices about their learning are often ignored because they are perceived as not knowing what they…

  4. Written Requests in Emails Sent by Adult Chinese Learners of English

    Science.gov (United States)

    Lee, Cynthia F. K.

    2004-01-01

    The paper reports the results of a naturalistic enquiry into written request strategies in emails sent by Chinese learners of English to their teachers. A corpus of 600 emails was collected in the course of an academic year. CCARP (Cross-Cultural Speech-Act Realisation Project) segmentation and coding was used to analyse the requests contained in…

  5. How Similar Are Adult Second Language Learners and Spanish Heritage Speakers? Spanish Clitics and Word Order

    Science.gov (United States)

    Montrul, Silvina

    2010-01-01

    Recent studies of heritage speakers, many of whom possess incomplete knowledge of their family language, suggest that these speakers may be linguistically superior to second language (L2) learners only in phonology but not in morphosyntax. This study reexamines this claim by focusing on knowledge of clitic pronouns and word order in 24 L2 learners…

  6. PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH PHONOLOGY FOR EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Senowarsito Senowarsito

    2017-04-01

    Full Text Available This paper presents preliminary study of R&D on Teaching Materials Model of English Phonology for EF2L. The preliminary study aims at finding out the phonological fossilization of adult learners of English in Javanese context and figuring out the factors influencing them. 25 fourth-semester Javanese students of English Departement from 5 universities in Semarang municipality were selected as respondents. The data were collected from observation, interview and documentation. The results show that phonological fossilizations occur on vowel (/e/ instead of /i/ in ‗english‘ /ˈɪŋ.glɪʃ/, /a/ instead of /æ/ in ‗aspect‘ /ˈæs.pekt/, it also occurs in /Ʌ,e, ǝ/ mostly in initial sound , consonant (/nð/ instead of /ð/ in ‗the‘ /ðǝ/, /ŋ/ instead of /ʤ/ in ‗change‘ /tʃeɪndʒ/, also in /tʃ, ϴ,ð,ʃ,v,Ʒ,z,j,k,g, suffix –ed and –es, and silent letter, and diphthong (/o/ instead of /ǝu/ in ‗over‘ /ǝuvǝr/ and in ‗power‘ /paʊər /, also in/ei,au/ . Factors affecting the occurrence of phonological fossilization are 1 the interference of respondents‘ mother tongue, such as Javanese tends to add sound /n/ in /nðǝlɔk/ ‗ndelok‘ and it interferes in pronouncing ‗the‘ to /nðǝ/ instead of /ðǝ/; 2 the learning materials of English Phonology course does not yet accommodate the learner‘s errors and or learner‘s fossilizations. These findings can be used as recommendation to develop teaching materials of English Phonology for EF2L.

  7. Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

    Science.gov (United States)

    White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

    2012-01-01

    This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization") are modulated by individual levels of L2 behavioural performance and learning.

  8. Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables.

    Science.gov (United States)

    Liu, Meihua

    2017-06-01

    The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

  9. The Mobile College Community: A Study of Adult Learners' Adoption and Use of Digital Communication Technologies on the Campuses of Florida's Community Colleges

    Science.gov (United States)

    Weidert, John William

    2012-01-01

    Rapid advancements in technology and the proliferation of mobile communication devices available in the marketplace require that community college administrators and teachers better understand levels of digital communication technology adoption and how adult learners currently use them. Such an understanding is necessary to developing the…

  10. Beating the Drums for Attention: Proceedings and Outcomes of the Socrates/Grundtvig Network "International Adult Learners Week in Europe" (IntALWinE)

    Science.gov (United States)

    Bochynek, Bettina, Ed.

    2007-01-01

    "Beating the Drums for Attention" is the metaphorical title chosen to reflect the continuous effort carried out by adult educators to promote learning, to encourage a joyful approach to it and to motivate learners to be part of and actively influence the overall reflexive process they are involved in. What carries the whole movement is…

  11. Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning

    Science.gov (United States)

    Roberts, Lindsay

    2017-01-01

    How can we better engage adult learners during information literacy sessions? How do we increase students' perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop…

  12. Empowering Adult Learners. NIF Literacy Program Helps ABE Accomplish Human Development Mission.

    Science.gov (United States)

    Hurley, Mary E.

    1991-01-01

    The National Issues Forum's Literacy Program uses study circles and group discussion to promote empowerment and enhance adult literacy through civic education. The program has helped the Westonka (Minnesota) Adult Basic Education project accomplish its mission and has expanded the staff's view of adult learning. (SK)

  13. Talking out loud in class: utilizing discussion as an effective teaching strategy with adult learners.

    Science.gov (United States)

    Hotler, Amy L

    2013-09-01

    Staff development is an important role of the school nurse, yet little is written to assist the nurse in this role. Though some obtain advanced degrees in education, most school nurses are not prepared for the staff development role without further education in pedagogy, teaching strategies, and evaluation methods. This article presents discussion as one of many active teaching strategies that can engage learners and promote critical thinking. More work is needed in the area of course design and implementation, as well as additional research to help identify the most effective teaching strategies for school employees.

  14. Adult Learners in a Novel Environment Use Prestige-Biased Social Learning

    Directory of Open Access Journals (Sweden)

    Curtis Atkisson

    2012-07-01

    Full Text Available Social learning (learning from others is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1 participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking, and (2 prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3 participants were most likely to use social learning over individual (asocial learning when they were performing poorly, in line with previous experiments, and (4 prestige information was not used more often following environmental shifts, contrary to predictions. These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

  15. Adult learners in a novel environment use prestige-biased social learning.

    Science.gov (United States)

    Atkisson, Curtis; O'Brien, Michael J; Mesoudi, Alex

    2012-08-13

    Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions.  These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

  16. Measuring Outcomes in Adult Weight Loss Studies That Include Diet and Physical Activity: A Systematic Review

    OpenAIRE

    Millstein, Rachel A.

    2014-01-01

    Background. Measuring success of obesity interventions is critical. Several methods measure weight loss outcomes but there is no consensus on best practices. This systematic review evaluates relevant outcomes (weight loss, BMI, % body fat, and fat mass) to determine which might be the best indicator(s) of success. Methods. Eligible articles described adult weight loss interventions that included diet and physical activity and a measure of weight or BMI change and body composition change. Resu...

  17. Teaching Reading and Spelling to Adult Learners: The Multisensory Structured Language Approach

    Science.gov (United States)

    Ali, Shamim

    2012-01-01

    All over the World most effective methods for teaching reading to beginning-level adults have been applied. My continuing challenge has been to determine how reading acquisition research can be applied to teaching reading to adults. In this article, I describe the techniques I have found most useful; I hope other teachers working with beginning…

  18. Morbidity, including fatal morbidity, throughout life in men entering adult life as obese.

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    Esther Zimmermann

    Full Text Available BACKGROUND: The association between obesity in adults and excess morbidity and mortality is well established, but the health impact throughout adult life of being obese in early adulthood needs elucidation. We investigated somatic morbidity, including fatal morbidity, throughout adulthood in men starting adult life as obese. METHODS: Among 362,200 Danish young men, examined for military service between 1943 and 1977, all obese (defined as BMI≥31.0 kg/m(2, and, as controls, a random 1% sample of the others was identified. In the age range of 18-25 years, there were 1,862 obese, which encompass the men above the 99.5 percentile, and 3,476 controls. Information on morbidity was obtained via national registers. Cox regression models were used to estimate the relative morbidity assessed as first incidence of disease, occurrence of disease in the year preceding death and prevalent disease at time of death. RESULTS: From age 18 through 80 years the obese had an increased risk of becoming diseased by or die from a broad range of diseases. Generally, the incidence of first event, occurrence in the year prior to death, and prevalence at time of death showed the same pattern. As an example, the relative hazard of type 2 diabetes was constant throughout life at 4.9 (95% confidence intervals [CI]: 4.1-5.9, 5.2 (95% CI: 3.6-7.5, and 6.8 (95% CI: 4.6-10.1, respectively. CONCLUSIONS: Our findings strongly support the continued need to avoid beginning adult life as obese, as obese young men experience an increased morbidity, including fatal morbidity, from many diseases throughout life.

  19. Brain Responses before and after Intensive Second Language Learning: Proficiency Based Changes and First Language Background Effects in Adult Learners

    Science.gov (United States)

    White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

    2012-01-01

    This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner’s first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1–L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., “grammaticalization”) are modulated by individual levels of L2 behavioural performance and learning. PMID:23300641

  20. Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

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    Ranauli Sihombing

    2016-12-01

    Full Text Available Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.   DOI: https://doi.org/10.24071/llt.2015.180205

  1. Successful Approaches to Helping Students--Including English Learners--Succeed in Elementary School. Parent Guide = Enfoques exitosos para ayudar a los estudiantes--incluyendo a los que aprenden ingles--a triunfar en la escuela primaria. Guia de padres

    Science.gov (United States)

    EdSource, 2007

    2007-01-01

    This guide informs parents about some instructional practices that work well for all elementary school students, in particular English learners. It includes questions parents can ask teachers and principals to help them understand how their children's school approaches teaching and learning. Both English and Spanish versions of the document are…

  2. Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

    Directory of Open Access Journals (Sweden)

    Hien Hoang

    2016-09-01

    Full Text Available Adult second language (L2 learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners’ re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners’ renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

  3. Mental health among young adult survivors of childhood cancer and their siblings including posttraumatic growth.

    Science.gov (United States)

    Kamibeppu, Kiyoko; Sato, Iori; Honda, Misato; Ozono, Shuichi; Sakamoto, Naoko; Iwai, Tsuyako; Okamura, Jun; Asami, Keiko; Maeda, Naoko; Inada, Hiroko; Kakee, Naoko; Horibe, Keizo; Ishida, Yasushi

    2010-12-01

    Few studies have addressed the mental health status of young adult childhood cancer survivors (CCSs) and their siblings (SIBs). This paper focuses on depression, anxiety, posttraumatic stress symptoms (PTSS), and posttraumatic growth (PTG) among Japanese CCSs and their SIBs. Adolescent and young adult CCSs (n=185), in remission for more than 1 year, their SIBs (n=72), and general controls (CONTs) (n=1,000) completed anonymous self-report questionnaires for depression, anxiety, PTSS, and PTG. The physicians in charge also completed an anonymous disease/treatment data sheet. CCSs were approximately 8 years old at diagnosis and approximately 23 years old at the time of the survey. Their diagnoses included leukemia (57%), lymphoma (12%), and solid tumors (30%). Thirty-eight percent underwent surgery and 25% received stem cell transplantation. No significant differences were found between CCSs and CONTs in terms of depression and anxiety. CCSs had significantly more PTSS and had remarkably greater PTG compared to CONTs. Although no significant differences were found between SIBs and CONTs regarding depression, anxiety, or PTSS, female SIBs exhibited greater PTG compared to female CONTs. To empower CCSs, they should be evaluated periodically regarding PTSS and PTG and should be provided appropriate care and feedback. The fact that the mental health status of young adult SIBs was similar to CONTs at 15 years after their siblings' diagnoses may help reassure parents who worry about mental health among the siblings of an affected child during and after his/her treatment.

  4. Consumer Economics. Teacher Guidebook and Student Activity Book. Adult Basic Education Project REAL: Relevant Education for Adult Learners.

    Science.gov (United States)

    Edgar, S. Keith

    This packet contains both a teacher's guide and a student activity book designed to help adult students acquire consumer information. Both booklets cover the following topics: bank accounts (checking accounts, savings accounts, other banking services), budgeting money, undersanding and using credit, comparative shopping, fraudulent persuasion, and…

  5. Career Technical Education: Keeping Adult Learners Competitive for High-Demand Jobs

    Science.gov (United States)

    National Association of State Directors of Career Technical Education Consortium, 2011

    2011-01-01

    In today's turbulent economy, how can adult workers best position themselves to secure jobs in high-demand fields where they are more likely to remain competitive and earn more? Further, how can employers up-skill current employees so that they meet increasingly complex job demands? Research indicates that Career Technical Education (CTE) aligned…

  6. The Rise of African Drumming among Adult Music Learners in Hong Kong

    Science.gov (United States)

    Lee, Hung Kun

    2010-01-01

    The present study aims at further examining an interesting finding of a recent empirical research on Hong Kong adults' participation in African drumming from a sociological perspective by adopting some Bourdieuan concepts. Results of the semi-structured interviews with 82 informants with diverse musical backgrounds and occupations concur that…

  7. Reaching the Adult Learner: Teaching Information Technology Infrastructure Library (ITIL) to Practicing Technology Managers

    Science.gov (United States)

    Adade, Anthony Kwasi

    2012-01-01

    A great deal has been written about adult learning in terms of approaches and strategies. However, very little has been published on best practices for teaching Information Technology Infrastructure Library ® (ITIL) certification course to IT professionals. This dearth of research, along with five years of experience teaching the course sparked my…

  8. A Transition-to-College Course for Adult Learners: Effects on GPA and Time to Graduation

    Science.gov (United States)

    Collins, Pamela J.

    2013-01-01

    The purpose of this study was to help fill the knowledge gap on stand-alone transition-to-college courses for adult students in an institutional setting where such courses have been extensively utilized via different delivery mediums. The ultimate goal was to use the knowledge obtained to aid personnel who work with nontraditional degree programs…

  9. Towards Flexible Learning for Adult Learners in Professional Contexts: An Activity-Focused Course Design

    Science.gov (United States)

    Cornelius, Sarah; Gordon, Carole; Ackland, Aileen

    2011-01-01

    This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online "learning activities" which draws on ideas of…

  10. The Effect of Phonetics Instruction on Adult Learners' Perception and Production of L2 Sounds

    Science.gov (United States)

    Kissling, Elizabeth Maria

    2012-01-01

    Traditional pronunciation instruction and instruction in second language (L2) phonetics have been shown to improve learners' L2 accent in some, though certainly not all, cases. Learners in intermediate and advanced Spanish FL courses have shown modest improvement in the pronunciation of some L2 phones after receiving such instruction.…

  11. The Power of Story: Using Personal Narrative, Computer Technology and Podcasting with Young Adult English Language Learners

    Science.gov (United States)

    Pierson, Susan Jacques

    2014-01-01

    One way to ensure a high quality, personalized literacy program for English language learners is to use the learners' own lives and experiences as curriculum. Creating spaces for students to compose and share stories results in a strong sense of community facilitates the development of authentic literacy skills and increases student motivation and…

  12. From Adults to Non-Traditional Students to Lifelong Learners in Higher Education: Changing Contexts and Perspectives

    Science.gov (United States)

    Schuetze, Hans G.

    2014-01-01

    This chapter looks into the changing contexts and definitions of clienteles of lifelong learners over the last quarter of a century. The author has been involved in three closely related studies on who lifelong learners are, how they access and participate in higher education (HE), and how and what are they learning in HE and summarises some of…

  13. Comparison of treatment effect estimates for pharmacological randomized controlled trials enrolling older adults only and those including adults: a meta-epidemiological study.

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    Valérie Seegers

    Full Text Available CONTEXT: Older adults are underrepresented in clinical research. To assess therapeutic efficacy in older patients, some randomized controlled trials (RCTs include older adults only. OBJECTIVE: To compare treatment effects between RCTs including older adults only (elderly RCTs and RCTs including all adults (adult RCTs by a meta-epidemiological approach. METHODS: All systematic reviews published in the Cochrane Library (Issue 4, 2011 were screened. Eligible studies were meta-analyses of binary outcomes of pharmacologic treatment including at least one elderly RCT and at least one adult RCT. For each meta-analysis, we compared summary odds ratios for elderly RCTs and adult RCTs by calculating a ratio of odds ratios (ROR. A summary ROR was estimated across all meta-analyses. RESULTS: We selected 55 meta-analyses including 524 RCTs (17% elderly RCTs. The treatment effects differed beyond that expected by chance for 7 (13% meta-analyses, showing more favourable treatment effects in elderly RCTs in 5 cases and in adult RCTs in 2 cases. The summary ROR was 0.91 (95% CI, 0.77-1.08, p = 0.28, with substantial heterogeneity (I(2 = 51% and τ(2 = 0.14. Sensitivity and subgroup analyses by type-of-age RCT (elderly RCTs vs RCTs excluding older adults and vs RCTs of mixed-age adults, type of outcome (mortality or other and type of comparator (placebo or active drug yielded similar results. CONCLUSIONS: The efficacy of pharmacologic treatments did not significantly differ, on average, between RCTs including older adults only and RCTs of all adults. However, clinically important discrepancies may occur and should be considered when generalizing evidence from all adults to older adults.

  14. The Alignment of Teaching Methodology and Learning Outcomes: The Effect of Students’ Presentations on the Development of English Language Proficiency of Adult Learners

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    Venera Ulker

    2017-12-01

    Full Text Available The aim of this study was to investigate the effectiveness of using students’ presentations on improving English language skills of adult learners and assess its potency to reach the expected learning outcomes. The research was conducted in the Continuing Education Center, Ishik University, Erbil, KRG, Iraq. The target population consisted of 23 English language learners (university graduates, and currently working in the sphere of Education. This study consisted of three major phases: first, explanation, preparation, presentation of the students’ works on the topic of interest and observation of students’ performance, second, teacher-student and student-student discussion of the video-recorded presentations. The last step was the application of the survey, which was designed to measure the participants’ attitude toward the mini-projects they presented in the class. The data were analyzed by means of frequency and percentage, as well as a summarization of the discussions. The main findings show that students’ attitude toward oral presentations, prepared on the topic of their own interest, have a positive attitude on students’ motivation toward learning English and help the adult learners to improve their language in general, and the productive skills in particular.

  15. Buen Viaje: Mutually Beneficial Tourism. A Four-Lesson Unit about Traveling with Care in Mexico for Grades 8-12 and Adult Learners in English and Spanish.

    Science.gov (United States)

    Mattson, Alexandra; Ruiz, Octavio; Sommers, Meredith

    Intended for secondary students, this curriculum unit (in both English and Spanish) provides a look into Mexico's second largest industry, tourism. The curriculum unit of four lessons includes general information about tourism, maps, stories, and a code of behavior for travelers. The unit enumerates learner objectives, defines vocabulary and…

  16. Behavioral factors to include in guidelines for lifelong oral healthiness: an observational study in Japanese adults

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    Shimozato Miho

    2006-12-01

    Full Text Available Abstract Background The aim of this study was to determine which behavioral factors to include in guidelines for the Japanese public to achieve an acceptable level of oral healthiness. The objective was to determine the relationship between oral health related behaviors and symptoms related to oral disease and tooth loss in a Japanese adult community. Methods Oral health status and lifestyle were investigated in 777 people aged 20 years and older (390 men and 387 women. Subjects were asked to complete a postal questionnaire concerning past diet and lifestyle. The completed questionnaires were collected when they had health examinations. The 15 questions included their preference for sweets, how many between-meal snacks they usually had per day, smoking and drinking habits, presence of oral symptoms, and attitudes towards dental visits. Participants were asked about their behaviors at different stages of their life. The oral health examinations included examination of the oral cavity and teeth performed by dentists using WHO criteria. Odds ratios were calculated for all subjects, all 10 year age groups, and for subjects 30 years or older, 40 years or older, 50 years or older, and 60 years or older. Results Frequency of tooth brushing (OR = 3.98, having your own toothbrush (OR = 2.11, smoking (OR = 2.71 and bleeding gums (OR = 2.03 were significantly associated with number of retained teeth in males. Frequency of between-meal snacks was strongly associated with number of retained teeth in females (OR = 4.67. Having some hobbies (OR = 2.97, having a family dentist (OR = 2.34 and consulting a dentist as soon as symptoms occurred (OR = 1.74 were significantly associated with number of retained teeth in females. Factors that were significantly associated with tooth loss in both males and females included alcohol consumption (OR = 11.96, males, OR = 3.83, females, swollen gums (OR = 1.93, males, OR = 3.04, females and toothache (OR = 3.39, males, OR

  17. What do learners need to know about cinema? film as a learning tool in adult education

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    Vanda de Sousa

    2016-11-01

    Full Text Available The author reflects upon the dominating culture of images in the today’s fragmented and globalised world. She examines the cinematographic text as a tool that can be used in the process of adult education, facilitating the education of the generations who, unlike younger generations, were not born into the world of images. The author argues that teaching and learning about cinema can represent a tool which enables individuals to acquire cinematographic literacy and discover their psychological, cultural and social selves. The author starts by examining the cinematographic text as a consequence of the technological evolution. She goes on to describe the evolution of the cinematographic text, emphasizing its grammar, syntax and semantics, while focusing on the advantage of the cinematographic text and language over other languages, since such text leads to free interpretation and learning. Finally, she discusses film as a teaching and/or learning tool that puts an end to the hermeneutics, reveals the other (not the self, and leads to the comprehension and construction of our individual, social and cultural identity.

  18. The relation of cognitive learning strategies to psychosocial employability attributes amongst black adult learners in the economic and management sciences field

    Directory of Open Access Journals (Sweden)

    Melinde Coetzee

    2014-07-01

    Research purpose: The objective of the research was to investigate the relation between adultlearners’ cognitive learning strategies (measured by the examination preparation inventoryand their psychosocial employability attributes (measured by the employability attributesscale. Motivation for the study: Recent research has made important progress in understanding thenotions of cognitive learning styles in learning and psychosocial employability attributes insustaining individuals’ employability in the contemporary world of work. However, researchon how adult learners’ cognitive learning strategies influence the psychosocial attributes theyneed to manage and sustain their employability has been lacking. Research approach, design and method: A quantitative cross-sectional survey design wasused, involving a stratified proportional random sample of 1102 predominantly early careerblack female undergraduate level adult learners. The participants were enrolled for distancelearning studies in the economic and management sciences field at a South African highereducation institution. Main findings: Canonical correlation and multiple regression analysis indicated the abstracttheoretical and factual practical cognitive learning strategies as useful predictors of theparticipants’ overall level of psychosocial employability attributes and especially their levelsof career self-management and proactivity. Practical/managerial implications: Learning practitioners should strive to integrate cognitivelearning strategies in the design of learning and assessment activities in order to fosterthe psychosocial employability attributes adult learners need to manage their continuedemployability in the contemporary workplace. Contribution: The study contributes new insights to the employability and learning andeducation literature. The results may potentially inform formal learning and assessmentdesign in order to improve adult learners’ learning performance and employability.

  19. Measuring Outcomes in Adult Weight Loss Studies That Include Diet and Physical Activity: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Rachel A. Millstein

    2014-01-01

    Full Text Available Background. Measuring success of obesity interventions is critical. Several methods measure weight loss outcomes but there is no consensus on best practices. This systematic review evaluates relevant outcomes (weight loss, BMI, % body fat, and fat mass to determine which might be the best indicator(s of success. Methods. Eligible articles described adult weight loss interventions that included diet and physical activity and a measure of weight or BMI change and body composition change. Results. 28 full-text articles met inclusion criteria. Subjects, settings, intervention lengths, and intensities varied. All studies measured body weight (−2.9 to −17.3 kg, 9 studies measured BMI (−1.1 to −5.1 kg/m2, 20 studies measured % body fat (−0.7 to −10.2%, and 22 studies measured fat mass (−0.9 to −14.9 kg. All studies found agreement between weight or BMI and body fat mass or body fat % decreases, though there were discrepancies in degree of significance between measures. Conclusions. Nearly all weight or BMI and body composition measures agreed. Since body fat is the most metabolically harmful tissue type, it may be a more meaningful measure of health change. Future studies should consider primarily measuring % body fat, rather than or in addition to weight or BMI.

  20. Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners

    Science.gov (United States)

    Ozfidan, Burhan; Machtmes, Krisanna L.; Demir, Husamettin

    2014-01-01

    Sociocultural theories consider language learning as a social practice examines students as active participants in the construction of learning processes. This study investigates sociocultural theories' central concepts, which includes peer interaction and feedback, private speech, and self-efficacy. The present study is a case study of twenty…

  1. Constructing Identity through Negotiation for Cambodian Adult English Language Learners in East Oakland

    Science.gov (United States)

    Washington, Brad D.

    2016-01-01

    This study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland,…

  2. Beyond Fossilization: A Course in Strategies and Techniques in Pronunciation for Advanced Adult Learners.

    Science.gov (United States)

    Ricard, Ellen

    1986-01-01

    The phonology/pronunciation course of the Canadian government's advanced language training program emphasizes activities which generate student motivation and optimism in overcoming "fossilized" pronunciation (pronunciation highly resistant to change). Activities include: oral reading, feedback, recording of reading, and self-directed…

  3. Explaining Phonology and Reading in Adult Learners: Introducing Prosodic Awareness and Executive Functions to Reading Ability

    Science.gov (United States)

    Chan, Jessica S.; Wade-Woolley, Lesly

    2018-01-01

    Background: This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used…

  4. Adult Appeal.

    Science.gov (United States)

    Stinehart, Kathleen; Kornegay, Jane G.

    1997-01-01

    To reach older, nontraditional students and alumni, alumni associations must offer a different type of programming Suggestions include ignoring class years of alumni, bringing current and former adult students together, emphasizing career connections, supporting networking, featuring a college speaker to satisfy lifelong learners' hunger for…

  5. A Study of the Relationship between Persian and English Writing Skills among Adult EFL Learners in Iran

    Directory of Open Access Journals (Sweden)

    Azim Javadi-Safa

    2013-03-01

    Full Text Available This research aims at investigating the relationship between writing skill and sub-skills of first language (Persian and foreign language (English. Therefore, 50 upper-intermediate EFL learners in Iran who were majoring in the English language were asked to write on two different topics in Persian and English. Then, the compositions were evaluated based on ESL Composition Profile. Subsequently, using Pearson product-moment correlation, the correlation between the compositions overall scores in L1 and L2, as well as the correlations between each of five major components of writing, including content, organization, vocabulary, language use, and mechanics in the two languages were examined. The results displayed large correlations between the compositions overall scores as well as between the four writing sub-skills in L1 and L2. The highest correlations were observed between writing sub-skills of vocabulary, mechanics, language use, and content respectively. These findings entail some pedagogical implications for effective language learning in both L1 and L2, utilizing the enhancing effect of cross-linguistic transfer of writing.

  6. Scope of Cooperative Learning (CL Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

    Directory of Open Access Journals (Sweden)

    Muhammad Ishtiaq

    2017-10-01

    Full Text Available This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

  7. Post-trial sleep sequences including transition sleep are involved in avoidance learning of adult rats.

    Science.gov (United States)

    Mandile, P; Vescia, S; Montagnese, P; Piscopo, S; Cotugno, M; Giuditta, A

    2000-07-01

    High resolution computerized EEG analyses, and behavioral observations were used to identify slow wave sleep (SS), paradoxical sleep (PS) and transition sleep (TS) in adult male Wistar rats exposed to a session of two-way active avoidance training. Of the four sleep sequences that could be identified, two included TS (SS-->TS-->W and SS-->TS-->PS), while the other two did not (SS-->W and SS-->PS). Comparison of post-trial sleep variables between fast learning rats (FL, reaching criterion in the training session), slow learning rats (SL, reaching criterion in the retention session the following day), and non learning rats (NL, failing to reach criterion) indicated that the total amounts of SS, TS and PS of the SS-->TS-->PS sequence was markedly higher in FL rats than in SL rats. In addition, in comparison with the corresponding baseline period, the average duration and total amount of SS and TS episodes of the SS-->TS-->PS sequence increased in FL rats, while the number of SS-->TS-->W sequences decreased. On the other hand, the average duration of SS episodes increased in the SS-->TS-->W and SS-->W sequences of SL rats, and in the SS-->W and SS-->TS-->PS sequences of NL rats. Correlative analyses between number of avoidances and post-trial sleep variables demonstrated that avoidances were directly correlated with the duration of SS episodes of the SS-->TS-->PS sequence and with the duration of TS episodes of the SS-->TS-->W sequence, but inversely correlated with the number and amount of SS episodes of the SS-->W sequence and with the duration and amount of SS episodes of the SS-->PS sequence. On the whole, the data supported the view that TS-containing sleep sequences are involved in long-term storage of novel adaptive behavior, while sleep sequences lacking TS are involved in the maintenance of innate behavioral responses.

