Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.
Plavšic, Marlena; Dikovic, Marina
One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…
Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.
Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We
Stehle, Sebastian; Spinath, Birgit; Kadmon, Martina
Relating students' evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to…
Teaching chemistry to students with learning difficulties: exemplary adaptive instructional practices of experienced teachers. ... Arguably, today's science classrooms are witnessing a situation in which students experience a special learning ...
Chan, Zenobia C Y
Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.
The Illinois Initiative on Transparency in Learning and Teaching is a grassroots assessment project designed to promote students' conscious understanding of how they learn and to enable faculty to gather, share, and promptly benefit from data about students' learning by coordinating their efforts across disciplines, institutions, and countries.…
Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud
This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…
Cude, Brenda J.
Identifies situation in which consumers are likely to substitute rules of thumb for research, reviews rules of thumb often used as substitutes, and identifies teaching activities to help students learn when substitution is appropriate. (JOW)
Kienstra, Natascha; Imants, Jeroen; Karskens, Machiel; van der Heijden, Peter G M
An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students.
Perkins, Rosie; Aufegger, Lisa; Williamon, Aaron
Music is increasingly recognised as important in facilitating healthy ageing, yet little is known of what musicians themselves learn when they teach older adults. This article reports the practices of the "Rhythm for Life" project at the Royal College of Music in the UK, in which conservatoire students taught 10-week programmes of group…
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all…
This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...
Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…
Mohammadjani, Farzad; Tonkaboni, Forouzan
The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…
Jørgensen, Merete; Witt, Klaus; Fridorff-Jens, Peter Kindt
of a student includes a test-video of a consultation with the student in the doctor role, seeing a real patient, and the student´s skills in the subsequent analysis of the communication process according to its patientcentredness. The aim of the study is to measure the effect of adding access to 16 video cases......Teaching consultation skills to medical students using e-learning. Introduction: We have been teaching Family Medicine at the University of Copenhagen for more than twenty years. We wish to develop a method to evaluate the current teaching of consultation skills and the effect of new interventions...... of the ten items. The students were able to identify more elements in the test-video, related to patient function, to inform the patient properly, the use of summarizing and safety-netting Conclusion On-line video cases used interactively in the classroom sessions increase the students’ skills in analysing...
Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.
Full Text Available Purpose: disclosure of health-ways for teaching and learning of students. Material: analysis of the publications of domestic and foreign authors. Results: The article is devoted to the implementation of healthy way approach to the educational process, namely, the rational organization of training aimed at keeping the dynamics of human health, the prevention of mental fatigue and overload, increase adaptive reserves of the body of the person; intensification of teaching and learning of students (application-is controversial dialogue, training, game forms and methods of training, participation in project activities, the work of pedagogical workshops that stimulates emotional accommodation and understanding of knowledge, helps students acquire personal-relevant knowledge and experience; use of health effect of artistic and practical (music, painting activities of students. Conclusions: highlights the key towards the implementation of health-promoting approach to the educational process.
Gupta, Sanjay; Parekh, Utsav N; Ganjiwale, Jaishree D
Since decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions. This pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire. Students reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71-95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75-92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%). Innovations in teaching-learning are need of hour especially in subject like Forensic
Anderson, Lorin W.; Soctt, Corinne C.
Individual students tend to benefit differently from different teaching methods; however, when little or nothing is known of the entering students' characteristics regarding learning involvement, the high school teacher would be wise to use the classroom discourse method of teaching. (JD)
Full Text Available This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25 were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.
Linzi Kemp, PhD
Full Text Available This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a learning community approach to teaching, educators can ensure that students gain workplace skills such as collaboration, creativity, critical thinking, and problem solving. In this case study, it is shown how an active learning community, introduced into a blended teaching environment (face-to-face and virtual, effectively supported international undergraduates in the building of knowledge and workplace skills.
Jang, Hyungshim; Reeve, Johnmarshall; Halusic, Marc
We tested the educational utility of "teaching in students' preferred ways" as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study…
Daunt, Laura A; Umeonusulu, Patience I; Gladman, John R F; Blundell, Adrian G; Conroy, Simon P; Gordon, Adam L
computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.
Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer Model of Teaching, for deaf students are examined. Ausubel believes that complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on…
Smith, Wade Clay, Jr.
The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.
Haber-Curran, Paige; Tillapaugh, Daniel W.
Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students' reflective narratives, the authors explore students' experiences of and process of…
Ward, Christopher J.; Nolen, Susan B.; Horn, Ilana S.
Student teaching is contested ground for teacher candidates' learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates' learning. We use…
Full Text Available Learning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1 to investigate the learning styles and teaching techniques students from both countries preferred, 2 to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3 to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4 to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1 undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB, Thailand and Thai Nguyen University (TNU, Vietnam and 2 English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize
Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy
This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…
Limniou, M.; Smith, M.
The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.
Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…
Fatikhu Yatuni Asmara
Full Text Available Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003. There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process. Method: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process. Result: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material. Discussions: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method. Keywords: bedside
Punjani, Neelam Saleem
The heart of teaching learning philosophy is the concept of nurturing students and teaching them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke (1990) education is a practice of artful action where teaching learning process is considered as design and knowledge is considered as colours. Teaching…
Kovalenko Natalia A.
Full Text Available This article examines key styles of learning English as the second language, particularly for students from Asian-Pacific countries. It deals with the methods of improving their learning skills and abilities. The most traditional and popular ways of learning styles are pointed out. The authors also discuss teaching approaches for matching and interaction of learning styles in different cultures. The authors also discuss teaching approaches to matching and interaction of learning styles in different cultures.
Miller, Kelly Anne
The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to
McLelland, Gayle; McKenna, Lisa; French, Jill
Peer assisted learning (PAL) has been shown in undergraduate programmes to be as effective as learning from instructors. PAL is a shared experience between two learners often with one being more senior to the other but usually both are studying within the same discipline. Interprofessional education occurs when two or more professionals learn with, from and about each other. Benefits of PAL in an interprofessional context have not been previously explored. As part of a final year education unit, midwifery students at Monash University developed workshops for second year undergraduate paramedic students. The workshops focused on care required during and after the birth of the baby. To investigate the benefits of an interprofessional PAL for both midwifery and paramedic students. Data for this project were obtained by both quantitative and qualitative methods. Questionnaires were distributed to both cohorts of students to explore experiences of peer teaching and learning. Results were analysed using Statistical Package for Social Sciences (SPSS). Focus groups were conducted separately with both cohorts of students and transcripts analysed using a thematic approach. Response rates from the midwifery and paramedic students were 64.9% and 44.0% respectively. The majority of students regardless of discipline enjoyed the interprofessional activity and wanted more opportunities in their curricula. After initial anxieties about teaching into another discipline, 97.3 (n = 36) of midwifery students thought the experience was worthwhile and personally rewarding. Of the paramedic students, 76.9% (n = 60) reported enjoying the interaction. The focus groups supported and added to the quantitative findings. Both midwifery and paramedic students had a new-found respect and understanding for each other's disciplines. Midwifery students were unaware of the limited knowledge paramedics had around childbirth. Paramedic students admired the depth of knowledge displayed by the midwifery
Arthur, Peter G.; Zareie, Reza; Kirkwood, Paul; Ludwig, Martha; Attwood, Paul V.
Assessment is a central component of course curriculums and is used to certify student learning, but it can also be used as a tool to improve teaching and learning. Many laboratory courses are structured such that there is only a grade for a particular laboratory, which limits the insights that can be gained in student learning. We developed a…
Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…
Governor, Donna; Hall, Jori; Jackson, David
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…
Harper, Frances Kay
This dissertation builds on and extends research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice, complex instruction, and project-based learning, and students' learning and identity development. Although different in their structures and strategies, equity-minded mathematics…
Jacobs, J.C.; Luijk, S.J. van; Galindo-Garre, F.; Muijtjens, A.M.; Vleuten, C.P.M. van der; Croiset, G.; Scheele, F.
BACKGROUND: Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly.
Jacobs, J.C.G.; van Luijk, S.J.; Galindo Garre, F.; Muijtjens, A.M.M.; van der Vleuten, C.P.M.; Croiset, G.; Scheele, F.
Background: Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly.
Stultz, Sherry L.
Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…
Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…
Westerlund, Heidi; Partti, Heidi; Karlsen, Sidsel
This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and…
This small-scale study focused on the experiences of student teachers towards teaching practice in an open and distance learning (ODL) institution in South Africa. The sample consisted of 65 fourth year students enrolled for Bachelor of Education, specializing in secondary school teaching. The mixed-method research design consisting of…
Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi
Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201
Camille Kandiko Howson
Full Text Available This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to establish a student-engaged model of teaching observation in a United Kingdom context, but also to critically examine the ways in which student, faculty, and developer participants conceptualise student expertise in relation to learning and teaching. Concept-map mediated interviews with students and faculty in humanities and healthcare subjects elicited conceptions and comparative knowledge structures of pedagogical intelligence for the purposes of enhancing teaching practice. The outcomes of the study are considered in relation to the theorisation of student engagement with particular focus on perspectives of expertise and power relations.
Quezada, Reyes L.
Many universities provide overseas student teaching yet little is known as to what knowledge, skills, and dispositions university students have prior to arriving in their host country as well as after their return to their home country. This article considers several key issues and suggests factors that schools of education should consider when…
Dewi Nur Asyiah
Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.
Smith, Tracy Wilson; Colby, Susan A.
The authors have been engaged in research focused on students' depth of learning as well as teachers' efforts to foster deep learning. Findings from a study examining the teaching practices and student learning outcomes of sixty-four teachers in seventeen different states (Smith et al. 2005) indicated that most of the learning in these classrooms…
Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene
This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…
The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…
Bailey, Regina M.
In an information-saturated world, today's college students desire to be engaged both in and out of their college classrooms. This mixed-methods study sought to explore how replacing traditional teaching methods with engaged learning activities affects millennial college student attitudes and perceptions about learning. The sub-questions…
Bennett, Samuel Robert; Morris, Simon Rhys; Mirza, Salman
Teaching surgical skills is a labor intensive process, requiring a high tutor to student ratio for optimal success, and teaching for undergraduate students by consultant surgeons is not always feasible. A surgical skills course was developed, with the aim of assessing the effectiveness of undergraduate surgical peer-assisted learning. Five surgical skills courses were conducted looking at eight domains in surgery, led by foundation year doctors and senior medical students, with a tutor to student ratio of 1:4. Precourse and postcourse questionnaires (Likert scales 0-10) were completed. Mean scores were compared precourse and postcourse. Surgical skills courses took place within clinical skills rooms in the Queen Elizabeth Hospital Birmingham (UK). Seventy students (59 medical, 2 dental, and 9 physician associate students) from a range of academic institutions across the UK completed the course. There was an overall increase in mean scores across all eight domains. Mean improvement score precourse and postcourse in WHO surgical safety checklist (+3.94), scrubbing (+2.99), gowning/gloving (+3.34), knot tying (+5.53), interrupted sutures (+5.89), continuous sutures (+6.53), vertical mattress sutures (+6.46), and local anesthesia (+3.73). Peer-assisted learning is an effective and feasible method for teaching surgical skills in a controlled environment, subsequently improving confidence among healthcare undergraduates. Such teaching may provide the basis for feasibly mass-producing surgical skills courses for healthcare students. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Pandya, Radhika H; Shukla, Radha; Gor, Alpa P; Ganguly, Barna
The principles of bioethics have been identified as important requirements for training basic medical doctors. Till now, various modalities have been used for teaching bioethics, such as lectures, followed by a small case-based discussion, case vignettes or debates among students. For effective teaching-learning of bioethics, it is necessary to integrate theory and practice rather than merely teach theoretical constructs without helping the students translate those constructs into practice. Classroom teaching can focus on the theoretical knowledge of professional relationships, patient-doctor relationships, issues at the beginning and end of life, reproductive technologies, etc. However, a better learning environment can be created through an experiencebased approach to complement lectures and facilitate successful teaching. Engaging students in reflective dialogue with their peers would allow them to refine their ideas with respect to learning ethics. It can help in the development both of the cognitive and affective domains of the teaching of bioethics. Real-life narratives by the interns, when used as case or situation analysis models for a particular ethical issue, can enhance other students' insight and give them a moral boost. Doing this can change the classroom atmosphere, enhance motivation, improve the students' aptitude and improve their attitude towards learning bioethics. Involving the students in this manner can prove to be a sustainable way of achieving the goal of deep reflective learning of bioethics and can serve as a new technique for maintaining the interest of students as well as teachers.
McKnight, Katherine; O'Malley, Kimberly; Ruzic, Roxanne; Horsley, Maria Kelly; Franey, John J.; Bassett, Katherine
A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research.…
Felder, E; Fauler, M; Geiler, S
Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.
Stirling, Bridget V
Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.
Kawalkar, Aisha; Vijapurkar, Jyotsna
We present an analysis of students' reflective writing (diaries) of two cohorts of Grade 8 students, one undergoing inquiry and the other traditional science teaching. Students' writing included a summary of what students had learned in class on that day and their opinions and feelings about the class. The entries were analysed qualitatively and quantitatively. This analysis of students' first-person accounts of their learning experience and their notes taken during class was useful in two ways. First, it brought out a spectrum of differences in outcomes of these two teaching modes-conceptual, affective and epistemic. Second, this analysis brought out the significance and meaning of the learning experience for students in their own words, thus adding another dimension to researchers' characterisation of the two teaching methods.
Tutkun, Omer F.
The purpose of this study was to determine the awareness among students and levels regarding student access, use, and knowledge sharing during the teaching-learning process. The triangulation method was utilized in this study. The population of the research universe was 21,747. The student sample population was 1,292. Two different data collection…
To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…
Ko, Wen-Hwa; Chung, Feng-Ming
The purpose of this study is to examine the effect of the teaching quality of culinary arts teachers and student learning satisfaction on the academic performance of hospitality students. This study surveys the students in hospitality departments at universities in Taiwan. A total of 406 (81.2%) valid questionnaires were received. Research results…
Full Text Available Introduction: The effect of teaching methods on learning process of students will help teachers to improve the quality of teaching by selecting an appropriate method. This study aimed to compare the team- based learning and lecture teaching method on learning-teaching process of nursing students in surgical and internal diseases courses. Method: This quasi-experimental study was carried on the nursing students in the School of Nursing and Midwifery in Yazd and Meybod cities. Studied sample was all of the students in the sixth term in the Faculty of Nursing in Yazd (48 persons and the Faculty of Nursing in Meybod (28 persons. The rate of students' learning through lecture was measured using MCQ tests and teaching based on team-based learning (TBL method was run using MCQ tests (IRAT, GRAT, Appeals and Task group. Therefore, in order to examine the students' satisfaction about the TBL method, a 5-point Likert scale (translated questionnaire (1=completely disagree, 2= disagree, 3=not effective, 4=agree, and 5=completely agree consisted of 22 items was utilized. The reliability and validity of this translated questionnaire was measured. The collected data were analyzed through SPSS 17.0 using descriptive and analytical statistic. Result: The results showed that the mean scores in team-based learning were meaningful in individual assessment (17±84 and assessment group (17.2±1.17. The mean of overall scores in TBL method (17.84±0.98% was higher compared with the lecture teaching method (16±2.31. Most of the students believed that TBL method has improved their interpersonal and group interaction skills (100%. Among them, 97.7% of students mentioned that this method (TBL helped them to understand the course content better. The lowest levels of the satisfaction have related to the continuous learning during lifelong (51.2%. Conclusion: The results of the present study showed that the TBL method led to improving the communication skills, understanding
Generation Y students (born after 1982) have developed a different set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. This article has two objectives: firstly to discuss the learning styles preferred by generation Y students in order to identify the effect of these preferences on tertiary ...
Rankin, Jean; Brown, Val
Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep
In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The
Luo, Hong; Wu, Cheng; He, Qian; Wang, Shi-Yong; Ma, Xiu-Qiang; Wang, Ri; Li, Bing; He, Jia
Along with the advancement of information technology and the era of big data education, using learning process data to provide strategic decision-making in cultivating and improving medical students' self-learning ability has become a trend in educational research. Educator Abuwen Toffler said once, the illiterates in the future may not be the people not able to read and write, but not capable to know how to learn. Serving as educational institutions cultivating medical students' learning ability, colleges and universities should not only instruct specific professional knowledge and skills, but also develop medical students' self-learning ability. In this research, we built a teaching system which can help to restore medical students' self-learning processes and analyze their learning outcomes and behaviors. To evaluate the effectiveness of the system in supporting medical students' self-learning, an experiment was conducted in 116 medical students from two grades. The results indicated that problems in self-learning process through this system was consistent with problems raised from traditional classroom teaching. Moreover, the experimental group (using this system) acted better than control group (using traditional classroom teaching) to some extent. Thus, this system can not only help medical students to develop their self-learning ability, but also enhances the ability of teachers to target medical students' questions quickly, improving the efficiency of answering questions in class.
VonDras, Dean D.
This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion…
This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…
As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…
Hunt, Maree J.; Macaskill, Anne C.
Taking an ethical approach to using nonhuman animals in teaching requires assessment of the learning benefits of using animals and how these compare to the benefits of alternative teaching practices. It is also important to consider whether students have ethical reservations about completing exercises with animals. We compared upper level…
This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding.
Lemos, Ana R; Sandars, John E; Alves, Palmira; Costa, Manuel J
The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer's dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers' espoused theories and theories-in-use. A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education.
Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip
This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.
Davidson, Sandra J; Candy, Laurie
Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.
Andréa R. dos S. Boettger Giardinetto
Full Text Available This paper has as subject autism, and sought to verify how the process of teaching and learning of students with autism occurs in a special education school. The Infantile Autism is today sorted as one of the “Global Developmental Disorders (PDD” and is characterized by a severe and global impairment in several areas of development, such as reciprocal social interaction skills, communication skills and presence of stereotypic behavior, interests and activities. This study aimed to identify the teaching methodology used with adolescents with autism in special education and see in what ways this methodology assists in the teaching and learning of these students. To this end, participated in this study a teacher, expert in this issue, and three students with autism in a Special Education School located within the State of São Paulo. For data collection, 19 observations of activities performed by students with autism in the classroom were conducted and a semi-structured interview with the specialized teacher was applied. The results revealed that the teacher mentioned above does not use any specific teaching methodology to assist in the teaching and learning of these students, although there are some specific methodologies for individuals with autism, which are used in special education schools. Thus, there is a gap in the teaching process on the part of the teacher and an uncertainty about the learning process of these students with autism in this institution.
Gopalan, Chaya; Klann, Megan C.
Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student…
R. P. J. C. Ramanayake; A. H. W. De Silva; D P Perera; R. D. N. Sumanasekara; R Gunasekara; P Chandrasiri
Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachmen...
Full Text Available The paper describes a system of teaching and learning strategies for pedagogical training of non-educational students. The modeling of teaching and learning strategies presented is the result of a research project carried out at the University of Camagüey; its results are being employed successfully. A full description of research methods, rationale, and each of the suggested strategies is provided.
Kandi, Venkataramana; Basireddy, Parimala Reddy
Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL
Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess
Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.
Roca, Judith; Reguant, Mercedes; Canet, Olga
Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.
Spafford, Marlee M.; Schryer, Catherine F.; Creutz, Stefan
Learning to counsel patients in a teaching clinic or hospital occurs in the presence of the competing agendas of patient care and student education. We wondered about the challenges that these tensions create for clinical novices learning to deliver bad news to patients. In this preliminary study, we audio-taped and transcribed the interviews of…
It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender, ability, learning styles, which are individual differences of the learners. An effective and productive learning-teaching process can be planned by considering these individual differences of the students. Since the learners' own…
Kane, Ruth G.; Maw, Nicola
Consulting students on their experiences of learning and teaching in schools, while signalled as a potentially valuable research practice fifteen years ago by Michael Fullan, is now gaining prominence in educational research within New Zealand. The "Making Sense of Learning at Secondary Schools" research began with the premise that to…
Morawski, Cynthia M.
With a perceptive eye cast on geoscience pedagogy for students labeled as disabled, Martinez-Álvarez makes important contributions to the existing conversation on placed-based learning. It is in our local backyards, from the corner basketball court, to the mud bank of a city lake, to the adjacent field where rocky outcrops spill down to a…
Sheridan, Lynnaire; Kotevski, Suzanne
This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. "Disabled People as Culturally Relevant Teachers." "Journal of Social Inclusion" 1 (1): 43-51] argument that the presence of people with a…
Roberto Flórez, Eliana Edith; Arias Rodríguez, Gladis Leonor
This article is the result of a research study that examined teachers and undergraduate students' stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to…
Pintrich, Paul R.
Develops a motivational science perspective on student motivation in learning and teaching contexts that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired…
Kellems, Ryan O.; Edwards, Sean
Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…
Qohar, Abdul; Sumarmo, Utari
This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium,…
Sivamalai, Sundram; Murthy, Shashidhar Venkatesh; Gupta, Tarun Sen; Woolley, Torres
Technology has revolutionised teaching. Teaching pathology via digital microscopy (DM) is needed to overcome increasing student numbers, a shortage of pathology academics in regional medical schools, and difficulties with teaching students on rural clinical placement. To identify whether an online DM approach, combining digital pathology software, Web-based slides and classroom management software, delivers effective, practical pathology teaching sessions to medical students located both on campus and on rural placement. An online survey collected feedback from fourth and fifth year undergraduate James Cook University medical students on the importance of 16 listed benefits and challenges of using online DM to teach pathology, via a structured five-point Likert survey. Fifty-three students returned the survey (response rate = 33%). Benefits of online DM to teach pathology rated as 'very important' or 'extremely important' by over 50% of students included: higher quality images; faster learning; more convenient; better technology; everyone sees the same image; greater accessibility; helpful annotations on slides; cost savings; and more opportunity for self-paced learning out-of-hours and for collaborative learning in class. Challenges of online DM rated as 'very important' or 'extremely important' by over 50% of students included: Internet availability in more remote locations and potential problems using online technology during class. Nearly all medical students welcomed learning pathology via online digital technology. DM should improve the quantity, quality, cost and accessibility of pathology teaching by regional medical schools, and has significant implications for the growing emphasis in Australia for decentralised medical education and rural clinical placements. © 2011 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.
Morawski, Cynthia M.
With a perceptive eye cast on geoscience pedagogy for students labeled as disabled, Martinez-Álvarez makes important contributions to the existing conversation on placed-based learning. It is in our local backyards, from the corner basketball court, to the mud bank of a city lake, to the adjacent field where rocky outcrops spill down to a forgotten farmer's field, that we find rich working material for connecting self and community, moving students' out-of-school experiences that feature their cultural and linguistic knowledge, from misconceptions to "alternative conceptions." Informed by her insights regarding the learning of students whose literacy does not match conventional classroom practice, geoscience learning in the place of third space can act as a model of meaning making across the entire curriculum. In the pages that follow, I transact, both aesthetically and efferently, with Martinez-Álvarez's text as she presents her research on special ways of learning in placed-based geoscience explorations with bilingual children experiencing disabilities.
Ford, Channing R.; Wilkins, Emily B.; Groccia, James E.
The role of peer teaching has long been established in academia as a means to foster student engagement in the classroom, increase student learning, and as a way to reduce faculty workload. This chapter highlights the direct and powerful positive impacts of engaging students as teachers upon the student providing the instruction, those receiving…
Alcota, Marcela; Muñoz, Andrea; González, Fermín E
The purpose of this educational intervention was to diagnose the learning style of a group of low marks (i.e., grades) dental students in Chile and improve their academic achievement by means of remedial teaching. The intervention group was composed of ten students in endodontics and eleven in pedodontics with low marks. These two groups were mutually exclusive. The Kolb test of learning styles was applied to the low mark students group and to the rest of the class (n=72). Diverse methodologies were applied to the low marks students, such as seminars, case-based learning and problem-based learning, directed study, plenary discussions and debate, integration and questions, and web-based learning in an effort to cover all learning styles. Students' perceptions of the educational intervention were assessed by means of a questionnaire. The learning styles of the low marks group were mainly divergent (52.4 percent) and convergent (19 percent). Accommodators and assimilators were 14.3 percent each. The rest of the class showed a very distinct frequencies distribution: divergent 18 percent, convergent 20 percent, accommodators 28 percent, and assimilators 34 percent. After the educational intervention, the mean of the scores obtained by the intervention group in formal evaluations was higher than the average scores obtained before the intervention for both courses. Students' perceptions of the activities were that they were effective for their learning process (76 percent) and that the teaching methodologies were useful mainly to clarify concepts and contents from both courses (82 percent). We can conclude that the use of diverse and participative teaching methodologies in a remedial teaching intervention, to cover all the different learning styles of the students, contributes to improve their marks in formal evaluations.
Mandeville, David; Stoner, Mark
The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…
Spafford, Marlee M; Schryer, Catherine F; Creutz, Stefan
Learning to counsel patients in a teaching clinic or hospital occurs in the presence of the competing agendas of patient care and student education. We wondered about the challenges that these tensions create for clinical novices learning to deliver bad news to patients. In this preliminary study, we audio-taped and transcribed the interviews of seven senior optometry students and six optometrist instructors at a Canadian optometry teaching clinic. The participants described their experiences in learning to deliver bad news. Using a grounded theory approach, our analysis was informed by situated learning and activity theory. Optometry students received formal classroom training regarding how to deliver bad news, including exposure to the medically-based six-step SPIKES protocol (Baile et al. The Oncologist, 5, 302-311, 2000). Yet, application of this protocol to the teaching clinic was limited by the lack of exposure most instructors had received to this strategy. Determinants of the students' complex learning process during their clinical apprenticeship, included: (i) knowing one's place, (ii) knowing one's audience, (iii) knowing through feedback, and (iv) knowing who speaks. The experiences of these participants pointed toward the need for: (1) more instructional "scaffolding" (Bruner and Sherwood Play: Its role in development and evolution, p. 280, 1976) in the clinical setting when the learning task is complex, and (2) explicit discussions about the impacts that unfold when the activities of patient care and student education overlap. We reflect on the possible consequences to student education and patient care in the absence of these changes.
Bellflower, Julie V.
Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit national goal, the purpose of this mixed methods study was to determine whether traditional teaching tools (notes, lecture, and textbook) or 21st century teaching tools (online tutorials, video games, YouTube, and virtual labs) lead to greater gains in students' science learning. Bruner's constructivist and Bandura's social cognitive theories served as the foundations for the study. Quantitative research questions were used to investigate the relationship between the type of teaching tools used and student learning gains. Quantitative data from students' pre and posttests were collected and analyzed using a dependent samples t-test. Qualitative data were collected through a focus group interview and participant journals. Analysis of the qualitative data included coding the data and writing a descriptive narrative to convey the findings. Results showed no statistically significant differences in students' science achievement: both types of teaching tools led to student learning gains. As a result, an action plan was developed to assist science educators in the implementation of traditional and 21st century teaching tools that can be used to improve students' science learning. Implications for positive social change included providing science educators with a specific plan of action that will enhance students' science learning, thereby increasing science scores on the state and other high stakes tests.
Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess
Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837
legal problems in small groups and the group-work is complemented by a web-based learning space, where the students have the opportunity to ask questions to the teacher. In this paper the motivation, challenges and experiences of introducing a new teaching strategy and pedagogical approach is presented.......In Aalborg, the law teachers have chosen to supply traditional lectures with case-based instruction focused on problem-based learning. The inspiration comes from the "seven jump step" of the Maastricht model, but it has been modified for the purpose of teaching law. The students work with specific...
Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah
Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.
West, Eva; Wallin, Anita
Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10-14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching-learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10-11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.
The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching…
Parinya S. Ngiamsunthorn
Full Text Available There are concerns of developing effective pedagogical practices for teaching mathematics for engineering students as many engineering students experience difficulties in learning compulsory mathematics subjects in their first and second years of the degree. This paper aims to investigate the effectiveness of using a variety of teaching and learning approaches including lecture based learning, activity based learning, e-learning via learning management system (LMS and practice or tutorial session in mathematics subjects for engineering students. This study was carried out on 160 students who need to enroll three basic mathematics subjects (MTH101, MTH102 and MTH201 for an engineering degree during academic year 2011 – 2012. The students were divided into three groups according to their majors of study. The first two groups of students were given a combination of various teaching approaches for only one semester (either MTH102 or MTH201, while the last group was given a combination of various teaching approaches for two semesters (both MTH102 and MTH201. To evaluate the effectiveness of teaching and learning, examination results, questionnaires on attitude towards teaching and learning, and a formal university teaching evaluation by students were collected and analyzed. It is found that different students perceive mathematics contents from different teaching methods according to their preferred learning styles. Moreover, most students in all groups performed at least the same or better in their final subject (MTH201. However, there is an interesting finding that low proficiency students in earlier mathematics subjects who received a combination of various teaching approaches for two semesters can improve their examination results better than other groups, on average. This is also reflected from an increasing average score on teaching evaluation from this group of students about teaching techniques.
(Mann, 2001. Developing effective collaborations between students and lecturers matters for SoTL practice, as such collaborations have the potential to transform teaching and learning in Higher Education, and develop further our understanding of learning (Werder & Otis, 2009.
Vizeshfar, Fatemeh; Torabizadeh, Camellia
The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.
Caroline Mary Hills
Full Text Available Generation Y or Millennials are descriptors for those born between 1982 and 2000. This cohort has grown up in the digital age and is purported to have different learning preferences from previous generations. Students are important stakeholders in identifying their preferred teaching and learning approaches in health professional programs. This study aimed to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. The review considered any objectively measured or self-reported outcomes of teaching and learning reported from Generation Y health professional student perspectives. In accordance with a previously published Joanna Briggs Institute Protocol, a three-step search strategy was completed. Two research articles (nursing and dental hygiene students and three dissertations (nursing were critically appraised. All studies were cross-sectional descriptive studies. A range of pedagogical approaches was reported, including lecture, group work, and teaching clinical skills. Based on the Joanna Briggs Institute levels of evidence, reviewers deemed the evidence as Level 3. Some generational differences were reported, but these were inconsistent across the studies reviewed. There is, therefore, insufficient evidence to provide specific recommendations for the preferred educational approaches of health professional students and further research is warranted.
The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to…
Full Text Available Writing plays an important role in teaching and learning foreign languages. Students that can write in a foreign language have to verify their grammar, lexical and semantic performance and it is the role of the teacher to assess if students have learned rules correctly. This is both important for their reading and speaking skills and in general students are tested through a writing test. Writing is now an object of research and it is generally accepted that teaching/ learning cannot be performed out of the communicative acts. Students are required to produce and interpret different documents such as leaflets, journal articles etc. in a foreign language, in this case in French. The idea is that if you want to own the writing competency, you have to know very well both the lingual and contextual structure. This paper is a based on a research conducted with the first year students, studying French at the “Alexander Xhuvani” University, Elbasan, Albania, taking in consideration the lingual, psychological and social factors that affect writing. From the conclusions was clear that students had difficulties in writing due to their limited lingual competencies that leads them to orthographical mistakes etc. We also noted that students are eager to acquire this competency because learning a language through writing does not merely mean to learn syntax but it also requires a de – contextualization and creating a chance for students to get in touch with everyday language texts.
Agius, Andee; Calleja, Neville; Camenzuli, Christian; Sultana, Roberta; Pullicino, Richard; Zammit, Christian; Calleja Agius, Jean; Pomara, Cristoforo
During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.
Hwang, Seong Su [The Catholic University of Korea, Suwon (Korea, Republic of)
I wanted to describe a method to create teaching movies with using screen recordings, and I wanted to see if self-learning movies are useful for medical students. Teaching movies were created by direct recording of the screen activity and voice narration during the interpretation of educational cases; we used a PACS system and screen recording software for the recording (CamStudio, Rendersoft, U.S.A.). The usefulness of teaching movies for seft-learning of abdominal CT anatomy was evacuated by the medical students. Creating teaching movie clips with using screen recording software was simple and easy. Survey responses were collected from 43 medical students. The contents of teaching movie was adequately understandable (52%) and useful for learning (47%). Only 23% students agreed the these movies helped motivated them to learn. Teaching movies were more useful than still photographs of the teaching image files. The students wanted teaching movies on the cross-sectional CT anatomy of different body regions (82%) and for understanding the radiological interpretation of various diseases (42%). Creating teaching movie by direct screen recording of a radiologist's interpretation process is easy and simple. The teaching video clips reveal a radiologist's interpretation process or the explanation of teaching cases with his/her own voice narration, and it is an effective self-learning tool for medical students and residents.