  8. A path less traveled: A self-guided action science inquiry among a small group of adult learners

    Science.gov (United States)

    Folkman, Daniel Vance

    This dissertation provides an analysis of the dialogue that occurred among a small group of adult learners who engaged in a self-guided action science inquiry into their own practice. The following pages describe how this group of five practitioners ventured into a critical, self-reflective inquiry into their own values, feelings, and intentions in search of personal and professional growth. It is a deeply revealing story that shows how, through group dialogue, the members gradually unravel the interconnections between their values, feelings, and intention. They uncover surprising and unanticipated patterns in their reasoning-in-action that reflect lessons from present day experiences as well as childhood axioms about what constitutes appropriate behavior. They push their learning further to recognize emotional triggers that are useful in confronting old habits of mind that must be overcome if new Model II strategies are to be learned and internalized. They conclude that becoming Model II requires a centering on basic values, a personal commitment to change, a willingness to persist in the face of resistance, and the wisdom to act with deliberate caution. The transformative power of this insight lies in the realization of what it takes personally and collectively to make the world a truly respectful, productive, democratic, and socially just place in which to live and work. The action science literature holds the assumption that a trained facilitator is needed to guide such an inquiry and the learning of Model II skills. Unfortunately, there are few educator-trainers available to facilitate the learning of Model II proficiencies over the months and years that may be required. The data presented here show that it is possible for a group of highly motivated individuals to initiate and sustain their own action science inquiry without the aid of a highly skilled facilitator. A model of the group dialogue is presented that highlights the salient characteristics of an

  9. Perceived Learning Difficulty and Actual Performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners

    Science.gov (United States)

    Silva, Luis Humberto Rodríguez; Roehr-Brackin, Karen

    2016-01-01

    This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups' difficulty…

  10. The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. NCEE 2011-4003

    Science.gov (United States)

    Condelli, Larry; Cronen, Stephanie; Bos, Johannes; Tseng, Fannie; Altuna, Jacklyn

    2010-01-01

    To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of…

  11. The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004

    Science.gov (United States)

    Condelli, Larry; Cronen, Stephanie; Bos, Johannes; Tseng, Fannie; Altuna, Jacklyn

    2010-01-01

    To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of…

  12. The Developmental Relationship between Bilingual Morphological Awareness and Reading for Chinese EFL Adult Learners: A Longitudinal Study

    Science.gov (United States)

    Xue, Jin; Jiang, Xiaoming

    2017-01-01

    The present research aimed to explore the developmental relationship between bilingual morphological awareness and reading for Chinese natives learning English as a foreign language (EFL learners). Pre- and post-tests were conducted with in an interval of 9 months. Morphological and reading measures in Chinese and English were administered to 139…

  13. Tell me your life: including life stories in an adult development and aging course.

    Science.gov (United States)

    Villar, Feliciano; Celdran, Montserrat; Fabà, Josep

    2014-01-01

    The goals of this study were to determine the learning impact of an assignment that consisted of interviewing and analyzing older people's life stories, and to explore how the assignment was evaluated by students. Participants in the study were 122 first-year social education students enrolled in an adult development and aging course. They evaluated the assignment using an eight-adjective questionnaire and were asked about the benefits of the task. Their answers to the questionnaire were then reviewed using content analysis. The results indicated that marks on the life story assignment predicted marks on an exam about basic course concepts. Students considered that the assignment was interesting, useful, and integrated into the course, although most of them also thought that it was very time-consuming. They identified benefits related to the explicit goals of the course (improvement in the learning of developmental concepts, the acquisition of research-related skills, and the deactivation of aging stereotypes) and personal, growth-related benefits. The authors discuss the difficulties posed by the assignment and its usefulness as a complement to more traditional, lecture-based teaching methods in adult development and aging courses.

  14. Adult vaccination strategies for the control of pertussis in the United States: an economic evaluation including the dynamic population effects.

    Directory of Open Access Journals (Sweden)

    Laurent Coudeville

    Full Text Available BACKGROUND: Prior economic evaluations of adult and adolescent vaccination strategies against pertussis have reached disparate conclusions. Using static approaches only, previous studies failed to analytically include the indirect benefits derived from herd immunity as well as the impact of vaccination on the evolution of disease incidence over time. METHODS: We assessed the impact of different pertussis vaccination strategies using a dynamic compartmental model able to consider pertussis transmission. We then combined the results with economic data to estimate the relative cost-effectiveness of pertussis immunization strategies for adolescents and adults in the US. The analysis compares combinations of programs targeting adolescents, parents of newborns (i.e. cocoon strategy, or adults of various ages. RESULTS: In the absence of adolescent or adult vaccination, pertussis incidence among adults is predicted to more than double in 20 years. Implementing an adult program in addition to childhood and adolescent vaccination either based on 1 a cocoon strategy and a single booster dose or 2 a decennial routine vaccination would maintain a low level of pertussis incidence in the long run for all age groups (respectively 30 and 20 cases per 100,000 person years. These strategies would also result in significant reductions of pertussis costs (between -77% and -80% including additional vaccination costs. The cocoon strategy complemented by a single booster dose is the most cost-effective one, whereas the decennial adult vaccination is slightly more effective in the long run. CONCLUSIONS: By providing a high level of disease control, the implementation of an adult vaccination program against pertussis appears to be highly cost-effective and often cost-saving.

  15. Why Do Learners Choose Online Learning: The Learners' Voices

    Science.gov (United States)

    Ilgaz, Hale; Gulbahar, Yasemin

    2017-01-01

    Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not…

  16. The effect of nutrition training for health care staff on learner and patient outcomes in adults: a systematic review and meta-analysis.

    Science.gov (United States)

    Marples, Owen; Baldwin, Christine; Weekes, C Elizabeth

    2017-07-01

    Background: Nutrition training for health care staff has been prioritized internationally as a key means of tackling malnutrition; however, there is a lack of clear evidence to support its implementation. Systematic reviews in other fields of training for health care staff indicate that training strategies may have a beneficial impact on learner and patient outcomes. Objectives: We assessed whether nutrition training for health care staff caring for nutritionally vulnerable adults resulted in improved learner and patient outcomes and evaluated the effectiveness of different training strategies. Design: A systematic review of trials of nutrition training for health care staff was conducted. Six databases were searched with key terms relating to malnutrition and nutrition training. Studies were categorized according to cognitive (didactic teaching), behavioral (practical implementation of skills), and psychological (individualized or group feedback and reflection) training strategies. Where sufficient data were available, meta-analysis was performed according to study design and training strategy. All study designs were eligible. The risk of bias was evaluated in accordance with Cochrane guidance. Results: Twenty-four studies met the eligibility criteria: 1 randomized controlled trial, 4 nonrandomized controlled trials, 3 quasi-experimental trials, 13 longitudinal pre-post trials, 2 qualitative studies, and 1 cross-sectional survey. Results from a number of low-quality studies suggest that nutrition training for health care staff may have a beneficial effect on staff nutrition knowledge, practice, and attitude as well as patient nutritional intake. There were insufficient data to determine whether any particular training strategy was more effective than the others. Conclusions: In the absence of high-quality evidence, low-quality studies suggest that nutrition training for health care staff has some positive effects. However, further randomized controlled trials are

  17. Ajustando o foco atencional de alunos adultos a itens gramaticais opacos: conectivos concessivos Redirecting adult learners' attentional focus to opaque grammatical items: concessive connectives

    Directory of Open Access Journals (Sweden)

    Ana Lúcia Pitanguy Marques

    2010-01-01

    Full Text Available O presente trabalho mostra o cerne - a metodologia - assim como a análise quantitativa e as conclusões de uma investigação sobre os efeitos promissores do redirecionamento atencional de alunos adultos a aspectos específicos da LE. O trabalho desencadeador da 'percepção consciente' desses alunos à importância e ao uso dos conectivos concessivos em períodos compostos por subordinação ocorreu por meio de uma sequência de intervenções na prática pedagógica, em atividades /tarefas interligadas tematicamente, que propiciaram uma maior recorrência e saliência do foco de tratamento. Os resultados promissores indicam que essas atividades geradoras de percepção consciente e conscientização foram as maiores responsáveis por uma alteração significativa na escalada positiva do nível de desempenho na produção escrita desses alunos.This paper shows the core - the methodology - as well as the quantitative analyses and promising findings of an investigation on the effects of redirecting adult learners' attentional foci to specific areas of a foreign language - English. The work carried out to trigger learners' awareness and 'noticing' of the concessive connectives in subordinate clauses took place during classroom practice and was implemented through a series of thematically-integrated tasks. Those aimed at exposing learners to a treatment focus that was more recurrent and salient. The findings suggest that activities which triggered the 'noticing' of the treatment foci were the main responsible for the significant changes in the use of the target structures in the written texts, and possibly for the rise of the participants' level of linguistic competence in their written production.

  18. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

    of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

  19. How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

    Science.gov (United States)

    Li, Hongli; Suen, Hoi K.

    2015-01-01

    This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

  20. Learner corpus profiles the case of Romanian learner English

    CERN Document Server

    Chitez, Madalina

    2014-01-01

    The first three chapters of the book offer relevant information on the new methodological approach, learner corpus profiling, and the exemplifying case, Romanian Learner English. The description of the Romanian Corpus of Learner English is also given special attention. The following three chapters include corpus-based frequency analyses of selected grammatical categories (articles, prepositions, genitives), combined with error analyses. In the concluding discussion, the book summarizes the features compiled as lexico-grammatical profiles.

  1. A Pilot Study Comparing Total Physical Response Storytelling[TM] with the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition among English as a Second Language Adult Learners

    Science.gov (United States)

    Castro, Ruben

    2010-01-01

    This study evaluated the effectiveness of Total Physical Response Storytelling (TPRS[TM]) compared to the Grammar-Translation approach for acquiring and retaining new vocabulary in an English as a Second Language (ESL) class. The subjects were adult Hispanic learners with limited literacy. An experimental design approach was used to gather…

  2. Autonomous Learner Model Resource Book

    Science.gov (United States)

    Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

    2016-01-01

    "Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

  3. Analysis of Learner Progress from the Second Reporting Cycle of the CALPEP Field Test. A Report to the California State Librarian.

    Science.gov (United States)

    Solorzano, Ronald

    A study determined the impact the California Literacy Campaign (CLC) was having on adult learners based on changes in the California Adult Learner Progress Evaluation Process (CALPEP) learner progress forms. The two California Adult Learner Progress Evaluation Process (CALPEP) forms analyzed were: Where We Started, completed by learner and tutor…

  4. Including adults with intellectual disabilities who lack capacity to consent in research.

    Science.gov (United States)

    Calveley, Julie

    2012-07-01

    The Mental Capacity Act 2005 has stipulated that in England and Wales the ethical implications of carrying out research with people who are unable to consent must be considered alongside the ethical implications of excluding them from research altogether. This paper describes the methods that were used to enable people with severe and profound intellectual disabilities, who lacked capacity, to participate in a study that examined their experience of receiving intimate care. The safeguards that were put in place to protect the rights and well-being of participants are described, and it is argued that the approaches used in this study met the requirements set out in the Mental Capacity Act 2005. Although this paper is based on research involving people with intellectual disabilities, it has implications for research involving other groups who may also lack capacity to consent, including people with mental health problems, head injuries and dementia.

  5. Adult exposures from MDCT including multiphase studies: first Italian nationwide survey

    Energy Technology Data Exchange (ETDEWEB)

    Palorini, Federica; Origgi, Daniela [Fisica Sanitaria Istituto Europeo di Oncologia, Milan (Italy); Granata, Claudio [UOC di Radiologia Istituto Giannina Gaslini, Genoa (Italy); Matranga, Domenica [Universita degli Studi di Palermo, Dipartimento di Scienze per la Promozione della Salute e Materno-infantile ' ' G. D' Alessandro' ' , Palermo (Italy); Salerno, Sergio [Policlinico Universita di Palermo, Dipartimento di Scienze Radiologiche, Palermo (Italy)

    2014-02-15

    To evaluate the radiation dose in routine multidetector computed tomography (MDCT) examinations in Italian population. This was a retrospective multicentre study included 5,668 patients from 65 radiology departments who had undergone common CT protocols: head, chest, abdomen, chest-abdomen-pelvis (CAP), spine and cardiac. Data included patient characteristics, CT parameters, volumetric CT dose index (CTDI{sub vol}) and dose length product (DLP) for each CT acquisition phase. Descriptive statistics were calculated, and a multi-regression analysis was used to outline the main factors affecting exposure. The 75th percentiles of CTDI{sub vol} (mGy) and DLP (mGy cm) for whole head were 69 mGy and 1,312 mGy cm, respectively; for chest, 15 mGy and 569 mGy cm; spine, 42 mGy and 888 mGy cm; cardiac, 7 mGy and 131 mGy cm for calcium score, and 61 mGy and 1,208 mGy cm for angiographic CT studies. High variability was present in the DLP of abdomen and CAP protocols, where multiphase examinations dominated (71 % and 73 % respectively): for abdomen, 18 mGy, with 555 and 920 mGy cm in abdomen and abdomen-pelvis acquisitions respectively; for CAP, 17 mGy, with 508, 850 and 1,200 mGy cm in abdomen, abdomen-pelvis and CAP acquisitions respectively. The results of this survey could help in the definition of updated diagnostic reference levels (DRL). (orig.)

  6. Adult exposures from MDCT including multiphase studies: first Italian nationwide survey.

    Science.gov (United States)

    Palorini, Federica; Origgi, Daniela; Granata, Claudio; Matranga, Domenica; Salerno, Sergio

    2014-02-01

    To evaluate the radiation dose in routine multidetector computed tomography (MDCT) examinations in Italian population. This was a retrospective multicentre study included 5,668 patients from 65 radiology departments who had undergone common CT protocols: head, chest, abdomen, chest–abdomen–pelvis (CAP), spine and cardiac. Data included patient characteristics, CT parameters, volumetric CT dose index (CTDIvol) and dose length product (DLP) for each CT acquisition phase. Descriptive statistics were calculated, and a multi-regression analysis was used to outline the main factors affecting exposure. The 75th percentiles of CTDIvol (mGy) and DLP (mGy cm) for whole head were 69 mGy and 1,312 mGy cm, respectively; for chest, 15 mGy and 569 mGy cm; spine, 42 mGy and 888 mGy cm; cardiac, 7 mGy and 131 mGy cm for calcium score, and 61 mGy and 1,208 mGy cm for angiographic CT studies. High variability was present in the DLP of abdomen and CAP protocols, where multiphase examinations dominated (71 % and 73 % respectively): for abdomen, 18 mGy, with 555 and 920 mGy cm in abdomen and abdomen–pelvis acquisitions respectively; for CAP, 17 mGy, with 508, 850 and 1,200 mGy cm in abdomen, abdomen–pelvis and CAP acquisitions respectively. The results of this survey could help in the definition of updated diagnostic reference levels (DRL). • Radiation dose associated with multidetector CT (MDCT) is an important health issue. • This national survey assessed dose exposures of 5,668 patients undergoing MDCT. • Dose indices correlate with BMI, voltage, rotation time, pitch and tube current. • These results may contribute to an update of national diagnostic reference levels.

  7. Education and Technology in the 21st Century Experiences of Adult Online Learners Using Web 2.0

    Science.gov (United States)

    Bryant, Wanda L.

    2014-01-01

    The emergence of a knowledge-based and technology-driven economy has prompted adults to seek additional knowledge and skills that will enable them to participate effectively in society. The rapid growth and popularity of the internet tools such as Web 2.0 tools have revolutionized adult learning. Through the rich support of Web 2.0 tools, adult…

  8. Instructor and Adult Learner Perceptions of the Use of Internet-Enabled Devices in Residential Outdoor Education Programs

    Science.gov (United States)

    Bolliger, Doris U.; Shepherd, Craig E.

    2018-01-01

    As more adults frequent wilderness areas, they bring Internet-enabled devices (e.g., smart phones, tablets) with them. This study focuses on adults' perceptions of these devices in relation to desired outdoor learning experiences. Specifically, researchers examined the perspectives of naturalists who taught outdoor education programs and park…

  9. How Adults Learn from Self-Paced, Technology-Based Corporate Training: New Focus for Learners, New Focus for Designers

    Science.gov (United States)

    Dobrovolny, Jackie

    2006-01-01

    "How" do adults learn from self-paced, technology-based corporate training, which they select based on its relevance to their current employment responsibilities? Specifically, "how" do adults use the following learning strategies: prior experience, reflection, metacognition, conversations, generative learning strategies, and authentic…

  10. Elderly Learners and Massive Open Online Courses: A Review.

    Science.gov (United States)

    Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

    2016-01-07

    Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their

  11. Facebook 的使用對成人混成式學習之影響 Impact of Facebook on Blended Learning for Adult Learners

    Directory of Open Access Journals (Sweden)

    賴素純 Su-Chun Lai

    2014-12-01

    instructional designs and strategies for online adult learners.

  12. Polypharmacy including falls risk-increasing medications and subsequent falls in community-dwelling middle-aged and older adults.

    Science.gov (United States)

    Richardson, Kathryn; Bennett, Kathleen; Kenny, Rose Anne

    2015-01-01

    polypharmacy is an important risk factor for falls, but recent studies suggest only when including medications associated with increasing the risk of falls. a prospective, population-based cohort study. 6,666 adults aged ≥50 years from The Irish Longitudinal study on Ageing. participants reported regular medication use at baseline. Any subsequent falls, any injurious falls and the number of falls were reported 2 years later. The association between polypharmacy (>4 medications) or fall risk-increasing medications and subsequent falls or injurious falls was assessed using modified Poisson regression. The association with the number of falls was assessed using negative binomial regression. during follow-up, 231 falls per 1,000 person-years were reported. Polypharmacy including antidepressants was associated with a greater risk of any fall (adjusted relative risk (aRR) 1.28, 95% CI 1.06-1.54), of injurious falls (aRR 1.51, 95% CI 1.10-2.07) and a greater number of falls (adjusted incident rate ratio (aIRR) 1.60, 95% CI 1.19-2.15), but antidepressant use without polypharmacy and polypharmacy without antidepressants were not. The use of benzodiazepines was associated with injurious falls when coupled with polypharmacy (aRR 1.40, 95% CI 1.04-1.87), but was associated with a greater number of falls (aIRR 1.32, 95% CI 1.05-1.65), independent of polypharmacy. Other medications assessed, including antihypertensives, diuretics and antipsychotics, were not associated with outcomes. in middle-aged and older adults, polypharmacy, including antidepressant or benzodiazepine use, was associated with injurious falls and a greater number of falls. © The Author 2014. Published by Oxford University Press on behalf of the British Geriatrics Society. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  13. Learner Autonomy Revisited

    Science.gov (United States)

    Illes, Eva

    2012-01-01

    This article explores whether the perception of learner autonomy that is promoted in language pedagogy is suitable for preparing students to perform successfully in the changed circumstances of the use of English. Recent developments, which include the growing role of English as a lingua franca and computer-mediated communication (CMC), give rise…

  14. The Contributions of Vietnamese Learners of English to ELT Methodology

    Science.gov (United States)

    Tomlinson, Brian; Dat, Bao

    2004-01-01

    This article reports a survey of 300 intermediate-level EFL adult learners' views about the instruction they receive and of 15 of their teachers at the National University of Vietnam in Ho Chi Minh City. Its main focus is on how learners can contribute to ELT methodology. The article reviews the literature on learner cultures and perceptions in…

  15. Encouraging upward thinking with planetary imagery: science as motivator and enrichment for the adult basic skills learner

    Science.gov (United States)

    Fisher, C. G.; Fisher, K. E.

    2004-12-01

    education, the importance of motivating these adult students to develop not only reading skills, but also increased awareness of the world around them gives a clear impetus for including in Compton College's remedial reading sequence the striking imagery available from our space missions. We propose that outreach directed at instructors of courses at this level would result in significant benefit to an underserved population of students, and invite feedback on ways to accomplish this through existing facilities.

  16. A Study of the Physiological Factors Affecting the Nature of the Adult Learner in the Phoenix Air National Guard.

    Science.gov (United States)

    Torbert, James Brison

    An investigation reviewed current literature in the field of physiological factors affecting the adult learning environment. These findings were compared to the academic learning environment at the Phoenix Air National Guard. The end product was a set of recommendations for management to implement in order to improve the learning climate for the…

  17. Adult Learners' Demographic Variable as Predictor of Access and Participation in Literacy Programmes in Oyo and Ondo States, Nigeria

    Science.gov (United States)

    Olojede, Adeshina Abideen; Oladitan, Idowu Oladiran

    2013-01-01

    Literacy is an indispensable foundation that enables young people and adults to engage in learning opportunities at all stages of the learning continuum. Literacy is a prerequisite for the development of personal, social, economic and political empowerment. In Nigeria, attempt to increase access to literacy education for the enhancement of…

  18. "Digital Natives": Honour and Respect in Computerized Encounters between Israeli Jewish and Arab Children and Adult Learners

    Science.gov (United States)

    Gamliel, Tova; Hazan, Haim

    2014-01-01

    In Israel's Multigenerational Connection Program (MCP), children instruct adults in computer and Internet use. Taking children's advantage in digital literacy as a given, the study examines their generational status in computerized encounters that MCP creates in two schools, one Jewish and one Arab. The data were gathered by means of qualitative…

  19. You Can Be in a Group and Still Not Cooperate. Collaborative Approaches and Cooperative Learning Activities for Adult Learners.

    Science.gov (United States)

    Parma City School District, OH.

    This handbook defines and describes the benefits of both collaborative approaches and cooperative techniques. An introduction uses watercolor marbling as a metaphor for collaborative approaches and cooperative activities. Section I provides research results regarding problems of adult literacy programs, skills employers want, and Bloom's taxonomy.…

  20. Reference values for spirometry, including vital capacity, in Japanese adults calculated with the LMS method and compared with previous values.

    Science.gov (United States)

    Kubota, Masaru; Kobayashi, Hirosuke; Quanjer, Philip H; Omori, Hisamitsu; Tatsumi, Koichiro; Kanazawa, Minoru

    2014-07-01

    Reference values for lung function tests should be periodically updated because of birth cohort effects and improved technology. This study updates the spirometric reference values, including vital capacity (VC), for Japanese adults and compares the new reference values with previous Japanese reference values. Spirometric data from healthy non-smokers (20,341 individuals aged 17-95 years, 67% females) were collected from 12 centers across Japan, and reference equations were derived using the LMS method. This method incorporates modeling skewness (lambda: L), mean (mu: M), and coefficient of variation (sigma: S), which are functions of sex, age, and height. In addition, the age-specific lower limits of normal (LLN) were calculated. Spirometric reference values for the 17-95-year age range and the age-dependent LLN for Japanese adults were derived. The new reference values for FEV(1) in males are smaller, while those for VC and FVC in middle age and elderly males and those for FEV(1), VC, and FVC in females are larger than the previous values. The LLN of the FEV(1)/FVC for females is larger than previous values. The FVC is significantly smaller than the VC in the elderly. The new reference values faithfully reflect spirometric indices and provide an age-specific LLN for the 17-95-year age range, enabling improved diagnostic accuracy. Compared with previous prediction equations, they more accurately reflect the transition in pulmonary function during young adulthood. In elderly subjects, the FVC reference values are not interchangeable with the VC values. Copyright © 2014 The Japanese Respiratory Society. Published by Elsevier B.V. All rights reserved.

  1. A Manual for New Teachers in Adult Basic Education.

    Science.gov (United States)

    Greater Cuyahoga County Consortium.

    This manual is designed for all adult education staff in the Cleveland Heights-Univesity Heights (Ohio) Public Schools who have worked in adult education for 1 year or less. It is intended to help staff participants develop an introduction to knowledge, skills, and approaches for working with adult learners. Contents include literacy statistics,…

  2. Democratisation of education in South Africa: issues of social justice and the voice of learners?

    Directory of Open Access Journals (Sweden)

    Vusumuzi Mncube

    2008-02-01

    Full Text Available The South African Schools Act No. 84 of 1996 mandates that secondary school learners, who are members of the Representative Council for Learners, should be part of school governance through participation in school governing bodies. But they are often not afforded a full opportunity to participate in crucial decisions by the adult members of governing bodies, directly or indirectly. I explore the participation of learners in school governance by means of a literature review and empirical investigation using a qualitative approach. The findings are presented in terms of the role of learners in the school governing bodies, learners' involvement in decision making and in curriculum issues, and the role of governing bodies in promoting democracy in the school and in the wider South African society. Findings suggested that spaces should be created for learners to participate sufficiently in SGBs in order to allow them to exercise their right to participation, thus engaging fruitfully in deliberations dealing with school governance. This would in turn lead to social justice and there would be a great potential for their voice to be heard. They would in turn engage fruitfully in dialogues as they felt included in debates and decision-making processes. Silencing the voice of learners, implicitly or explicitly, means that the issues of social justice and democracy are not taken into consideration in SGBs.

  3. Current Explorations of Adult Learner: Implications for Mentoring and More. Adult Higher Education Alliance Annual Conference Proceedings (36th, Orlando, Florida, March 10-11, 2016)

    Science.gov (United States)

    Elufiede, Kemi, Ed.; Flynn, Bonnie, Ed.

    2016-01-01

    The 36th Annual Adult Higher Education Alliance (AHEA) Conference was held on March 10-11, 2016 in Orlando, Florida, on the campus of the University of Central Florida. There were 48 presentations from scholars and practitioners from 20 states who participated in the conference. The contributions to these proceedings represent the best of the…

  4. Supporting Wellness in Adult Online Education

    Science.gov (United States)

    Thompson, Jacklyn J.; Porto, Stella C. S.

    2014-01-01

    Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies…

  5. Population structure and characterization of viridans group streptococci (VGS) including Streptococcus pneumoniae isolated from adult patients with cystic fibrosis (CF).

    Science.gov (United States)

    Maeda, Yasunori; Elborn, J Stuart; Parkins, Michael D; Reihill, James; Goldsmith, Colin E; Coulter, Wilson A; Mason, Charlene; Millar, B Cherie; Dooley, James S G; Lowery, Colm J; Ennis, Madeleine; Rendall, Jacqueline C; Moore, John E

    2011-03-01

    A study was undertaken to examine the population structure of viridans group streptococci (VGS) in the sputum of adult patients with cystic fibrosis (CF). Freshly expectorated sputa (n=58) from 45 adult CF patients were examined by selective conventional culture on Mitis-Salivarius agar and yielded 190 isolates of VGS. Sequence analyses of the rpnB and 16-23S rRNA ITS genes identified these isolates to belong to 12 species of VGS and included S. anginosus, S. australis, S. cristatus, S. gordonii, S. infantis, S. mitis, S. mutans, S. oralis, S. parasanguinis, S. pneumoniae, S. salivarius and S. sanguinis. The most frequently VGS organism isolated was S. salivarius (47/190; 24.7%), followed by S. mitis (36/190; 19%), S. sanguinis (25/190; 13.2%), S. oralis (20/190; 11.0%), S. pneumoniae (19/190; 10.0%), S. parasanguinis (16/190; 8.4%), S. infantis (11/190; 5.8%), S. gordonii (7/190; 3.7%), S. anginosus (4/190; 2.1%), S. cristatus (2/190; 1.1%), S. australis (1/190; 0.5%), S. mutans (1/190; 0.5%) and S. agalactiae (1/190; 0.5%). All, but four, patients harboured at least one VGS species, which ranged from one to five streptococcal species, with a mean of 2.85 species per patient. There was no clonality at the subspecies level employing ERIC RAPD PCR. Antibiotic susceptibility was determined by Minimum Inhibitory Concentration (MIC) testing against penicillin, erythromycin and ciprofloxacin. Overall, resistance to penicillin with all VGS was 73/190 (38.4%) and 167/190 (87.9%) for erythromycin. With regard to ciprofloxacin, 27/190 (14.2%) were fully resistant, whilst a further 21/190 (11.1%) showed intermediate resistance, which equated to approximately three quarters (74.7%) of isolates being fully sensitive to this agent. In addition, as a comparator control population, we examined antibiotic susceptibility, as above, in a non-CF population comprising 12 individuals (50 VGS isolates), who were not receiving chronic antibiotics. In comparison, 8% and 38% of VGS

  6. Adult Asylum Seekers from the Middle East Including Syria in Central Europe: What Are Their Health Care Problems?

    Science.gov (United States)

    Pfortmueller, Carmen Andrea; Schwetlick, Miriam; Mueller, Thomas; Lehmann, Beat; Exadaktylos, Aristomenis Konstantinos

    2016-01-01

    Forced displacement related to persecution and violent conflict has reached a new peak in recent years. The primary aim of this study is to provide an initial overview of the acute and chronic health care problems of asylum seekers from the Middle East, with special emphasis on asylum seekers from Syria. Our retrospective data analysis comprised adult patients presenting to our emergency department between 01.11.2011 and 30.06.2014 with the official resident status of an "asylum seeker" or "refugee" from the Middle East. In total, 880 patients were included in the study. Of these, 625 (71.0%) were male and 255 (29.0%) female. The median age was 34 (range 16-84). 222 (25.2%) of our patients were from Syria. The most common reason for presentation was surgical (381, 43.3%), followed by medical (321, 36.5%) and psychiatric (137, 15.6%). In patients with surgical presentations, trauma-related problems were most common (n = 196, 50.6%). Within the group of patients with medical presentation, acute infectious diseases were most common (n = 141, 43.9%), followed by neurological problems (n = 70, 21.8%) and gastrointestinal problems (n = 47, 14.6%). There were no differences between Syrian and non-Syrian refugees concerning surgical or medical admissions. The most common chronic disorder of unclear significance was chronic gastrointestinal problems (n = 132, 15%), followed by chronic musculoskeletal problems (n = 108, 12.3%) and chronic headaches (n = 78, 8.9%). Patients from Syria were significantly younger and more often suffered from a post-traumatic stress disorder than patients of other nationalities (pSyria when compared to other nationalities of asylum seekers from the Middle East.