Hwang, Seong Su
I wanted to describe a method to create teaching movies with using screen recordings, and I wanted to see if self-learning movies are useful for medical students. Teaching movies were created by direct recording of the screen activity and voice narration during the interpretation of educational cases; we used a PACS system and screen recording software for the recording (CamStudio, Rendersoft, U.S.A.). The usefulness of teaching movies for seft-learning of abdominal CT anatomy was evacuated by the medical students. Creating teaching movie clips with using screen recording software was simple and easy. Survey responses were collected from 43 medical students. The contents of teaching movie was adequately understandable (52%) and useful for learning (47%). Only 23% students agreed the these movies helped motivated them to learn. Teaching movies were more useful than still photographs of the teaching image files. The students wanted teaching movies on the cross-sectional CT anatomy of different body regions (82%) and for understanding the radiological interpretation of various diseases (42%). Creating teaching movie by direct screen recording of a radiologist's interpretation process is easy and simple. The teaching video clips reveal a radiologist's interpretation process or the explanation of teaching cases with his/her own voice narration, and it is an effective self-learning tool for medical students and residents
Gopalan, Chaya; Klann, Megan C
Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.
Ghirardi, Marco; Marchetti, Fabio; Pettinari, Claudio; Regis, Alberto; Roletto, Ezio
A didactic sequence is proposed for the teaching of chemical equilibrium law. In this approach, we have avoided the kinetic derivation and the thermodynamic justification of the equilibrium constant. The equilibrium constant expression is established empirically by a trial-and-error approach. Additionally, students learn to use the criterion of…
This study examined the educational beliefs about teaching and learning of Chinese international and American-born graduate students in the disciplines of pure and applied sciences and mathematics at Auburn University by comparing their similarities and differences. The study reported (a) participants' demographic characteristics, (b) the dominant…
Adeyemi, T. O.
This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools in the State. This population was made up of 147 rural schools and 110 urban schools. It was also made up of 12 single sex…
AlAjmi, Maadi M.; Al-Dhafiri, Mohammed D.; Al-Shammari, Zaid N.
The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects,…
Spriggs, Amy D.; Gast, David L.; Knight, Victoria F.
The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on…
Nickerson, Michelle; Dammer, Harry
This research offers insight into what undergraduates at five Catholic colleges and universities learned about Catholic Social Teaching (CST) during their college experience. The study used a purposive sample of twenty-six personal interviews with students who were exposed to CST either in the classroom or through some co-curricular activity. The…
Grange, Christina; Miller, Antoinette
This paper demonstrates how partnering with digital storytelling initiatives, like the StoryCorps project, can yield fruitful service-learning opportunities, while also supporting innovative approaches for teaching students from a range of disciplines who are enrolled in Introduction to Psychology (PSYC 1101). While various pedagogical tools for…
Full Text Available Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs, often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1 TAs lack sufficient facilitation skills; 2 TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3 student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.
Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia
Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.
Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia
Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice. PMID:27158302
For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.
P. H. Patrio Chiu
Full Text Available A cloud-based teaching and learning platform, LectureTools, was piloted at City University of Hong Kong in the 2012-13 academic year. LectureTools is an online platform that provides a suite of cloud-based teaching and learning applications. It combines the functions of interactive presentation, real-time student response system, student inquiry and online note-taking synchronised with the presentation slides, into one cloud-based platform. A comprehensive study investigated the effectiveness of the platform for enhancing student motivation among graduate (n=158 and undergraduate (n=96 students. Both groups of students reported enhanced motivation when using LectureTools. The scores on all six learning motivation scales of the Motivated Strategies for Learning Questionnaire, a psychometric instrument based on the cognitive view of motivation, increased when students engaged with the tool in class. Those who used the tool scored significantly higher on intrinsic goal orientation than those who did not use the tool. The students’ quantitative feedback showed that they found the tool useful and that it improved their motivation. Qualitative feedback from the instructors indicated that the tool was useful for engaging passive students. They reported that the most useful function was the interactive online questions with real-time results, while the in-class student inquiry function was difficult to use in practice.
Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion
The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.
Full Text Available This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well. The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74
Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J
In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.
Castrillo Duarte, Óscar Mario
This paper brings together the experiences of research conducted with college students doing time at the Liberia Criminal Center, as support to the course of Mathematics for Administrators II of Universidad Estatal a Distancia (UNED). The problems they face are: lack of teaching resources, inadequate infrastructure, and lack of mentoring to provide them with meaningful learning. The commitment of the researcher was to provide support to the students in the course, through a participatory and ...
Goswami, Binita; Jain, Anju; Koner, Bidhan Chandra
The thrust for postgraduate teaching should be self-directed learning with equal participation by all students in academic discussions. Group discussions involve conduction of the discourse by a leader who guides the discussion as well as points out any wrong information. This discourages quieter students from participation with the fear of rebuke. Brainstorming is devoid of all such fallacies with no judgment and reprimand. The aim of this study was to use brainstorming as a teaching-learning tool among postgraduate students of medical biochemistry. The project was commenced after due approvals from the research and ethical committee. The participants were enrolled after informed consent and sensitization. All the pro forma and questionnaires were duly validated by experts. After piloting and incorporation of the suggestions for improvisation, the main sessions were planned and implemented. The response was judged by posttest scores and feedback forms. There was an improvement of understanding of the biochemical concepts as assessed by the posttest scores and solving of a similar clinical problem. The students expressed satisfaction with the conduction, timing, and discussion of the clinical problems. The drawbacks of traditional teaching as expressed during the feedback stage were also taken care of by the brainstorming sessions. Our project made the students and the faculty aware about the utility of brainstorming for teaching purposes in medical education which till now was considered efficacious only for troubleshooting in advertising and management institutions. The students were satisfied with this technique for understanding of biochemical concepts.
This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.
Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J
The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.
Horspool, Agi; Lange, Carsten
This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…
This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…
Full Text Available Development of current society requires integration of information technology to every sector, including education. The idea of adaptive teaching in e-learning environment is based on paying attention and giving support to various learning styles. More effective, user friendly thus better quality education can be achieved through such an environment. Learning can be influenced by many factors. In the paper we deal with such factors as student’s personality and qualities – particularly learning style and motivation. In addition we want to prepare study materials and study environment which respects students’ differences. Adaptive e-learning means an automated way of teaching which adapts to different qualities of students which are characteristic for their learning styles. In the last few years we can see a gradual individualization of study not only in distance forms of study but also with full-time study students. Instructional supports, namely those of e-learning, should take this trend into account and adapt the educational processes to individual students’ qualities. The present learning management systems (LMS offers this possibility only to a very limited extent. This paper deals with a design of intelligent virtual tutor behavior, which would adapt its learning ability to both static and dynamically changing student’s qualities. Virtual tutor, in order to manage all that, has to have a sufficiently rich supply of different styles and forms of teaching, with enough information about styles of learning, kinds of memory and other student’s qualities. This paper describes a draft adaptive education model and the results of the first part of the solution – definition of learning styles, pilot testing on students and an outline of further research.
José Roberto Bittencourt Costa
Full Text Available The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED, and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE, promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS. In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL. Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.
Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel
To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.
R. P. J. C. Ramanayake
Full Text Available Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Results: Completed questionnaires were returned by 114(99% students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1% followed by learning from patients(91.2%, debate(87.6%, seminar(87.5% and small group discussions(71.9%. They were highly satisfied with the opportunity they had to develop communication skills (95.5% and presentation skills (92.9%. Lesser learning opportunity was experienced for history taking (89.9%, problem solving (78.8% and clinical examination (59.8% skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62% and availability of clinical equipment (53% were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Conclusions: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.
Ramanayake, R P J C; De Silva, A H W; Perera, D P; Sumanasekara, R D N; Gunasekara, R; Chandrasiri, P
Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.
Julio Antonio Conill Armenteros
Full Text Available The drawing constitutes a means through which the child expresses the level of physical, mental, emotional and creative development achieved and plays an important role in the plastic expression. The study took into account the identification of needs in the teaching - learning process of plastic expression in students with Down syndrome, for which a didactic strategy was designed that contains actions of a teaching nature and establishes interdisciplinary links between the different subjects of the curriculum. The investigative process was conducted on a dialectical-materialist basis and methods were used at the theoretical, empirical and statistical-mathematical levels, such as: documentary analysis, interview, drawing technique, among others. Five students with Down syndrome participated in the study of the special school "28 de Enero" of Pinar del Río and the instructor who directs the workshops of creation of Plastic Arts. The investigations allowed to determine the regularities that distinguish the process of teaching - learning of the plastic expression in these students, as well as the needs of the Plastic Arts instructor for the conduction of said process. The didactic strategy allowed the process of teaching - learning of the plastic expression to encourage creativity and the development of motor skills, from the projection of actions that contribute to the diagnosis and treatment of this process in order to achieve the maximum integral development possible and the preparation for the independent adult life of the school student with Down syndrome.
Bonney, Kevin M
Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.
Kevin M. Bonney
Full Text Available Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.
Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte
OBJECTIVES: The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students......' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. METHODS: The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed...
Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie
The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.
Brannagan, Kim B; Dellinger, Amy; Thomas, Jan; Mitchell, Denise; Lewis-Trabeaux, Shirleen; Dupre, Susan
Peer teaching has been shown to enhance student learning and levels of self efficacy. The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment. This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education. Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study. This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined. Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors. The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer
Tagoe, Michael A.
Universities all over the world are undergoing change to improve teaching, learning and service. These changes have been motivated by call for universities to connect more to communities to address their problems. One of the means of ensuring that universities and communities engage mutually in a partnership where students, faculty and community…
Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz
' satisfaction in blended learning method was higher than lecture method. The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students' knowledge, satisfaction and attention.
Felder, E.; Fauler, M.; Geiler, S.
Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but…
Al-Neklawy, Ahmed Farid
Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.
Paul F. Wimmers
Full Text Available As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.
The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry's exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualit...
The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualit...
The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualit...
Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.
This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to molecular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students. PMID:25452487
This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures…
Ramalho, Alan Saito; Silva, Felipe Duarte; Kronemberger, Tatiana Barboza; Pose, Regina Albanese; Torres, Marcelo Luis Abramides; Carmona, Maria José Carvalho; Auler, José Otávio Costa
Academic leagues have been consolidated as instruments of medical teaching and for the introducing of medical students to practice of specialties, including anesthesiology. As the role of leagues in the development process of competencies and learning of their students is not well known, the learning of members of an anesthesiology academic league was evaluated after participating in its activities for one year. Students of an anesthesiology academic league were followed up from March to December 2010 and evaluated through objective cognitive tests of multiple choice applied before the beginning of activities and after their conclusion. Attendance in activities and epidemiologic profile of students were correlated with the tests results. Twenty medical students from 3rd to 6th year were analyzed, with an average age of 22.8 (21-26) years. The average participation in the proposed activities was 10.4/13 (80%). The average of right answers on the first test was 8.1/17 (47.6%), and 3rd year students had lower grades (pperformance (pevaluation tests, suggesting that the league is a useful teaching instrument that can provide improved learning of anesthesiology. Participation in activities was connected with improved performance. Activities developed in leagues may have a positive role in students' academic education, more specifically in this article, in anesthesiology. Copyright © 2012 Elsevier Editora Ltda. All rights reserved.
This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…
Dauda, Bala; Jambo, Hyelni Emmanuel; Umar, Muhammad Amin
This study examined students' perception of factors influencing teaching and learning of mathematics in senior secondary schools in Maiduguri Metropolis of Borno State, Nigeria. The objectives of the study were to determine the extent to which students perceived: qualification, method of teaching, instructional materials and attitude of both…
Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed
Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.
Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar
The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.
Isabel Mesquita, Patrícia Coutinho, Luciana De Martin-Silva, Bruno Parente, Mário Faria, José Afonso
Full Text Available This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality.
Stephens, Andrew G.
The purpose of this qualitative study is to investigate how teachers who have been identified as high level integrators of technology (specifically laptop technology) perceive their journey to integration, the impact of it on their teaching pedagogy, and the impact of it on student learning. Constructivist Theory informed the interpretations of…
As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…
and interview a representative of a public or private sector company and work out a written case. 230 students are organized in 46 groups of five students. All groups belong to a cohort of nine or ten groups, and five instructors work as facilitators in the cohorts. Instructor cohort are integrated...... in the lecturing design, and instructors act as process consultants as well as traditional expert students. Each week focus on a theoretical theme from the course curriculum and is designed as an interplay between lecturing, student teamwork, student peer inquiry, and student-teacher summaries. Throughout...
Ikke Dewi Pratama
Full Text Available Cross Cultural Understanding (CCU is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT. Keywords: language, culture, strategies, media, ELT
Barnes, Michelle M.
This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…
Paula Cristina Cristina de Oliveira Vons
Full Text Available Inclusive educational workshops can be used as teaching strategies for deaf students to integrate into society, allowing who are beneficiaries of diversified teaching methods, encouraging them to become active citizens in their rights and duties according to their potential. In order to build knowledge collectively, inclusive educational workshops were developed as the project methodology "The Natural Science Museum Goes to School: a proposal for inclusive education", which aimed to raise awareness among deaf students of the School of Special Education Helen Keller Caxias do Sul / RS on the importance of environmental preservation. The workshops allowed autonomy in the construction of knowledge as related theory with practice, creating situations where students stopped being only learning receivers. Workshops were held as hanging garden, environmental commitment, sensory garden, animals in origami, green puppet, puppet fish and terrarium. Participated in these activities students from 1st to 9th grades of elementary school and adult education, covering 102 participants. During the workshops inquiries were carried out, encouraging students to share prior knowledge with colleagues and enabling these acquire new environmental information, making meaningful learning. Pedagogical workshops should be used as support tools in the classroom, and worked in continuous and interdisciplinary way. As a result, deaf students feel valued and producers of their knowledge and will experience different activities recognizing the importance of learning to their daily lives.
Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.
The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the
Berntsen, Karin; Bjørk, Ida Torunn; Brynildsen, Grethe
Background: Nursing students hesitate to choose aged care as a career, and the aged care sectors are on an edge regarding nursing positions. Clinical learning environments may influence nursing students’ career choices. Few studies have explored learning environments in nursing homes, although students increasingly have placements there. Objectives: The aim was to produce information for developing nursing students’ learning opportunities in nursing homes. Design: A cross-sectional survey des...
Hamza, Muhammad; Inam-Ul-Haq; Hamid, Sidra; Nadir, Maha; Mehmood, Nadir
The vagueness surrounding "learning style-teaching mode mismatch" makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2 nd year medical students. A total of 102 2 nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test. Pragmatists had the lowest total physiology score ( P styles of learning ( P = 0.9). No student scored below 60%. This study demonstrated that the effect of moderate teaching-learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style-teaching mode mismatch is not harmful for learning.
Ibrahim, Mohammed Sani; Ghavifekr, Simin; Ling, Sii; Siraj, Saedah; Azeez, Mohd Ibrahim K.
This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers' commitment towards organization, teaching profession, and students' learning. A quantitative survey method was applied, and four broadly hypothesized…
Wetzel, James N.; And Others
Reports the results of a study that examined the influence of learning and teaching styles on changes in student achievement in economics and attitude toward economics among undergraduates enrolled in an introductory economics course. (AM)
Barakova, E.I.; Hu, J.
The present day society requires specialists with multidisciplinary knowledge and skills. We discuss the possibilities to educate professionals that design intelligent products and systems as a result of a competency based education. In particular this paper features a teaching method that makes the
Full Text Available The purpose of this research is for helping students to improve their academic writing skills by changing the existing strategies which were considered ineffective at solving this kind of problem. This research was about how to improve student’s academic writing skills through contextual teaching and learning. The clientele of this research was the students of Civil Engineering Department of Bosowa University of Makassar. To gain the final result in this research there are three periods were needed. The result for the first period is only 26.67% or only 8 from 30 students could pass the standard qualifying. The students which passed the standard qualifying becomes 80% from 30 students in next period and in the final period the result was already succeeded, all of the students could pass the standard qualifying. Those experiments prove that this research showed that contextual teaching and learning effects can be used in helping students improve their academic writing skills. This research recommends the lecturer to conduct intensive training in the process of planning to write, the evaluation of sources of references, and the development of writing based on academic writing strategy.
Watt, Sarah J; Watkins, Jessie R; Abbitt, Jason
This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data. © Hammill Institute on Disabilities 2014.
Brown, Karen M; Bright, Leslie M
Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.
Missingham, Dorothy; Matthews, Robert
This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.
Vesnina, L. E.
The article describes a lesson "My Family and I" for elementary level students learning Russian as a foreign language. This topic is the first in the academic subject Russian Vocabulary. The article sums up the experience of teaching this subject to Chinese students learning Russian at the Ural State Pedagogical University. The content and the aims of the lesson "My Family and I", as well as the subject Russian Vocabulary, are based on the communicative approach to teaching Russian as a forei...
Smilanich, Brad; Lafreniere, Nicole
The authors provide a rationale for the critical study of film texts in the English language arts. For struggling or reluctant students, film offers an accessibility that the printed text may not. Students who are intimidated by, or impeded from, accessing print text are able to discuss film with acuity and insight. The study of visual texts can…
Bradford, Jennifer; Mowder, Denise; Bohte, Joy
The current project conducted an assessment of specific, directed use of student-centered teaching techniques in a criminal justice and criminology research methods and statistics class. The project sought to ascertain to what extent these techniques improved or impacted student learning and engagement in this traditionally difficult course.…
Aljraiwi, Seham Salman
The current study proposes web applications-based learning environment to promote teaching and learning activities in the classrooms. It also helps teachers facilitate learners' contributions in the process of learning and improving their motivation and performance. The case study illustrated that female students were more interested in learning…
Governor, Donna; Hall, Jori; Jackson, David
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.
Ludwig, B; Bister, D; Schott, T C; Lisson, J A; Hourfar, J
Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A
Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully
Smith, Kasee L.; Rayfield, John
Student teaching as the culminating experience of a teacher preparation program has been shown to be of great importance in the preparation of pre-service agricultural educators (Harlin, Roberts, Mowen, Edgar, & Briers, 2007; Roberts, Mowen, Edgar, Harlin, & Briers, 2007; Kitchel & Torres, 2006, 2007; Myers & Dyer, 2004). Kolb's…
Dekker, Sanne; Jolles, Jelle
This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence.
Bleiker, Jill, E-mail: email@example.com [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom); Knapp, Karen M.; Frampton, Ian [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom)
Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.
Bleiker, Jill; Knapp, Karen M.; Frampton, Ian
Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.
Qohar, Abdul; Sumarmo, Utari
This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learn...
It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.
Sitton, Jennifer Susan
Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys
Lidar, Malena; Lundqvist, Eva; Östman, Leif
The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.
Noland, Aaron; Richards, Keith
Transformational leadership is a well-documented and validated leadership perspective studied in management and organizational contexts that has recently been applied to the instructional context. The current study predicted a positive relationship between teacher transformational leadership and learning, and motivation. A population of 273…
Akben-Selcuk, Elif; Altiok-Yilmaz, Ayse
This study assessed financial literacy and its correlates among Turkish college students, with special emphasis on the role of formal education, learning approaches, and parental influences. Financial literacy was measured by the College Student Financial Literacy Survey, which assesses knowledge in four areas: general financial management, saving and borrowing, insurance, and investing. 853 Turkish university students were administered the survey (416 men, 437 women; M age = 20.3 yr., SD = 0.6). The mean percentage of correct responses was 45% (SD = 12.8%). Regression results showed that formal finance education in college, a deep approach to learning, and direct financial teaching by parents were significantly associated with higher financial literacy scores.
Donohue, Chip; Fox, Selena; LaBonte, Monica
Online courses, credentials, and degree programs in early childhood education have become a significant way to deliver teacher education and professional development. Online students have many choices and can access training and courses with few, if any, limitations of times and distance. Much has been written about how to design and deliver…
Jacobs, J.C.G.; Luijk, S.J. van; Vleuten, C.P.M. van der; Kusurkar, R.A.; Croiset, G.; Scheele, F.
BACKGROUND: Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school
Jacobs, Johanna C G; van Luijk, Scheltus J; van der Vleuten, Cees P M; Kusurkar, Rashmi A; Croiset, Gerda; Scheele, Fedde
Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How? Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis. Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'. Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.
Dandy, Kristina L.; Bendersky, Karen
Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning--including the definition of learning, which most hinders learning and where learning…
Day-Black, Crystal; Merrill, Earline B; Konzelman, Lois; Williams, Tammie T; Hart, Natalie
Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes.
Full Text Available Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were pre-service Mathematics students who were enrolled for a Mathematics module at a South African university. The research instruments were an open question and a semi-structured interview schedule. Saxe's framework was used to analyse the data. Some benefits of mathematics software were found to be the provision of different representations, dynamic visualisation of concepts and variation in mathematical situations. It was also found that students used technology more often in their own learning than in their teaching, because the schools did not have many resources. It is recommended that the education department prioritise the provision of specialist mathematics software that can be used to improve learning outcomes in mathematics.
Anderson, Alecia D.; Hunt, Andrea N.; Powell, Rachel E.; Dollar, Cindy Brooks
The authors discuss the relationship between teaching transparency and active learning through the perspectives of their students. Active learning directly engages students in the learning process while transparency involves the instructor's divulgence of logic regarding course organization and activity choices. After utilizing these teaching…
Marisa Laporta Chudo; Maria Cecília Sonzogno
Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased ...
Rosa M. Alvarez-Bell
Full Text Available When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.
Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves.
Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima
Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.
Ubonwan Leawudomchai; Kittima Panprueksa; Somsiri Singlop; Thanawuth Latwong
The objectives of this research were to study learning achievement and learning behavior in Biology on “genes and chromosomes” using storyline teaching for 12th grade students. The sample for this research consisted of 36 twelfth grade students from Piboonbumpen Demonstration School in the first semester of 2014. The sample was randomly selected for the experimental group using cluster random sampling. The research instruments were the lesson plans using storyline teaching on g...
This research aims to explain the influence of teacher's teaching methods and learning environment to the learning achievement in class XI with the competency of accounting expertise to the subjects of craft and entrepreneurship, according to the students, the subject was very heavy and dull. The population in this research are students in class…
This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…
Full Text Available At the University of Pretoria in South Africa, the teaching personnel decided to implement, in addition to the conventional teaching approach, an unconventional approach towards teaching entrepreneurship. The approach is unconventional in the sense that it differs from the norm or standard classroom teaching. The third-year entrepreneurship course is enriched with an assignment to start and grow an actual business. The purpose of this assignment is not only the practical application of the theory taught, but also to provide an opportunity for the student to start a business in a protected environment in order to break down any psychological barriers such as fear of failure. The lecturer guides the students through the entrepreneurial process, from finding an idea to organising the business. This paper evaluates the learning experience of the students exposed to the unconventional teaching approach. Preliminary observations suggest that the students acquired business skills and knowledge about the entrepreneurial process and created potentially sustainable, profitable business ventures in the class situation, despite coming from different fields of reference and different syllabi. This would seem to suggest that the practical teaching approach towards entrepreneurial learning created the conditions for these achievements. Key words and phrases: entrepreneurial education, entrepreneurial learning, innovative learning methods, student business ventures, start-ups
Zabit, Mohd Nazir Md
This review forms the background to explore and to gain empirical support among lecturers to improve the students' critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in…
Shepley, Collin; Lane, Justin D.; Gast, David L.
A multiple probe design across behaviors was used to evaluate the effectiveness of a SMART Board used in conjunction with teacher delivered constant time delay (CTD) to teach environmental text to three young students with disabilities and minimal group learning experience during small group direct instruction. Observational learning, instructive…
Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa
This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.
Vicenta Rocío Piguave Pérez
Full Text Available The objective of this work is to place the importance of creativity development for students into university contexts, therefore a diagnosis of the issue is presented in the students who aspire to reach higher levels of personal development and emotional health in social environments increasingly complex and competitive, to the demands of the entrepreneurial sector towards professionals in order to solve in an original and independent way, the decision-making processes, products and innovative services generation that solve problems on the field as a way to improvetheir quality of life. This study was conducted with students from «Universidad Laica Eloy Alfarode Manabí» in the career of Commercial Engineering, through a survey and additionally interviews were conducted to professors to supplement the information gathered by the survey. The synthesis of the results and recommendations are presented for routing teaching tasks placing the professor as the main promoter ofcreativity from the learning process.
Ramm, Dianne; Thomson, Anna; Jackson, Andrew
The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.
Khoo, H E
The medical faculty in the National University of Singapore started in 1905 but the Chair in Biochemistry was only established in 1927. For many years the biochemistry course consisted of the teaching of the organic chemistry of substances of physiological importance, nutrition, metabolism and hormones. In 1961, clinical biochemistry was introduced and in the 1980s, genetics and molecular biology were included. By then, most of the organic chemistry content had been removed as greater emphasis was placed on clinical correlation. Laboratory classes consisted of mock glucose tolerance tests and the measurement of various enzymes. By the 1990s, students were no longer interested in such practical classes, so a bold decision was made around 1995 to remove laboratory classes from the curriculum. Unfortunately, this meant that the medical students who might have been interested in laboratory work could no longer do such work. However, the new curriculum in 1999 gave the department an opportunity to offer a laboratory course as an elective for interested students. This new curriculum adopted an integrated approach with Genetics being taught as part of Paediatrics, and a new module (Structural and Cell Biology) comprising aspects of cell biology and biochemistry was introduced. This module is currently taught by staff from Anatomy, Physiology and Biochemistry. Some biochemistry content is now incorporated into the clinical problem scenarios of problem-based learning such as jaundice, diabetes mellitus, anorexia nervosa, etc. So the evolution of teaching biochemistry to medical students in Singapore has paralleled worldwide trends and moved from the didactic teaching of organic chemistry of biomolecules to problem-based learning using clinical cases.
Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf
The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…
The objective of this research was to discover the effect of teaching methods and learning styles on the student's ability to write essays. This study was conducted in elementary school in East Jakarta. The population of this studies was 3rd-grade elementary school students who study in East Jakarta. Samples were taken with stratified cluster…
Kilinç, Hasan Huseyin
The purpose of this study is to determine the opinions of Master students about the learning program in the field of teaching Turkish to foreigners. In the study, case study design which is one of the qualitative research methods was used. The population of the study consists of students studying in the Master program with thesis of Teaching…
Abed, Osama H.
This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…
Goldman, Juliette D. G.; Coleman, Stephanie J.
Primary school teachers are often tasked with puberty/sexuality education for students who are undergoing sexual maturation at ever-earlier ages. This study explores the changing trajectories of the pre-service learning and teaching of primary school puberty/sexuality education at an urban university, including student-teachers' childhood…
Kaur, Daljit; Koval, Ashely; Chaney, Hannah
This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students…
Fernandez-Rio, Javier; Menendez-Santurio, Jose Ignacio
Purpose: The purpose of this study was to assess students and teachers' perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility. Method: Seventy-one students and three physical education teachers…
This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…
Chambers, Fiona C.; Armour, Kathleen M.
This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE…
Rahimi, Mehrak; Karkami, Fatemeh Hosseini
This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…
Ng, Wan; Gunstone, Richard
Investigates the use of the World Wide Web (WWW) as a research and teaching tool in promoting self-directed learning groups of 15-year-old students. Discusses the perceptions of students of the effectiveness of the WWW in assisting them with the construction of knowledge on photosynthesis and respiration. (Contains 33 references.) (Author/YDS)
Lewthwaite, Brian; Osborne, Barry; Lloyd, Natalie; Llewellyn, Linda; Boon, Helen; Webber, Tammi; Laffin, Gail; Kemp, Codie; Day, Cathy; Wills, Jennifer; Harrison, Megan
This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying through the voices of Aboriginal students and community members the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North…
Lee, Kwo-Chen; Yu, Chin-Ching; Hsieh, Pei-Ling; Li, Chin-Ching; Chao, Yann-Fen C
Empathy is an important clinical skill for nursing students, but it is a characteristic difficult to teach and assess. To evaluate the effect of situated teaching on empathy learning among undergraduate nursing students. A cohort study with pre-post-test quasi-experimental design. The 2nd-year students were enrolled from two BSN programs. The teaching program was completed over 4 months on the basis of experiential learning theory which integrated the following four elements: classroom-based role play, self-reflection, situated learning and acting. The Jefferson Scale of Empathy-Health Profession-Student version was administered before and after the program. Objective Structure Clinical Examination (OSCE) was administered at the end of program and a rubrics scale was used to measure empathy. A generalized estimation equation was used to identify the effect of subjective empathy, and an independent t-test was used for the objective assessment between two groups. A total of 103 students were enrolled. The results showed that subjective empathy increased significantly in experimental group. In the Objective Structured Clinical Examination, examiners and standard patients gave significantly higher empathy scores to the situated teaching group than the control group. The present study indicated that situated teaching can improve empathy learning of the nursing students. However different methods of assessment of empathy produce different results. We therefore recommend that multiple measurements from difference perspectives are preferable in the assessment of empathy. Copyright © 2018 Elsevier Ltd. All rights reserved.
Full Text Available On the gradual implementation of the new medical education reform and thoroughly applying the Educational Development Plan and the Health Care System Reform, the teaching mode of medical discipline will be changed gradually by following the law of medical education and meeting the need to boost the medical education reform. Meanwhile, the changing life-style prompts the traditional dispensing mode for Chinese traditional medicine to various modes. This changing put forward higher requirement for medicine- related professionals During the process of Chinese medicine teaching, the only method which can fulfill the new need for graduates of Chinese medicine and qualified medicine personals is to change the traditional teaching mode to the new ones which can arose the enthusiasm of working and learning by the traditional medicine students.
Full Text Available Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance students motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach OETLA on Secondary School students mathematics achievement in learning Three Dimensional Geometry 3DG. The study employed Solomon four non-equivalent control group design. The two experimental groups E1amp E2 received OETLA treatment while the control groups C1ampC2 were taught using the conventional teaching and learning methods. Only E1amp C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani Sub County in Kisii County. Purposive sampling was used to obtain the four county mixed-sex secondary schools for the study. A total of 152 students formed the sample size. Students Mathematics Achievement Test SMAT was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbachs Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. The SMAT was administered to two groups as a pretest before the treatment and as a posttest to all the four
Wajeeh M. Daher
Full Text Available Little is known about the conditions and consequences of using the Facebook in learning. This research attempts to describe such conditions and consequences when teachers experiment using it as students in a second degree course. Fifteen students/teachers aged from 24 to 53 years old participated in the course in which they were required to attend mathematical Facebook sites. The research findings arrived at using the grounded theory show that the conditions which affected the teachers/students' work in the Facebook were: (1 causal conditions: the course's requirement; (2 intervening conditions: the participant's image of the Facebook, the participant's work characteristics and the participant's competence in computers and the internet; (3 contextual conditions: The site's subject and the environment's characteristics or conditions. These conditions influenced students' learning actions and interactions in the Facebook, especially their level of participation. The actions/interactions of the participants, together with the various conditions influenced the consequences of students' educational work in the social networking site. These consequences varied, starting from discovering how to utilize the Facebook for teaching and being aware of the advantages/ disadvantages of doing so, to proceeding with the use of the Facebook in contexts other than those being suggested in the course.
Full Text Available Introduction: India is a second largest populous country producing more than sixty thousand doctors every year. Still in India research on teaching learning methods are subtle. To improve the quality of knowledge and skills of medical students, there is a need to analyse the existing teaching learning methods as well as innovating new methods. Aim: To compare the three years experience of third year MBBS (Bachelor of Medicine and Bachelor of Surgery students in three different teaching learning methods (Tutorials, Integrated Teaching sessions and Routine Lectures. Materials and Methods: Qualitative study was carried out among 60 third year MBBS students in medical college in south India. A semi-structured questionnaire was developed, with the help of literature review and is distributed among 66 students. Six participants excluded due to incomplete information. Questionnaire consisted of totally 16 questions. For the first ten questions answers were captured in Likert scale of one to five (one-poor; five- excellent. Eleventh to sixteenth questions were asked as an open-ended question to mention some positive and negative things about each method. Questions with Likert scale were analysed using Kruskal Wallis H Test and the open ended questions were analysed by thematic analysis. Results: Overall mean rank for Tutorial was 129.03 followed by Integrated Teaching (mean rank 86.33 and Routine Lecture (mean rank 56.14. Students gave better scores for Tutorials in areas such as easily understandable, better attention span and students involvement in the session. Students gave better scoring for Integrated Teaching in areas such as well organized, integration with other departments, ideal usage of audio visual aids and providing detailed information to the students. Drawbacks of Integrated Teaching were failure to attract the students, prolonged sessions (long duration, boring and minimal involvement of students. Lecture classes on the other hand
TOMIC, W.; VAN DER SIJDE, P.C.