  7. Balancing the Equation: The Effect of Alternate Course Formats on Retention and Performance of Adult Elementary Algebra Learners

    Science.gov (United States)

    Gilbert, Jeremiah A.

    2010-01-01

    With the rise of nontraditional students at the college level, nontraditional course formats have been added to address student need. These alternate course formats include online, weekend, short-term, and computer assisted instruction courses. The purpose of this study was to look at the effect of these alternate course formats on student…

  8. Integrating anatomy training into radiation oncology residency: considerations for developing a multidisciplinary, interactive learning module for adult learners.

    Science.gov (United States)

    Labranche, Leah; Johnson, Marjorie; Palma, David; D'Souza, Leah; Jaswal, Jasbir

    2015-01-01

    Radiation oncologists require an in-depth understanding of anatomical relationships for modern clinical practice, although most do not receive formal anatomy training during residency. To fulfill the need for instruction in relevant anatomy, a series of four multidisciplinary, interactive learning modules were developed for a cohort of radiation oncology and medical physics residents. Instructional design was based on established learning theories, with the intent of integrating knowledge of specific anatomical regions with radiology and radiation oncology practice. Each session included presentations by a radiologist and a radiation oncologist, as well as hands-on exploration of anatomical specimens with guidance from anatomists. Pre- and post-tests distributed during each session showed significant short-term knowledge retention. According to qualitative surveys and exit interviews, participants felt more comfort' with delineating structures, gross anatomy, and radiograph interpretation at the end of each session. Overall participant experience was positive, and the modules were considered effective for learning radiologic anatomy. Suggestions for future interventions include more time, increased clinical application, additional contouring practice and feedback, and improved coordination between each of the three disciplines. Results and conclusions from this study will be used to inform the design of a future multi-day national workshop for Canadian radiation oncology residents. © 2014 American Association of Anatomists.

  9. Adult Asylum Seekers from the Middle East Including Syria in Central Europe: What Are Their Health Care Problems?

    Directory of Open Access Journals (Sweden)

    Carmen Andrea Pfortmueller

    Full Text Available Forced displacement related to persecution and violent conflict has reached a new peak in recent years. The primary aim of this study is to provide an initial overview of the acute and chronic health care problems of asylum seekers from the Middle East, with special emphasis on asylum seekers from Syria.Our retrospective data analysis comprised adult patients presenting to our emergency department between 01.11.2011 and 30.06.2014 with the official resident status of an "asylum seeker" or "refugee" from the Middle East.In total, 880 patients were included in the study. Of these, 625 (71.0% were male and 255 (29.0% female. The median age was 34 (range 16-84. 222 (25.2% of our patients were from Syria. The most common reason for presentation was surgical (381, 43.3%, followed by medical (321, 36.5% and psychiatric (137, 15.6%. In patients with surgical presentations, trauma-related problems were most common (n = 196, 50.6%. Within the group of patients with medical presentation, acute infectious diseases were most common (n = 141, 43.9%, followed by neurological problems (n = 70, 21.8% and gastrointestinal problems (n = 47, 14.6%. There were no differences between Syrian and non-Syrian refugees concerning surgical or medical admissions. The most common chronic disorder of unclear significance was chronic gastrointestinal problems (n = 132, 15%, followed by chronic musculoskeletal problems (n = 108, 12.3% and chronic headaches (n = 78, 8.9%. Patients from Syria were significantly younger and more often suffered from a post-traumatic stress disorder than patients of other nationalities (p<0.0001, and p = 0.05, respectively.Overall a remarkable number of our very young group of patients suffered from psychiatric disorders and unspecified somatic symptoms. Asylum seekers should be carefully evaluated when presenting to a medical facility and physicians should be aware of the high incidence of unspecified somatic symptoms in this patient population

  10. Contextualized Workforce Skills and ESL Learner Identity

    Science.gov (United States)

    Vafai, Maliheh Mansuripur

    2016-01-01

    This article reports on an empirical case study centering on adult ESL learners' motivational patterns for learning English and its relevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and explores current trends in adult ESL curriculum development focused on the task of…

  11. The Ideological Production of Learner Identities in the World outside/inside the Classroom: Language Learning, Consumption, and National Belonging

    Science.gov (United States)

    Ullman, Char

    2010-01-01

    Adult education ESOL teachers usually know a lot about learners' lives inside the classroom, but they are less aware of learners' lives outside that space. This article focuses on learner talk about "Ingles Sin Barreras," a heavily advertised English-language program for Spanish-speakers who want to learn English. I analyzed learner talk…

  12. The Indonesian EFL Learners' Motivation in Reading

    Science.gov (United States)

    Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

    2017-01-01

    The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

  13. Whose voice matters? Learners

    Directory of Open Access Journals (Sweden)

    Sarah Bansilal

    2010-01-01

    Full Text Available International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator's point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence.

  14. The Effectiveness of Storytelling on Adult Learning

    Science.gov (United States)

    Caminotti, Enzo; Gray, Jeremy

    2012-01-01

    Purpose: As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners. Design/methodology/approach: The approach of this paper is one of gathering…

  15. Food choice motives including sustainability during purchasing are associated with a healthy dietary pattern in French adults.

    Science.gov (United States)

    Allès, B; Péneau, S; Kesse-Guyot, E; Baudry, J; Hercberg, S; Méjean, C

    2017-09-18

    Sustainability has become a greater concern among consumers that may influence their dietary intake. Only a few studies investigated the relationship between sustainable food choice motives and diet and they focused on specific food groups. This cross-sectional study aimed to assess the associations between food choice motives during purchasing, with a focus on sustainability, and dietary patterns in a large sample of French adults. Food choice motives were collected in 31,842 adults from the NutriNet-Santé study, using a validated 63 items questionnaire gathered into 9 dimension scores: ethics and environment, traditional and local production, taste, price, environmental limitation (i.e. not buying a food for environmental concerns), health, convenience, innovation and absence of contaminants. Dietary intake was assessed using at least three web-based 24-h food records. Three dietary patterns were obtained through factor analysis using principal component analysis. The associations between food choice motive dimension scores and dietary patterns were assessed using linear regression models, stratifying by sex. Individuals were more likely to have a "healthy diet" when they were more concerned by not buying a food for environmental concerns (only for 3 rd tertile versus 1 st tertile β women =0.18, 95% CI=0.15-0.20, β men =0.20 95% CI=(0.15-0.25)), ethics and environment (women only, β=0.05, 95% CI=0.02-0.08), absence of contaminants (women only, β=0.05, 95% CI=0.01-0.07), local production (women only, β=0.08, 95% CI=0.04-0.11), health (women only) and innovation (men only), and when they were less concerned by price. Individuals were also less likely to have traditional or western diets when they gave importance to food choice motive dimensions related to sustainability. Individuals, especially women, having higher concerns about food sustainability dimensions such as ethics and environment and local production, appear to have a healthier diet. Further

  16. Learner councillors' perspectives on learner participation

    African Journals Online (AJOL)

    Erna Kinsey

    Learner participation in South Africa was legislated in 1996 through the South. African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with. Grade 8 and higher) countrywide. I investigate the perspectives and experiences.

  17. Consequences of restudy choices in younger and older learners.

    Science.gov (United States)

    Tullis, Jonathan G; Benjamin, Aaron S

    2012-08-01

    Allowing young learners to exert metacognitive control over learning often improves memory performance; however, little research has examined the consequences of giving older adults control over learning. In this study, younger and older adults studied word pairs before choosing half of the word pairs for restudy. Learners either restudied the items they chose (in the honor condition) or the items they did not choose (the dishonor condition; Kornell & Metcalfe, Journal of Experimental Psychology: Learning, Memory, and Cognition 32:609-622, 2006). Older and younger learners chose the same types of items for restudy, but the effectiveness of these choices differed greatly by age. For young learners, memory was superior in the honor condition, but older learners actually revealed numerically higher performance in the dishonor condition. This reveals a dramatic failure of metacognitive control, in the absence of any obvious monitoring deficit, in older adults. Implications for models of self-regulated learning are discussed.

  18. Legal Translation Dictionaries for Learners

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2010-01-01

    depends on the translation strategy chosen. To meet the needs of learners, legal translation dictionaries should be designed as augmented reference tools. Electronic and printed dictionaries should include sections or CD-ROMs with syntactic, translation etc. data as well as exercises and illustrative......Legal translation dictionaries for learners are reference tools that can help users with domain-specific discourse in a foreign language. The most common type is the bilingual law dictionary covering several or all the sub-fields within the general field of law. However, such law dictionaries tend...... strategies. When learners translate legal texts into a foreign language, it is important that their dictionaries can help them produce texts that conform to the expected style. This style requirement may be met by producing translations that use natural and idiomatic language, and really crafted dictionaries...

  19. Specialised Translation Dictionaries for Learners

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2010-01-01

    the needs of learners, it is proposed that specialised translation dictionaries should be designed as augmented reference tools. It is argued that electronic and printed dictionaries should include sections or CD-ROMs with syntactic, translation etc. data as well as exercises and illustrative documents......Specialised translation dictionaries for learners are reference tools that can help users with domain discourse in a foreign language in connection with translation. The most common type is the business dictionary covering several more or less related subject fields. However, business dictionaries...

  20. Factors influencing the recruitment and retention of literacy learners in Oman

    Science.gov (United States)

    Al-Barwani, Thuwayba; Kelly, Edward F.

    1985-12-01

    The study investigates factors influencing the recruitment and retention of learners in the national adult literacy programme in Oman. Personal interviews were conducted in the interior and Capital regions of Oman (N=102). Respondents included 46 randomly selected enrolled learners, 26 randomly selected dropouts and 30 unenrolled adults. Results of the interviews were content-analyzed and frequencies, cross tabulations and Chi-square were calculated. Findings indicated regional differences in the adults' motivation for enrolling, but the spiritual motive was over all the most significant. Men and women reported different patterns of conflict and obstacles in completing their literacy studies: Men indicated work demands as their biggest obstacle while women complained about family responsibilities. Programme attrition was mainly attributed to structural characteristics of the programme.

  1. A Prospective Cohort Study on the Effect of a Balance Training Program, Including Calf Muscle Strengthening, in Community-Dwelling Older Adults.

    Science.gov (United States)

    Maritz, Carol A; Silbernagel, Karin Grävare

    2016-01-01

    Falls are the number 1 cause of injury, fractures, and death among the older population. In fact, one-third of adults older than 60 years will experience 1 or more falls annually. Factors including inactivity and decreased mobility are associated with overall declines in strength, balance, and functional mobility in older adults. The purpose of this study was to evaluate the effect of a balance training program, including calf muscle strengthening, in community-dwelling older adults and to evaluate how calf muscle strength correlates with risk factors for falls. Community-dwelling older adults from a local senior center were invited to participate in a 5-week (10 sessions), 1-on-1, balance training program, which included calf muscle strengthening. All the participants were evaluated before and after the intervention. The outcome measures were static balance, unilateral heel-rise test, Timed Up and Go test (TUG), the 30-second Chair Stand Test (30-sCST), and the Activity Balance Confidence Scale. Twenty-eight participants (6 males and 22 females) mean (standard deviation) age of 78 years were included in the study and completed the baseline evaluation. Eight participants did not complete the study. Static balance with eyes closed, heel rise, TUG, 30-sCST, and the Activity Balance Confidence Scale improved significantly (P calf muscle strengthening performed twice a week for 5 weeks resulted in significant improvements in calf muscle strength, functional performance and balance, as well as a significant improvement in balance confidence. The results from this study identify the importance unilateral calf muscle strength has to falls risk among older adults.

  2. Learners' Motivation for Literacy in the Mother Tongue 1: Ibadan ...

    African Journals Online (AJOL)

    The study examines the desirability of and motivational needs for basic literacy in the mother tongue and library use in lbadan metropolis. Data were collected through indepth interviews with 25 adult basic learners. The study reveals a strong desire for literacy in the mother tongue by the respondents. The learners' ...

  3. Teacher Investment in Learner Identity

    Science.gov (United States)

    Reeves, Jenelle

    2009-01-01

    From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings…

  4. Developing Collections to Empower Learners

    Science.gov (United States)

    Kimmel, Sue C.

    2014-01-01

    "Developing Collections to Empower Learners" examines collection development in the context of today's shifts toward digital resources while emphasizing the foundational beliefs of the school library profession. Writer Sue Kimmel includes practical advice about needs assessment, planning, selection, acquisitions, evaluation, and…

  5. Unskilled work and learner identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    The main argument in this paper is: In order to comprehend the ‘invisible’ conditions for forming motivation to participate in different kinds of learning activities (formal, non-formal and informal) in relation to work-life it is crucial to develop a dialectic concept of learner identity....... A concept enabling researcher in the field of work and learning to examine how the orientation toward learning activities are situated in and conditioned by specific work-life experiences. Based on a qualitative research-project (Kondrup 2012) the paper outlines how unskilled work forms a specific condition...... to be least likely to participate in VET, and the long arm of education has significant influence on how people perceive adult education.. The aim of the project was to examine how an unskilled work-life present certain conditions for the formation, maintenance and transformation of a learner identity...

  6. Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

    Science.gov (United States)

    Yilmaz, Ozkan

    2017-01-01

    "Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…

  7. Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions

    Science.gov (United States)

    Loewen, Shawn; Isbell, Daniel R.

    2017-01-01

    Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions.…

  8. Making Vocabulary Corporeal: Arabic Learners, Vocabulary Development, & arabiCorpus

    Directory of Open Access Journals (Sweden)

    Amy Johnson

    2013-01-01

    Full Text Available Recent years have seen increasing integration of language corpora into second language instruction. Arabic’s rich polysemy and multiglossic spectrum can complicate vocabulary development for learners. Corpora thus offer great potential as complementary tools for Arabic learners. This study examines two variants of a corpusbased exercise used with fourth-semester adult Arabic learners. Learners analyzed data for select Arabic vocabulary items in the online arabiCorpus. Students in both variant groups proved themselves adept at using the corpus, interpreting data, and articulating metalinguistic hypotheses about nuances of meaning.

  9. Adherence to antiretroviral therapy and clinical outcomes among young adults reporting high-risk sexual behavior, including men who have sex with men, in coastal Kenya.

    Science.gov (United States)

    Graham, Susan M; Mugo, Peter; Gichuru, Evanson; Thiong'o, Alexander; Macharia, Michael; Okuku, Haile S; van der Elst, Elise; Price, Matthew A; Muraguri, Nicholas; Sanders, Eduard J

    2013-05-01

    African men who have sex with men (MSM) face significant stigma and barriers to care. We investigated antiretroviral therapy (ART) adherence among high-risk adults, including MSM, participating in a clinic-based cohort. Survival analysis was used to compare attrition across patient groups. Differences in adherence, weight gain, and CD4 counts after ART initiation were assessed. Among 250 HIV-1-seropositive adults, including 108 MSM, 15 heterosexual men, and 127 women, patient group was not associated with attrition. Among 58 participants who were followed on ART, 40 % of MSM had less than 95 % adherence, versus 28.6 % of heterosexual men and 11.5 % of women. Although MSM gained less weight after ART initiation than women (adjusted difference -3.5 kg/year), CD4 counts did not differ. More data are needed on barriers to adherence and clinical outcomes among African MSM, to ensure that MSM can access care and derive treatment and prevention benefits from ART.

  10. Differences in the number of micronucleated erythrocytes among young and adult animals including humans. Spontaneous micronuclei in 43 species.

    Science.gov (United States)

    Zúñiga-González, G; Torres-Bugarín, O; Zamora-Perez, A; Gómez-Meda, B C; Ramos Ibarra, M L; Martínez-González, S; González-Rodríguez, A; Luna-Aguirre, J; Ramos-Mora, A; Ontiveros-Lira, D; Gallegos-Arreola, M P

    2001-07-25

    In our previous report we speculated about the possibility that some species had high levels of spontaneous micronucleated erythrocytes (MNE) just in a juvenile stage, this is, that the MNE diminish as the reticuloendothelial system matures. Here we show this effect in species including rat, rabbit, pig, dog, cat, gray squirrel, lion, giraffe, white-tailed deer, opossum and even human. The number of spontaneous MNE that we found in 43 species is shown, and the proportions of polychromatic and normochromatic. This is our third report on spontaneous MNE in different species. We obtained 189 peripheral blood samples of mammals, birds and reptiles. From 12 species we obtained only one sample, and 16 were reported previously, but now the size of the sample has been increased. The species with the highest spontaneous MNE were the Vietnamese potbelly pig (with the highest MNE number), Bengal tiger, capuchin monkey, puma, ferret, owl, hedgehog, squirrel monkey, pig and white-tailed deer. These species could be used as monitors for genotoxic events.

  11. The DSM-5 Dimensional Anxiety Scales in a Dutch non-clinical sample: psychometric properties including the adult separation anxiety disorder scale.

    Science.gov (United States)

    Möller, Eline L; Bögels, Susan M

    2016-09-01

    With DSM-5, the American Psychiatric Association encourages complementing categorical diagnoses with dimensional severity ratings. We therefore examined the psychometric properties of the DSM-5 Dimensional Anxiety Scales, a set of brief dimensional scales that are consistent in content and structure and assess DSM-5-based core features of anxiety disorders. Participants (285 males, 255 females) completed the DSM-5 Dimensional Anxiety Scales for social anxiety disorder, generalized anxiety disorder, specific phobia, agoraphobia, and panic disorder that were included in previous studies on the scales, and also for separation anxiety disorder, which is included in the DSM-5 chapter on anxiety disorders. Moreover, they completed the Screen for Child Anxiety Related Emotional Disorders Adult version (SCARED-A). The DSM-5 Dimensional Anxiety Scales demonstrated high internal consistency, and the scales correlated significantly and substantially with corresponding SCARED-A subscales, supporting convergent validity. Separation anxiety appeared present among adults, supporting the DSM-5 recognition of separation anxiety as an anxiety disorder across the life span. To conclude, the DSM-5 Dimensional Anxiety Scales are a valuable tool to screen for specific adult anxiety disorders, including separation anxiety. Research in more diverse and clinical samples with anxiety disorders is needed. © 2016 The Authors International Journal of Methods in Psychiatric Research Published by John Wiley & Sons Ltd. © 2016 The Authors International Journal of Methods in Psychiatric Research Published by John Wiley & Sons Ltd.

  12. Transitioning English Language Learners: Annotated Bibliography

    Science.gov (United States)

    Hector-Mason, Anestine; Shaewitz, Dahlia; Sherman, Renee; Brown, Delphinia; Salomon, Erika; Bauman, Emily; Mendieta, Yorkmit; Corley, Mary Ann

    2009-01-01

    On July 17, 2008 the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) awarded a contract to the American Institutes for Research (AIR) to assist OVAE in conducting a descriptive study of instructional and programmatic practices that support the transition of English language learners (TELL) from English as a second…

  13. Learners for life : student approaches to learning

    NARCIS (Netherlands)

    Artelt, Cordula; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules

    2003-01-01

    What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much

  14. [Effect of Core Muscle Strengthening Exercises (Including Plank and Side Plank) on Injury Rate in Male Adult Soccer Players: A Systematic Review].

    Science.gov (United States)

    Blasimann, Angela; Eberle, Simon; Scuderi, Manuel Markus

    2018-03-01

     Soccer is seen as highly intensive sport with an increased injury rate. Male adults are the players with the highest injury incidence. Accordingly, the importance of core muscle strengthening to prevent injury has increased in the past few years. Up to date, core muscle strengthening plays an important role in different prevention programs, such as the "FIFA 11 +". The aim of this systematic review was to investigate the effect of core muscle strengthening on injury rate in male adult soccer players, including at least the known and easy exercises "plank" and "side plank", on injury rate in male adult soccer players.  The databases PubMed, PEDro, Cochrane Library, SPORTDiscus and Cinahl were searched systematically. Included studies had to comprise exercises for core muscles as an intervention (as a part of a prevention program) for adult male soccer players. The control group had to continue their usual exercise routine. The exercises "plank" and "side plank" were mandatory elements of the training program. The number of injuries and/or the injury rate (per 1000 hours) were defined as outcomes. The quality of the included studies was assessed with the PEDro scale and the Risk of Bias tool.  Seven studies with 2491 participants in total could be included. Two studies found a significant decrease in the injury rate in the intervention group (p  0.05).  The seven included studies differed greatly with respect to the applied methods, the chosen interventions and the obtained results. Furthermore, core muscles were never trained separately but were always part of a program containing other preventive elements. Therefore, it was difficult to compare the studies. However, prevention programs including strengthening exercises for core muscles tend to positively affect the injury rate. Based on the literature found, the research question cannot definitively be answered. In the future, further studies are needed which investigate the effect of isolated core

  15. THE EFFECT OF PROBIOTIC FERMENTED MILK THAT INCLUDES BIFIDOBACTERIUM LACTIS CNCM I-2494 ON THE REDUCTION OF GASTROINTESTINAL DISCOMFORT AND SYMPTOMS IN ADULTS: A NARRATIVE REVIEW.

    Science.gov (United States)

    Waitzberg, Dan L; Quilici, Flávio A; Michzputen, Sender; Friche Passos, Maria do Carmo

    2015-08-01

    determine the effectiveness of fermented milk that included Bifidobacterium lactis CNCM I-2429 for reducing gastrointestinal (GI) discomfort in healthy adults. we conducted a systematic literature search to identify studies reporting the use of B. animalis spp. lactis for GI discomfort/comfort in healthy adults. A total of 5329 records were identified, of these 99 full-text articles were assessed. Searches for additional trials were conducted using the names of authors of each identified study and several relevant databases. The study selection was carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies were included if they were randomized controlled trials; the included subjects were healthy adults; and the intervention group received B. lactis CNCM I-2494. Studies were excluded if they were non-randomized trials, if they included adults who were not healthy, if they included the use of any other intervention, or if they compared different products without a placebo group. The methodological quality of the studies was evaluated using the Oxford Quality Scale and the Cochrane Concealment Assessment. A meta-analysis was not possible. the search strategy identified two studies that included a total of 538 healthy women, aged 18-60 years, normal weight or overweight (BMI 18-30 kg/m2). GI well-being was significantly improved in the Probiotic group vs. the Control group in one study, with no differences in the other. The percentage of responders for GI well-being was higher in the Probiotic group vs. the Control group in the first study but not in the second. GI symptoms were significantly decreased in the Probiotic group vs. the Control group in both studies. Bowel function was assessed by one study; the stool frequency did not differ between the groups, but a decrease in stool consistency was observed in the Probiotic group but not in the Control group. Possible mechanisms of action (gut motility

  16. TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS

    Directory of Open Access Journals (Sweden)

    Yuliana Yuliana

    2003-01-01

    Full Text Available Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.

  17. Teaching English to Young Learners Through Songs

    OpenAIRE

    Yuliana, Yuliana

    2003-01-01

    Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through th...

  18. The Audacious Learner

    Directory of Open Access Journals (Sweden)

    Beatrice EKOKO

    2010-12-01

    Full Text Available The Audacious Learner is a risk taker. She approaches learning boldly, overcoming fear because she is driven by the will to know. In this paper, I utilize ideas from Blogging with Audacity (Skellie, 2008 whose work analyzes what makes a successful blogger and blog. I draw parallels between the successful, unconventional blogger and the unconventional, self directed learner.

  19. Exploring the experiences of older Chinese adults with comorbidities including diabetes: surmounting these challenges in order to live a normal life

    Science.gov (United States)

    Ho, Hsiu-Yu; Chen, Mei-Hui

    2018-01-01

    Background Many people with diabetes have comorbidities, even multimorbidities, which have a far-reaching impact on the older adults, their family, and society. However, little is known of the experience of older adults living with comorbidities that include diabetes. Aim The aim of this study was to explore the experience of older adults living with comorbidities including diabetes. Methods A qualitative approach was employed. Data were collected from a selected field of 12 patients with diabetes mellitus in a medical center in northern Taiwan. The data were analyzed by Colaizzi’s phenomenological methodology, and four criteria of Lincoln and Guba were used to evaluate the rigor of the study. Results The following 5 themes and 14 subthemes were derived: 1) expecting to heal or reduce the symptoms of the disease (trying to alleviate the distress of symptoms and trusting in health practitioners combining the use of Chinese and Western medicines); 2) comparing complex medical treatments (differences in physician practices and presentation, conditionally adhering to medical treatment, and partnering with medical professionals); 3) inconsistent information (inconsistent health information and inconsistent medical advice); 4) impacting on daily life (activities are limited and hobbies cannot be maintained and psychological distress); and 5) weighing the pros and cons (taking the initiative to deal with issues, limiting activity, adjusting mental outlook and pace of life, developing strategies for individual health regimens, and seeking support). Surmounting these challenges in order to live a normal life was explored. Conclusion This study found that the experience of older adults living with comorbidities including diabetes was similar to that of a single disease, but the extent was greater than a single disease. The biggest difference is that the elderly think that their most serious problem is not diabetes, but rather, the comorbidities causing life limitations

  20. Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English

    Science.gov (United States)

    Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

    2012-01-01

    This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

  1. Learner discipline: An Australian perspective

    Directory of Open Access Journals (Sweden)

    D. Stewart

    2004-07-01

    Full Text Available Australian schools by and large are safe schools. Nonetheless discipline problems do exist – including bullying behaviour. For this kind of problem schools should have management policies in place. As traditional behaviour-management practices – including corporal punishment – are largely prohibited in Australian schools, contemporary practices centre on management through supportive school programmes, including appropriate curricula and school-support structures. This article supports the belief that measures such as the exclusion of misbehaving learners should be treated with caution. Measures such as this might not reflect accepted international principles and practices and should only be exercised in the most extreme circumstances. The article also supports the view that it is part of the school’s role to ensure that all learners are aware of the reality that while they have rights, they also have corresponding responsibilities. This awareness is more likely to be achieved in a supportive school culture where each learner is recognised as having unique qualities that can mature and grow in an appropriate learning environment.

  2. Personal behaviors including food consumption and mineral supplement use among Japanese adults: a secondary analysis from the National Health and Nutrition Survey, 2003-2010.

    Science.gov (United States)

    Sato, Yoko; Tsubota-Utsugi, Megumi; Chiba, Tsuyoshi; Tsuboyama-Kasaoka, Nobuyo; Takimoto, Hidemi; Nishi, Nobuo; Umegaki, Keizo

    2016-01-01

    A daily mineral supplement is useful for those who are at risk of a deficiency. Some Western reports suggest that mineral supplement users have healthy behaviors and are not mineral-deficient. It is unknown whether the same phenomenon is observed in Japan where there is a different dietary culture. The aim of this study was to examine the characteristics of personal behaviors including food consumption nationwide among mineral supplement users from the National Health and Nutrition Survey in Japan 2003-2010. Data were obtained from 16,275 adults aged 20-59 years who completed sociodemographic, health status, and 1-day household dietary assessments. Supplement users were compared with non-users. Logistic regression models were utilized to identify the characteristics of food consumption and calcium and iron supplement use, using the medium intake group as a reference. Overall, 2.1% and 1.4% of adults reported using calcium supplements and iron supplements, respectively. Calcium supplement users were more likely to be physically active, non-smokers, and eat less fat compared with non-users. Furthermore, they were more likely than non-users to consume a higher intake of calcium from foods such as tea, vegetables, seaweeds, and fruits. Iron supplement users were more likely than non-users to be non-smokers. These individuals tended to have a high intake of seaweeds and fruits. Japanese adults who had healthier behaviors were more likely to use mineral supplements, especially calcium. Mineral supplement users tended to choose healthy foods such as seaweeds and fruits, without considering their overall mineral consumption.

  3. Analysis of Learner Progress from the First Reporting Cycle of the CALPEP Field Test. A Report to the California State Librarian.

    Science.gov (United States)

    Solorzano, Ronald

    A project determined the impact of the California Literacy Campaign (CLC) on its learners. Researchers used information from two California Adult Learner Progress Evaluation Process (CALPEP) forms: Where We Started (WWS) and a Semiannual Report (SR). The study focused on new adult learners served by the CLC for the first time between July and…

  4. Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners

    Science.gov (United States)

    Allan, F.; Bourne, J.; Bouch, D.; Churches, R.; Dennison, J.; Evans, J.; Fowler, J.; Jeffers, A.; Prior, E.; Rhodes, L.

    2012-01-01

    Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the…

  5. More Than Just Chinese Food...A Collection of Writings by Adult ESL Learners and Three Approaches to Teaching and Writing in the ESL Classroom.