What is it that teachers do that leads to student learning? How can we increase students' achievement and improve their attitudes? In order to improve the quality of education the authors focus on teaching/learning processes taking place in the traditional classroom situations. The study reported is
Arrue, Marta; Unanue, Saloa; Merida, David
A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals. In view of this issue, the authors present a promising alternative to the traditional lecture: the Guided University Debate (GUD). With regard to this aim a teaching-learning sequence of schizophrenia is described based on the GUD. Next, the improvement in the argumentative and declarative knowledge of the students who have participated in the said methodology is demonstrated. Quasi-experimental study with pre-test and post-test design to measure differences in the improvement of declarative and argumentative knowledge. To determine if there is a statistically significant difference in the score obtained in the pre-test and in the post-test score a parametric t-tests was carried. 64 students participated in the study. Implementation of the study took place during the 2015-2016 academic year in the third year of the Nursing undergraduate degree course in the University of the Basque Country (UPV/EHU) as part of the Mental Health class. The results showed a statistically-significant improvement in the students' scores for all learning outcomes analysed: Identifies symptoms of schizophrenia (p≤0.001), identifies the nursing interventions (p≤0.001), provides a rationale for nursing interventions (p≤0.001) and provides evidence of nursing interventions (p≤0.001). That is, the declarative and argumentative capacity of the group improved significantly with the Guided University Debate methodology. Although the teaching design feasibility and outcomes may vary in different contexts, based on this studies' positive outcome, the authors call today's educators to be able to use GUD as a teaching method. Copyright © 2017 Elsevier Ltd. All rights reserved.
Full Text Available The process of teaching students is of the greatest importance. It is important to study how to manage it to achieve the best advantages to the students and the university. The authors propose to apply the methods and tools of knowledge management and e-learning. The potential of knowledge management lies in the optimization of university processes, in introducing organizational learning and in helping to take well grounded decisions. The potential of e-learning lies in the improvement of the quality of education, in higher flexibility and adaptability of teaching process to the needs of individual students and in lowering the cost of education. The article shows how to apply e-portfolios and information systems to support the teaching process and knowledge management at academic institutions.
Joshi, Anuradha; Ganjiwale, Jaishree
Various studies in medical education have shown that active learning strategies should be incorporated into the teaching-learning process to make learning more effective, efficient and meaningful. The aim of this study was to evaluate student's perceptions on an innovative revision method conducted in Pharmacology i.e. in form of Autobiography of Drugs. The main objective of study was to help students revise the core topics in Pharmacology in an interesting way. Questionnaire based survey on a newer method of pharmacology revision in two batches of second year MBBS students of a tertiary care teaching medical college. Various sessions on Autobiography of Drugs were conducted amongst two batches of second year MBBS students, during their Pharmacology revision classes. Student's perceptions were documented with the help of a five point likert scale through a questionnaire regarding quality, content and usefulness of this method. Descriptive analysis. Students of both the batches appreciated the innovative method taken up for revision. The median scores in most of the domains in both batches were four out of five, indicative of good response. Feedback from open-ended questions also revealed that the innovative module on "Autobiography of Drugs" was taken as a positive learning experience by students. Autobiography of drugs has been used to help students recall topics that they have learnt through other teachings methods. Autobiography sessions in Pharmacology during revision slots, can be one of the interesting ways in helping students revise and recall topics which have already been taught in theory classes.
Full Text Available This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975. The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.
Nur Wahida Md Hassan
Full Text Available The process of teaching and learning that is active and can attract many students to learn. Especially those with learning difficulties who require special methods for helping their learning process to make it more interesting. Therefore, this study is more focused on teaching and learning courseware ‘Let’s Reading’ methods using reading method called syllables have features that can help students with learning disabilities to learn Malay Language. The respondents comprised of six students with learning disabilities moderate levels studying in a secondary school in Kuala Lumpur. A monitoring form adaptation course from Davis et al. (2007 and (Sidek et al., 2014 with some modifications has been used as an instrument to evaluate the study. The findings were analyzed using quatitative methods. In addition, the oral test is carried out before and after the use of the software is run. The study found software has been developed according to the development ASSURE model is able to attract pupils with learning disabilities to learn Malay Language. In addition, these children also showed improvements in reading. Proses pembelajaran dan pengajaran yang aktif dan pelbagai dapat menarik minat murid untuk belajar. Terutamanya murid bermasalah pembelajaran yang memerlukan kaedah khusus bagi membantu proses pembelajaran mereka agar lebih menarik. Oleh itu, kajian ini dijalankan yang lebih tertumpu kepada pengajaran dan pembelajaran menggunakan perisian kursus ‘Jom Bacalah’ yang menggunakan kaedah membaca menggunakan kaedah sebut suku kata yang mempunyai ciri-ciri yang dapat membantu murid bermasalah pembelajaran untuk belajar Bahasa Melayu. Responden kajian terdiri daripada enam murid bermasalah pembelajaran aras sederhana yang sedang belajar di sebuah sekolah menengah di Kuala Lumpur. Satu borang pemantauan kursus adaptasi daripada kajian Davis et al. (2007 dan Sidek et al. (2014 dengan sedikit pengubahsuaian telah digunakan sebagai instrumen bagi
This study explores the nature of the changes in thinking that occur in prospective teachers during teacher education programs, particularly as these changes pertain to the pedagogical implications of student diversity within the teaching of high school science. The specific research question examined here is: How do preservice secondary science teachers' conceptions about what it means to teach science in diverse classrooms change during a teacher education program, and in what ways are these changes influenced by their science methods courses and student teaching experiences? The theory of conceptual change serves as the framework for understanding preservice teacher learning in this study. In this research, I describe the experiences of six prospective secondary science teachers from four different teacher education programs located in the Midwestern United States using a multiple case study approach. Qualitative data was collected from students through interviews, questionnaires, teaching portfolios, written coursework, lesson planning materials, and naturalistic observations of student teaching. The questionnaire and interview protocols were based on those developed for the Teacher Education and Learning to Teach study (NCRTE, 1991) and adapted for specific science content areas. Findings of this study include the fact that participants came to view the salience of diversity in science teaching primarily in terms of students' interest, motivation, and engagement. Also, it appeared prospective teachers needed to first recognize the role that student thinking plays in learning before being able to understand the pedagogical implications of student diversity became possible. Finally, while all of the participants increasingly valued student ideas, they did so for a wide variety of reasons, not all of which related to student learning. The implications section of this study highlights opportunities for drawing on science education research to inform multicultural
Bos, Nynke; Brand-Gruwel, Saskia
Blended learning is often associated with student-oriented learning in which students have varying degrees of control over their learning process. However, the current notion of blended learning is often a teacher- oriented approach in which the teacher identifies the used learning technologies and
Howard, Elizabeth A
The purpose of the study was to document and analyze how Millennial engineering and technology students experience learning in large lecture classrooms. To help achieve this purpose, perceptions Millennials have toward traditional teaching methods employed in large lecture classes were analyzed and discussed. Additionally, this study documented how Millennials experienced technology within large lecture classrooms. A learning model depicting how Millennials experience learning within the larg...
Salar Faramarzi; Maryam Samadi; Ahmad Yarmohammadian; Salman Dezhara
Target: With advances in cognitive neuroscience and the developing connection between neuroscience and education in recent years, new windows has been opened in the realm of teaching and learning for the education experts. So education has vastly benefited from the results of researches in neuroscience to improve learning. The study strived to investigate the effectiveness of “brain based teaching” on the executive functions of the students with mathematics learning disability in Isfahan city...
Boström, Lena; Hallin, Karin
The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and…
Full Text Available Active Learning in Maths and Science (ALMS was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS’s theory of action is grounded in the belief that collaborative learning serves as a “gateway” to learner-centered instruction. Designers theorized that this shift from individual to collaborative learning would redefine the teacher’s role; alter the teacher and student relationship; change teachers’ organizational, instructional and assessment practices; and begin to lay the groundwork for an eventual shift toward full learner-centered instruction. As this paper will discuss, this proposed theory of action was largely confirmed. Over 80 percent of teachers across the two states regularly implemented collaborative learning techniques and began the larger journey toward learner-centered instruction. This implementation also resulted in a number of benefits for students, including greater levels of engagement, increased confidence, and improved behavior. The research also suggests that when teachers see positive changes as a result of their actions, their deeply-held beliefs about traditional instruction may conflict with what they in fact witnessed in their classrooms. This is the beginning of the evolution of change.
Ford, James H; Robinson, James M; Wise, Meg E
NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants' preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes
Sugiman; Sugiharti, E.; Kurniawati, N. F.
Government and the private parties had also organized of Special School (SS) and Inclusive School. SS requires of math teachers who were professional in the material, but also master the needs of Children with Disabilities (CwD) in teaching-learning process. The problem: How to design the Teaching Aids for CwD through Extra-Curriculum Training (ECT) activities to Joyful Learning? The purposes of this research: (1) To find new ways how to grow the imaginative in mathematical thinking for students of Mathematics Education. (2) To find a Teaching Aids Design that suitable for CwD who studying in SS. (3) In order to create a Teaching Aids for CwD through activities based on ECT to Joyful Learning. The research method was done by qualitative approach. The research subjects were 6 students of Mathematics Education Study Program of FMIPA UNNES who were interested in attending of the training activities based on ECT. The results: (1) ECT can be a place to grow an Imaginative in Mathematical Thinking of students, (2) created the design of the teaching aids for CwD through activities based on ECT to Joyful Learning as a mirror of the imaginative growth in mathematical thinking for students.
Gubbiyappa, Kumar Shiva; Barua, Ankur; Das, Biswadeep; Vasudeva Murthy, C R; Baloch, Hasnain Zafar
Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program. In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done. Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach's alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1-8.9) at the risk of providing neutral or negative feedback than high achievers ( P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3-11.8) at the risk of becoming low or middle achievers during the end of semester examination ( P = 0.013). The multivariate
Karpa, Kelly; Vakharia, Kavita; Caruso, Catherine A; Vechery, Colin; Sipple, Lanette; Wang, Adrian
Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary students to foster their interest in healthcare and medicine. High school student participants are engaged in a semester-long course that relies on interactive lectures, problem-based learning sessions, mentoring relationships with medical students, and opportunities for shadowing healthcare providers. To date, the curriculum has been offered for 7 consecutive years. To determine the impact that participation in the curriculum has had on college/career choices and to identify areas for improvement, an electronic questionnaire was sent to former participants. Based on a 32% response rate, 81% of former participants indicated that participation in the course influenced their decision to pursue a medical/science-related career. More than half (67%) of respondents indicated intent to pursue a MD/PhD or other postgraduate degree. Based on responses obtained, additional opportunities to incorporate laboratory-based research and simulation sessions should be explored. In addition, a more formalized mentoring component has been added to the course to enhance communication between medical students and mentees. Health/medicine-related educational outreach programs targeting high school students may serve as a pipeline to introduce or reinforce career opportunities in healthcare and related sciences. Copyright © 2015 The American Physiological Society.
Khansari, Parto S; Coyne, Leanne
The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.
Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen
Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.
Allen, Jacqui; Brown, Lucinda; Duff, Carmel; Nesbitt, Pat; Hepner, Anne
Cross-cultural care and antidiscrimination are vital to ethical effective health systems. Nurses require quality educational preparation in cross-cultural care and antidiscrimination. Limited evidence-based research is available to guide teachers. To develop, implement and evaluate an evidence-based teaching and learning approach in cross-cultural care and antidiscrimination for undergraduate nursing students. A quantitative design using pre- and post-survey measures was used to evaluate the teaching and learning approach. The Bachelor of Nursing program in an Australian university. Academics and second year undergraduate nursing students. A literature review and consultation with academics informed the development of the teaching and learning approach. Thirty-three students completed a survey at pre-measures and following participation in the teaching and learning approach at post-measures about their confidence to practice cross-cultural nursing (Transcultural Self-efficacy Tool) and about their discriminatory attitudes (Quick Discrimination Index). The literature review found that educational approaches that solely focus on culture might not be sufficient in addressing discrimination and racism. During consultation, academics emphasised the importance of situating cross-cultural nursing and antidiscrimination as social determinants of health. Therefore, cross-cultural nursing was contextualised within primary health care and emphasised care for culturally diverse communities. Survey findings supported the effectiveness of this strategy in promoting students' confidence regarding knowledge about cross-cultural nursing. There was no reported change in discriminatory attitudes. The teaching and learning approach was modified to include stronger experiential learning and role playing. Nursing education should emphasise cross-cultural nursing and antidiscrimination. The study describes an evaluated teaching and learning approach and demonstrates how evaluation
Grover, Sumit; Sood, Neena; Chaudhary, Anurag
Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.
Olivia Miu Yung Ngan
Full Text Available Purpose: Anatomy is a basic science for health professions curricula. Recent research suggests that the innovative blended learning approach (classroom learning plus use of online learning outperforms conventional didactic teaching by facilitating effective learning. This study explores the feasibility of adopting blended learning in anatomy teaching and evaluates the learning experiences of students. Method: Courseware called electronic Professional Study (ePS was developed and used for teaching anatomy of the cardiovascular system for non-medical students. ePS composed of three condensed, recorded course lectures, revision guides, and gamified quizzes. These were placed on the Web platform for students to watch before didactic lecture. Scheduled class periods were dedicated to participating in active-learning exercises. By the end of the academic semester, the courseware evaluation was implemented using a set of 5-point Likert scale questions. The e-questionnaire was distributed to a convenience sample of Year-2 full-time undergraduate students majoring in pharmacy enrolled in an introductory course in anatomy and physiology. Multiple linear regression was conducted to examine the relationship between courseware usage and examination results. Results: All enrolled students (n = 53 completed and returned the questionnaire. About 38% used the courseware less than ten times during the semester, and 7.5% never used it. e-Questionnaire shows that a majority agreed that the courseware content was clearly presented and easy to navigate. Multiple regression shows that courseware usage did not contribute significantly to the performance. Conclusions: Blended learning was perceived positively by most students. However, no effect on learning could be established. Keywords: Anatomy, Health profession education, Micro-module, Medical education, e-learning Courseware, Gamification, Hong Kong
Belo, Neeltje Annigje Hendrika
This doctoral thesis comprises two questionnaire studies and two small-scale interview studies on the content and structure of physics teachers’ belief systems. The studies focused on teachers’ beliefs about the goals and pedagogy of teaching and learning physics, and the nature of science. The samples consisted of physics teachers working at secondary schools in the Netherlands (students aged 12-18). The questionnaire studies showed that, on average, teachers’ belief systems about teaching a...
This article addresses a challenge for sociologists who teach at institutions located in unfamiliar cultural contexts through a photo elicitation project to develop students' sociological imaginations while teaching the instructor about students' social contexts. In introductory courses, we must present sociology as a field of study that is…
Shabatat, Kawthar; Al-Tarawneh, Mohammed
This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and…
Full Text Available This qualitative study is a mentoring and co-teaching case study of a fashion merchandising course. It seeks to understand the impact of cross-disciplinary coteaching on student learning and instructor training by utilizing the Collaborative Responsive Educational Mentoring Model (CREMM. The course documented in the study was taught as a cross-disciplinary effort to incorporate career, business, technical, cultural, and theoretical information. It was found that a formalized mentoring program, coupled with a co-teaching experience involving a professor and a graduate student in Family and Consumer Sciences (FACS can effectively enhance educational learning outcomes. The study exemplifies how educators in FACS may benefit from utilizing CREMM to structure cross-disciplinary courses, manage time, and apply different teaching methods to best serve student needs.
Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke
Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to
Schneider, Anna-Teresa; Albers, Peter; Müller-Mattheis, Volker
E-learning is playing an increasing role in medical education, supporting a problem-based and practical oriented education without putting patients at risk and compensating for the decrease in instructor-centered teaching. Not much research has been done concerning learning effects and reaction on behalf of the students. We created computer-based cases for four important diagnoses in urology using the authoring system CASUS®. Fourth-year medical school students were randomized into two groups: (1) the CASUS® group, using the online cases for preparation, and (2) the book group, using a textbook. A multiple-choice test referring to the prepared topic had to be completed at the beginning of each lecture and the results were analyzed. Evaluation of the students concerning the acceptance of the program was done at the end of the semester. Members of the CASUS® group scored significantly higher with an average of 20% better test results than students using textbooks for preparation. Evaluation regarding the program showed a highly positive rating. Limitations include the small study population and the possibly biased test performance of the students. Computerized patient cases facilitate practice-oriented teaching and result in an interesting and engaging learning model with improved learning outcomes. © 2015 S. Karger AG, Basel.