    Science.gov (United States)

    Tao, Pauline; And Others

    This book consists of a collection of stories written by adults who attend a bilingual ESL (English as a Second Language) program co-sponsored by the Toronto Board of Education and Chinese Information and Community Services. All the writings deal with Chinese culture but the book may be used by people of diverse backgrounds and of varying levels…

  6. Gender Issues in Older Adults' Participation in Learning: Viewpoints and Experiences of Learners in the University of the Third Age (U3A).

    Science.gov (United States)

    Williamson, Alan

    2000-01-01

    Comparison of 41 female and 15 male older adults participating in Universities of the Third Age found the genders approach retirement differently. Women want to experience freedom and make up for lost opportunities; men prefer to "sit." However, men with active interests before retirement continued activity in the Third Age. (SK)

  7. Adult Learners and Student Engagement: A Study of the Influence of Student Engagement on Community College Students and Their Intention to Transfer

    Science.gov (United States)

    Anderson, Ryan Michael

    2013-01-01

    Community colleges serve as the postsecondary college of choice for many adult students. Community colleges are aware of their increased role in postsecondary education and understand that they must continue to analyze student populations and adapt to their needs as well as maintain their open access philosophy. This study was conducted at the 15…

  8. Learner motivation and interest

    OpenAIRE

    Daskalovska, Nina; Koleva Gudeva, Liljana; Ivanovska, Biljana

    2012-01-01

    There are a lot of factors which influence success in learning. However, one of the most important factors is the learner’s motivation to reach the desired goals. Research and experience show that learners with strong motivation can achieve a lot regardless of circumstances. Studies of motivation in second language learning have led to several distinctions, one of which is the distinction between integrative and instrumental motivation. According to this distinction, some learners are motivat...

  9. Learner Open Modeling in Adaptive Mobile Learning System for Supporting Student to Learn English

    Directory of Open Access Journals (Sweden)

    Van Cong Pham

    2011-10-01

    Full Text Available This paper represents a personalized context-aware mobile learning architecture for supporting student to learn English as foreign language in order to prepare for TOEFL test. We consider how to apply open learner modeling techniques to adapt contents for different learners based on context, which includes location, amount of time to learn, the manner as well as learner's knowledge in learning progress. Through negotiation with system, the editable learner model will be updated to support adaptive engine to select adaptive contents meeting learner's demands. Empirical testing results for students who used application prototype indicate that interaction user modeling is helpful in supporting learner to learn adaptive materials.

  10. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  11. Issues of promoting learner autonomy in EFL context

    Directory of Open Access Journals (Sweden)

    Pichugova Inna L.

    2016-01-01

    Full Text Available The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one’s own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context.

  12. Instructional constraints faced by learners with duchenne muscular ...

    African Journals Online (AJOL)

    The study is about the instructional constraints facing learners with Duchenne muscular dystrophy (DMD) at Salvation Army (SA) Joy Town special primary school, Thika, Kenya. Instructional constraints in this study are the academic challenges encountered by the learners that include: poor teaching methods, inappropriate ...

  13. Language Identity among Iranian English Language Learners: A Nationwide Survey

    Science.gov (United States)

    Rezaei, Saeed; Khatib, Mohammad; Baleghizadeh, Sasan

    2014-01-01

    The present study is a nationwide survey of language identity among English language learners in Iran. The participants who completed the survey in this research included 1851 English language learners from different parts of the country who belonged to different genders, age groups and English language proficiency levels. The main instrument was…

  14. Starting Age and Other Influential Factors: Insights from Learner Interviews

    Science.gov (United States)

    Muñoz, Carmen

    2014-01-01

    The present study uses oral interviews with foreign language learners in search of influential factors in their language learning histories. The sample for the study was drawn from a larger sample of intermediate/advanced learners of English as a foreign language with a minimum of 10 years of exposure/instruction. The sample includes 6 early…

  15. The extent and causes of learner vandalism at schools

    African Journals Online (AJOL)

    Erna Kinsey

    cators' perceptions on the extent of school vandalism rather than crime statistics is influenced by the opinion that educators who know their learners appreciate the extent of learner misconduct, including van- dalism, during and after school hours (Klonsky, 2002:67; Pillay, 2000: 72). Empirical research. Research instrument.

  16. Developing Information Skills for Special Needs Learners Through ...

    African Journals Online (AJOL)

    This paper discusses the information skills required by school librarians for the handling of special learners, otherwise called differently abled learners. These skills include knowledge of sources of information, searching techniques, accessing electronic and other multimedia resources, packaging and repackaging of ...

  17. Acquiring midwifery skills: Learner-midwives' emic views with regard ...

    African Journals Online (AJOL)

    This study explored the emic views of learner-midwives with regard to their experiential learning environment in the Limpopo Province using a qualitative descriptive phenomenological and contextual research design. The target population included all the learner-midwives pursuing their final year studies at the University of ...

  18. Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

    Science.gov (United States)

    Li, Haishan; He, Qingshun

    2016-01-01

    Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English…

  19. Educational Transition of East Malaysian Distance Learners.

    Science.gov (United States)

    Saw, K. G.; Awang, M. N.; Idrus, R. M.; Atan, H.; Azli, N. A.; Jaafar, I.; Rahman, Z. A.; Latiff, Z. A.

    1999-01-01

    Describes results of a study of the changing perceptions of East Malaysian distance learners studying at the Universiti Sains Malaysia. Highlights include students' perceptions of their study skills; and the impact of their studies on other areas of their life, including social obligations, recreation, families, health, finances, work, and…

  20. Self-Assessment among Young Learners of English

    Directory of Open Access Journals (Sweden)

    Arni Sukmiarni

    2015-12-01

    Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

  1. SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Arni Sukmiarni

    2015-12-01

    Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

  2. A water-based training program that include perturbation exercises to improve stepping responses in older adults: study protocol for a randomized controlled cross-over trial

    Directory of Open Access Journals (Sweden)

    Tsedek Irit

    2008-08-01

    Full Text Available Abstract Background Gait and balance impairments may increase the risk of falls, the leading cause of accidental death in the elderly population. Fall-related injuries constitute a serious public health problem associated with high costs for society as well as human suffering. A rapid step is the most important protective postural strategy, acting to recover equilibrium and prevent a fall from initiating. It can arise from large perturbations, but also frequently as a consequence of volitional movements. We propose to use a novel water-based training program which includes specific perturbation exercises that will target the stepping responses that could potentially have a profound effect in reducing risk of falling. We describe the water-based balance training program and a study protocol to evaluate its efficacy (Trial registration number #NCT00708136. Methods/Design The proposed water-based training program involves use of unpredictable, multi-directional perturbations in a group setting to evoke compensatory and volitional stepping responses. Perturbations are made by pushing slightly the subjects and by water turbulence, in 24 training sessions conducted over 12 weeks. Concurrent cognitive tasks during movement tasks are included. Principles of physical training and exercise including awareness, continuity, motivation, overload, periodicity, progression and specificity were used in the development of this novel program. Specific goals are to increase the speed of stepping responses and improve the postural control mechanism and physical functioning. A prospective, randomized, cross-over trial with concealed allocation, assessor blinding and intention-to-treat analysis will be performed to evaluate the efficacy of the water-based training program. A total of 36 community-dwelling adults (age 65–88 with no recent history of instability or falling will be assigned to either the perturbation-based training or a control group (no training

  3. A water-based training program that include perturbation exercises to improve stepping responses in older adults: study protocol for a randomized controlled cross-over trial.

    Science.gov (United States)

    Melzer, Itshak; Elbar, Ori; Tsedek, Irit; Oddsson, Lars Ie

    2008-08-17

    Gait and balance impairments may increase the risk of falls, the leading cause of accidental death in the elderly population. Fall-related injuries constitute a serious public health problem associated with high costs for society as well as human suffering. A rapid step is the most important protective postural strategy, acting to recover equilibrium and prevent a fall from initiating. It can arise from large perturbations, but also frequently as a consequence of volitional movements. We propose to use a novel water-based training program which includes specific perturbation exercises that will target the stepping responses that could potentially have a profound effect in reducing risk of falling. We describe the water-based balance training program and a study protocol to evaluate its efficacy (Trial registration number #NCT00708136). The proposed water-based training program involves use of unpredictable, multi-directional perturbations in a group setting to evoke compensatory and volitional stepping responses. Perturbations are made by pushing slightly the subjects and by water turbulence, in 24 training sessions conducted over 12 weeks. Concurrent cognitive tasks during movement tasks are included. Principles of physical training and exercise including awareness, continuity, motivation, overload, periodicity, progression and specificity were used in the development of this novel program. Specific goals are to increase the speed of stepping responses and improve the postural control mechanism and physical functioning. A prospective, randomized, cross-over trial with concealed allocation, assessor blinding and intention-to-treat analysis will be performed to evaluate the efficacy of the water-based training program. A total of 36 community-dwelling adults (age 65-88) with no recent history of instability or falling will be assigned to either the perturbation-based training or a control group (no training). Voluntary step reaction times and postural stability

  4. Personal and Contextual Influences on Township School Learners' Motivation and Self-Regulated Learning

    Science.gov (United States)

    Geduld, Bernadette

    2017-01-01

    Learners' self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling…

  5. Putting the CEFR to Good Use: Designing Grammars Based on Learner-Corpus Evidence

    Science.gov (United States)

    McCarthy, Michael

    2016-01-01

    This lecture considers what reference and pedagogical grammars and grammar teaching materials for L2 learners should ideally include, based on corpus evidence from both native-speaker and learner corpora. I demonstrate how learner corpora can be used to track the emergence of grammatical features, from the elementary level to advanced, how…

  6. Private Speech in Teacher-Learner Interactions in an EFL Context: A Sociocultural Perspective

    Science.gov (United States)

    Gheisari, Nouzar

    2017-01-01

    Theoretically framed within Vygotskyan sociocultural theory (SCT) of mind, the present study investigated resurfacing of private speech markers by Iranian elementary female EFL learners in teacher-learner interactions. To this end, an elementary EFL class including 12 female learners and a same-sex teacher were selected as the participants of the…

  7. Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

    OpenAIRE

    Sukarno, -

    2008-01-01

    Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English ap...

  8. Tweetalige aanleerderswoordeboek . bilingual learner's dictionary ...

    African Journals Online (AJOL)

    In this review article the discussion concentrates on the purpose of learner's dictionaries, viz. to improve the communicative competence of a foreign language learner, and on usage guidance in learner's dictionaries. It is pointed out that target users should be clearly identified and their needs assessed before the dictionary ...

  9. THE BARRIERS AND NEEDS OF ONLINE LEARNERS

    Directory of Open Access Journals (Sweden)

    Napaporn SRICHANYACHON

    2014-07-01

    Full Text Available This study investigated some specific barriers and needs that online students are facing when learning English through WebEx system. It compared students’ barriers and needs with their background including gender, computer ownership, and monthly allowance. It also investigated the relationship among computer aptitude, barriers and needs of online learners. The samples were 211 undergraduate students enrolled in Fundamental English course. The instrument in this study was a questionnaire. Results indicated that the levels of needs and barriers of online learners in general were moderate. There were no statistically significant differences at .05 level found in barriers and needs of online learners as classified by gender, computer ownership, and computer aptitude. As hypothesised, there was a negative relationship between computer aptitude and barriers of online learners at .01 level. Students with high computer aptitude had fewer barriers to learn online than those with low computer aptitude. In addition, there was a positive relationship between barriers and needs of online learners at .01 levels. Students with more barriers were found to have more needs to help them to learn online than those with few barriers. Teachers and institutions can take the results of this study into consideration when developing online courses.

  10. Unathi: The case study of a South African ESL learner who excels at writing in English

    Directory of Open Access Journals (Sweden)

    Susan Ntete

    2011-08-01

    Full Text Available This article discusses the case study of a learner in Mdantsane Township in the Eastern Cape. Most black learners find it difficult to express themselves effectively in English. According to a survey made by Bot (1996 majority of black grade 7 learners are unable to read in English.  Many black learners in South Africa The study, which focused on five learners was an attempt to explain why some learners whose mother tongue is Xhosa are an exceptionally proficient writers of English. The article describes one of these learners and his writing practices. The data collected include formal interviews with this learner as well as an analysis of some of his writing. Some tentative conclusions are reached relating to the role of the teacher and certain affective factors. The article concludes with a few implications for researching teachers.

  11. The Role of Private Speech in Cognitive Regulation of Learners: The Case of English as a Foreign Language Education

    Science.gov (United States)

    Sarab, Mohamad Reza Anani; Gordani, Yahya

    2015-01-01

    Investigations into the use of private speech by adult English foreign language (EFL) learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a…

  12. English learners in the mathematics classroom

    CERN Document Server

    Coggins, Debra S (Susan)

    2014-01-01

    Research-based strategies to reach English learners - now aligned with the Common Core!Enable your English learners to build higher-level math skills and gain greater fluency in their new language-all while achieving the goals of the Common Core. Now in its second edition, this trusted resource includes:  Mathematics lesson scenarios in every chapter, directly connected to Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit ALL students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development.

  13. Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners' Voices

    Science.gov (United States)

    Lamb, Terry Eric

    2011-01-01

    Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a…

  14. The Effects of Multimedia Task-Based Language Teaching on EFL Learners' Oral L2 Production

    Science.gov (United States)

    BavaHarji, Madhubala; Gheitanchian, Mehrnaz; Letchumanan, Krishnaveni

    2014-01-01

    This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of…

  15. Homeschooling Associated with Beneficial Learner and Societal Outcomes but Educators Do Not Promote It

    Science.gov (United States)

    Ray, Brian D.

    2013-01-01

    This article reviews research on homeschool learner outcomes and evaluates opposition to homeschooling. It synthesizes research on learner outcomes related to homeschooling in areas of students' academic achievement and children's social, emotional, and psychological development and the success of adults who were home educated and finds generally…

  16. Affective Factors Influencing Fluent Performance: French Learners' Appraisals of Second Language Speech Tasks

    Science.gov (United States)

    Kormos, Judit; Préfontaine, Yvonne

    2017-01-01

    The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants' performances of three narrative tasks…

  17. Non-Native Japanese Learners' Perception of Consonant Length in Japanese and Italian

    Science.gov (United States)

    Tsukada, Kimiko; Cox, Felicity; Hajek, John; Hirata, Yukari

    2018-01-01

    Learners of a foreign language (FL) typically have to learn to process sounds that do not exist in their first language (L1). As this is known to be difficult for adults, in particular, it is important for FL pedagogy to be informed by phonetic research. This study examined the role of FL learners' previous linguistic experience in the processing…

  18. Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts

    Science.gov (United States)

    Fernández-Toro, María; Furnborough, Concha

    2014-01-01

    Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means…

  19. WORK AND LEARNER IDENTITY

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2015-01-01

    The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how...

  20. Developing Responsible Learners

    Science.gov (United States)

    Gautum, Satyen; Jangam, Sachin; Loh, Kai Chee

    2018-01-01

    Developing responsible learners is one of the key education challenges of our time. Education literature suggests that for students to see themselves as active and necessary participants in their own learning, it is important that they view themselves as stakeholders in education. This research aims at exploring the effectiveness of instructional…

  1. Whose voice matters? LEARNERS

    African Journals Online (AJOL)

    Erna Kinsey

    he states, “Why do they keep making the same error …” despite the educators' best efforts. Our purpose in this article is to describe and share our findings about a classroom based study which explored five learners' understanding of educa- tor assessment feedback in a Grade 9 mathematics classroom in KwaZulu-.

  2. THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

    Directory of Open Access Journals (Sweden)

    Ervin Kovačević

    2016-03-01

    Full Text Available This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process – planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders’ preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.

  3. Effectiveness of conservative interventions including exercise, manual therapy and medical management in adults with shoulder impingement: a systematic review and meta-analysis of RCTs

    Science.gov (United States)

    Steuri, Ruedi; Sattelmayer, Martin; Elsig, Simone; Kolly, Chloé; Tal, Amir; Taeymans, Jan

    2017-01-01

    Objective To investigate the effectiveness of conservative interventions for pain, function and range of motion in adults with shoulder impingement. Design Systematic review and meta-analysis of randomised trials. Data sources Medline, CENTRAL, CINAHL, Embase and PEDro were searched from inception to January 2017. Study selection criteria Randomised controlled trials including participants with shoulder impingement and evaluating at least one conservative intervention against sham or other treatments. Results For pain, exercise was superior to non-exercise control interventions (standardised mean difference (SMD) −0.94, 95% CI −1.69 to −0.19). Specific exercises were superior to generic exercises (SMD −0.65, 95% CI −0.99 to −0.32). Corticosteroid injections were superior to no treatment (SMD −0.65, 95% CI −1.04 to −0.26), and ultrasound guided injections were superior to non-guided injections (SMD −0.51, 95% CI −0.89 to −0.13). Nonsteroidal anti-inflammatory drugs (NSAIDS) had a small to moderate SMD of −0.29 (95% CI −0.53 to −0.05) compared with placebo. Manual therapy was superior to placebo (SMD −0.35, 95% CI −0.69 to −0.01). When combined with exercise, manual therapy was superior to exercise alone, but only at the shortest follow-up (SMD −0.32, 95% CI −0.62 to −0.01). Laser was superior to sham laser (SMD −0.88, 95% CI −1.48 to −0.27). Extracorporeal shockwave therapy (ECSWT) was superior to sham (−0.39, 95% CI −0.78 to –0.01) and tape was superior to sham (−0.64, 95% CI −1.16 to −0.12), with small to moderate SMDs. Conclusion Although there was only very low quality evidence, exercise should be considered for patients with shoulder impingement symptoms and tape, ECSWT, laser or manual therapy might be added. NSAIDS and corticosteroids are superior to placebo, but it is unclear how these treatments compare to exercise. PMID:28630217

  4. Starting age and other influential factors: Insights from learner interviews

    Directory of Open Access Journals (Sweden)

    Carmen Muñoz

    2014-01-01

    Full Text Available The present study uses oral interviews with foreign language learners in search of influential factors in their language learning histories. The sample for the study was drawn from a larger sample of intermediate/advanced learners of English as a foreign language with a minimum of 10 years of exposure/instruction. The sample includes 6 early learners (range of starting age: 3.2-6.5 and 6 late learners (starting age: 11+. Half of them in each group were among those with the highest scores on two English language tests in the larger sample and half among those with the lowest scores on those same tests. A qualitative analysis of the interviews of these learners yields insights into their experience of foreign language learning and the role played in it by starting age and other significant factors, such as motivation and intensive contact with the language.

  5. The learner's perspective in GP teaching practices with multi-level learners: a qualitative study.

    Science.gov (United States)

    Thomson, Jennifer S; Anderson, Katrina; Haesler, Emily; Barnard, Amanda; Glasgow, Nicholas

    2014-03-19

    Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used.A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners' perspective.Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed "GP consultant teacher"). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching

  6. Major haplotype divergence including multiple germin-like protein genes, at the wheat Sr2 adult plant stem rust resistance locus

    Czech Academy of Sciences Publication Activity Database

    Mago, R.; Tabe, L.; Vautrin, S.; Šimková, Hana; Kubaláková, Marie; Upadhyaya, N.; Berges, H.; Kong, X.Y.; Breen, J.; Doležel, Jaroslav; Appels, R.; Ellis, J.G.; Spielmeyer, W.

    2014-01-01

    Roč. 14, č. 379 (2014) ISSN 1471-2229 R&D Projects: GA ČR GBP501/12/G090; GA MŠk(CZ) LO1204 Institutional support: RVO:61389030 Keywords : Adult plant resistance (APR) * Map-based cloning * Sr2 Subject RIV: EB - Genetics ; Molecular Biology Impact factor: 3.813, year: 2014

  7. Metabolic evidence of vitamin B-12 deficiency, including high homocysteine and methylmalonic acid and low holotranscobalamin, is more pronounced in older adults with elevated plasma folate

    Science.gov (United States)

    Background: An analysis of data from the National Health and Nutrition Examination Survey indicated that in older adults exposed to folic acid fortification, the combination of low serum vitamin B-12 and elevated folate is associated with higher concentrations of homocysteine and methylmalonic acid ...

  8. Harmonic biases in child learners: in support of language universals.

    Science.gov (United States)

    Culbertson, Jennifer; Newport, Elissa L

    2015-06-01

    A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky, and Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns-those which preserve the order of the head with respect to its complements-validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. Copyright © 2015 Elsevier B.V. All rights reserved.

  9. LANGUAGE LEARNING ACTIVITIES OF DISTANCE EFL LEARNERS IN THE TURKISH OPEN EDUCATION SYSTEM AS THE INDICATOR OF THEIR LEARNER AUTONOMY

    Directory of Open Access Journals (Sweden)

    Dilek ALTUNAY

    2013-10-01

    Full Text Available This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.

  10. Listening in Older Second Language Learners: The Teachers’ Perspective

    Directory of Open Access Journals (Sweden)

    Agata Słowik

    2017-07-01

    Full Text Available There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research.

  11. Health-Related Quality of Life: Expanding a Conceptual Framework to Include Older Adults Who Receive Long-Term Services and Supports

    Science.gov (United States)

    Zubritsky, Cynthia; Abbott, Katherine M.; Hirschman, Karen B.; Bowles, Kathryn H.; Foust, Janice B.; Naylor, Mary D.

    2013-01-01

    For older adults receiving long-term services and supports (LTSS), health-related quality of life (HRQoL) has emerged as a critical construct to examine because of its focus on components of well-being, which are affected by progressive changes in health status, health care, and social support. HRQoL is a health-focused quality of life (QOL)…

  12. Hepatitis A seroprevalence and risk factors among homeless adults in San Francisco: should homelessness be included in the risk-based strategy for vaccination?

    Science.gov (United States)

    Hennessey, Karen A; Bangsberg, David R; Weinbaum, Cindy; Hahn, Judith A

    2009-01-01

    Homeless adults have an increased risk of infectious diseases due to sexual and drug-related behaviors and substandard living conditions. We investigated the prevalence and risk factors for presence of hepatitis A virus (HAV) antibodies among homeless and marginally housed adults. We analyzed serologic and questionnaire data from a study of marginally housed and homeless adults in San Francisco from April 1999 to March 2000. We tested seroprevalance for total antibodies to HAV (anti-HAV) and analyzed data using Chi-square tests and logistic regression. Of the 1,138 adults in the study, 52% were anti-HAV positive. The anti-HAV prevalence in this study population was 58% higher than the expected prevalence based on age-specific prevalence rates from the general population. Number of years of homelessness ( or =5 years) was associated with anti-HAV prevalence (46%, 50%, and 61%, respectively, p drugs (63% vs. 42% for non-injectors), being foreign-born (75% vs. 51% among U.S.-born), race/ethnicity (72%, 53%, and 45% for Hispanic, white, and black people, respectively), and increasing age (38%, 49%, and 62% among those aged 45 years, respectively). These variables all remained significant in a multivariate model. We found overall anti-HAV prevalence elevated in this San Francisco homeless population compared with the general U.S. population. These data show that anti-HAV was associated with homelessness independent of other known risk factors, such as being foreign-born, race/ethnicity, and injection drug use. This increase indicates an excess risk of HAV infection and the potential need to offer hepatitis A vaccination as part of homeless services.

  13. "We Are Guinea Pigs Really": Examining the Realities of ICT-based Adult Learning.

    Science.gov (United States)

    Selwyn, Neil; Gorard, Stephen; Williams, Sara

    2002-01-01

    Interviews with 36 adult learners in information-communications technology (ICT) settings, using the concept of learning trajectories, revealed barriers to widening participation through ICT. In addition to technical shortcomings, social, economic, cultural, and political issues hinder the process, including lack of innovative instruction and…

  14. Reading and the Non-Academic Learner: A Mystery Solved.

    Science.gov (United States)

    Yang, Anson

    2001-01-01

    Investigates the effects of reading mystery novels on Hong Kong adult learners studying English for the purposes of pleasure or career development. Results show that novel readers made substantial proficiency gains, and that there were important motivational benefits as well. (Author/VWL)

  15. Learner's Satisfaction: A Case Study on IGNOU's Engineering Diploma Program

    Science.gov (United States)

    Venkateshwarlu, Neelam; Agarwal, Ashish

    2016-01-01

    Open and Distance Learning (ODL) system is different from conventional education system. ODL system imparts education through multiple media and techniques to equalize the class room education. Unlike the conventional system, the distant learners (students, adults, employed persons, etc.) may face some problems during their course of study. In…

  16. Fostering learners' interaction with content: A learner-centered mobile device interface

    Science.gov (United States)

    Abdous, M.

    2015-12-01

    With the ever-increasing omnipresence of mobile devices in student life, leveraging smart devices to foster students' interaction with course content is critical. Following a learner-centered design iterative approach, we designed a mobile interface that may enable learners to access and interact with online course content efficiently and intuitively. Our design process leveraged recent technologies, such as bootstrap, Google's Material Design, HTML5, and JavaScript to design an intuitive, efficient, and portable mobile interface with a variety of built-in features, including context sensitive bookmarking, searching, progress tracking, captioning, and transcript display. The mobile interface also offers students the ability to ask context-related questions and to complete self-checks as they watch audio/video presentations. Our design process involved ongoing iterative feedback from learners, allowing us to refine and tweak the interface to provide learners with a unified experience across platforms and devices. The innovative combination of technologies built around well-structured and well-designed content seems to provide an effective learning experience to mobile learners. Early feedback indicates a high level of satisfaction with the interface's efficiency, intuitiveness, and robustness from both students and faculty.

  17. Theme: The 21st Century Adult Learner

    Science.gov (United States)

    Lopez Brown, P.

    2017-01-01

    Problem-based learning is an innovative educational approach that is gaining prominence in higher education using "real world" problems or situations as a context for learning. The present study explored the use of problem-based learning with teacher trainees of the University of Belize. Using a concurrent mixed method design with 74…

  18. Vocabulary Knowledge of Adult ESL Learners

    Science.gov (United States)

    Mokhtar, Ahmad Azman; Rawian, Rafizah Mohd; Yahaya, Mohamad Fadhili; Abdullah, Azaharee; Mansor, Mahani; Osman, Mohd Izwan; Zakaria, Zahrullaili Ahmad; Murat, Aminarashid; Nayan, Surina; Mohamed, Abdul Rashid

    2010-01-01

    This study assessed Malaysian tertiary students' levels of passive and controlled active vocabulary knowledge. Two tests from the Vocabulary Levels Test were used to collect the data namely the Passive Vocabulary Test and Controlled Active Vocabulary Test. When using the test, the researchers were not particularly interested in the students' total…

  19. BENCHMARKING LEARNER EDUCATION USING ONLINE BUSINESS SIMULATION

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    Alfred H. Miller

    2016-06-01

    Full Text Available For programmatic accreditation by the Accreditation Council of Business Schools and Programs (ACBSP, business programs are required to meet STANDARD #4, Measurement and Analysis of Student Learning and Performance. Business units must demonstrate that outcome assessment systems are in place using documented evidence that shows how the results are being used to further develop or improve the academic business program. The Higher Colleges of Technology, a 17 campus federal university in the United Arab Emirates, differentiates its applied degree programs through a ‘learning by doing ethos,’ which permeates the entire curricula. This paper documents benchmarking of education for managing innovation. Using business simulation for Bachelors of Business, Year 3 learners, in a business strategy class; learners explored through a simulated environment the following functional areas; research and development, production, and marketing of a technology product. Student teams were required to use finite resources and compete against other student teams in the same universe. The study employed an instrument developed in a 60-sample pilot study of business simulation learners against which subsequent learners participating in online business simulation could be benchmarked. The results showed incremental improvement in the program due to changes made in assessment strategies, including the oral defense.

  20. Alcohol use amongst learners in rural high school in South Africa

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    Thembisile M. Chauke

    2015-02-01

    Full Text Available Background: Drinking behaviour by adolescents is a significant public health challenge nationally and internationally. Alcohol use has serious challenges that continue to deprive adolescents of their normal child growth and development. Drinking is associated with dangers that include fighting, crime, unintentional accidents, unprotected sex, violence and others.Aim: The aim of the study is to investigate drinking patterns, and factors contributing to drinking, amongst secondary school learners in South Africa.Method: The sample included 177 male (46.6% and 206 female (53.4% respondents in the age range from 15–23 years, selected by stratified random sampling.Results: The results indicated that 35.5% of male and 29.7% of female respondents used alcohol. Both male and female respondents consumed six or more alcohol units (binge drinking within 30 days; on one occasion the consumption was 17.5% and 15.9% respectively. It was found that alcohol consumption increases with age, 32.2% of 15–17 year-olds and 53.2% of 18–20 year-olds consumed different types of alcohol. It was deduced that 28.9% respondents reported that one of the adults at home drank alcohol regularly, and 9.3% reported that both their parents drank alcohol daily. It was found that 27.6% of the respondents agreed that friends made them conform to drinking. The tenth and eleventh grade reported 15.2% of male and 13.9% of female respondents were aware that alcohol can be addictive.Conclusion: This study found that age, gender, parental alcohol use and peer pressure were found to be the major contributing factors to alcohol use amongst learners Prevention campaigns such as introducing the harmful effects of alcohol use amongst learners are of utmost importance in reducing alcohol use amongst learners in South Africa.

  1. Alcohol use amongst learners in rural high school in South Africa.

    Science.gov (United States)

    Chauke, Thembisile M; Van der Heever, Hendry; Hoque, Muhammad E

    2015-09-14

    Drinking behaviour by adolescents is a significant public health challenge nationally and internationally. Alcohol use has serious challenges that continue to deprive adolescents of their normal child growth and development. Drinking is associated with dangers that include fighting, crime, unintentional accidents, unprotected sex, violence and others. The aim of the study is to investigate drinking patterns, and factors contributing to drinking, amongst secondary school learners in South Africa. The sample included 177 male (46.6%) and 206 female (53.4%) respondents in the age range from 15-23 years, selected by stratified random sampling. The results indicated that 35.5% of male and 29.7% of female respondents used alcohol. Both male and female respondents consumed six or more alcohol units (binge drinking) within 30 days; on one occasion the consumption was 17.5% and 15.9% respectively. It was found that alcohol consumption increases with age, 32.2% of 15-17 year-olds and 53.2% of 18-20 year-olds consumed different types of alcohol. It was deduced that 28.9% respondents reported that one of the adults at home drank alcohol regularly, and 9.3% reported that both their parents drank alcohol daily. It was found that 27.6% of the respondents agreed that friends made them conform to drinking. The tenth and eleventh grade reported 15.2% of male and 13.9% of female respondents were aware that alcohol can be addictive. This study found that age, gender, parental alcohol use and peer pressure were found to be the major contributing factors to alcohol use amongst learners Prevention campaigns such as introducing the harmful effects of alcohol use amongst learners are of utmost importance in reducing alcohol use amongst learners in South Africa.

  2. Planned development and evaluation protocol of two versions of a web-based computer-tailored nutrition education intervention aimed at adults, including cognitive and environmental feedback.

    Science.gov (United States)

    Springvloet, Linda; Lechner, Lilian; Oenema, Anke

    2014-01-17

    Despite decades of nutrition education, the prevalence of unhealthy dietary patterns is still high and inequalities in intake between high and low socioeconomic groups still exist. Therefore, it is important to innovate and improve existing nutrition education interventions. This paper describes the development, design and evaluation protocol of a web-based computer-tailored nutrition education intervention for adults targeting fruit, vegetable, high-energy snack and fat intake. This intervention innovates existing computer-tailored interventions by not only targeting motivational factors, but also volitional and self-regulation processes and environmental-level factors. The intervention development was guided by the Intervention Mapping protocol, ensuring a theory-informed and evidence-based intervention. Two versions of the intervention were developed: a basic version targeting knowledge, awareness, attitude, self-efficacy and volitional and self-regulation processes, and a plus version additionally addressing the home environment arrangement and the availability and price of healthy food products in supermarkets. Both versions consist of four modules: one for each dietary behavior, i.e. fruit, vegetables, high-energy snacks and fat. Based on the self-regulation phases, each module is divided into three sessions. In the first session, feedback on dietary behavior is provided to increase awareness, feedback on attitude and self-efficacy is provided and goals and action plans are stated. In the second session goal achievement is evaluated, reasons for failure are explored, coping plans are stated and goals can be adapted. In the third session, participants can again evaluate their behavioral change and tips for maintenance are provided. Both versions will be evaluated in a three-group randomized controlled trial with measurements at baseline, 1-month, 4-months and 9-months post-intervention, using online questionnaires. Both versions will be compared with a generic

  3. An investigation into the impact of reflective teaching on EFL learners autonomy and intrinsic motivation

    Directory of Open Access Journals (Sweden)

    Elahe Fallah

    2015-12-01

    Full Text Available This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a the experimental group - taught by a reflective teacher - and b the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level.

  4. Measuring Adult Learners' Foreign Language Anxiety, Motivational Factors, and Achievement Expectations: A Comparative Study between Chinese as a Second-Language Students and English as a Second-Language Students

    Science.gov (United States)

    Lin, Li-Ching

    2013-01-01

    This dissertation focuses on interpreting the impacts of foreign language anxiety and individual characteristics on the achievement expectations of Chinese second-language learners and English second-language students at the university level. Four research questions are examined through quantitative design. In relation to methodology, this study…

  5. Technical Evaluation Report 37: Assistive Software for Disabled Learners

    Directory of Open Access Journals (Sweden)

    Jon Baggaley

    2004-11-01

    Full Text Available Previous reports in this series (#32 and 36 have discussed online software features of value to disabled learners in distance education. The current report evaluates four specific assistive software products with useful features for visually and hearing impaired learners: ATutor, ACollab, Natural Voice, and Just Vanilla. The evaluative criteria discussed include the purpose, uses, costs, and features of each software product, all considered primarily from the accessibility perspective.

  6. Factors Driving Learner Success in Online Professional Development

    Directory of Open Access Journals (Sweden)

    Phu Vu

    2014-07-01

    Full Text Available This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

  7. Chinese English Learners' Strategic Competence

    Science.gov (United States)

    Wang, Dianjian; Lai, Hongling; Leslie, Michael

    2015-01-01

    The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are…

  8. High Ability and Learner Characteristics

    Science.gov (United States)

    Hindal, Huda; Reid, Norman; Whitehead, Rex

    2013-01-01

    The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being…

  9. Corpus-Based Foreign-Language Textbooks : using the cognitive resources of older learners efficiently

    Directory of Open Access Journals (Sweden)

    Danya Ramírez-Gómez

    2017-12-01

    Full Text Available The presence of older learners (60 years old and over in the foreign language (FL classroom is increasingly common. However, although these students differ from younger ones in a variety of cognitive, physical and psychological aspects, textbooks have not yet been adapted to the characteristics of the former. This lack of teaching materials entails either that older learners be unable to study an FL with a textbook that addresses their needs and interests, or that teachers must constantly collect materials from different sources, which is exceedingly time consuming. The objective of this article is to start a debate on potential modifications to Spanish teaching materials that respond to older learners’ needs, specifically for initial level learners. This study discusses modifications that address two significant issues: the introduction of vocabulary, and the introduction of grammar tenses and conjugations. These two issues generate important challenges in the learning process of the cohort under discussion (Ramírez Gómez 2016. The framework for this work is the analysis of the Corpus del Español (Davies 2002, which includes more than 100 million entries. The study explores the most frequently used content words of Spanish (e.g. nouns, verbs, adjectives and contrasts these data with how current and popular Spanish textbooks introduce this information. The analysis indicates that textbooks present vocabulary and grammar tenses and conjugations in a manner that fails to reflect actual Spanish use, despite this being one of the main objectives of the functional-approach, which is followed by most of the textbooks revised here. Also, drawing from previous studies on age-related cognitive transformations, transitivity, aspect, among others, we argue that textbooks for initial level learners – particularly for older learners – should centre on the acquisition of highly frequent and relatable vocabulary to elevate their exposure to relevant

  10. The Study of the Phenomenon of Hesitation as a Cognitive Process in Iranian French Learners' Oral Production

    Science.gov (United States)

    Rahmatian, Rouhollah; Mehrabi, Marzieh; Safa, Parivash; Golfam, Arsalan

    2014-01-01

    Hesitation, when speaking a foreign language, is studied through its components: beginnings, pauses, and repetitions. This paper aims to identify, through the study of this phenomenon, vulnerable zones among Iranian learners when they speak French. A case study of 30 adult learners shows that hesitation is not random and at different levels (A1 to…

  11. EFL Proficiency in Language Learning and Learner Autonomy Perceptions of Turkish Learners

    Science.gov (United States)

    Ünal, Süleyman; Çeliköz, Nadir; Sari, Irfan

    2017-01-01

    The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners' perceptions of learner autonomy with ELT learner's proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners' autonomy perceptions are affected by proficiency level of learners.…

  12. Learner Autonomy Based On Constructivism Learning Theory

    OpenAIRE

    Haiyan Wang

    2014-01-01

    Constuctivism learning theory lays emphasis on the learners' active learning, such as learning initiative, sociality and context. By analyzing the relationship between constructivism learning theory and learner autonomy, this paper explores how to cultivate learners' learner autonomy under the guidance of constructivism learning theory.

  13. Gradient of learnability in teaching English pronunciation to Korean learners.

    Science.gov (United States)

    Lee, Ho-Young; Hwang, Hyosung

    2016-04-01

    This paper aims to propose a gradient of learnability as a criterion for setting priorities in pronunciation teaching. A total of 40 Korean subjects (mostly aged 12 year) were tested on their discrimination ability of English sounds before and after participating in a high variability phonetic training (HVPT) program for 4 weeks. This study shows highly promising results for pronunciation teaching with the HVPT method. First, lower level learners show greater improvements in phoneme discrimination ability compared to upper level learners. Second, consonants are better discriminated than vowels and greater improvements are seen with consonant contrasts than with vowels that have a lower functional load. Third, many of the sounds with high functional load have a high learnability. Fourth, greater improvements are seen with sounds that are poorly identified before the training than sounds that are well-identified. Fifth, young learners also benefit from the HVPT, much like highly motivated adult learners. A learnability gradient was established on the basis of the phoneme learnability index and the pairwise learnability index. On the basis of the constructed gradient of learnability and the concept of functional load, a set of priorities was provided for teaching English pronunciation to young Korean learners.

  14. A NEED FOR CONCEPTUALLY FLUENT LANGUAGE LEARNERS: RETHINKING THE USE OF TRANSLATION METHOD IN THE TEACHING OF IDIOMS

    Directory of Open Access Journals (Sweden)

    Fatma YUVAYAPAN

    2016-12-01

    Full Text Available Recently the notion of conceptual fluency has attracted much attention owing to its potential to native-like use of foreign language. It has conclusively been shown that comprehending the concepts of the target language, L2 learners may acquire the ability to speak as native speakers. Situated within the framework of developing conceptual fluency of L2 learners, this study examined whether the type of instruction has an effect on the conceptual fluency development of beginner level adult EFL learners. The participants consisting of 38 beginner level preparatory students of School of Foreign Languages of Kahramanmaraş Sütçü İmam University were divided into two groups. The experimental group was exposed to a translation method rested on the comparison of L1 and L2 concepts to learn idioms taken from the songs while the control group learned these idioms through traditional translation method. The data included students’ one minute response paper gathered after each treatment which lasted 3 weeks and a 20 item-multiple-choice post-test. An ANCOVA analysis of the post-test scores showed that the experimental group accomplished better than the control group. The content analysis of the students’ one minute response paper also highlighted that translation method rested on the comparison of L1 and L2 concepts increased the awareness of the participants towards the non-literal meaning of English idioms. It appears that translation method comparing L1 and L2 concepts might contribute to the conceptual fluency development of beginner level adult L2 learners.

  15. Getting it right by getting it wrong: when learners change languages.

    Science.gov (United States)

    Kam, Carla L Hudson; Newport, Elissa L

    2009-08-01

    When natural language input contains grammatical forms that are used probabilistically and inconsistently, learners will sometimes reproduce the inconsistencies; but sometimes they will instead regularize the use of these forms, introducing consistency in the language that was not present in the input. In this paper we ask what produces such regularization. We conducted three artificial language experiments, varying the use of determiners in the types of inconsistency with which they are used, and also comparing adult and child learners. In Experiment 1 we presented adult learners with scattered inconsistency - the use of multiple determiners varying in frequency in the same context - and found that adults will reproduce these inconsistencies at low levels of scatter, but at very high levels of scatter will regularize the determiner system, producing the most frequent determiner form almost all the time. In Experiment 2 we showed that this is not merely the result of frequency: when determiners are used with low frequencies but in consistent contexts, adults will learn all of the determiners veridically. In Experiment 3 we compared adult and child learners, finding that children will almost always regularize inconsistent forms, whereas adult learners will only regularize the most complex inconsistencies. Taken together, these results suggest that regularization processes in natural language learning, such as those seen in the acquisition of language from non-native speakers or in the formation of young languages, may depend crucially on the nature of language learning by young children.

  16. Incident AIDS or Death After Initiation of Human Immunodeficiency Virus Treatment Regimens Including Raltegravir or Efavirenz Among Adults in the United States.

    Science.gov (United States)

    Cole, Stephen R; Edwards, Jessie K; Hall, H Irene; Brookhart, M Alan; Mathews, W Christopher; Moore, Richard D; Crane, Heidi M; Kitahata, Mari M; Mugavero, Michael J; Saag, Michael S; Eron, Joseph J

    2017-06-01

    The long-term effectiveness of human immunodeficiency virus (HIV) treatments containing integrase inhibitors is unknown. We use observational data from the Centers for AIDS Research Network of Integrated Clinical Systems and the Centers for Disease Control and Prevention to estimate 4-year risk of AIDS and all-cause mortality among 415 patients starting a raltegravir regimen compared to 2646 starting an efavirenz regimen (both regimens include emtricitabine and tenofovir disoproxil fumarate). We account for confounding and selection bias as well as generalizability by standardization for measured variables, and present both observational intent-to-treat and per-protocol estimates. At treatment initiation, 12% of patients were female, 36% black, 13% Hispanic; median age was 37 years, CD4 count 321 cells/µL, and viral load 4.5 log10 copies/mL. Two hundred thirty-five patients incurred an AIDS-defining illness or died, and 741 patients left follow-up. After accounting for measured differences, the 4-year risk was similar among those starting both regimens (ie, intent-to treat hazard ratio [HR], 0.96 [95% confidence interval {CI}, .63-1.45]; risk difference, -0.9 [95% CI, -4.5 to 2.7]), as well as among those remaining on regimens (ie, per-protocol HR, 0.95 [95% CI, .59-1.54]; risk difference, -0.5 [95% CI, -3.8 to 2.9]). Raltegravir and efavirenz-based initial antiretroviral therapy have similar 4-year clinical effects. Vigilance regarding longer-term comparative effectiveness of HIV regimens using observational data is needed because large-scale experimental data are not forthcoming. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail: journals.permissions@oup.com.

  17. FoxP2 expression in avian vocal learners and non-learners.

    Science.gov (United States)

    Haesler, Sebastian; Wada, Kazuhiro; Nshdejan, A; Morrisey, Edward E; Lints, Thierry; Jarvis, Eric D; Scharff, Constance

    2004-03-31

    Most vertebrates communicate acoustically, but few, among them humans, dolphins and whales, bats, and three orders of birds, learn this trait. FOXP2 is the first gene linked to human speech and has been the target of positive selection during recent primate evolution. To test whether the expression pattern of FOXP2 is consistent with a role in learned vocal communication, we cloned zebra finch FoxP2 and its close relative FoxP1 and compared mRNA and protein distribution in developing and adult brains of a variety of avian vocal learners and non-learners, and a crocodile. We found that the protein sequence of zebra finch FoxP2 is 98% identical with mouse and human FOXP2. In the avian and crocodilian forebrain, FoxP2 was expressed predominantly in the striatum, a basal ganglia brain region affected in patients with FOXP2 mutations. Strikingly, in zebra finches, the striatal nucleus Area X, necessary for vocal learning, expressed more FoxP2 than the surrounding tissue at post-hatch days 35 and 50, when vocal learning occurs. In adult canaries, FoxP2 expression in Area X differed seasonally; more FoxP2 expression was associated with times when song becomes unstable. In adult chickadees, strawberry finches, song sparrows, and Bengalese finches, Area X expressed FoxP2 to different degrees. Non-telencephalic regions in both vocal learning and non-learning birds, and in crocodiles, were less variable in expression and comparable with regions that express FOXP2 in human and rodent brains. We conclude that differential expression of FoxP2 in avian vocal learners might be associated with vocal plasticity.

  18. Perception of vowels by learners of Spanish and English

    Science.gov (United States)

    Garcia-Bayonas, Mariche

    2005-04-01

    This study investigates the perception of English vowels /i I/, /u U/, and /e EI/ and Spanish /i u e/ by native-speakers (NS) and learners (L) and compares these two sets of vowels cross-linguistically. Research on the acquisition of vowels indicates that learners can improve their perception with exposure to the second language [Bohn and Flege (1990)]. Johnson, Flemming, and Wright (1993) investigated the hyperspace effect and how listeners tended to choose extreme vowel qualities in a method of adjustment (MOA) task. The theoretical framework of this study is Fleges (1995) Speech Learning Model. The research question is: Are vowels selected differently by NS and L using synthesized data? Spanish learners (n=54) and English learners (n=17) completed MOA tasks in which they were exposed to 330 synthetically produced vowels to analyze spectral differences in the acquisition of both sound systems, and how the learners vowel system may vary from that of the NS. In the MOA tasks they were asked to select which synthesized vowel sounds resembled the most the ones whose spelling was presented to them. The results include an overview of the vowel formant analysis performed, and which vowels are the most challenging ones to learners.

  19. Promoting Physics Among Female Learners in the Western Cape Through Active Engagement (abstract)

    Science.gov (United States)

    Arendse, Gillian J.

    2009-04-01

    In 2006 the author organized a one-day intervention aimed at promoting physics among female learners at the University of Stellenbosch. The activities included an interactive lecture demonstration promoting active engagement, a hands-on session, and short presentations by female physicists addressing issues such as balancing family and career, breaking the stereotypes, and launching a successful career in physics. Each learner was expected to evaluate the program. In 2007 the author joined forces with Hip2B2 (Shuttleworth Foundation) to host a competition among grade-10 learners with the theme, ``promoting creativity through interactivity.'' The author was tasked by the Hip2B2-team to assist with a program for female learners planned for August 2008, coinciding with our national celebration of Women's Day. The event targeted 160 learners and took place in Durban, East London, Cape Town, and Johannesburg. The author shares some of the learners' experiences and personal triumphs.

  20. School-based sexual violence among female learners with mild intellectual disability in South Africa.

    Science.gov (United States)

    Phasha, Tlakale Nareadi; Nyokangi, Doris

    2012-03-01

    Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.

  1. Learner characteristics involved in distance learning

    Energy Technology Data Exchange (ETDEWEB)

    Cernicek, A.T.; Hahn, H.A.

    1991-01-01

    Distance learning represents a strategy for leveraging resources to solve educational and training needs. Although many distance learning programs have been developed, lessons learned regarding differences between distance learning and traditional education with respect to learner characteristics have not been well documented. Therefore, we conducted a survey of 20 distance learning professionals. The questionnaire was distributed to experts attending the second Distance Learning Conference sponsored by Los Alamos National Laboratory. This survey not only acquired demographic information from each of the respondents but also identified important distance learning student characteristics. Significant distance learner characteristics, which were revealed statistically and which influence the effectiveness of distance learning, include the following: reading level, student autonomy, and self-motivation. Distance learning cannot become a more useful and effective method of instruction without identifying and recognizing learner characteristics. It will be important to consider these characteristics when designing all distance learning courses. This paper will report specific survey findings and their implications for developing distance learning courses. 9 refs., 6 tabs.

  2. Chinese English Learners' Strategic Competence.

    Science.gov (United States)

    Wang, Dianjian; Lai, Hongling; Leslie, Michael

    2015-12-01

    The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

  3. Development of a modified prognostic index for patients with aggressive adult T-cell leukemia-lymphoma aged 70 years or younger: possible risk-adapted management strategies including allogeneic transplantation.

    Science.gov (United States)

    Fuji, Shigeo; Yamaguchi, Takuhiro; Inoue, Yoshitaka; Utsunomiya, Atae; Moriuchi, Yukiyoshi; Uchimaru, Kaoru; Owatari, Satsuki; Miyagi, Takashi; Taguchi, Jun; Choi, Ilseung; Otsuka, Eiichi; Nakachi, Sawako; Yamamoto, Hisashi; Kurosawa, Saiko; Tobinai, Kensei; Fukuda, Takahiro

    2017-07-01

    Adult T-cell leukemia-lymphoma is a distinct type of peripheral T-cell lymphoma caused by human T-cell lymphotropic virus type I. Although allogeneic stem cell transplantation after chemotherapy is a recommended treatment option for patients with aggressive adult T-cell leukemia-lymphoma, there is no consensus about indications for allogeneic stem cell transplantation because there is no established risk stratification system for transplant eligible patients. We conducted a nationwide survey of patients with aggressive adult T-cell leukemia-lymphoma in order to construct a new, large database that includes 1,792 patients aged 70 years or younger with aggressive adult T-cell leukemia-lymphoma who were diagnosed between 2000 and 2013 and received intensive first-line chemotherapy. We randomly divided patients into two groups (training and validation sets). Acute type, poor performance status, high soluble interleukin-2 receptor levels (> 5,000 U/mL), high adjusted calcium levels (≥ 12 mg/dL), and high C-reactive protein levels (≥ 2.5 mg/dL) were independent adverse prognostic factors used in the training set. We used these five variables to divide patients into three risk groups. In the validation set, median overall survival for the low-, intermediate-, and high-risk groups was 626 days, 322 days, and 197 days, respectively. In the intermediate- and high-risk groups, transplanted recipients had significantly better overall survival than non-transplanted patients. We developed a promising new risk stratification system to identify patients aged 70 years or younger with aggressive adult T-cell leukemia-lymphoma who may benefit from upfront allogeneic stem cell transplantation. Prospective studies are warranted to confirm the benefit of this treatment strategy. Copyright© 2017 Ferrata Storti Foundation.

  4. Gender in Italian-German Bilinguals: A Comparison with German L2 Learners of Italian

    Science.gov (United States)

    Bianchi, Giulia

    2013-01-01

    This study compares mastery of gender assignment and agreement in Italian by adult Italian-German bilinguals who have acquired two languages simultaneously (2L1), and by adult German highly proficient second language learners (L2ers) of Italian. Our data show that incompleteness in bilingual acquisition and in second language (L2) acquisition…

  5. Serving as a physician role model for a diverse population of medical learners.

    Science.gov (United States)

    Wright, Scott M; Carrese, Joseph A

    2003-06-01

    Medical learners look to role models to better understand the values, attitudes, behaviors, and ethics of the medical profession. This study examined issues related to physicians serving as role models for diverse medical learners. Between September and November 2000, in-depth semi-structured 30-minute interviews were conducted with 29 highly regarded role models, as judged by medical house officers at two large teaching hospitals in Baltimore, Maryland. Interview transcripts were independently coded and compared for agreement. Content analysis identified several major categories of themes that were examined and conceptually organized. The informants identified issues that relate to role modeling for diverse medical learners. Subcategories under the domain of similarity facilitates role modeling included learners prefer role models similar to them, role modeling is easier when the learner resembles the teacher, and minority physicians may be better role models for minority learners. Under the domain role modeling when physician-teachers and learners are different were the subcategories extra effort may be necessary, success promotes and inspires confidence, and role modeling across diversity is an achievable objective that should be pursued. The final domain, approaches to differences between physician-teachers and learners, encompassed embrace diversity, act as a consultant and refer when necessary, and minimize and disregard all differences. The results of this study should draw attention to these issues and may serve as a stimulus for teaching physicians to consider a broader range of options for successful interactions with medical learners who are different from them.

  6. The Common Core, English Learners, and Morphology 101: Unpacking LS.4 for ELLs

    Science.gov (United States)

    Hickey, Pamela J.; Lewis, Tarie

    2013-01-01

    The Common Core Learning Standards set forth learning goals for all students, including English learners, but this document does not provide information on effective literacy instruction for English learners or unpack the specific resources and challenges that bilingual students bring to the classroom. Language Standard 4 addresses morphological…

  7. Examining Digital Literacy Competences and Learning Habits of Open and Distance Learners

    Science.gov (United States)

    Ozdamar-Keskin, Nilgun; Ozata, Fatma Zeynep; Banar, Kerim; Royle, Karl

    2015-01-01

    The purpose of the study is to examine digital literacy competences and learning habits of learners enrolled in the open and distance education system of Anadolu University in Turkey. Data were gathered from 20.172 open and distance learners through a survey which included four parts: demographic information, abilities to use digital technologies,…

  8. Asian/Pacific Islander Languages Spoken by English Learners (ELs). Fast Facts

    Science.gov (United States)

    Office of English Language Acquisition, US Department of Education, 2015

    2015-01-01

    The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on Asian/Pacific Islander languages spoken by English Learners (ELs) include: (1) Top 10 Most Common Asian/Pacific Islander Languages Spoken Among ELs:…

  9. Orthographic Consistency and Individual Learner Differences in Second Language Literacy Acquisition

    Science.gov (United States)

    Kim, Sun-A; Packard, Jerome; Christianson, Kiel; Anderson, Richard C.; Shin, Jeong-Ah

    2016-01-01

    This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners' literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character…

  10. Exploring Portuguese Heritage and Non-Heritage Learners' Perceptions of and Performance in Listening

    Science.gov (United States)

    Santos, Denise; Silva, Gláucia

    2015-01-01

    This article discusses perceptions of and performance in listening by a group of heritage and non-heritage learners of Portuguese. Our data include a survey containing background information and perceptions about listening, two listening tasks and a post-task self-report on how learners arrived at their answers. Quantitative and qualitative…

  11. The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence

    Science.gov (United States)

    Warren, Richard Daniel

    2012-01-01

    The purpose of this research was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (CAI) on learning and learner confidence. Seventy-one general educational development (GED) learners recruited from various GED learning centers at community colleges in the southeast United…

  12. A Case Study of Online Degree Course Design and Performance of Online Learners

    Science.gov (United States)

    Saul, Robert

    2013-01-01

    The increasing demand of learners in online higher education courses currently presents a challenge to online course designs in increasing the performance of learners. The online course design process involves many challenges, including a new delivery system, understanding online drivers for success, and an emerging profession of online…

  13. A Visualisation-Based Semiotic Analysis of Learners' Conceptual Understanding of Graphical Functional Relationships

    Science.gov (United States)

    Mudaly, Vimolan

    2014-01-01

    Within the South African school curriculum, the section on graphical functional relationships consists of signs which include symbols, notation and imagery. In a previous article we explored the role visualisation played in the way learners understood mathematical concepts. That paper reported on the learners' fixation with the physical features…

  14. Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners

    Science.gov (United States)

    Solati-Dehkordi, Seyed Amir; Salehi, Hadi

    2016-01-01

    Studying explicit vocabulary instruction effects on improving L2 learners' writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the-blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL…

  15. Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

    Science.gov (United States)

    Ramos, Kathleen Ann

    2015-01-01

    The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

  16. Effective Learner-Centered Strategies for Teaching Adults: Using Visual Media to Engage the Adult Learner

    Science.gov (United States)

    Myers, Dennis R.; Sykes, Catherine; Myers, Scott

    2008-01-01

    This article offers practical guidance for educators as they prepare specialists to enhance the lives and communities of older persons through the strategic use of visual media in age-related courses. Advantages and disadvantages of this learning innovation are provided as well as seven approaches for enriching instruction. Resources are included…

  17. Effective instruction for English learners.

    Science.gov (United States)

    Calderón, Margarita; Slavin, Robert; Sánchez, Marta

    2011-01-01

    The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

  18. Motivation Classification and Grade Prediction for MOOCs Learners

    Directory of Open Access Journals (Sweden)

    Bin Xu

    2016-01-01

    Full Text Available While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner’s behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC and grade classification (GC. The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker.

  19. The longitudinal development of fine phonetic detail in late learners of Spanish

    Science.gov (United States)

    Casillas, Joseph Vincent

    The present investigation analyzed early second language (L2) learning in adults. A common finding regarding L2 acquisition is that early learning appears to be necessary in order to perform on the same level as a native speaker. Surprisingly, many current theoretical models posit that the human ability to learn novel speech sounds remains active throughout the lifespan. In light of this fact, this project examines L2 acquisition in late learners with a special focus on L1/L2 use, input, and context of learning. Research regarding L1/L2 use has tended to be observational, and throughout the previous six decades of L2 research the role of input has been minimized and left largely unexplained. This study includes two production experiments and two perception experiments and focuses on the role of L1/L2 use and input in L2 acquisition in late learners in order to add to current research regarding their role in accurately and efficiently acquiring a novel speech sound. Moreover, this research is concerned with shedding light on when, if at all, during the acquisition process late learners begin to acquire a new, language-specific phonetic system, and the amount of exposure necessary in order to acquire L2 fine-phonetic detail. The experimental design presented in the present study also aims to shed light on the temporal relationship between production and perception with regard to category formation. To begin to fully understand these issues, the present study proposes a battery of tasks which were administered throughout the course of a domestic immersion program. Domestic immersion provides an understudied linguistic context in which L1 use is minimized, target language use is maximized, and L2 input is abundant. The results suggest that L2 phonetic category formation occurs at an early stage of development, and is perceptually driven. Moreover, early L2 representations are fragile, and especially susceptible to cross-language interference. Together, the studies

  20. Hearing Learner Voice in health promoting schools through ...

    African Journals Online (AJOL)

    The participation of learners in school life and learner voice is important for learner development and the implementation of school interventions. In this paper we argue that learner participation and learner voice in school-community interventions contribute to learners' development of a critical consciousness and to their ...