Full Text Available Mubariz Ahmad, Nourah AlHennawi, Maaham AhmedManchester Medical School, The University of Manchester, Manchester, UKWe read with great interest the article by Inra et al1 which discusses the benefits of using an active learning curriculum to improve faculty teaching skills and help fellows retain more knowledge compared to traditional teaching methods. As current medical students, we can vouch for the effectiveness of this approach in improving the way material can be taught, hence would like to offer our perspective on this. Authors’ replyJennifer A Inra,1,2 Stephen Pelletier,2 Navin L Kumar,1,2 Edward L Barnes,3,4 Helen M Shields1,21Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women’s Hospital, 2Harvard Medical School, Boston, MA, 3Division of Gastroenterology and Hepatology, University of North Carolina, Chapel Hill, NC, 4University of North Carolina School of Medicine, Chapel Hill, NC, USAWe appreciate the thoughtful comments received from Ahmed et al regarding our article “An active learning curriculum improves fellows’ knowledge and faculty teaching”.1 The educational literature supports the recommendation that the optimal timing for a lecture is 10-15 minutes, as a student’s attention may wander or wane after that time.2 This ideal time limit stems from a paperby Hartley in 1978, which recommends this optimal time frame.3View the original paper by Inra and colleagues
Galbraith, Craig S.; Merrill, Gregory B.; Kline, Doug M.
In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find…
Ramsaroop, Sarita; Gravett, Sarah
In 2011 the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa was promulgated. This framework proposes the establishment of teaching schools to strengthen pre-service teacher education. This study arises from this initiative. A generic qualitative study was undertaken to explore the views of research…
Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students…
Mutrofin; Degeng, Nyoman Sudana; Ardhana, Wayan; Setyosari, Punaji
The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were…
Satsangi, Rajiv; Bouck, Emily C.; Taber-Doughty, Teresa; Bofferding, Laura; Roberts, Carly A.
A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives,…
Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy
Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to…
Zeng, Rui; Xiang, Lian-Rui; Zeng, Jing; Zuo, Chuan
We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.
Olyazadeh, R.; Aye, Z. C.; Jaboyedoff, M.; Derron, M. H.
édagogique de l'Université de Lausanne (FIP). We think this initial, ongoing platform can help both students and teachers to improve their skills in the field of risk and disaster management.Keywords: Risk and disaster Management, GIS, Open-Source, Boundless, Moodle, Teaching and learning
Kar, Maitreyee; Kar, Chinmaya; Roy, Hironmoy; Goyal, Parmod
Early clinical exposure (ECE) is one of the important tools to teach basic science to the MBBS students. It is one form of vertical integration between basic science and clinical subjects. This study is an effort at exploring the use of ECE as a motivational tool toward better learning in neuroanatomy for first year MBBS students. This study aims to make the students interested and motivated to study neuroanatomy by using ECE as learning tool in neuroanatomy and to make the students enable to retain the knowledge of neuroanatomy more efficiently and correlate the knowledge of neuroanatomy with neuromedicine. This study was conducted in collaboration with the Departments of Anatomy, General Medicine and Medical Education Unit in the year 2016. This was cross-sectional study. One hundred and fifty students of 1 st Professional MBBS were subdivided into two groups. After preliminary classes on brain, brainstem, and spinal cord for both groups, conventional lecture classes were taken for Group A only on upper motor neuron (UMN) and lower motor neuron (LMN) paralysis, and only Group B visited General Medicine ward where HOD, General Medicine showed and examined patients of UMN paralysis and LMN paralysis, elicited different symptoms, and discussed different investigation. It was followed by assessment of all by problem-based multiple choice questions (MCQ) and short answer questions. Then, Group B attended lecture class on different cranial nerve palsy whereas Group A visited medicine ward. It was followed by assessment of both groups by problem-based MCQ and short answer questions. The performance was compared. Then, the feedback of the students on ECE was collected by means of reflection writing followed by administration of questionnaire. Then, the perception of teachers regarding ECE was recorded by focused group discussion. Student's t -test was used to compare the performance of both batches. Reflection writing and focus group discussion were analyzed
Dukes, Michael Dickey
The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.
The use of interactive mind maps for teaching-learning-evaluation of postgraduate students is still not very common in Geosciences. Notwithstanding, these maps allow students to organize the huge volumes of information and data they are faced with (www.spinscape.com) for efficient research project elaboration and for understanding of basic anzatz and conjectures (Singer, 2009). The elaboration of mind maps is introduced as a principle teaching-learning-evaluation instrument (Cruza and Fierros, 2006) in my Research Methodology Seminar. Each student should to construct three types of multiscale mind maps before to write the formal proposal (Curiel and Radvansky, 2004; Zimmer, 2004). The main goal is to show how useful is to manage the physical, mathematical and linguistic information on the same structured way (Montibeller and Belton, 2009; Chu et al., 2009). The mental representation of the spatially and time organized physical world (physical map) is combined with the design of hierarchical tree of mathematical models used to describe it in mathematical terms (the map composed only by mathematical symbols), visualizing this tree branches by corresponding images inside the third map consisting on images. This three-faced representation of each research project helps the participant to perceive the complex nature of studied systems and visualize their features of universality and scale invariance. The maṕs elaboration is considered to be finished when any student of other specialties become able to present it in acceptable scientific way. Some examples of recent mental maps elaborated by the master degree students of Queretaro University, Mexico will be presented and discussed. Based on my experience I recommend this education technique in order to pass from sustainable engineer teaching to educate the engineers of Sustainability. References 1. Chu, H.-Ch., Chen, M.-Y., Chen, Y.-M., 2009. A semantic-based approach to content abstraction and annotation for content
Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E
The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.
Full Text Available A practical way internalize value on elementary school children is very strategic, this study aims to provide the best solution. The method used descriptive through class actions done by the students in a way peer teaching. The findings showed that the Internalization of learning design can practically be done well. Application of learning can be applied Effectively, seen from the way of practicality Internalization in learning and provide a significant positive impact on personality value on individual students toward the creation of Piety, noble, intelligent, skilled, creative, discipline, independence, responsibility and democratic, this achievement can not be separated from the various constraints experienced by teachers, but can be Overcome, so that the meaningfulness of students in learning remains created. This study is expected to be the authorized capital on the development of thematic learning in primary school.
Sparks, R L; Ganschow, L; Kenneweg, S; Miller, K
Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other "at risk" students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the "natural" communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.
Full Text Available The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6 students in two disciplines (applied science and engineering were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi- structured interviews, whilst a constant-comparative method was used for the photo- elicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no
Bosch-Barrera, Joaquim; Briceño García, Hugo C; Capella, Dolors; De Castro Vila, Carmen; Farrés, Ramón; Quintanas, Anna; Ramis, Josep; Roca, Rosa; Brunet, Joan
We present the experience of the introduction of the subject of bioethics in a medical school in order to give to the 73 students of 5th degree skills to handle ethical conflicts in their practice. The main teaching method used was problem-based learning (PBL). Skills objectives are described. The course was structured with a theoretical seminar (2 hours of duration), a workshop (2 hours of duration), 4 cases of PBL (24 hours of duration in total) and a role playing workshop (2 hours of duration). The seminar was aimed at the acquisition of theoretical knowledge. The PBL cases provided critical appraisal, obtaining knowledge, and application. The Role Playing set out for the practical demonstration of skills acquired in a simulated environment. A continuous assessment of students was performed throughout their practice on the PBL cases (40% of the final score) and also a final evaluation of the course was carried out via exam (60% of the final score). Students completed a course and faculty evaluation anonymously, which came out with positive results (median score of 8.5/10).
Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.
The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.
Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.
Kaddoura, Mahmoud A.
In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different…
Outlines three basic learning modalities--auditory, visual, and tactile--and notes that technology can help incorporate multiple modalities within each lesson, to meet the needs of most students. Discusses the importance in multiple modality teaching of effectively assessing students. Presents visual, auditory and tactile activity suggestions.…
Internships in science research settings have received increasing attention as a means of helping students construct appropriate understandings, practices, tools, and language in scientific activities. To advance student-scientist partnerships beyond the status quo, the study aimed to investigate how cogenerative dialogs (cogens) may help high school students and scientists identify and address challenges collectively. The analysis identified nine major challenges discussed during cogens: (1) the quality and progress of scientific practice in laboratories, (2) the quality of scientists'/assistants' instructions in classrooms, (3) the quality of student participation in classrooms and homework, (4) students' absences, including arriving late or leaving early, (5) the quality of administrative support, (6) preparation for scientific presentations, (7) the process of deciding project topics, (8) students' peer interactions and communication, and (9) students' physiological needs. The three most salient challenges were "the quality and progress of scientific practice in laboratories" (39%), "the quality of scientists'/assistants' instructions in classrooms" (20%), and "the quality of student participation in classrooms and homework" (17%). The study shows that cogens allowed students and scientists to agree on teaching modifications that positively influenced teaching and learning processes during the internship, such that issues were reduced from the beginning to the closing stages. Importantly, the challenges and solutions identified by students and scientists in this study provide accounts of first-hand experience as well as insights to aid program directors or coordinators in designing a learning environment that can foster effective practice for internships by avoiding the issues identified in the study.
Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook
This study presents students' feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards…
Zuhrie, M. S.; Basuki, I.; Asto B, I. G. P.; Anifah, L.
The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students’ responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning.
"Teaching and Learning Strategies" is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons…
A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)
Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.
Suggestions for Modifications in the Teaching of General Chemistry to Accommodate Learning Disabled Students: Alternative Techniques for Teaching General Chemistry to Learning Disabled Students in the University.
Habib, H. S.
A professor involved with the HELDS project (Higher Education for Learning Disabled Students) describes modifications in a general chemistry course. A syllabus lists program objectives for eight text chapters, evaluation components, and course rules. Two units are described in detail, with information presented on modifications made for LD…
Ahmad, Nor Amalina; Azizan, Farah Liyana; Rahim, Nur Fazliana; Jaya, Nor Hayati; Shaipullah, Norhunaini Mohd; Siaw, Emmerline Shelda
The academic performance of students is affected by many factors, including effectiveness in teaching, the subjects taught and the environment as well as the facilities provided. The purpose of this study is to determine the relationship between students' perceptions of the teaching and learning towards the lecturers with their achievements in…
Teaching introductory International Relations (IR) and peace and conflict studies can be challenging, as undergraduate teaching frequently involves large student groups that limit student activity to listening and taking notes. According to pedagogic research, this is not the optimal structure for learning. Rather, although a teacher can pass on…
Kara, Nuri; Sevim, Nese
Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its…
Thai, Liong; Yasin, Mohd. Hanafi Mohd
Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students' perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As…
Natarajan, Rekha; Bennett, Andrew
Although the use of traditional just-in-time teaching techniques has long been viewed positively by students and instructors in undergraduate calculus courses, past studies in this area have not addressed gains in student achievement with respect to specific calculus topics. This paper investigates the latter by administering modified just-in-time…
This study investigated the change in critical thinking (CT) skills of baccalaureate nursing students who were educated using a Think-Pair-Share (TPS) or an equivalent Non-Think-Pair-Share (Non-TPS) teaching method. Critical thinking has been an essential outcome of nursing students to prepare them to provide effective and safe quality care for…
Kousa, P.; Kavonius, R.; Aksela, M.
The aims of this study were to determine low-achieving students' attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n = 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a…
Full Text Available This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary nature of teaching Shakespeare. A blended learning and lectorial format was employed to facilitate small group discussion of the plays in conjunction with a wider social and historical overview. Student feedback indicated that the changes to the delivery method were received positively, although some questions do remain concerning levels of student engagement and the specific disciplinary needs of student cohorts. The findings of the teaching of this subject will translate usefully to other fields and disciplines, especially as more and more subjects take up blended learning. The findings indicate that it is not enough to take up new technologies in the teaching of a unit. The learning environment must also be rethought and reconceptualised.
Marisa Laporta Chudo
Full Text Available Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased qualitative character of quantitative instruments; as a way of data collect, had been used questionnaires and field diary; the results had been converted in charts; after that, the data collected by the questionnaires had been analyzed according to the technique of the collective subject analysis. Results. The results had supplied important information to high school teachers reflection about teach-learning process, showing that the used strategies allowed student envolvement and participation, proximity with personal and professional reality, bigger interaction in the interpersonal relations and critical reflection. Conclusions. The theoretical referencial about adult learning, the active methodologies and the interpersonal relationship between professor and pupils, with the analysis of the students vision about the positive and negative points in the teach-learning process, had provided subsidies to believe a methodology and specific didactic strategies for adults and that must contemplate the teachers motivation and the pedagogical communication, including elements like creativity, up to date technician content and formative content to the future profession, experiences exchange, that allow an affective relationship teacher-student, with interaction and dialogue.
Full Text Available This research was done to observe the difference of learning achievement between student who have been teach by Enhancement Learning Model of Student’s Thinking Ability and Conventional Model. This research was done at SMP Negeri 2 Gebang. Type of this research is quasi experiment. Research population is every student of grade VIII semester 2 SMP Negeri 2 Gebang. Research sample was taken by random sampling around 2 classes as 34 students for experiment class and 34 students for control class. Learning achievement of test objective 20 of multiple choice was done as an instrument. The experiment result of pretest average is 37.94 for experiment class and 36.82 for control class. Treatment was done to each class, post test average score is 73.38 for experiment class and for student who have been teach by conventional learning is 67.05. Hypothetical testing is tcalculate > ttabe i.e 3.459 > 1.66 with significance standard α = 0.05 and dk = 66. It means that Ha was accepted, so it may conclude that there is a difference of learning achievement between Enhancement Learning Model of Student’s Thinking Ability with Conventional Learning Model for Force and Newton Laws on Grade VIII SMP Negeri 2 Gebang Annual Year 2011/2012.
Kappes Ramirez, Maria Soledad
An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module. Copyright © 2017 Elsevier Ltd. All rights reserved.
Schmitz, Suzanne J.
Although Sir William Blackstone would not have known if he had been lecturing to students with learning disabilities, today's law professors are. Law schools are legally required to accommodate students with learning disabilities unless the requested accommodation would alter the fundamental nature of the program. Courts give great deference to…
Tuckman, Bruce W.; Kennedy, Gary J.
In this study, the authors examined the effect of taking a learning strategies course on grade point average, retention, and graduation rate of 351 first-year students over their first 4 terms in comparison with 351 matched non-course takers. The course taught 4 learning strategies and 8 substrategies to help students overcome procrastination,…
Williams, Jacob L.; Miller, Martin E.; Avitabile, Brianna C.; Burrow, Dillon L.; Schmittou, Allison N.; Mann, Meagan K.; Hiatt, Leslie A.
Many instrumental analysis students develop limited skills as the course rushes through different instruments to ensure familiarity with as many methodologies as possible. This broad coverage comes at the expense of superficiality of learning and a lack of student confidence and engagement. To mitigate these issues, a peer-led team learning model…
Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook
Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…
Krichbaum, Kathleen; Kaas, Merrie J; Wyman, Jean F; Van Son, Catherine R
The Facilitated Learning to Advance Geriatrics program (FLAG) was designed to increase the numbers of nurse faculty in prelicensure programs with basic knowledge about aging and teaching effectiveness to prepare students to provide safe, high quality care for older adults. Using a framework to improve transfer of learning, FLAG was designed to include: (a) a workshop to increase basic knowledge of aging and common geriatric syndromes, and effective use of evidence-based teaching/learning strategies; (b) a year-long mentoring program to support application of workshop learning and leading change in participants' schools to ensure that geriatrics is a priority. Both formative and summative evaluation methods were used, and included self-assessment of objectives, program satisfaction, and teaching self-efficacy. FLAG achieved its overall purpose by enrolling 152 participants from 19 states including 23 faculty from associate degree programs and 102 from baccalaureate programs. Self-rated teaching effectiveness improved significantly from pre- to post-workshop each year. Achievement of learning objectives was rated highly as was satisfaction. Transfer of learning was evidenced by implementation of educational projects in home schools supported by mentoring. The FLAG program provided opportunities for nurse educators to learn to teach geriatrics more effectively and to transfer learning to their work environment. Future FLAG programs will be offered in a shortened format, incorporating online content and strategies, adding other health professionals to the audience with the same goal of increasing the knowledge and abilities of educators to prepare learners to provide competent care for older adults. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: firstname.lastname@example.org.
Bovill, C.; Cook-Sather, A.; Felten, P.; Millard, L.; Moore-Cherry, N.
Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging…
Steffl, Bernita M.; Kelly, James J.