  1. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Science.gov (United States)

    2010-07-01

    ... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

  2. Assessing Learner Satisfaction by Simultaneously Measuring Learner Attitude, Motivation, Loyalty and Service Quality in English Academies

    Science.gov (United States)

    Huong, Vu Thi; Casadesus, Marti; Marimon, Frederic

    2017-01-01

    The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…

  3. Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

    Science.gov (United States)

    Borup, Jered

    2016-01-01

    Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and…

  4. A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners

    Science.gov (United States)

    Can, Cem

    2017-01-01

    As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as…

  5. Turning university professors into competent learners

    NARCIS (Netherlands)

    Stefanova, Eliza; Ilieva, Miroslava; Nikolova, Nikolina; Stefanov, Krassen

    2008-01-01

    Stefanova, E., Ilieva, M., Nikolova, N, & Stefanov, K. (2008). Turning university professors into competent learners. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and

  6. Exploring educators' understanding of developing learners' reading ...

    African Journals Online (AJOL)

    Exploring educators' understanding of developing learners' reading skills and their readiness to implement CAPS. ... Journal for Language Teaching ... Phase English First Additional Language teachers understood about reading and teaching reading, and the strategies they used to develop learners' reading skills.

  7. Factors Contributing Decreased Performance Of Slow Learners

    Directory of Open Access Journals (Sweden)

    Dr. L. Kannan

    2015-03-01

    Full Text Available Back ground Even experienced teaching faculty and administrators can be challenged by learners who have not able to perform up to expected need in their annual performance of their students these students are called as slow learnersStruggle learners. There should be a designed study to foster discussion about diagnosing particular problems that contribute with meeting objectives of slow learners. Methodology The study was performed on the entire current first year of Medical students were all the three internal assessments of 250 students performance is taken in to consideration for the study. This study is of cross section type.After obtaining the list of all students marks in internal examination from medical education unit supporting mentors are contacted to meet the students and confidentiality is maintained throughout the study. After obtaining informed consent a questionnaire was administered to the students by the investigator. The questionnaire contains the following sections. Section I will be on the background characteristics of the student name age sex type of family. Section II will be on the details of their learning capabilities. Section III will focus on the awareness of the slow learners in which the precipitating factors contributing to them. Results The prevalence of slow learners as low achievers were contributed to be 32.4 percentages.The performance of the students is based on combination of all three internal assessment marks including theory and practical performance. In this the students age ranges from 17 to 21 years the mean age of student was contributed to be 17.81 and majority of the students were in the age group of 18 years which contributed to be 16867.2.In the present study majority were males 13252.8 compared to females 11847.2.but when study is compared to percentage of attendance majority of the individual 15177 scored more than 50 percentage of marks have more than 80 percentage of attendance but when

  8. Peer Tutoring in Adult Basic and Literacy Education. ERIC Digest No. 146.

    Science.gov (United States)

    Imel, Susan

    Peer tutoring refers to the process of having learners help each other on a one-to-one basis. Two types of peer tutoring are found in adult literacy and basic education: "near peer" tutoring in which one learner is more advanced than the other and "co-peer" tutoring in which the learners are fairly well matched in skill level.…

  9. Unskilled Work and Learner Identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2014-01-01

    . The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identity acknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining...... a critical theoretical approach inspired by Salling-Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity. Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized...

  10. High school learners' mental construction during solving ...

    African Journals Online (AJOL)

    Structured activity sheets with three tasks were given to learners; these tasks were done in groups, and the group leaders were interviewed. It was found that learners tended to do well with routine-type questions, implying that they were functioning at an action level. From the interviews it appeared that learners might have ...

  11. Basic problems of learner's lexicography | Tarp | Lexikos

    African Journals Online (AJOL)

    Foreign language learning is a complex process and the very concept of a learner is in no way unambiguous. Dictionaries can be conceived to assist the learner in different aspects of the language-learning process. Accordingly, at least four main functions of a learner's dictionary can be distinguished corresponding to the ...

  12. Don't Forget the Slow Learner.

    Science.gov (United States)

    Watson, Daniel L.; Rangel, Lyle

    1989-01-01

    Advocates cooperative learning as an effective tool for reaching slow learners, by bridging the gaps between the learning styles of slow learners and the teaching requirements of the classroom, resulting in improved academic performance for both slow learners and high achievers. (SR)

  13. Emotional Intelligence of Self Regulated Learners

    Science.gov (United States)

    Rathore, Ami

    2018-01-01

    The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

  14. From Building Blocks to Architects Empowering Learners for Success

    Directory of Open Access Journals (Sweden)

    Reyes Juana Mahissa

    2002-08-01

    Full Text Available Although our ultimate goal is to enable our learners to become autonomous and efficient in their use of the foreign language, whether or not they have the opportunity to ever live and interact in a foreign language setting, our work as teachers must involve a conscious analysis of the different factors involved in this process, as well as the conscious effort to put all the intervening factors into action. Furthermore, it is our responsibility to develop the learners¿ thinking skills as they increase their competence in the target language and at the same time make them aware of their responsibility for their own processes and success by enhancing their autonomy and making them aware of the value of learning strategies. It is our task as teachers to be present on this journey and guide our learners towards becoming architects and masters of their own foreign language construct. In order for this journey to be a successful one, we must make sure we provide the learner with a correct supply of building blocks. In this paper we present an analysis of the main components comprised in teaching English as a foreign language, including a historical overview of methods, approaches, strategies, the concept of learner¿s autonomy, social and psychological factors, aiming at contributing to every teacher¿s reflection on his/her task in the school context.

  15. Assessing Learner Autonomy and EFL Vocabulary Acquisition: A Case Study

    Directory of Open Access Journals (Sweden)

    Teng Feng

    2015-06-01

    Full Text Available The importance of autonomy learning is widely acknowledged in teaching English as a Foreign Language (EFL in Asian contexts. The present study attempted to report low proficiency level students’ autonomous vocabulary learning. The first part of the present study focused on exploring how learners perceived and experienced their autonomous vocabulary learning, with a questionnaire and group discussion applied to collect data. During the second part of the study, the data were discussed collaboratively by six teachers to identify the different approaches utilized by learners. Priorities included setting weekly goals, self-planning and self-monitoring the process of learning vocabulary. Results also revealed that a weak ‘top-down’ approach in implementing learner autonomy is inadequate. Teachers need to provide scaffolding skills tailored to learners’ context-specific needs, for which a strong ‘bottom-up’ approach is more appropriate in supporting autonomous learning. In this case, classroom time should be allocated to demonstrate the strategies and teachers should work collaboratively to develop resources and materials for learners’ autonomous vocabulary learning. The present study also addressed the need for establishing an effective intervention for supporting learner autonomy. Keywords: learner autonomy, vocabulary learning, self-plan, self-monitor

  16. Learner Reading Problems: A Case of Khoe Learners at Junior ...

    African Journals Online (AJOL)

    This article is part of a larger tracer study that investigated Khoe learners' reading ability of English at junior secondary school in Botswana. The research was carried out at Motshegaletau Primary School and Mothamo Junior Community Secondary. The purpose of the study was to examine whether the reading problems ...

  17. The Significance of Immunohistochemical Staining, Including that for Glucose Transporter Protein Isoform 1, as Related to the Clinical and Angiographic Features of Adult Soft-Tissue Hemangioma and Arteriovenous Malformation in the Head and Neck

    International Nuclear Information System (INIS)

    Lee, Ha Young; Kim, Seon Mi; Choi, Jin Woo

    2009-01-01

    Glucose transporter protein isoform 1 (GLUT1) has been introduced to diagnose the hemangiomas of infancy. We investigated the usefulness of several immunohistochemical markers, including GLUT1, as related with the clinical and radiologic findings for making the diagnosis of adult subcutaneous vascular lesions in the head and neck. Materials and Methods: The 24 patients who underwent operations for soft tissue vascular lesion during the previous 7 years were included in this study. We analyzed the angiographic data, the clinical data and the immunohistochemical study results, including the GLUT1, S-100 protein and Movat pentichrome staining. Results: Twenty-two patients were confirmed to have arteriovenous malformation (AVM) and two hemangiomas, respectively. The number of lesions with positive Movat pentichrome, S-100 and GLUT1 staining in the patients with AVM and those patients with hemangioma were 22/22, 20/22 and 0/22, and 0/2, 0/2 and 0/2, respectively. For the 22 patients with AVMs, eight had a soft tissue vascular lesion at birth, 13 had cutaneous change and 15 had a change of the size of the lesion. For the 2 patients with one hemangioma each, neither patient had a soft tissue vascular lesion at birth, and both patients had cutaneous change and a change of the size of the lesion. The angiograms revealed a focal hypervascular mass (19/24) or diffuse staining (5/24) without showing significant features for making the definitive differential diagnosis. Our study revealed that none of the patients with AVM or hemangioma had GLUT1 positivity, and an arteriovenous malformation was more common than the adult-type hemangioma

  18. Shaping your Identity as a Speaker of English: The Struggles of a Beginner Language Learner

    Directory of Open Access Journals (Sweden)

    Janeth María Ortiz Medina

    2017-08-01

    Full Text Available In Colombia, political and educational campaigns have promoted English as the language of success and as a fundamental requirement to comply with the demands of a globalized world; nevertheless, little attention has been paid to the individual experiences of Colombians as they learn this language or to what happens to their identities during this process. This paper reports on a study that explored how three young adult learners of English constructed their identities as speakers of English through their positioning in oral tasks in an English class. It focuses on the story of one of the participants: a beginner female English learner. Data collection methods included class video and audio-recordings, interviews, and diaries kept by the participants. Findings indicated that learners’ positioning in spoken interactions not only directly affected their use of English, but also led them to non-linear transformations of their identities as speakers of English. These results pinpoint the need to gain awareness of the centrality of students’ identities in both their learning process and in language teaching practices and the need to observe how positioning operates in the language classroom.

  19. How Do Novice and Expert Learners Represent, Understand, and Discuss Geologic Time?

    Science.gov (United States)

    Layow, Erica Amanda

    This dissertation examined the representations novice and expert learners constructed for the geologic timescale. Learners engaged in a three-part activity. The purpose was to compare novice learners' representations to those of expert learners. This provided insight into the similarities and differences between their strategies for event ordering, assigning values and scale to the geologic timescale model, as well as their language and practices to complete the model. With a qualitative approach to data analysis informed by an expert-novice theoretical framework grounded in phenomenography, learner responses comprised the data analyzed. These data highlighted learners' metacognitive thoughts that might not otherwise be shared through lectures or laboratory activities. Learners' responses were analyzed using a discourse framework that positioned learners as knowers. Novice and expert learners both excelled at ordering and discussing events before the Phanerozoic, but were challenged with events during the Phanerozoic. Novice learners had difficulty assigning values to events and establishing a scale for their models. Expert learners expressed difficulty with determining a scale because of the size of the model, yet eventually used anchor points and unitized the model to establish a scale. Despite challenges constructing their models, novice learners spoke confidently using claims and few hedging phrases indicating their confidence in statements made. Experts used more hedges than novices, however the hedging comments were made about more complex conceptions. Using both phenomenographic and discourse analysis approaches for analysis foregrounded learners' discussions of how they perceived geologic time and their ways of knowing and doing. This research is intended to enhance the geoscience community's understanding of the ways novice and expert learners think and discuss conceptions of geologic time, including the events and values of time, and the strategies used

  20. Connected minds technology and today's learners

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    Pedrò, Francesc

    2012-01-01

    In all OECD countries, digital media and connectedness are integral to the lives of todays learners. It is often claimed that these learners are ""new millennium learners"", or ""digital natives"", who have different expectations about education. This book contributes to the debate about the effects of technology attachment and connectedness on todays learners, and their expectations about teaching. The book sets out to answer the following questions: Can the claim that todays students are ""new millenium learners"" or ""digital natives be sustained empirically? Is there consistent research evidence demonstrating the effects of technology on cognitive development, social values, and learning expectations? What are the implications for educational policy and practice?

  1. Requirements for flexible learner monitoring

    NARCIS (Netherlands)

    Glahn, Christian; Specht, Marcus; Koper, Rob

    2007-01-01

    Glahn, C., Specht, M., & Koper, R. (2007). Requirements for flexible learner monitoring. In T. Navarette, J. Blat & R. Koper (Eds.). Proceedings of the 3rd TENCompetence Open Workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures' (pp. 89-96). June,

  2. Individual Learner Differences in SLA

    Science.gov (United States)

    Arabski, Janusz; Wojtaszek, Adam

    2011-01-01

    "Individual Learner Differences in SLA" addresses the apparently insoluble conflict between the unquestionably individual character of the process of second language acquisition/foreign language learning and the institutionalised, often inflexible character of formal instruction in which it takes place. How, then, is success in SLA so prevalent?

  3. Factors Influencing Learner Permit Duration

    Directory of Open Access Journals (Sweden)

    Johnathon P. Ehsani

    2016-12-01

    Full Text Available An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure timing is likely to be related to “push” and “pull” factors which may encourage or inhibit the process. To examine this question, we recruited a sample of 90 novice drivers (49 females and 41 males, average age of 15.6 years soon after they obtained a learner permit and instrumented their vehicles to collect a range of driving data. Participants completed a series of surveys at recruitment related to factors that may influence licensure timing. Two distinct findings emerged from the time-to-event analysis that tested these push and pull factors in relation to licensure timing. The first can be conceptualized as teens’ motivation to drive (push, reflected in a younger age when obtaining a learner permit and extensive pre-permit driving experience. The second finding was teens’ perceptions of their parents’ knowledge of their activities (pull; a proxy for a parents’ attentiveness to their teens’ lives. Teens who reported higher levels of their parents’ knowledge of their activities took longer to advance to independent driving. These findings suggest time-to-licensure may be related to teens’ internal motivation to drive, and the ability of parents to facilitate or impede early licensure.

  4. Learners' independent records of vocabulary

    DEFF Research Database (Denmark)

    Shaw, Philip; Leeke, Philip

    1999-01-01

    currently do. We administered a questionnaire, interviewed learners who said that they kept vocabulary records of some kind and examined their records. Two-thirds had given up making vocabulary lists on entering the L2 environment and/or starting to read extensively, but several made interesting lists...

  5. Empowering Learners through Blended Learning

    Science.gov (United States)

    Owston, Ron

    2018-01-01

    Blended learning appears to facilitate learner empowerment more readily than either face-to-face or fully online courses. This contention is supported by a review of literature on the affordances of blended learning that support Thomas and Velthouse's (1990) four conditions of empowerment: choice, meaningfulness, competence, and impact. Blended…

  6. Are Deaf Students Visual Learners?

    Science.gov (United States)

    Marschark, Marc; Morrison, Carolyn; Lukomski, Jennifer; Borgna, Georgianna; Convertino, Carol

    2013-01-01

    It is frequently assumed that by virtue of their hearing losses, deaf students are visual learners. Deaf individuals have some visual-spatial advantages relative to hearing individuals, but most have been linked to use of sign language rather than auditory deprivation. How such cognitive differences might affect academic performance has been…

  7. Learners engaging with transformation geometry

    African Journals Online (AJOL)

    Grade 12, learners would have been exposed to both visual and analytical strategies. The visual approach is one ... movement), dynamic imagery, memory images and pattern imagery. She found that concrete .... the visual and analytic modes of thinking when working with transformation geometry? We hope then to set out ...

  8. Language Learners' Perceptions of Accent

    Science.gov (United States)

    Scales, Julie; Wennerstrom, Ann; Richard, Dara; Wu, Su Hui

    2006-01-01

    This study analyzed the accent perceptions of a group of 37 English language learners and 10 American undergraduate students. Each subject listened to a one-minute passage read by four speakers with different accents of English: General American, British English, Chinese English, and Mexican English. Participants then attempted to identify the…

  9. Assessment of Kivunjo as Second Language Learners' Competence ...

    African Journals Online (AJOL)

    The current study sought to assess the second language learners' competence at lexical, syntactic, morphological, comprehension and pragmatic levels. The language under study was Kivunjo dialect of Chagga, spoken in Kilimanjaro. The study involved 68 subjects who included 28 subjects who were dubbed 'the ...

  10. Research-Based Vocabulary Instruction for English Language Learners

    Science.gov (United States)

    Chung, Stephanie F.

    2012-01-01

    A major reading-achievement gap exists between English language learners and English-only students. In order for ELLs to experience school success, they must achieve English language proficiency. This article presents why vocabulary acquisition plays the most vital role in ELLs' learning of the English language. Factors include the severity and…

  11. Scoring clinical competencies of learners: A quantitative descriptive ...

    African Journals Online (AJOL)

    2011-07-22

    Jul 22, 2011 ... treatment and care'. The programme equips learners with clinical knowledge, skills, attitudes and values in patient assessment, diagnosis, treatment and care and incorporates clinical competencies of prescribing and issuing essential drugs included in the PHC essential drug list (schedule 1–4 drugs only) ...

  12. Mobile-Assisted Language Learning and Language Learner Autonomy

    Science.gov (United States)

    Lyddon, Paul

    2016-01-01

    In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or "the capacity to take control of one's own learning" (Benson, 2011, p. 58), including all relevant…

  13. The challenges for an African DE learner - a distance educator's ...

    African Journals Online (AJOL)

    This article will first provide a theoretical overview of the problems that learners experience in distance education. It will also deal with some of the implications for course design. Problems associated with study through a distance education institution include loneliness, time management, examination skills and the format of ...

  14. Vowel Epenthesis and Segment Identity in Korean Learners of English

    Science.gov (United States)

    de Jong, Kenneth; Park, Hanyong

    2012-01-01

    Recent literature has sought to understand the presence of epenthetic vowels after the productions of postvocalic word-final consonants by second language (L2) learners whose first languages (L1s) restrict the presence of obstruents in coda position. Previous models include those in which epenthesis is seen as a strategy to mitigate the effects of…

  15. Professional Development in Action: Improving Teaching for English Learners

    Science.gov (United States)

    Casteel, Catherine J., Ed.; Ballantyne, Keira Gebbie, Ed.

    2010-01-01

    This monograph showcases professional development projects by school districts and colleges of education that train teachers to work successfully with English learners (ELs) across the nation. The papers presented in this monograph offer real-life examples of successful and innovative practices, including institutionalized mentoring programs, new…

  16. Motion Verbs in Learner Corpora

    Directory of Open Access Journals (Sweden)

    M. Pınar BABANOĞLU

    2018-01-01

    Full Text Available Motions verbs differ across languages in respect of spatial relations and syntactic/semantic conceptualization. Languages have two typological groups for motion events: (a verb-framed languages in which the main verb expresses the core information of the path of movement, and the manner information is expressed in a subordinate structure (e.g. a gerundive and (b satellite-framed languages where the main verb expresses information about manner of movement and a subordinate satellite element (e.g., a verb particle to the verb conveys the path of movement (Talmy, 1985; Chen & Guo, 2009. In this corpus-based study, two learner corpora from two different native languages as Turkish as a verb-framed language and German as satellite-framed language are investigated in terms of motion verbs in English like move, fly, walk, go via frequency and statistical analysis for corpora comparison. The purpose of the study is to find out whether there is a statistical difference in the use of motion verbs by Turkish (as a verb-framed L1 and German (as a satellite-framed L1 learners in due of cross-linguistic difference between Turkish and German which may be a factor that influence learners essay writing in English (as a satellite-framed L2 in the use of motion verbs. Results indicated that German learners of English use especially manner of motion verbs in English statistically more frequent and lexically more diverse in their essays than Turkish learners of English.

  17. Strategies to address learner aggression in rural South African secondary schools

    Directory of Open Access Journals (Sweden)

    Gunam D. Singh

    2013-11-01

    Full Text Available Managing learner aggression in the school system is central to learners’ academic performance and holistic development. In order to manage learner aggression, it is important to understand the contributory factors and the forms of learner aggression. This article reports on an investigation of factors contributing to learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal in order to identify the forms of learner aggression and to establish strategies to manage such aggression in these secondary schools. A qualitative research design was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. The findings showed that the factors contributing to learner aggression include family factors, environmental factors and school-related factors whilst the most common forms of learner aggression in schools are verbal aggression, physical aggression and bullying. The article concludes with the role that the school, parents and the Department of Education can play in addressing learner aggression in schools.

  18. Teaching listening to older second language learners: Classroom implications

    Directory of Open Access Journals (Sweden)

    Agata Słowik

    2017-09-01

    Full Text Available Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

  19. The Relationship between Learner Autonomy and Willingness to Communicate (WTC in Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Shahab Khaki

    2013-09-01

    Full Text Available WTC is very important for English learners. Without WTC it is impossible to use the target language. On the other hand, developing learner autonomy as the independence in one’s own learning is considered a crucial goal of education. More important than that learner autonomy in WTC is a necessity that has to be considered in language education. In this study, the researcher investigated whether there is any statistically significant relationship between learner autonomy and WTC in Iranian EFL learners. To this end, 77 English learners were homogenized out of 100 advanced learners. A learner autonomy questionnaire and a WTC scale, for measuring trait-like WTC, was given to them; and they were observed, for measuring situational WTC, for 6 sessions. The quantitative data gathered through these instruments were analyzed to determine the degree of correlation between these two constructs. The results demonstrated a significant and strong relationship between learner autonomy and trait-like WTC in Iranian EFL learners and a significant but weak correlation between learner autonomy and situational WTC in Iranian EFL learners. So it can be concluded that a significant relationship between learner autonomy and WTC can be seen in Iranian EFL learners. The regression analysis provided further support for this result.

  20. Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.

    Science.gov (United States)

    Melby-Lervåg, Monica; Lervåg, Arne

    2014-03-01

    We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = -0.08) and decoding (pooled effect size d = -0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills.

  1. A Comparative Analysis of the Academic Performance of Distance and On-campus Learners

    Directory of Open Access Journals (Sweden)

    A. P. NGWENYA

    2004-10-01

    Full Text Available This study examined (i the profile of the distance and on-campus learners, (ii the academic performance of distance and on-campus learners, (iii the advantages and disadvantages of learning through distance education and on-campus education, and (iv how the disadvantages of learning through distance education could be reduced. The study found that the majority of distance and on-campus learners were female, single, and unemployed. Most off-campus learners were more than 20 years old, whilst on-campus learners were less than 20 years old. Off-campus learners tended to perform better than on-campus learners. Advantages of distance learning included application of acquired knowledge and skills if working; earning income if working; and studying at own pace, time and place. Disadvantages of studying off-campus included use of all Saturdays for face-to-face tutorials; inability to use library facilities on Saturdays due to tight schedule; some modules were not available on time for learners to use resulting in issue of photocopied handouts and notes by tutors and lecturers; and photocopied handouts were not serving a useful purpose since they were not appropriate for distance learning. Subsequently, off-campus learners suggested that the library should close late on Saturdays; lecturers and tutors should be available in their offices for consultations on Saturdays and during the week; lecturers should pin consultation schedules on their office doors; and lecturers and tutors who absent themselves should be reprimanded and/or requested to repay off-campus learners for the costs incurred travelling to regional learning centres.

  2. Differences in number and distribution of striatal calbindin medium spiny neurons between a vocal-learner (Melopsittacus undulatus and a non-vocal learner bird (Colinus virginianus

    Directory of Open Access Journals (Sweden)

    Elena eGarcia-Calero

    2013-12-01

    Full Text Available Striatal projecting neurons, known as medium spiny neurons (MSNs, segregate into two compartments called matrix and striosome in the mammalian striatum. The matrix domain is characterized by the presence of calbindin immunopositive (CB+ MSNs, not observed in the striosome subdivision. The existence of a similar CB+ MSN population has recently been described in two striatal structures in male zebra finch (a vocal learner bird: the striatal capsule and the Area X, a nucleus implicated in song learning. Female zebra finches show a similar pattern of CB+ MSNs than males in the developing striatum but loose these cells in juveniles and adult stages. In the present work we analyzed the existence and allocation of CB+MSNs in the striatal domain of the vocal learner bird budgerigar (representative of psittaciformes order and the non-vocal learner bird quail (representative of galliformes order. We studied the co-localization of CB protein with FoxP1, a transcription factor expressed in vertebrate striatal MSNs. We observed CB+ MSNs in the medial striatal domain of adult male and female budgerigars, although this cell type was missing in the potentially homologous nucleus for Area X in budgerigar. In quail, we observed CB+ cells in the striatal domain at developmental and adult stages but they did not co-localize with the MSN marker FoxP1. We also described the existence of the CB+ striatal capsule in budgerigar and quail and compared these results with the CB+ striatal capsule observed in juvenile zebra finches. Together, these results point out important differences in CB+MSN distribution between two representative species of vocal learner and non-vocal learner avian orders (respectively the budgerigar and the quail, but also between close vocal learner bird families.

  3. Enacting a People-Centred Curriculum in ELT With Teenage Learners

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    Darío Luis Banegas

    2014-10-01

    Full Text Available In this paper we reflect on the extent to which the learner-centred curriculum in English language teaching includes teachers and learners. We briefly describe the top-down nature of curriculum development in Argentina, then describe and discuss personal and collaborative explorations based on our identities as teachers of English in secondary education with a people-centred approach in the classroom. Through this paper we wish to highlight pedagogies and teacher strategies which are enacted for and from the classroom and built around both teachers and learners. Recommendations for policy makers are included.

  4. Adult-Rated Oceanography Part 1: A Project Integrating Ocean Sciences into Adult Basic Education Programs.

    Science.gov (United States)

    Cowles, S.; Collier, R.; Torres, M. K.

    2004-12-01

    Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing

  5. Social learners require process information to outperform individual learners.

    Science.gov (United States)

    Derex, Maxime; Godelle, Bernard; Raymond, Michel

    2013-03-01

    Humans exhibit a rich and complex material culture with no equivalent in animals. Also, social learning, a crucial requirement for culture, is particularly developed in humans and provides a means to accumulate knowledge over time and to develop advanced technologies. However, the type of social learning required for the evolution of this complex material culture is still debated. Here, using a complex and opaque virtual task, the efficiency of individual learning and two types of social learning (product-copying and process-copying) were compared. We found that (1) individuals from process-copying groups outperformed individuals from product-copying groups or individual learners, whereas access to product information was not a sufficient condition for providing an advantage to social learners compared to individual learners; (2) social learning did not seem to affect the exploration of the fitness landscape; (3) social learning led to strong within-group convergence and also to between-group convergence, and (4) individuals used widely variable social learning strategies. The implications of these results for cumulative culture evolution are discussed. © 2012 The Author(s). Evolution© 2012 The Society for the Study of Evolution.

  6. Long-Term Follow-Up Study of Young Adults Treated for Unilateral Complete Cleft Lip, Alveolus, and Palate by a Treatment Protocol Including Two-Stage Palatoplasty: Speech Outcomes.

    Science.gov (United States)

    Kappen, Isabelle Francisca Petronella Maria; Bittermann, Dirk; Janssen, Laura; Bittermann, Gerhard Koendert Pieter; Boonacker, Chantal; Haverkamp, Sarah; de Wilde, Hester; Van Der Heul, Marise; Specken, Tom Fjmc; Koole, Ron; Kon, Moshe; Breugem, Corstiaan Cornelis; Mink van der Molen, Aebele Barber

    2017-05-01

    No consensus exists on the optimal treatment protocol for orofacial clefts or the optimal timing of cleft palate closure. This study investigated factors influencing speech outcomes after two-stage palate repair in adults with a non-syndromal complete unilateral cleft lip and palate (UCLP). This was a retrospective analysis of adult patients with a UCLP who underwent two-stage palate closure and were treated at our tertiary cleft centre. Patients ≥17 years of age were invited for a final speech assessment. Their medical history was obtained from their medical files, and speech outcomes were assessed by a speech pathologist during the follow-up consultation. Forty-eight patients were included in the analysis, with a mean age of 21 years (standard deviation, 3.4 years). Their mean age at the time of hard and soft palate closure was 3 years and 8.0 months, respectively. In 40% of the patients, a pharyngoplasty was performed. On a 5-point intelligibility scale, 84.4% received a score of 1 or 2; meaning that their speech was intelligible. We observed a significant correlation between intelligibility scores and the incidence of articulation errors (Pspeech assessment, and 11%-17% of the patients exhibited increased nasalance scores, assessed through nasometry. The present study describes long-term speech outcomes after two-stage palatoplasty with hard palate closure at a mean age of 3 years old. We observed moderate long-term intelligibility scores, a relatively high incidence of persistent hypernasality, and a high pharyngoplasty incidence.

  7. Instructional Technology and the Adult Learner. Theory, Innovation, and Practice in Andragogy. No. 2. = La Technologia Educativa y el Aprendiz Adulto. Teoria, Innovacion y Practica en Andragogia. No. 2.