Describes an experience in developing teaching and learning content on aging and sexuality. Suggestions for a course outline and experiential learning for students and a summary of findings, which has implications for educators in gerontology, are included. (Author)
Full Text Available Background and purpose: A learning contract is defined as a written agreement between teacher and student which makes explicit what a learner will do to achieve specified learning outcomes.Learning contracts have been used as a teaching and learning strategy for both undergraduate and graduate nursing students in many countries.Methods : This research is a quasi-experimental study that compares effect of two different teaching methods , Contract learning and traditional on clinical skills for a group of nursing students who were in fourth year of study in a pre-registration bachelor of nursing degree program in Tehran . A learning contract was implemented as a learning tool in the students clinical placement in psychiatric nursing .Data were connected from questionnaires , interviews and clinical evaluation papers with students .Results : The results showed that students agreed that there was an increase in students autonomy and motivation in learning with the use of learning contract . It also increased the sharing between students and clinical instructors.Conclusion : According to the findings of this study , contract learning is considered beneficial to students learning and has the potential to be used in clinical learning .Key words : NURSING STUDENTS, LEARNING CONTRACTS , TRADITIONAL METHOD , MOTIVATION , AUTONOMY, PSYCHIATRIC WARDS .
Nguyen The Dung
Full Text Available Blended learning (B-learning, a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.
Christopher N. Amos Sr.
Full Text Available This paper examines a group of graduate students and their previous experiences with online education, various teaching and learning online tools, and their perceptions on the effectiveness of these tools as it relates to their learning, interpersonal skills and communication. This paper presents the graduate student's self-reported educational experience at a regional state university in the southeast United States in a 100% online Master's Degree program. The data was collected through the use of a 28 open-ended question survey, which was completed by a group of 127 graduate students and the findings produced six main findings, which were: 1 The respondents indicated at a high percentage (85% a high level (level 4, 5 and 6 of technology use and understanding. 2 The majority of the respondents (97% indicated they preferred live synchronous sessions rather than discussion boards for learning content and communication. 3 The majority of the respondents (72% indicated that when choosing future courses, the inclusion of discussion boards in a course was not important (34% or somewhat unimportant (38%. 4 100% of the respondents indicated that Live Elluminate Sessions were Highly Effective (65% or Somewhat Effective (35%, as it pertained to understanding the content. 5 Respondents indicated that 59% (12% Highly Effective, 47% Somewhat Effective of the respondents indicated discussion boards as an impactful way of learning content at the graduate level. It also shows that 41% (22% Somewhat Ineffective, 19% Not Effective. This study helps universities identify the importance of synchronous learning in a digital format when delivering online teaching and learning. There is a clear change in the needs of students enrolled in 100% online courses, which will force university faculty to increase the synchronous interaction between them and their students and between the students and their peers. Keywords: Synchronous learning, discussion boards, Blackboard
Full Text Available Abstract Background Cardiopulmonary resuscitation (CPR training is gaining more importance for medical students. There were many attempts to improve the basic life support (BLS skills in medical students, some being rather successful, some less. We developed a new problem based learning curriculum, where students had to teach CPR to cardiac arrest survivors in order to improve the knowledge about life support skills of trainers and trainees. Methods Medical students who enrolled in our curriculum had to pass a 2 semester problem based learning session about the principles of cardiac arrest, CPR, BLS and defibrillation (CPR-D. Then the students taught cardiac arrest survivors who were randomly chosen out of a cardiac arrest database of our emergency department. Both, the student and the Sudden Cardiac Death (SCD survivor were asked about their skills and knowledge via questionnaires immediately after the course. The questionnaires were then used to evaluate if this new teaching strategy is useful for learning CPR via a problem-based-learning course. The survey was grouped into three categories, namely "Use of AED", "CPR-D" and "Training". In addition, there was space for free answers where the participants could state their opinion in their own words, which provided some useful hints for upcoming programs. Results This new learning-by-teaching strategy was highly accepted by all participants, the students and the SCD survivors. Most SCD survivors would use their skills in case one of their relatives goes into cardiac arrest (96%. Furthermore, 86% of the trainees were able to deal with failures and/or disturbances by themselves. On the trainer's side, 96% of the students felt to be well prepared for the course and were considered to be competent by 96% of their trainees. Conclusion We could prove that learning by teaching CPR is possible and is highly accepted by the students. By offering a compelling appreciation of what CPR can achieve in using
Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand, active learning changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class; moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant difference between active learning and traditional teaching. Our conclusions were that strategies promoting active learning to traditional lectures could increase knowledge and understanding.
Rezende-Filho, Flávio Moura; da Fonseca, Lucas José Sá; Nunes-Souza, Valéria; Guedes, Glaucevane da Silva; Rabelo, Luiza Antas
Teaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student's active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology. After having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology. Along the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles. The proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students' active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.
Ewoldt, Kathy B.; Morgan, Joseph John
A commonly used method for supporting the writing of students with learning disabilities (LD), graphic organizers have been shown to effectively support instruction for students with LD in a variety of content areas (Dexter & Hughes, 2011). Students with LD often struggle with the process of developing their ideas into organized sentences; the…
Canbulat, Mehmet; Dilekçi, Atilla
The objective of this research is to identify and suggest solutions to the problems experienced by students learning Turkish as a second language according to the opinions of both teachers and students evaluated. The research has been conducted among the classroom teachers, Turkish language teachers and the students attending the schools in…
Scott-Ladd, Brenda; Chan, Christopher C. A.
This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to…
Granero Lucchetti, Alessandra Lamas; Ezequiel, Oscarina da Silva; Oliveira, Isabella Noceli de; Moreira-Almeida, Alexander; Lucchetti, Giancarlo
The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences. An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics. Students were evaluated about their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge (Palmore and cognitive knowledge), skills (standardized patient assessment), and satisfaction with the activities. A total of 243 students were assessed. The FL group demonstrated greater gains in knowledge among students and improved attitude compared to the TR. We found no differences in the skills using a standardized patient. In addition, students exposed to FL felt more prepared to treat older people, believed they had more knowledge, were more satisfied, and evaluated the discipline's format better in relation to the traditional group. Strategies in teaching geriatrics can impact students' knowledge, attitudes, and satisfaction with the course. We found that the way this teaching is delivered can influence students' learning, since there were differences between active and traditional strategies.
Marson, Stephen M.; Harrington, Charles F.; Walls, Adam
The challenges of learning statistics, particularly distributions and their characteristics, can be potentially monumental for vision impaired and blind students. The authors provide some practical advice for teaching these students.
Full Text Available Rui Zeng,1,* Lian-rui Xiang,2,* Jing Zeng,3 Chuan Zuo4 1Department of Cardiovascular Diseases, 2Department of Public Affairs Development, 3Department of Internal Medicine, 4Department of Rheumatology and Immunology, West China Hospital, School of Clinic Medicine, Sichuan University, Chengdu, People’s Republic of China *These authors contributed equally to this work Background: We aimed to introduce team-based learning (TBL as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods.Methods: We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT-baseline and Group Readiness Assurance Test (GRAT were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1 immediately after class and Individual Terminal Test 2 (ITT2 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL.Results: There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61, while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65. In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups.Conclusion: Our TBL in symptomatology approach was highly accepted by students in the improvement
Mary, Sidebotham; Julie, Jomeen; Jennifer, Gamble
The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University. Copyright © 2013 Elsevier Ltd. All rights reserved.
Full Text Available Target: With advances in cognitive neuroscience and the developing connection between neuroscience and education in recent years, new windows has been opened in the realm of teaching and learning for the education experts. So education has vastly benefited from the results of researches in neuroscience to improve learning. The study strived to investigate the effectiveness of “brain based teaching” on the executive functions of the students with mathematics learning disability in Isfahan city. Method: To this end, three students with mathematical learning disability were selected using purposeful sampling. In this investing used a single subject with A-B design. Intervention was started after determining the base-line. The “brain based teaching” package was taught to each single participant for 26 intervention sessions. And 1 month after the intervention period follow-up test was performed. The instruments used, included, Raven intelligence test, The Iran key math diagnostic arithmetic and Conner’s questionnaire neuropsychological. The gathered data was analyzed using descriptive statistics and visual analysis. Results: Based on that, Results revealed that during the visual analysis of data graphs for executive function deficits, the study intervention was significantly effective for all 3 participants. Conclusions: This study showed that brain based teaching improves the executive functions of the students and thus, could be used in educating children with learning disabilities.
Lopes, J. Bernardino; Branco, Julia; Jimenez-Aleixandre, Maria Pilar
According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of `learning experience' provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students' learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students' competences were evaluated by a competence test. The epistemic demand of each item and the students' performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.
Shum, Mark Shiu-kee; Tai, Chung Pui; Shi, Dan
Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. "Reading to Learn,…
Williamson, Nicholas C.
Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…
Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte; Mors, Ole; Ringsted, Charlotte; Morcke, Anne Mette
The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews. Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. The format of patient cases included in teaching may have a substantial impact on students' patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.
Full Text Available The European Higher Education Area (EHEA is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year. Quantitative (conventional survey statistics and qualitative (open coding approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.
Gal, Beatriz; Rubio, Margarita; Iglesias, Eva; González, Purificación
The European Higher Education Area (EHEA) is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year). Quantitative (conventional survey statistics) and qualitative (open coding) approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.
Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…
The past two decades have provided extraordinary progress in our understanding of the nature of learning. Never before have neuroscience and classroom instruction been so closely linked. Now, educators can find evidence-based neuroimaging and brain-mapping studies to determine the most effective ways to teach, as advances in technology enable…
Full Text Available The practice of assessments in third level education is extremely important and a rarely disputed part of the university curriculum as a method to demonstrate a student’s learning. However, assessments to test a student’s knowledge and level of understanding are challenging to apply given recent trends which are showing that student numbers are increasing, student demographics are wide ranging and resources are being stretched. As a result of these emerging challenges, lecturers are required to develop a comprehensive assessment to effectively demonstrate student learning, whilst efficiently managing large class sizes. One form of assessment which has been used for efficient assessment is multiple choice questions (MCQs; however this method has been criticised for encouraging surface learning, in comparison to other methods such as essays or case studies. This research explores the impact of blended assessment methods on student learning. This study adopts a rigorous three-staged qualitative methodology to capture third level lecturers’ and students’ perception to (1 the level of learning when using MCQs; (2 the level of learning when blended assessment in the form of case based MCQs are used. The findings illuminate the positive impact of cased based MCQs as students and lecturers suggest that it leads to a higher level of learning and deeper information processing over that of MCQs without case studies. 2 The implications of this research is that this type of assessment contributes to the current thinking within literature on the use of assessments methods, as well as the blending of assessment methods to reach a higher level of learning. It further serves to reinforce the belief that assessments are the greatest influence on students’ learning, and the requirement for both universities and lecturers to reflect on the best form of assessment to test students’ level of understanding, whilst also balancing the real challenges of
Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza
Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.
Hemmerich, Abby L.; Hoepner, Jerry K.; Samelson, Vicki M.
Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate…
Faruque A. Haolader
Full Text Available Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learn-ing/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.
Goto, Keiko; Schneider, Julie
Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student-to-student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring,…
As STEM educators, we know it is beneficial to train students to think critically and mathematically during their early mathematical lives. To this end, the author teaches the College Algebra/Precalculus course in a flipped classroom version of an inquiry-based learning style. However, the techniques described in this paper can be applied to a…
Balmeo, Marilyn L.; Nimo, Erika Mae A.; Pagal, Aubrey M.; Puga, Stephanie C.; ArisDafQuiño; Sanwen, Jaleen L.
Leading-edge creation and development of technologies including those for the children with special learning needs found common place in the educational system. Allowably, this study's focal point engages in the integration of technologies in the educational environments where students with special learning needs are housed. Respondents include 53…
Kunkle, Wanda M.
Many students experience difficulties learning to program. They find learning to program in the object-oriented paradigm particularly challenging. As a result, computing educators have tried a variety of instructional methods to assist beginning programmers. These include developing approaches geared specifically toward novices and experimenting…
The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first
Turner, April M; Prihoda, Thomas J; English, Dana K; Chismark, Aubreé; Jacks, Mary E
The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non-millennial instructors. Cross-sectional surveys were developed with 21-item, five-point Likert scales to examine students' preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members-approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (pStudent respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; pstudents to read before class 39.3% more than student respondents read (pStudent respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (pstudents work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (pstudents in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.
Zbiek, Rose Mary; Larson, Matthew R.
Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…
Full Text Available This paper discusses a research project carried out with 82 final and third year undergraduate students, learning Research Methods prior to undertaking an undergraduate thesis during the academic years 2010 and 2011. The research had two separate, linked objectives, (a to develop a Research Methods module that embraces an activity-based approach to learning in a group environment, (b to improve engagement by all students. The Research Methods module was previously taught through a traditional lecture-based format. Anecdotally, it was felt that student engagement was poor and learning was limited. It was believed that successful completion of the development of this Module would equip students with a deeply-learned battery of research skills to take into their further academic and professional careers. Student learning was achieved through completion of a series of activities based on different research methods. In order to encourage student engagement, a wide variety of activities were used. These activities included workshops, brainstorming, mind-mapping, presentations, written submissions, peer critiquing, lecture/seminar, and ‘speed dating’ with more senior students and self reflection. Student engagement was measured through a survey based on a U.S. National Survey of Student Engagement (2000. A questionnaire was devised to establish whether, and to what degree, students were engaged in the material that they were learning, while they were learning it. The results of the questionnaire were very encouraging with between 63% and 96% of students answering positively to a range of questions concerning engagement. In terms of the two objectives set, these were satisfactorily met. The module was successfully developed and continues to be delivered, based upon this new and significant level of student engagement.
Goette, William F.; Delello, Julie A.; Schmitt, Andrew L.; Sullivan, Jeremy R.; Rangel, Angelica
This study compares the academic performance and perceptions of 114 undergraduate students enrolled in an abnormal psychology course. Specifically, this study focuses on whether face-to-face (F2F) or blended modalities are associated with student learning outcomes. In this study, data analysis was based upon the examination of end-of-course…
Miller, Susan Peterson; Butler, Frances M.; Lee, Kit-hung
Presents a review of 54 studies on math practices for students with learning disabilities. Validated practices included strategy and self-regulation interventions. Students benefited from step-by-step processes that guided their thinking and performance when solving math problems. The use of manipulative devices and drawings also were effective.…
Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn
The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and…
Wessels, P. L.; Steenkamp, L. P.
Generation Y students (born after 1982) have developed a different set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. This article has two objectives: firstly to discuss the learning styles preferred by generation Y students in order to identify the effect of these preferences on tertiary education in…
May, S. Randolph; Cook, David L.; May, Marilyn K.
Biology courses have thousands of words to learn in order to intelligently discuss the subject and take tests over the material. Biological fluency is an important goal for students, and practical methods based on constructivist pedagogies can be employed to promote it. We present a method in which pairs of students write dialogues from…
Problems with handwriting can negatively impact the writing of students with learning disabilities. In this article, an example is provided of a fourth-grade special education teacher's efforts to assist a new student by using a problem-solving approach to help determine an efficient course of action for special education teachers who are trying…
Kus, Metin; Filiz, Erkan; Altun, Sertel
The aim of this study was to determine teachers' and students?' opinions on the effectiveness of cooperative learning. This study was conducted in Istanbul Lycee and it had a qualitative research design. The participant of the study assigned randomly among ninth grade students who were studying in Istanbul Lycee in the year of 2012 to 2013. Among…
Duckworth, Cheryl Lynn; Allen, Barb; Williams, Teri Triguba
This is a qualitative assessment of a theater arts peace education program for high-school students. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on…
Acat, M. Bahaddin; Dereli, Esra
The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…
Hess, Rick; Hagemeier, Nicholas E; Blackwelder, Reid; Rose, Daniel; Ansari, Nasar; Branham, Tandy
Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students' patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.
Wilhelm, Dalit; Zlotnick, Cheryl
Two tools were created to help international students to better understand culture by becoming more astute observers of nonverbal behaviors, particularly behaviors depicting emotions among Norwegian students. The two tools were a trilingual list of words illustrating emotions and an exercise with images to practice verbalizing their observations of emotional expression. Students compared the subdued behaviors of Norwegians to the Israelis' very vivid behaviors. The intense emotional expression of Israelis influenced their interpretations. By making comparisons and through the experiences with Israelis, they learned more about culture and their own emotional expression. Creative strategies can contribute to students understanding and reflection of patients in a different culture. Encouraging students to grasp the nuances of emotional expression is part of understanding a different culture. Students, like faculty, learn that self-exploration is an evolving process that requires checking out one's assumptions and interpretations. © The Author(s) 2013.