    Science.gov (United States)

    Wager, Walter

    This second issue of a series on theory, innovation, and practice in andragogy analyzes some of the instructional variables in adult learning and discusses ways to influence the degree of learning through the application of instructional and behavioral technologies. It unites theory and practice, generating recommendations from the abstract…

  8. Unskilled Work and Learner Identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    The paper examines how unskilled work forms conditions for meeting the obligation to position oneself as an educable subject and engage in formal learning activities. Sensitivity to peoples’ work-life-experiences is necessary to understand their orientation toward different learning activities....... The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identity acknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining...... a critical theoretical approach inspired by Salling- Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity. Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized...

  9. Language Teacher Candidates' Self-Assessment Process for Teaching to Young Learners in EFL Classes

    Science.gov (United States)

    Genç Ilter, Binnur

    2017-01-01

    Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

  10. High Ability and Learner Characteristics

    Directory of Open Access Journals (Sweden)

    Huda Hindal

    2013-01-01

    Full Text Available The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being ‘gifted’. This study looks at the inter-correlations between performance in various subjects in examinations and then considers how examination performance correlates with measures of working memory capacity, extent of field dependency, extent of divergency and visual-spatial abilities. A very large sample of grade 7 Kuwaiti students (aged ~13 was involved, the sample being selected in such a way that it contained a high proportion of those regarded as ‘gifted’ under the procedures used in Kuwait. While specific learner characteristics have been related to examination performance, this study brings four different characteristics together to gain a picture of the way these characteristics may be seen in those who perform extremely well in examinations. Principal components analysis using varimax rotation, was used to look at the examination data and one factor accounted for 87% of the variance. A consideration of the examination papers led to the conclusion that the national examinations tested only recall-recognition. It was also found that those who performed best in all six subjects tended to be those who are highly divergent and strongly visual-spatial as well as those tending to have higher working memory capacities and being more field independent. The inter-correlations between the various learner characteristics are explained in terms of the way the brain is known to process information. The implications of the findings for assessment and for the way high ability is considered are discussed.

  11. Lassoing Skill Through Learner Choice.

    Science.gov (United States)

    Wulf, Gabriele; Iwatsuki, Takehiro; Machin, Brittney; Kellogg, Jessica; Copeland, Clint; Lewthwaite, Rebecca

    2017-08-30

    The authors examined several issues related to the motor learning benefits resulting from giving learners choices. In 2 experiments, participants practiced a novel task, throwing a lasso. In Experiment 1, giving learners a choice ostensibly irrelevant to performance (color of mat under target) resulted in enhanced learning relative to a control group. The choice group also reported more positive affect. Experiment 2 compared the effectiveness of task-irrelevant (mat color) versus task-relevant (video demonstrations of the skill) choices. In both choice groups, each participant was yoked to a participant in the other group, and each received the same mat color or saw the video demonstration, respectively, as chosen by their counterpart in the other group. In the control group, participants were yoked to their respective counterparts in each of the choice groups. On a retention test, the 2 choice groups did not differ from each other, but both outperformed the control group. The affective and learning effects seen when learners are given choices, and the fact that task-relevant and task-irrelevant choices resulted in similar learning benefits, are consistent with a content-neutral mechanism for the effects of choice on learning, as described in the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016 ).

  12. What Constitutes Academic Dishonesty in Physical Therapy Education: Do Faculty and Learners Agree?

    Science.gov (United States)

    Salamh, Paul; Cook, Chad; Figuers, Carol; Covington, Kyle

    2018-01-01

    Academic dishonesty (AD) has been widely reported as an increasing concern in higher education. The primary purpose of the current study was to investigate the perceptions of what faculty and learners consider acts of AD and the level of seriousness within physical therapist (PT) education. Secondary aims included examining the incidence of AD reported by both groups. A survey of 16 scenarios that constitute AD, with 4 questions for each scenario. Subjects included learners and faculty members of accredited PT programs in the southeastern United States. Statistically significant differences were found between groups for 5 of the 16 scenarios regarding what constituted an act of AD. For perception of the seriousness of an act of AD, faculty differed significantly from learners. Faculty also differed from learners in responding that someone in their classes had committed the act of AD when compared to learner's response. The results of our survey support that there is disagreement between what faculty and learners perceive to constitute AD. The stark contrast in views between faculty and learners regarding AD suggests the need for more clear and consistent academic policy awareness for both groups.

  13. Improving ESL Learners' Listening Skills: At the Workplace and Beyond. ERIC PAIE Q & A.

    Science.gov (United States)

    Van Duzer, Carol

    Listening is a critical element in the competent language performance of adult second language learners. Listening is a demanding process, because of both the process itself and factors that characterize the listener, speaker, message content, and any accompanying visual support. The speaker's use of colloquial language and reduced forms,…

  14. Different Preferences in Learning between American and French Learners in a Multinational Corporate Setting

    Science.gov (United States)

    Grossi, Roberta

    2013-01-01

    The way training is delivered in a corporate environment has a tremendous effect on its results. This study investigated the role of culture in the learning styles of adult French and American learners working in an international corporate setting. The assumption was that Americans prefer to learn from action-oriented methods and are more…

  15. Captivating Lifelong Learners in the Third Age: Lessons Learned from a University-Based Institute

    Science.gov (United States)

    Talmage, Craig A.; Lacher, R. Geoffrey; Pstross, Mikulas; Knopf, Richard C.; Burkhart, Karla A.

    2015-01-01

    The prevalence of learning providers for third agers continues to expand alongside the growth of the older adult population, yet there remains little empirical evidence on what types of learning experiences are most desired by lifelong learners. This article examines the effects that different learning topics have on attendance at classes hosted…

  16. Developmental Patterns of Past-Tense Acquisition among Foreign Language Learners of French.

    Science.gov (United States)

    Kaplan, Marsha A.

    The patterns of acquisition of the passe compose and imperfect tenses in French among 16 adult beginning and intermediate students were studied. Based on 15-minute speech samples in which both verb tenses were elicited by seeded questions and cues for descriptive and narrative monologues, the intermediate learners had greater success with the…

  17. EFL Learners' Use of Direct Strategies in Competitive and Cooperative Learning Contexts

    Science.gov (United States)

    Zarei, Abbas Ali; Layeq, Hamide

    2016-01-01

    This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' use of direct strategies. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment…

  18. The views of learners regarding a school-based health education ...

    African Journals Online (AJOL)

    ensuring that young adults are able to make informed decisions about their health. For these programmes to be successfully implemented and sustained there is a need to determine the views of the participants. This study aims to determine the views of learners regarding the impact of a school based health education ...

  19. Phonological development in hearing learners of a sign language: the role of sign complexity and iconicity

    NARCIS (Netherlands)

    Ortega, G.; Morgan, G.

    2015-01-01

    The present study implemented a sign-repetition task at two points in time to hearing adult learners of British Sign Language and explored how each phonological parameter, sign complexity, and iconicity affected sign production over an 11-week (22-hour) instructional period. The results show that

  20. Battling Obesity in K-12 Learners from an Exercise Physiology Perspective

    Science.gov (United States)

    Rattigan, Peter; Biren, Greg

    2007-01-01

    Physical education practitioners and programs have the opportunity and obligation to help children become physically educated, healthy, and active adults. This article discusses the battle against obesity in K-12 learners from an exercise physiology perspective and focuses on the fact that practitioners have all the tools they need to battle this…

  1. Strategy-Based Instruction: A Learner-Focused Approach to Developing Learner Autonomy

    Science.gov (United States)

    Nguyen, Le Thi Cam; Gu, Yongqi

    2013-01-01

    This study investigates the effects of strategy-based instruction (SBI) on the promotion of learner autonomy (LA). LA was conceptualized and operationally defined as learner self-initiation and learner self-regulation. An intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control…

  2. Re-Awakening the Learner: Creating Learner-Centric, Standards-Driven Schools

    Science.gov (United States)

    Stoll, Copper; Giddings, Gene

    2012-01-01

    Transformation of public education requires the reawakening of the sleeping giant in the room: the learners. Students, teachers, and principals must develop a learner-centric, standards-driven school. "Reawakening the Learner" is a guide to creating just such an environment. Continua describe the journey of teachers, teacher leaders, and…

  3. Student Perceptions of Learner-Centered Teaching

    Directory of Open Access Journals (Sweden)

    DeDe Wohlfarth

    2008-08-01

    Full Text Available The learner-centered paradigm departs from traditional teaching models by focusing on students more than teachers and learning more than teaching. Thus, classes are more egalitarian; they emphasize critical thinking, active learning, and real-world assignments. Graduate students in learner-centered classrooms were surveyed about perceptions of their experiences in relation to the key dimensions of the learner-centered paradigm and noted that the approach contributed to their feeling respected as learners, developed their critical thinking skills, and encouraged their self-directedness. Based on these findings, post-secondary instructors are encouraged to experiment with learning-centered approaches to further explore this promising model.

  4. Do the language errors of ESL teachers affect their learners?

    Directory of Open Access Journals (Sweden)

    Nel, Norma

    2010-12-01

    Full Text Available At the University of South Africa (Unisa, a large, open and distance education university in South Africa, the majority of the practising teachers who enrolled as students (henceforth referred to as teacher students for the practical component of the Advanced Certificate in Education (ACE: Inclusive Education (Learning Difficulties for the year 2008 lacked English proficiency. Because these students’ primary language is not English, they found it difficult to master this course, as reflected by the low throughput rate of 44 per cent in 2008. The question arose: Does poor proficiency in English of English second-language (ESL teacher students influence ESL learners’ progress during learner support lessons taught by teacher students as part of their teaching practice for the ACE: Inclusive Education (Learning Difficulties? In an attempt to answer this question, we report on typical errors made by the learners and the teacher students and similarities between teacher errors and learner errors, against the background of a literature overview which includes the relationship between input and output and prominent theories of second-language acquisition. Departing from a phenomenological/interpretive paradigm, a qualitative analysis of the teacher students’ portfolios was undertaken (Hussey & Hussey, 1997:54. The document analysis was done by means of error analysis of the teacher-student portfolios (which included ESL learner support lessons and ESL learner evidence that were submitted by the teacher students to Unisa by 1 September 2008. The results of this study are significant because it alerts academia to the fact that qualified practising ESL teachers are not necessarily proficient in English and that this may have an effect on the ESL learner’s ability to acquire English proficiency. However, it was pointed out that several other contributing factors may exist and that further in-depth research is required. Nevertheless, a re

  5. South African Law and Policy Regulating Learner Absenteeism at ...

    African Journals Online (AJOL)

    Packard Bell

    Keywords: ecosystemic theory; learner absenteeism; management approach; South African law and policy ..... System (DoE, 2001). An inclusive education sys- tem supports an ecosystemic management approach to learner absenteeism, acknowledging the .... promote open communication, and help the learner.

  6. Applying adult learning practices in medical education.

    Science.gov (United States)

    Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

    2014-07-01

    The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead

  7. Convergent differential regulation of parvalbumin in the brains of vocal learners.

    Directory of Open Access Journals (Sweden)

    Erina Hara

    Full Text Available Spoken language and learned song are complex communication behaviors found in only a few species, including humans and three groups of distantly related birds--songbirds, parrots, and hummingbirds. Despite their large phylogenetic distances, these vocal learners show convergent behaviors and associated brain pathways for vocal communication. However, it is not clear whether this behavioral and anatomical convergence is associated with molecular convergence. Here we used oligo microarrays to screen for genes differentially regulated in brain nuclei necessary for producing learned vocalizations relative to adjacent brain areas that control other behaviors in avian vocal learners versus vocal non-learners. A top candidate gene in our screen was a calcium-binding protein, parvalbumin (PV. In situ hybridization verification revealed that PV was expressed significantly higher throughout the song motor pathway, including brainstem vocal motor neurons relative to the surrounding brain regions of all distantly related avian vocal learners. This differential expression was specific to PV and vocal learners, as it was not found in avian vocal non-learners nor for control genes in learners and non-learners. Similar to the vocal learning birds, higher PV up-regulation was found in the brainstem tongue motor neurons used for speech production in humans relative to a non-human primate, macaques. These results suggest repeated convergent evolution of differential PV up-regulation in the brains of vocal learners separated by more than 65-300 million years from a common ancestor and that the specialized behaviors of learned song and speech may require extra calcium buffering and signaling.

  8. Survey of Barriers Affecting the Use of Information Communication Technologies (ICTs) among Distance Learners: A Case Study of Nigeria

    Science.gov (United States)

    Ofulue, Christine I.

    2011-01-01

    The use of Information Communication Technology (ICT) to bridge the communication gap between teacher and learner has been identified as a major characteristic of Open and Distance Learning (ODL). In many developing counties, including Nigeria, several barriers prevent OD learners from maximising the potentials of ICTs to enhance their learning.…

  9. English Learners (ELs) Who Are American Indian and/or Alaska Native (AI/AN). Fast Facts

    Science.gov (United States)

    Office of English Language Acquisition, US Department of Education, 2016

    2016-01-01

    The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) Who Are American Indian and/or Alaska Native (AI/AN) include: (1) States With the Highest Percentage of ELs Who Were AI/AN:…

  10. Focus-on-Form and EFL Learners' Language Development in Synchronous Computer-Mediated Communication: Task-Based Interactions

    Science.gov (United States)

    Eslami, Zohreh R.; Kung, Wan-Tsai

    2016-01-01

    The purpose of this study was to explore the occurrence of incidental focus-on-form and its effect on subsequent second language (L2) production of learners of different dyads in an online task-based language learning context. The participants included Taiwanese learners of English as a foreign language at different proficiency levels, and native…

  11. The Impact of Spiritual Learning on the Lives of Adults in Postsecondary Martial Arts Educational Programs

    Science.gov (United States)

    Ingram, Jeffrey G.

    2017-01-01

    This study investigated whether spiritual learning impacts the lives of adult learners in martial arts educational programs. The impact of spirituality has been claimed as a meaningful connection; however, it is not currently known how spiritual learning impacts the lives and experiences of adult learners with these programs. Spiritual learning…

  12. the role of counselling as a tool in addressing adult students' need

    African Journals Online (AJOL)

    Elizabeth

    Adult education is now widely seen as a basic human right. So every adult worldwide should have access to ... social, and economic changes taking place at the different stages of life'. (Oduaran 2000).This requires ... human development this has increased learner's interest and interest in learners needs. Globally there is a ...

  13. Bringing Chatbots into education: Towards Natural Language Negotiation of Open Learner Models

    Science.gov (United States)

    Kerlyl, Alice; Hall, Phil; Bull, Susan

    There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the individual learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system's adaptivity by improving the accuracy of the underlying learner model. Open Learner Modelling, where the system's model of the user's knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the learner model can be obtained by the student and system jointly negotiating the learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.

  14. Parental perceptions of the learner driver log book system in two Australian states.

    Science.gov (United States)

    Bates, Lyndel; Watson, Barry; King, Mark Johann

    2014-01-01

    Though many jurisdictions internationally now require learner drivers to complete a specified number of hours of supervised driving practice before being able to drive unaccompanied, very few require learner drivers to complete a log book to record this practice and then present it to the licensing authority. Learner drivers in most Australian jurisdictions must complete a log book that records their practice, thereby confirming to the licensing authority that they have met the mandated hours of practice requirement. These log books facilitate the management and enforcement of minimum supervised hours of driving requirements. Parents of learner drivers in 2 Australian states, Queensland and New South Wales, completed an online survey assessing a range of factors, including their perceptions of the accuracy of their child's learner log book and the effectiveness of the log book system. The study indicates that the large majority of parents believe that their child's learner log book is accurate. However, they generally report that the log book system is only moderately effective as a system to measure the number of hours of supervised practice a learner driver has completed. The results of this study suggest the presence of a paradox, with many parents possibly believing that others are not as diligent in the use of log books as they are or that the system is too open to misuse. Given that many parents report that their child's log book is accurate, this study has important implications for the development and ongoing monitoring of hours of practice requirements in graduated driver licensing systems.

  15. Modified Assessment for Adult Readers: Collage. User's Guide. Final Report.

    Science.gov (United States)

    Wilt, Gaie Isett

    A project was conducted to design an alternative assessment tool for use with adult learners traditionally identified as reading below fifth-grade level. This assessment allows for the creation of a goal-oriented Individual Education Plan that is personalized to the learner's needs and educational goals. The approach, analogous to the art…

  16. Obstructive sleep apnea - adults

    Science.gov (United States)

    Sleep apnea - obstructive - adults; Apnea - obstructive sleep apnea syndrome - adults; Sleep-disordered breathing - adults; OSA - adults ... When you sleep, all of the muscles in your body become more relaxed. This includes the muscles that help keep your ...

  17. An investigation into Spanish EFL learners' anxiety

    Directory of Open Access Journals (Sweden)

    Juan de Dios Martínez Agudo

    2013-08-01

    Full Text Available This research article reports the results of a study designed to measure and analyse Spanish students' perceived anxiety when learning and using EFL inside the classroom. This article first includes a review of the literature on foreign language anxiety. Then it describes the participants of the investigation and the research methodology procedures. This is followed by the presentation and discussion of the results and, finally, the conclusions derived from this study. The resulting data revealed interesting information about the anxiety levels present among Spanish EFL learners. While relatively high levels of speaking anxiety have been identified, somewhat lower levels of listening anxiety associated with error correction, by contrast, have also been found. More specifically, the results suggested that the level of listening anxiety seems to slightly increase when error correction is somehow involved in the process.

  18. Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction

    Science.gov (United States)

    Andersen, Jeffery C.

    2013-01-01

    The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants' demographic data, learner-instructor interaction data, learner-social…

  19. Learner-Generated Noticing Behavior by Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2

    Science.gov (United States)

    Park, Eun Sung

    2013-01-01

    This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and…

  20. Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

    Science.gov (United States)

    Deese Becht, Sara-Maria Francis

    1999-11-01

    The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes

  1. Group Dynamic Assessment of L2 Learners' Writing Abilities

    Directory of Open Access Journals (Sweden)

    Karim Shabani

    2018-01-01

    Full Text Available The present study was designed to test a group-based format of dynamic assessment (G-DA in the context of writing over a time span of twelve weeks of instruction. A cohort of 60 students took a homogeneity test and based on the results, 44 students were selected to participate forming the two groups of experimental (N=22 and control (N=22. The study benefitted from a mixed methodology design comprising both quantitative and qualitative data collection and analysis. The experimental group underwent G-DA instruction for a time span of 12 weeks and received prompts, hints and scaffolding during all stages of writing including topic selection, idea generation and revising while the control group was deprived of dialogic negotiation and interaction. The results of quantitative data analysis of pretest and posttest scores using independent and paired samples t-tests revealed the outperformance of the experimental group over the control group. The microgenetic analysis showed that the G-DA instructions could diagnose quite vividly the learners' sources of writing difficulties and help promote the abilities which are in the state of maturation. It was also found that the G-DA interactions could set the ground for creating a state of intersubjectivity and positive interdependence among the more and less proficient learners in the course of which they could trial their legitimate peripheral participation. The G-DA interactions had the function of moving the entire class forward in its ZPD while co-constructing ZPDs with individual learners within the social microcosm of the classroom context. On implication side, it is argued that the G-DA serves as a precise, teacher/learner-friendly and, thus, ethical procedure for the assessment of learners' writing abilities.

  2. Executive summary--nutritional care of HIV-infected adolescents and adults, including pregnant and lactating women: what do we know, what can we do, and where do we go from here?

    Science.gov (United States)

    Raiten, Daniel J; Mulligan, Kathleen; Papathakis, Peggy; Wanke, Christine

    2011-12-01

    The HIV pandemic continues to place an unbearable burden on the international community, with disease prevalence remaining highest in resource-limited settings in Africa, Asia, and the Americas. HIV is most often imposed on conditions of food insecurity and consequent malnutrition, poor sanitation, and chronic exposure to a myriad of infectious (eg, malaria, tuberculosis, and diarrheal) and noncommunicable (eg, obesity, diabetes, cancer, and cardiovascular) diseases. Women and children continue to bear the greatest burden. Two essential tenets underpin our approach to HIV: 1) antiretroviral drugs (ARVs) are essential to prolong lives and to halt the spread of HIV and AIDS and 2) food and sound nutrition are essential to human health. The challenge is to apply sound principles of clinical care and nutrition science to the safe and efficacious implementation of ARVs and for long-term care for people living with HIV and AIDS. The WHO has played a leading role in developing guidelines to support this goal with the generation of general recommendations regarding nutritional needs of people living with HIV and AIDS and specific guidelines for the nutritional care of HIV-infected infants and children (y of age). These proceedings represent a summary of the work accomplished at a workshop sponsored by the NIH to review the existing evidence to support changes in the recommendations regarding nutrient requirements for people living with HIV and AIDS; to support development of new WHO guidelines for adolescents and adults, including for pregnant and lactating women; and to identify a research agenda to address outstanding knowledge gaps.

  3. Including Critical Thinking and Problem Solving in Physical Education

    Science.gov (United States)

    Pill, Shane; SueSee, Brendan

    2017-01-01

    Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative…

  4. What Is This Thing Called Learner's Lexicography?

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2010-01-01

    , namely its functions, data and structures, as this strengthens the basis of learner lexicography because it leads to a proper study and understanding of the competences and needs of learners. Finally, the modern theory of dictionary functions encourages theoretical and practical lexicographers to adopt...

  5. Learner Autonomy Scale: A Scale Development Study

    Science.gov (United States)

    Orakci, Senol; Gelisli, Yücel

    2017-01-01

    The goal of the study is to develop a scale named "Learner Autonomy Scale" (LAS) for determining the learner autonomy of the students toward English lesson. The proposal scale, composed of 29 items, was applied to two study groups in Turkey. The group of Exploratory Factor Analysis that aims to determine the psychometric properties…

  6. A questioning environment for scaffolding learners' questioning ...

    African Journals Online (AJOL)

    Given that questioning is one of the most important learning-teaching tools available to both learner and educator, we have created a computer-based scaffolding environment in which students are required to generate questions to interrogate academic texts. Learners have been using this new scaffolding tool this year, and ...

  7. "Harry Potter" and the English Language Learner.

    Science.gov (United States)

    Coatney, Kathy

    2001-01-01

    Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

  8. Scaffolding Learner Autonomy in Online University Courses

    Science.gov (United States)

    Ribbe, Elisa; Bezanilla, María José

    2013-01-01

    This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…

  9. Distance Learners‟ Perception of Learner Support Services ...

    African Journals Online (AJOL)

    The University of Education, Winneba (UEW), produces self instructional materials for its distance education students and in addition provides some learner support services. The study investigated UEW Distance Education (DE) students‟ perceived satisfaction with learner support services available to them. The study ...

  10. Learner-Valued Interactions: Research into Practice

    Science.gov (United States)

    Ley, Kathryn; Gannon-Cook, Ruth

    2014-01-01

    Online learners provide feedback that does not always match with the expectations of what university administration would expect from their feedback. Learners do not value all instructional features and conditions equally, nor do they view many of the instructional and technology features as being necessarily helpful. This paper presents research…

  11. An Empirical Investigation into Nigerian ESL Learners ...

    African Journals Online (AJOL)

    General observations indicate that ESL learners in Nigeria tend to manifest fear and anxiety in grammar classes, which could influence their performance negatively or positively. This study examines empirically some of the reasons for some ESL learners' apprehension of grammar classes. The data for the study were ...

  12. Technologies for Learner-Centered Feedback

    Science.gov (United States)

    Costello, Jane; Crane, Daph

    2013-01-01

    As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes.…

  13. Advanced EFL Learners' Beliefs about Pronunciation Teaching

    Science.gov (United States)

    Alghazo, Sharif M.

    2015-01-01

    This paper explores EFL learners' beliefs about English pronunciation teaching and aims to provide insights into current teaching practices of English pronunciation at both college and university levels. To this end, the study sought to elicit the beliefs of a group of 71 third- and fourth-year EFL learners majoring in English at a university…

  14. Multidimensional Learner Model In Intelligent Learning System

    Science.gov (United States)

    Deliyska, B.; Rozeva, A.

    2009-11-01

    The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

  15. Vocabulary Growth of the Advanced EFL Learner

    Science.gov (United States)

    Ozturk, Meral

    2015-01-01

    This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

  16. Learner Language Analytic Methods and Pedagogical Implications

    Science.gov (United States)

    Dyson, Bronwen

    2010-01-01

    Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis…

  17. Learner Corpora without Error Tagging

    Directory of Open Access Journals (Sweden)

    Rastelli, Stefano

    2009-01-01

    Full Text Available The article explores the possibility of adopting a form-to-function perspective when annotating learner corpora in order to get deeper insights about systematic features of interlanguage. A split between forms and functions (or categories is desirable in order to avoid the "comparative fallacy" and because – especially in basic varieties – forms may precede functions (e.g., what resembles to a "noun" might have a different function or a function may show up in unexpected forms. In the computer-aided error analysis tradition, all items produced by learners are traced to a grid of error tags which is based on the categories of the target language. Differently, we believe it is possible to record and make retrievable both words and sequence of characters independently from their functional-grammatical label in the target language. For this purpose at the University of Pavia we adapted a probabilistic POS tagger designed for L1 on L2 data. Despite the criticism that this operation can raise, we found that it is better to work with "virtual categories" rather than with errors. The article outlines the theoretical background of the project and shows some examples in which some potential of SLA-oriented (non error-based tagging will be possibly made clearer.

  18. Creating a Global Community of Learners in Nursing and Beyond: Caring Science, Mindful Practice MOOC.

    Science.gov (United States)

    Sitzman, Kathleen L; Jensen, Andrea; Chan, Sang

    The aim was to examine the usefulness of a massive open online course (MOOC) on caring and mindfulness to a broad international audience that included nurses, allied health professionals, and others. MOOCs in higher education have been evident since 2008. Very few MOOCs on nursing topics have appeared since that time. Exploration was needed regarding how MOOCs could be employed to share nursing knowledge with national and international communities. Two "Caring Science, Mindful Practice" MOOC sessions were examined. Demographics, learner satisfaction, course flow, and perceived usefulness of content were analyzed. Learners from varied backgrounds participated. Higher than expected course activity levels and completion rates suggested effective learner engagement. Excellent course ratings demonstrated that content and delivery methods were effective. Active learners communicated specific plans to apply new knowledge in the future. MOOCs facilitate learning where participants learn about topics of interest in nursing and beyond.

  19. AN ANALYSIS OF CONVERSATION STRUCTURE OF LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Ahmad Sofwan

    2017-04-01

    Full Text Available Learners of English as a foreign language need to develop skills in conversation as part of their discourse competence. It is important that they learn the structure of the conversation for them to be able to produce a well-communicative language when speaking to other people. The theory of conversation analysis is used to analyze the organization and the features of the conversation of learners of English as a foreign language, including exchange structure, turn-taking strategies, adjacency pairs, repair, and sequences within the conversation. The recorded casual conversation among learners is transcribed and analyzed. It is expected that this study helps learners understand the importance of conversation organization and contribute to the development of the learners‘ communication skills and to the enhancement of their discourse competence.

  20. Liberating Knowledge: Research, Feminism, and Adult Education.

    Science.gov (United States)

    Barr, Jean

    This book, which is directed toward tutors and learners in women's studies and community-based adult education programs who wish to cross the boundaries between arts, social science, and natural science, explores the relationship between research, feminism, and adult education. The book begins with a preface that provides background information on…

  1. Reading Instruction for the Adult Illiterate.

    Science.gov (United States)

    Jones, Edward V.

    Intended for current or prospective teachers of illiterate adults, this book highlights both some motivational and environmental factors that may particularly affect the classroom performance of adult remedial readers and the areas where the backgrounds, experiences, and expectations of teachers and learners are apt to differ. Following an…

  2. A qualitative study of politeness strategies used by Iranian EFL learners in a class blog

    Directory of Open Access Journals (Sweden)

    Seyyed Mohammad Reza Adel

    2016-01-01

    Full Text Available In regard to the significant role of information and communication technology (ICT in educational systems, it becomes increasingly important to gain a better understanding of the features of the language used by learners in the new contexts created by this medium. This paper aims at analyzing politeness strategies including negative politeness, positive politeness, bald on-record, and bald-off record strategies in posts written by Iranian EFL learners in a class blog as an opportunity for asynchronous interaction in response to their teachers and peers. The participants of the study were 14 Iranian EFL learners selected based on their level of language proficiency. There were 1520 politeness utterances across all posts including 800 politeness utterances used when learners were interacting with their instructor and 720 politeness utterances used when learners were interacting with their peers. The collected data were analyzed using content analysis as well as Computer-Mediated Discourse Analysis (CMDA. The results revealed that learners frequently used positive strategies as signs of psychologically close relationship, reciprocity and friendship in a group.

  3. Not just trust: factors influencing learners' attempts to perform technical skills on real patients.

    Science.gov (United States)

    Bannister, Susan L; Dolson, Mark S; Lingard, Lorelei; Keegan, David A

    2018-02-15

    As part of their training, physicians are required to learn how to perform technical skills on patients. The previous literature reveals that this learning is complex and that many opportunities to perform these skills are not converted into attempts to do so by learners. This study sought to explore and understand this phenomenon better. A multi-phased qualitative study including ethnographic observations, interviews and focus groups was conducted to explore the factors that influence technical skill learning. In a tertiary paediatric emergency department, staff physician preceptors, residents, nurses and respiratory therapists were observed in the delivery and teaching of technical skills over a 3-month period. A constant comparison methodology was used to analyse the data and to develop a constructivist grounded theory. We conducted 419 hours of observation, 18 interviews and four focus groups. We observed 287 instances of technical skills, of which 27.5% were attempted by residents. Thematic analysis identified 14 factors, grouped into three categories, which influenced whether residents attempted technical skills on real patients. Learner factors included resident initiative, perceived need for skill acquisition and competing priorities. Teacher factors consisted of competing priorities, interest in teaching, perceived need for residents to acquire skills, attributions about learners, assessments of competency, and trust. Environmental factors were competition from other learners, judgement that the patient was appropriate, buy-in from team members, consent from patient or caregivers, and physical environment constraints. Our findings suggest that neither the presence of a learner in a clinical environment nor the trust of the supervisor is sufficient to ensure the learner will attempt a technical skill. We characterise this phenomenon as representing a pool of opportunities to conduct technical skills on live patients that shrinks to a much smaller pool of

  4. The use of new technologies in language Educationand learner autonomy

    OpenAIRE

    Koryakovtseva, N.

    2014-01-01

    This article looks into the concept of learner autonomy in the context of the use of new technologies in foreign language learning and teaching; outlines the possibilities new technologies offer for language learning and language use; discusses the concepts of learner autonomy, mature language learner and productive language learning; highlights the challenges of developing learner autonomy in language education.

  5. Misplaced Heritage Language Learners of Japanese in Secondary Schools

    Science.gov (United States)

    Oguro, Susan; Moloney, Robyn

    2012-01-01

    While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage…

  6. Free State educators' perceptions of the scope of learner crime

    African Journals Online (AJOL)

    Erna Kinsey

    of alcohol and smoking marijuana; conventional crimes such as vandalising school property, theft and less serious learner-on-learner attacks; abuse of the dignity ..... largest percentage of drug users are not necessarily involved in other forms of crime. .... Learners use alcohol (beer, wine and strong drink). Learners wilfully ...

  7. Examining learner-centered training with teen volunteer staff at an aquarium

    Science.gov (United States)

    Bautista, Raelene M.

    This research project examined the effects of a training program that focused on helping youth volunteers create a learner-centered interaction at an Aquarium. This study explored whether this learner centered training resulted in an increased ability to identify learner-centered engagement as well as reported changes in practice. Most research on training programs and professional development, that introduces learner-centered strategies examines adult teachers working in formal environments. This study examined youth volunteer staff in an informal science institution that participated in a weekly one-hour training for four weeks during their eight week long summer volunteer program. The data showed that some of topics introduced in the learner centered training, such as the importance of visitors' prior knowledge and the use of objects, were identified more often as good practice after the training. In addition, participants seemed to hold on to some of their original perceptions of good practices, such as providing positive reinforcement and modifying their physical posture to make the visitors feel comfortable. The investigation also revealed that conversation patterns changed in some participants' practice as a result of the training.

  8. ICT USAGE BY DISTANCE LEARNERS IN INDIA

    Directory of Open Access Journals (Sweden)

    Ashish Kumar AWADHIYA

    2014-07-01

    Full Text Available Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among learners, their ICT usage patterns and their readiness to use ICT for educational purpose. In view of this, a study was conducted with the objective to find out the access level of ICT among distance learners. The analysis indicates that maximum learners have desktop/laptops and most of them are accessing internet very frequently from their home. The analysis also indicates that maximum respondents are browsing social networking sites followed by educational and e-mail service providing websites. Findings suggest that there is a need to generate ICT based tutorials complemented with social networking tools and mobile applications. Study also shows that learners are equipped with mobile phones and they are browsing internet through it and also availing support services offered by the university. Hence possibility of integrating mobile phone services may be used for providing learner support services and content delivery.

  9. Detection of Quiescent Infections with Multiple Elephant Endotheliotropic Herpesviruses (EEHVs), Including EEHV2, EEHV3, EEHV6, and EEHV7, within Lymphoid Lung Nodules or Lung and Spleen Tissue Samples from Five Asymptomatic Adult African Elephants.

    Science.gov (United States)

    Zong, Jian-Chao; Heaggans, Sarah Y; Long, Simon Y; Latimer, Erin M; Nofs, Sally A; Bronson, Ellen; Casares, Miguel; Fouraker, Michael D; Pearson, Virginia R; Richman, Laura K; Hayward, Gary S

    2015-12-30

    More than 80 cases of lethal hemorrhagic disease associated with elephant endotheliotropic herpesviruses (EEHVs) have been identified in young Asian elephants worldwide. Diagnostic PCR tests detected six types of EEHV in blood of elephants with acute disease, although EEHV1A is the predominant pathogenic type. Previously, the presence of herpesvirus virions within benign lung and skin nodules from healthy African elephants led to suggestions that African elephants may be the source of EEHV disease in Asian elephants. Here, we used direct PCR-based DNA sequencing to detect EEHV genomes in necropsy tissue from five healthy adult African elephants. Two large lung nodules collected from culled wild South African elephants contained high levels of either EEHV3 alone or both EEHV2 and EEHV3. Similarly, a euthanized U.S. elephant proved to harbor multiple EEHV types distributed nonuniformly across four small lung nodules, including high levels of EEHV6, lower levels of EEHV3 and EEHV2, and a new GC-rich branch type, EEHV7. Several of the same EEHV types were also detected in random lung and spleen samples from two other elephants. Sanger PCR DNA sequence data comprising 100 kb were obtained from a total of 15 different strains identified, with (except for a few hypervariable genes) the EEHV2, EEHV3, and EEHV6 strains all being closely related to known genotypes from cases of acute disease, whereas the seven loci (4.0 kb) obtained from EEHV7 averaged 18% divergence from their nearest relative, EEHV3. Overall, we conclude that these four EEHV species, but probably not EEHV1, occur commonly as quiescent infections in African elephants. Acute hemorrhagic disease characterized by high-level viremia due to infection by members of the Proboscivirus genus threatens the future breeding success of endangered Asian elephants worldwide. Although the genomes of six EEHV types from acute cases have been partially or fully characterized, lethal disease predominantly involves a variety

  10. Design and Implementation of an Extensible Learner-Adaptive Environment

    Directory of Open Access Journals (Sweden)

    Kiyoshi Nakabayashi

    2010-09-01

    Full Text Available This paper describes the design and implementation of a flexible architecture that is capable of extending the functions of a learner-adaptive self-learning environment. A “courseware object”, which is a program module that is used to implement various educational functionalities, has been newly introduced to ensure both function extensibility as well as content reusability. A prototype system was designed and implemented to investigate the feasibility of the proposed architecture and to identify the core behavior and interaction schema of courseware objects. The results from this trial indicated that several learner-adaptive functionalities including the SCORM 2004 standard specifications will be able to be successfully implemented into the proposed architecture.

  11. N-learners problem: Fusion of concepts

    Energy Technology Data Exchange (ETDEWEB)

    Rao, N.S.V.; Oblow, E.M.; Glover, C.W.; liepins, G.E. (Old Dominion Univ., Norfolk, VA (United States). Dept. of Computer Science)

    1991-09-01

    We are given N learners each capable of learning concepts (subsets) of a domain set X in the sense of Valiant, i.e. for any c {element of} C {improper subset} 2{sup X}, given a finite set of examples of the form < x{sub 1}, M{sub c}(x{sub 1}) >; < x{sub 2}, M{sub c}(x{sub 2}) >;...;< x{sub 1}, M{sub c}(x{sub 1}) > generated according to an unknown probability distribution P{sub X} on X, each learner produces a close approximation to c with a high probability. We are interested in combining the N learners using a single fuser or consolidator. We consider the paradigm of passive fusion, where each learner is first trained with the sample without the influence of the consolidator. The composite system is constituted by the fuser and the individual learners. We consider two cases: open and closed fusion. In open fusion the fuser is given the sample and the hypotheses of the individual learners; we show that the fusion rule can be obtained by formulating this problem as another learning problem. For the case all individual learners are trained with the same sample, we show sufficiency conditions that ensure the composite system to be better than the best of the individual: the hypothesis space of the consolidator (a) satisfies the isolation property of degree at least N, and (b) has Vapnik-Chervonenkis dimension less than or equal to that of every individual learner. If individual learners are trained by independently generated samples, we obtain a much weaker bound on the VC-dimension of the hypothesis space of the fuser. Second, in closed fusion the fuser does not have an access to either the training sample or the hypotheses of the individual learners. By suitable designing a linear threshold function of the outputs of individual learners, we show that the composite system can be made better than the best of the learners.

  12. Nurturing gifted learners in Mainland China

    DEFF Research Database (Denmark)

    Shi, Jiannong; Zhang, X.; Chen, N.

    2013-01-01

    In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio......-socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation...

  13. The Child Neurology Trainee-as-Teacher: A Clinical Teaching Curriculum Tailored to Learners' Needs and Developmental Roles.

    Science.gov (United States)

    Bernson-Leung, Miya E; Urion, David K

    2018-01-01

    Clinical teaching skills programs for resident physicians are increasingly offered. Less attention has been devoted to the unique educational roles of specialty residents and subspecialty fellows, many of whom will become academic faculty physicians. These teaching roles, and therefore a trainee's learning needs and motivation, also change over the course of training. We designed and implemented a two-year longitudinal teaching curriculum for child neurology and neurodevelopmental disabilities residents using adult learning theory principles: experiential learning and immediate applicability to specific roles. Core modules included teaching in clinical settings, adult learning, and giving feedback. Training-year-specific modules for second-year residents (n = 11) and final-year residents (n = 10) included teaching through consultation and promoting clinical reasoning in supervisory roles. Learners completed an 11-item self-assessment before and after intervention. The overall program significantly increased residents' self-assessed knowledge of how to assess the level of a learner (P = 0.02, Cohen d = 0.84) and comfort and skill in giving feedback (P = 0.04, d = 0.64; P = 0.04, d = 0.71). The final-year-specific curriculum additionally increased self-assessed skill in teaching same-specialty residents (P = 0.05, d = 1.07) and in promoting clinical reasoning (P = 0.03, d = 1.14). The program was rated highly by trainees and faculty, and has been adopted as an ongoing part of our training program. Our experience offers a reproducible model and theoretical framework for child neurology, neurodevelopmental disabilities, and other specialty programs to develop customized trainee-as-teacher curricula with specialty- and training-year-specific content. Copyright © 2017 Elsevier Inc. All rights reserved.

  14. The History of the Democratic Adult Education Movement in Spain

    Science.gov (United States)

    Oliver, Esther; Tellado, Itxaso; Yuste, Montserrat; Larena-Fernández, Rosa

    2016-01-01

    Background/Context: Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and…

  15. Adult Learning in Health and Safety: Some Issues and Approaches.

    Science.gov (United States)

    O Fathaigh, Mairtin

    This document, which was developed for presentation at a seminar on adult learning and safety, examines approaches to occupational safety and health (OSH) learning/training in the workplace. Section 1 examines selected factors affecting adults' learning in workplace OSH programs. The principal dimensions along which individual adult learners will…

  16. Oncology education in Canadian undergraduate and postgraduate medical programs: a survey of educators and learners

    Science.gov (United States)

    Tam, V.C.; Berry, S.; Hsu, T.; North, S.; Neville, A.; Chan, K.; Verma, S.

    2014-01-01

    Background The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. Methods To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Results Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty–related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Conclusions Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners. PMID:24523624

  17. Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

    Directory of Open Access Journals (Sweden)

    Vida Yousefian

    2015-11-01

    Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.

  18. A Development of Game-Based Learning Environment to Activate Interaction among Learners

    Science.gov (United States)

    Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

    Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

  19. Repeats in advanced spoken English of learners with Czech as L1

    Directory of Open Access Journals (Sweden)

    Tomáš Gráf

    2017-09-01

    Full Text Available The article reports on the findings of an empirical study of the use of repeats – as one of the markers of disfluency – in advanced learner English and contributes to the study of L2 fluency. An analysis of 13 hours of recordings of interviews with 50 advanced learners of English with Czech as L1 revealed 1,905 instances of repeats which mainly (78% consisted of one-word repeats occurring at the beginning of clauses and constituents. Two-word repeats were less frequent (19% but appeared in the same positions within the utterances. Longer repeats are much rarer (<2.5%. A comparison with available analyses show that Czech advanced learners of English use repeats in a similar way as advanced learners of English with a different L1 and also as native speakers. If repeats are accepted as fluencemes, i.e. components contributing to fluency, it would appear clear that many advanced learners either successfully adopt this native-like strategy either as a result of exposure to native speech or as transfer from their L1s. Whilst a question remains whether such fluency enhancing strategies ought to become part of L2 instruction, it is argued that spoken learner corpora also ought to include samples of the learners’ L1 production.

  20. Learner-centered characteristics of nurse educators.

    Science.gov (United States)

    Greer, Annette G; Pokorny, Marie; Clay, Maria C; Brown, Sylvia; Steele, Linda L

    2010-01-01

    The purpose of this study was to describe the learner-centered teaching characteristics of nurse faculty who report using contemporary pedagogy. A secondary analysis of data collected by an international survey of nurse educators regarding pedagogical teaching approaches and strategies was used to answer the research questions. The study sought to: 1) describe characteristics emerging from faculty response, 2) make inferences from faculty responses regarding meaning, and 3) make inferences regarding the importance of the meaning to nursing. A qualitative research design was used to address the research question. Themes that emerged were placed under the concepts of power, role of teacher, responsibility of learner, and philosophy of evaluation guided by Weimer's (2002) conceptual framework of a learner-centered philosophy of teaching. Themes and meaning units derived from the study helped to generate textual and structure statements that represent the characterizations of learner-centered nurse educators.

  1. Early Learner Engagement in the Clinical Workplace

    NARCIS (Netherlands)

    Chen, H.C.

    2015-01-01

    Introduction Recent calls for medical education reform advocate for the integration of knowledge with clinical experience through early clinical immersion. Yet, early learners rarely are invited to participate in workplace activities and early clinical experiences remain largely observational.

  2. Profiling Pragmatic Ability of Foreign Language Learners

    OpenAIRE

    Kusevska, Marija; Ivanovska, Biljana; Daskalovska, Nina; Mitkovska, Liljana

    2015-01-01

    Abstract: The purpose of this study is to explore the components that foreign language learners need to acquire in order to develop their pragmatic ability. This paper presents a description of phase one of an ongoing research project at Goce Delcev University-Stip, Republic of Macedonia, on developing pragmatic ability of foreign language learners. We first define pragmatic ability; then we discuss data collection instruments and procedures; finally we give outlook of further research. K...

  3. The Double Parallel Curriculum in Palliative Care: Teaching Learners to Teach End-of-Life Care at the Bedside.

    Science.gov (United States)

    Healy, Jennifer; Chappell, Phylliss; Lee, Shuko; Ross, Jeanette; Sanchez-Reilly, Sandra

    2017-11-01

    Dying is a natural process, yet physicians are often uncomfortable caring for dying patients. Learners have limited exposure to curriculum on caring for dying patients and often navigate these encounters without appropriate skills and confidence. We developed and implemented the Double Parallel Curriculum in Palliative Care (DP-PC): End-of-Life (EOL) module. The DP-PC focuses on teaching third-year medical students (MS3) to not only take care of patients in their last hours of life but give learners the confidence to teach patient's families what to expect as they hold vigil at their loved one's bedside. To develop and implement an educational intervention that improves learners' knowledge and confidence in EOL patient and family care. To expand learner confidence to a dual level (learners become teachers) with a simplified and culturally sensitive electronic bedside teaching tool designed to guide learners and patients/families conversations. Curriculum was completed during MS3 ambulatory rotation and included pre-/posttests, an online case-based module, faculty demonstration, and learner role-play using the bedside teaching tool. A total of 247 participants took the pretest, 222 participants took the posttest, and 222 participants matched the pre-/posttest surveys. Students' knowledge of EOL care and the confidence to teach other learners and families about EOL care significantly improved after completing the curriculum. The DP-PC is a technology-savvy educational intervention that improves learner confidence and knowledge toward caring for dying patients and their families. Easy access, technology-based teaching tools may enhance bedside teaching of health-care learners and improve the care of patients and their families at the end of life.

  4. Assessing Efficiency of Prompts Based on Learner Characteristics

    Directory of Open Access Journals (Sweden)

    Joy Backhaus

    2017-02-01

    Full Text Available Personalized prompting research has shown the significant learning benefit of prompting. The current paper outlines and examines a personalized prompting approach aimed at eliminating performance differences on the basis of a number of learner characteristics (capturing learning strategies and traits. The learner characteristics of interest were the need for cognition, work effort, computer self-efficacy, the use of surface learning, and the learner’s confidence in their learning. The approach was tested in two e-modules, using similar assessment forms (experimental n = 413; control group n = 243. Several prompts which corresponded to the learner characteristics were implemented, including an explanation prompt, a motivation prompt, a strategy prompt, and an assessment prompt. All learning characteristics were significant correlates of at least one of the outcome measures (test performance, errors, and omissions. However, only the assessment prompt increased test performance. On this basis, and drawing upon the testing effect, this prompt may be a particularly promising option to increase performance in e-learning and similar personalized systems.

  5. PROBLEMS FACED BY INDONESIAN EFL LEARNERS IN WRITING ARGUMENTATIVE ESSAY

    Directory of Open Access Journals (Sweden)

    Wulan Rahmatunisa

    2014-12-01

    Full Text Available This study aims to find out problems in writing argumentative essay faced by Indonesian EFL learners. It is carried out in a qualitative research design as it attempted to describe the problems and their ways out. The data were taken from university students’ writing task and interview. The participants are the second year of university Indonesia students who enrol their study in English Department. Results of the data indicated that Indonesian EFL learners faced the problems in three categories, those are linguistics problems, cognitive problems, and psychological problems. Mostly, students faced problems in linguistics related to the grammatical structure (23.2%, formatting words (30.2%, words classes (16.3%, error in using words (9.3%, and the use of article (21%. Second, cognitive problems are related to organizing paragraph, difficulties in remaining word classes, getting lost the generic structure, making a conclusion, and putting punctuation. Last, psychological problems which included laziness, egoism, bad mood, and difficulties to start writing also faced by Indonesian EFL learners. Data analysis also indicated the problem solving which hopefully will be beneficial for EFL teachers in writing class. It is strongly recommended that the EFL class should strengthen all the language skills in general and writing in particular, motivate the students to use English with the teachers, introduce pair work, peer-correction, and use dictionaries frequently etc.

  6. Simulation in Undergraduate Psychiatry: Exploring the Depth of Learner Engagement.

    Science.gov (United States)

    Abdool, Petal S; Nirula, Latika; Bonato, Sarah; Rajji, Tarek K; Silver, Ivan L

    2017-04-01

    Simulation-based methodologies are increasingly used in undergraduate medical education to expand students' exposure to complex clinical scenarios. Engagement of students in these simulation-based methodologies is a key determinant of their success in learning. Thus, the authors conducted a systematic review to (1) identify simulation methods in use within the undergraduate psychiatry curriculum and (2) assess learner engagement using these methods. Following a PRISMA methodology, the authors searched MEDLINE, ERIC, and PsychINFO databases from 1977 to 2015. Studies applying simulation in undergraduate psychiatric education were reviewed. The depth of learner engagement was assessed using Kolb's four-stage learning cycle. Of 371 publications identified, 63 met all the inclusion criteria: 48 used standardized patients and 16 used online or virtual learning case modules. Only one study used high fidelity mannequins. Three studies satisfied multiple stages in Kolb's Learning Cycle, including a single study that addressed all four domains. Despite the varied uses of simulation across other health disciplines, there were few novel or innovative uses of simulation in undergraduate psychiatric education since the last review in 2008. Expanding on the use of simulation to improve communication, build empathy, and decrease stigma in psychiatry is essential given the relevance to all facets of medical practice. Given the complexity of psychiatry, simulation interventions should extend beyond communication scenarios. Medical students need more opportunities to reflect and debrief on simulation experiences and integrate learning into new contexts. Faculty development should focus on these novel approaches to simulation to deeply engage learners and enhance outcomes.

  7. THE USE OF FACEBOOK FOR ONLINE DISCUSSIONS AMONG DISTANCE LEARNERS

    Directory of Open Access Journals (Sweden)

    Tina LIM

    2010-10-01

    Full Text Available With the advent of Web 2.0 tools, educators are looking to these new technological tools to examine its potential in enhancing teaching and learning. While its runaway success as a social networking tool is now renowned, the use of Facebook for educational purposes may be considered still at its infancy stage. This paper describes the use of Facebook as a platform for academic discussions among distance learners. It offers a glimpse into how mobile learning via SMS together with Facebook was used to support and enhance the blended learning approach at Open University Malaysia for three courses: Learning Skills for Open and Distance Learners, Company Law and Renal Nursing. Data on user interactions collected were from the “Page Insights” tools available to Page administrators for the whole duration of a course semester. Facebook interactions examined include total number of fans, total interactions, interactions per post, post quality and unique page views. Findings indicate that Facebook does have the potential to draw distance learners to engage in meaningful academic conversations but the quantity and quality of posts very much depends on the timing as well as the topics of discussion.

  8. English Language Learners interactions with various science curriculum features

    Science.gov (United States)

    Norland, Jennifer Jane

    2005-12-01

    The purpose of this study was to examine the interactions of eighth grade English Language Learners in an inclusive science classroom. There is a paucity of research in this area. Central to this study was the students' perceptions and interactions with five different science curriculum features; teacher presentation and guided notes, worksheets, homework, labs, and practice and review activities. The student participants were English Language Learners from two language proficiency levels and the teacher was a provisionally licensed first year science teacher. The aggregate data included individual interviews with the students and teacher, classroom observations, and the collection of classroom artifacts. The findings revealed: (a) students' comprehension of the material was inconsistent throughout all of the curriculum features and differences were observed not only between but also within the two proficiency levels; (b) classroom organizational issues created challenges for both the teacher and the students; (c) off task behavior was most prevalent during the teacher's one-to-one instruction and interfered with learning; (d) differences between levels of language proficiency were observed among students who preferred to work independently and were comfortable asking the teacher for assistance and the students who preferred working with and receiving assistance from peers; and (e) language proficiency rather than cultural differences appeared to be the greatest barrier to classroom success. Overall, English language proficiency was a crucial determinant in the English Language Learners success in the inclusive classroom. Additionally, implications suggest that a limited teaching skill set could adversely affect the success of students in inclusive classrooms.

  9. Relatively high rates of G:C → A:T transitions at CpG sites were observed in certain epithelial tissues including pancreas and submaxillary gland of adult big blue® mice.

    Science.gov (United States)

    Prtenjaca, Anita; Tarnowski, Heather E; Marr, Alison M; Heney, Melanie A; Creamer, Laura; Sathiamoorthy, Sarmitha; Hill, Kathleen A

    2014-01-01

    With few exceptions, spontaneous mutation frequency and pattern are similar across tissue types and relatively constant in young to middle adulthood in wild type mice. Underrepresented in surveys of spontaneous mutations across murine tissues is the diversity of epithelial tissues. For the first time, spontaneous mutations were detected in pancreas and submaxillary gland and compared with kidney, lung, and male germ cells from five adult male Big Blue® mice. Mutation load was assessed quantitatively through measurement of mutant and mutation frequency and qualitatively through identification of mutations and characterization of recurrent mutations, multiple mutations, mutation pattern, and mutation spectrum. A total of 9.6 million plaque forming units were screened, 226 mutants were collected, and 196 independent mutations were identified. Four novel mutations were discovered. Spontaneous mutation frequency was low in pancreas and high in the submaxillary gland. The submaxillary gland had multiple recurrent mutations in each of the mice and one mutant had two independent mutations. Mutation patterns for epithelial tissues differed from that observed in male germ cells with a striking bias for G:C to A:T transitions at CpG sites. A comprehensive review of lacI spontaneous mutation patterns in young adult mice and rats identified additional examples of this mutational bias. An overarching observation about spontaneous mutation frequency in adult tissues of the mouse remains one of stability. A repeated observation in certain epithelial tissues is a higher rate of G:C to A:T transitions at CpG sites and the underlying mechanisms for this bias are not known. Copyright © 2013 Wiley Periodicals, Inc.

  10. An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

    Science.gov (United States)

    Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

    2016-06-01

    We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

  11. Informing the Long-Term Learner Model: Motivating the Adult Learner (Phase 1)

    Science.gov (United States)

    2017-09-28

    Educational Psychologist . 2005;40(4):199–209. Bandura A. Self-efficacy: toward a unifiying theory of behavioral change. Psychological Review... Psychologist . 1989;277–306. McCrae R, John O. An introduction to the Five-Factor model and its’ application. J Personality. 1992;60(2):175–215. McCrae

  12. Pump apparatus including deconsolidator

    Energy Technology Data Exchange (ETDEWEB)

    Sonwane, Chandrashekhar; Saunders, Timothy; Fitzsimmons, Mark Andrew

    2014-10-07

    A pump apparatus includes a particulate pump that defines a passage that extends from an inlet to an outlet. A duct is in flow communication with the outlet. The duct includes a deconsolidator configured to fragment particle agglomerates received from the passage.

  13. An Investigation of Big Five and Narrow Personality Traits in Relation to Learner Self-Direction in Undergraduate Students

    Science.gov (United States)

    Kirwan, Jeral

    2014-01-01

    Self-direction in learning is a major topic in the field of adult learning. There has been extensive coverage of the topic by theorists, researchers, and practitioners. However, there have been few studies which look at learner self-direction specifically as a personality trait. The present study addresses the relationship between learner…

  14. Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity

    Science.gov (United States)

    Ortega, Gerardo; Morgan, Gary

    2015-01-01

    The present study implemented a sign-repetition task at two points in time to hearing adult learners of British Sign Language and explored how each phonological parameter, sign complexity, and iconicity affected sign production over an 11-week (22-hour) instructional period. The results show that training improves articulation accuracy and that…

  15. The Effect of Teaching Vocabulary through Semantic Mapping on EFL Learners' Awareness of the Affective Dimensions of Deep Vocabulary Knowledge

    Science.gov (United States)

    Nilforoushan, Somayeh

    2012-01-01

    This study focused on the effect of teaching vocabulary through semantic mapping on the awareness of two affective dimensions, evaluation and potency dimensions of deep vocabulary knowledge as well as the general vocabulary knowledge of EFL students. Sixty intermediate EFL female adult learners participated in this study; they were chosen among 90…

  16. Dynamic Learner Profiling and Automatic Learner Classification for Adaptive E-Learning Environment

    Science.gov (United States)

    Premlatha, K. R.; Dharani, B.; Geetha, T. V.

    2016-01-01

    E-learning allows learners individually to learn "anywhere, anytime" and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to…

  17. Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

    Science.gov (United States)

    Yang, Jinsuk; Rehner, Katherine

    2015-01-01

    This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

  18. Learner-Oriented Virtual Learning: A Booster to Primary School Learners

    Science.gov (United States)

    Singaravelu, G.

    2013-01-01

    The present study enlightens the impact of Learner- Oriented-Virtual Learning in enriching knowledge in Environmental Education at primary level.To achieve the expected competency in Biodiversity, various approaches were adopted in the class room transaction which were not fruitful. Hence the researcher practiced the Learner-Oriented-Virtual…

  19. ECG Rhythm Analysis with Expert and Learner-Generated Schemas in Novice Learners

    Science.gov (United States)

    Blissett, Sarah; Cavalcanti, Rodrigo; Sibbald, Matthew

    2015-01-01

    Although instruction using expert-generated schemas is associated with higher diagnostic performance, implementation is resource intensive. Learner-generated schemas are an alternative, but may be limited by increases in cognitive load. We compared expert- and learner-generated schemas for learning ECG rhythm interpretation on diagnostic accuracy,…

  20. Activity-based learner-models for Learner Monitoring and Recommendations in Moodle

    NARCIS (Netherlands)

    Florian, Beatriz; Glahn, Christian; Drachsler, Hendrik; Specht, Marcus; Fabregat, Ramón

    2011-01-01

    Florian, B., Glahn, C., Drachsler, H., Specht, M., & Fabregat, R. (2011). Activity-based learner-models for Learner Monitoring and Recommendations in Moodle. In C. D. Kloos, D. Gillet, R. M. Crespo Carcía, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on