Lee, Jeong-A.; Kim, Chan-Jong
This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.
This article discusses an experience of teaching Calculus classes for the freshmen students enrolled at Sungkyunkwan University, one of the private universities in South Korea. The teaching and learning approach is a balance combination between the teacher-oriented traditional style of lecturing and other activities that encourage students for active learning and classroom participation. Based on the initial observation during several semesters, some anecdotal evidences show that students'...
This article discusses an experience of teaching Calculus classes for the freshmen students enrolled at Sungkyunkwan University, one of the private universities in South Korea. The teaching and learning approach is a balance combination between the teacher-oriented traditional style of lecturing and other activities that encourage students for active learning and classroom participation. Based on the initial observation during several semesters, some anecdotal evidences show that students' le...
Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch
The purposes of this research were to help students to perform Physics laboratory by themselves and to provide guidelines for high school teacher to develop active learning on fluid mechanics by using Torricelli's tank experiment. The research was conducted as follows: 1) constructed an appropriate Torricelli's tank experiment for high school teaching and investigated the condition for maximum water falling distance. As a consequence, it was found that the distance of the falling water measured from the experiment was shorter than that obtained from the theory of ideal fluid because of the energy loss during a flow, 2) developed instructional manual for high school teaching that encourages active learning by using problem based learning (PBL) approach, which is consistent with the trend of teaching and learning in 21st century. The content validity of our instructional manual using Index of Item-objective Congruence (IOC) as evaluated by three experts was over 0.67. The manual developed was therefore qualified for classroom practice.
Doyle, Elaine; Buckley, Patrick
The evolution of enquiry-based teaching and learning has broadened the range of research carried out by university students. As a result, the boundaries between teaching and learning and academic research are being blurred to a degree not experienced heretofore. This paper examines whether research undertaken as part of course work should fall…
Objective. To assess second-year pharmacy students’ acquisition of pharmacotherapy knowledge and clinical competence from participation in a high-fidelity simulation, and to determine the impact on the simulation experience of implementing feedback from previous students. Design. A high-fidelity simulation was used to present a patient case scenario of drug-induced dyspepsia with gastrointestinal bleeding. The simulation was revised based on feedback from a previous class of students to include a smaller group size, provision of session material to students in advance, and an improved learning environment. Assessment. Student performance on pre- and post-simulation knowledge and clinical competence tests documented significant improvements in students' knowledge of dyspepsia and associated symptoms, with the greatest improvement on questions relating to the hemodynamic effects of gastrointestinal bleeding. Students were more satisfied with the simulation experience compared to students in the earlier study. Conclusion. Participation in a high-fidelity simulation allowed pharmacy students to apply knowledge and skills learned in the classroom. Improved student satisfaction with the simulation suggests that implementing feedback obtained through student course evaluations can be an effective means of improving the curriculum. PMID:23519773
Ihor V. Korsun
Full Text Available The aim of this article is to prove the advisability of using the e-learning of quantum physics in the Moodle environment to help students achieve better success in this difficult subject area. The possibilities of Moodle in a distance learning environment have been analysed. E-learning tool of quantum physics in the Moodle environment has been described, and its educational opportunities have been determined. The need for material models and thought models for teaching of quantum physics has been proven. Modeling method and thought experiments explain phenomena of physics help to better understand real experiments and the essence of physics theories. The method of creation of computer models using Easy Gif Animator has been discussed. The requirements for material models have been identified, and an example of material model of Large Hadron Collider has been demonstrated. Results showed that e-learning of quantum physics increases the level of students' cognitive activity. This technique can be used for teaching other sections of physics and other natural sciences.
Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.
High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.
Juhary, Jowati Binti
This paper aims at analysing the needs for a specific teaching and learning model for the National Defence University of Malaysia (NDUM). The main argument is that whether there are differences between teaching and learning for academic component versus military component at the university. It is further argued that in order to achieve excellence, there should be one teaching and learning culture. Data were collected through interviews with military cadets. It is found that there are variations of teaching and learning strategies for academic courses, in comparison to a dominant teaching and learning style for military courses. Thus, in the interest of delivering quality education and training for students at the university, the paper argues that possibly a hybrid model for teaching and learning is fundamental in order to generate a one culture of academic and military excellence for the NDUM.
Andreasen, Lars Birch; Lerche Nielsen, Jørgen
This paper focuses on how learner engagement can be facilitated through use of social media and communication technologies. The discussions are based on the Danish Master’s Programme of ICT and Learning (MIL), where students study in groups within a networked learning structure. The paper reflect...
Jamison, Joseph A.
This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students' scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education's stated…
Chan, Cecilia K. Y.; Luk, Lillian Y. Y.; Zeng, Min
Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in…
Yoon, Sae Yeol; Peate, David W.
According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers' limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students' learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students' conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students' perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students' ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.
The levels of engagement in mathematics experienced by students during the middle years of schooling (Years 5 to 8 in New South Wales) has been of concern in Australia for some years. Lowered engagement in school has been attributed to factors such as inappropriate teaching strategies, curricula that is unchallenging and irrelevant, and cultural and technological conditions that continue to evolve (Sullivan et al. Australian Journal of Education 53(2):176-191, 2009). There is currently a gap in this field of research in terms of a lack of longitudinal studies conducted in an Australian context that feature students' voices and their perceptions of mathematics teaching and learning during the middle years. As part of a qualitative longitudinal case study spanning 3 school years, 20 students in their final year of primary school (aged between 11 and 12 years) were asked to provide their views on mathematics teaching and learning. The aim of the study was to explore the students' perspectives of mathematics teaching and learning to discover pedagogies that engage the students. During focus group discussions and individual interviews the students discussed qualities of a "good" mathematics teacher and aspects of "good" lessons. These were found to resonate well with current Australian quality teaching frameworks. The findings of this study indicate that students in the middle years are critically aware of pedagogies that lead to engagement in mathematics, and existing standards and frameworks should be used as a starting point for quality teaching of mathematics.
Full Text Available Introduction: Emergency physicians are among the few specialists besides ophthalmologists who commonly perform ophthalmologic examinations using the slit lamp and other instruments. However, most medical schools in the United States do not require an ophthalmology rotation upon completion. Teaching procedural skills to medical students can be challenging due to limited resources and instructor availability. Our study assesses the effectiveness of a 40-minute hands-on teaching session on ophthalmologic examination for medical students using only two instructors and low-cost equipment. Methods: We performed an interventional study using a convenience sample of subjects. Pre- and post-workshop questionnaires on students’ confidence in performing ophthalmologic examination were administered. We used a paired t-test and Wilcoxon rank test to analyze the data. Results: Of the 30 participants in the study, the mean age was 25 and the majority were first-year medical students. The students’ confidence in performing every portion of the ophthalmologic exam increased significantly after the teaching session. We found that the average confidence level before the teaching session were below 2 on a 1-5 Likert scale (1 being the least confident. Confidence levels in using the slit lamp had the highest improvement among the skills taught (2.17 95% CI [1.84-2.49]. Students reported the least improvement in their confidence in assessing extraocular movements (0.73, 95% CI [0.30-1.71] and examining pupillary function (0.73, 95% CI [0.42-1.04]. We observed the biggest difference in median confidence level in the use of the tonometer (4 with a p-value of <0.05. Conclusion: A 40-minute structured hands-on training session can significantly improve students’ confidence levels in ophthalmologic skills.
Full Text Available Organic chemistry instructors integrate handheld technology and applications into course lecture and lab to engage students with tools and techniques students use in the modern world. This technology and applications enable instructors to re-visit the Thayer Method of teaching and learning to create an updated method that works with 21st century students. The Thayer Method is based on the premise that students are willing and capable of making substantial preparation before coming to class and lab in order to maximize efficiency of student-instructor contact time. During this student preparation phase, we engage students with handheld technology and content applications including smart phone viewable course administrative materials; “flashcards” containing basic organic chemistry nomenclature, molecular structures, and chemical reactions; mini-lectures prepared using the Smart Board Airliner Interactive Tablet for upcoming class periods and laboratory technique videos demonstrating tasks they will perform as part of laboratory experimentation. Coupled with a student friendly course text, these handheld applications enable substantial student preparation before class and lab. The method, in conjunction with handheld technology and applications, has been used with positive results in our organic chemistry courses.
Dyslexia is one of the most common specific learning difficulties. The most important characteristics of individuals with dyslexia include weaknesses, such as poor decoding skills and poor memory, slow processing and retrieving of linguistic information, especially at the phonological level, leading to learning achievements, which are much lower than individuals intellectual potential. Problems that students with dyslexia have in the writing and reading areas are particularly hampered in the ...
Full Text Available The application-based flipped classroom (APP-FC is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students’ perceptions to the APP-based flipped classroom (APP-FC teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92 at Lanzhou University. One class (n = 50, as a control group, was offered lecture-based learning (LBL, while the other class (n = 42, as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September–November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83% and interest in learning immunology (81%, as well as their self-directed learning skills (81%. Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students’ motivation in learning (P = 0.011, self-directed learn skills (P = 0.001, memory abilities (P = 0.009, and problem-solving abilities (P = 0.010. Most medical students’ scores (60% in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%. The majority of students (70% preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students’ learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.
In Universities the benefits of teaching and learning through fieldwork has been brought under closer examination in recent years (e.g. Andrews et al., 2003) and the notion of supporting fieldwork in the Geography, Earth and Environmental Science (GEES) disciplines has been gathering momentum over the past decade as evidenced by conferences on ‘Supporting fieldwork using information technology' (Maskall et al., 2007) and a Higher Education Academy GEES Virtual Fieldwork Conference at University of Worcester (May 2007). Virtual environments and e-learning resources have been shown to help students become active rather than passive learners by appealing to their multi-sensory learning ability with interactive media (Fletcher et al., 2002; 2007). Research on glacial and fluvial processes has been conducted since 2003 by Liverpool John Moores University (LJMU) staff, sometimes in collaboration with other Universities, at field sites in the French Alps, Swiss Alps and Cariboo Mountains in British Columbia. A virtual field guide (VFG) (www.virtualalps.co.uk) has been developed which uses maps, site photos, panorama movies, video clips, a google earth tour, student exercises using hydrological and glacial datasets collected in the field and revision exercises. A preliminary evaluation of this learning resource has been carried out with two groups of LJMU students and an article written (Stott et al. 2009a). The Ingleton Waterfalls VFG (http://www.ljmu.ac.uk/BIE/ingleton/) was developed by LJMU staff to meet the needs of Foundation degree and undergraduate students. A workshop was presented at the Earth Science Teachers Association 2008 Annual Conference at LJMU, and a subsequent article written (Stott et al. 2009b). The final section of this presentation will summarise some staff perspectives and raises some questions and issues concerned with development and accessibility of VFGs in the light of new developments of a ‘semantic web' at LJMU (Carmichael, 2009). Andrews
Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.
Cabral, Ana Paula; Huet, Isabel
Over the past 20 years, national processes for research-quality assessment have been introduced or amended across Europe. Whatever the benefits of these systems might have brought to the organisation and quality of research most of them have contributed for a devaluing teaching and to a growing separation between the research worlds of the university and student learning. This study aims to contribute to a broader understanding of the role of research for the quality of teaching and student l...
Granito, Vincent J.; Santana, Mary E.
New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…
Caroline Stéffani Santos Nério Pavione
Full Text Available The aim of this study is to identify the factors that influence the process of teaching and learning according to the students in the Accountancy course at a Higher Education Institution (HEI in the state of Minas Gerais. The survey was conducted by applying a questionnaire, totaling 124 valid responses. The results were combined and confronted with perceptions obtained in past research. The following variables stood out that most influenced the teaching-learning process according to the students: "teacher's didactics (how the teacher leads the class, interacts with students and provides for a learning environment"; "Content structure of the course"; "Desire to learn the subject (personal motivation for the subject"; and "library equipped with an extensive collection of books and appropriate facilities", each in one dimension: teacher, subject, student and institution. The attitudes of students and teachers could also be identified that, according to the students, influenced the achievement of ideal teaching and learning most negatively. As a result, the four highest scores were attitudes in relation to the student, "lack of interest" and "lack of dedication outside the classroom"; to the teacher, "does not intend to address the concerns of students" and not "mastering the subject matter to be explained." Thus, discussions on improving the process of teaching and learning in Accounting can be promoted based on the analysis of the variables listed. The researchers expect to contribute to the identification of the major errors in the process of teaching and learning from the perspective of the key stakeholders (students in order to facilitate discussions in order to solve them and, ultimately, to culminate in improvements in the Accounting course and reduce the dropout rates in higher education.
Yalçınkaya, Eylem; Taştan-Kırık, Özgecan; Boz, Yezdan; Yıldıran, Demet
Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students have generally low levels of conceptual understanding and many alternative conceptions regarding it. Purpose: This study aimed to explore the effect of CBL on dealing with students' alternative conceptions about chemical kinetics. Sample: The sample consists of 53 high school students from one public high school in Turkey. Design and methods : Nonequivalent pre-test and post-test control group design was used. Reaction Rate Concept Test and semi-structured interviews were used for data collection. Convenience sampling technique was followed. For data analysis, the independent samples t-test and ANOVA was performed. Results : Both concept test and interview results showed that students instructed with cases had better understanding of core concepts of chemical kinetics and had less alternative conceptions related to the subject matter compared to the control group students, despite the fact that it was impossible to challenge all the alternative conceptions in the experimental group. Conclusions: CBL is an effective teaching method for challenging students' alternative conceptions in the context of chemical kinetics. Since using cases in small groups and whole class discussions has been found to be an effective way to cope with the alternative conceptions, it can be applied to other subjects and grade levels in high schools with a higher sample size. Furthermore, the effect of this method on academic achievement, motivation and critical thinking skills are other variables that can be investigated for future studies in the subject area of chemistry.
Sembiring, P.; Sembiring, S.; Tarigan, G.; Sembiring, OD
This study aims to determine the level of student satisfaction in the learning process at the University of Sumatra Utara, Indonesia. The sample size of the study consisted 1204 students. Students’ response measured through questionnaires an adapted on a 5-point likert scale and interviews directly to the respondent. SERVQUAL method used to measure the quality of service with five dimensions of service characteristics, namely, physical evidence, reliability, responsiveness, assurance and concern. The result of Importance Performance Analysis reveals that six services attributes must be corrected by policy maker of University Sumatera Utara. The quality of service is still considered low by students.
Oosterheert, Ida E; Vermunt, Jan D; Denessen, E
An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.
Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.
Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University
Full Text Available Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives. Methods: The study population comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015 who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression. Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367 and self-directed learning (r=0.571, and between self-efficacy and self-directed learning (r=0.523 was statistically significant (P<0.01. Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning. Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.
Jayasuriya-Illesinghe, Vathsala; Nazeer, Ishra; Athauda, Lathika; Perera, Jennifer
Medical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students' experiences during their final year clinical training with the aim of understanding the teaching-learning experiences. Using qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method. Emergent themes reveled 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be 'figurative' role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as 'true' role models. Students' responses and reciprocations to these interactions were influenced by their perception of teachers' behaviors, attitudes, and the type of teaching-learning situations created for them. Making a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers' awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.
Full Text Available Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, of not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called “interactionary”, are presented. Student design work is analyzed using the framework of learning design sequences and analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers. Based on the results, possible teacher interventions to coach student design work are suggested.
The quality of learning processes is mainly determined by the extent to which students' conceptions are addressed and thus conceptual change is triggered. Colour phenomena are a topic within initial instruction of optics which is challenging. A physically adequate concept of white light is crucial for being able to grasp the processes underlying…
Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Shelton, Brett E.
This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a participant in a professional development (PD) project focused on reformed and technology-enhanced…
van der Hoeven Kraft, Katrien J.; Srogi, LeeAnn; Husman, Jenefer; Semken, Steven; Fuhrman, Miriam
To motivate student learning, the affective domain--emotion, attitude, and motivation--must be engaged. We propose a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term we are proposing, "connections with Earth" based on research in the…
Clayton, Kara; Murphy, Amanda
Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone…
Bender, William N.
This book provides classroom-proven strategies designed to empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and special education classrooms. Chapter 1 presents the concept of differentiated instruction and how that concept translates into…
Camus, Melinda; Hurt, Nicole E.; Larson, Lincoln R.; Prevost, Luanna
Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as…
Stream investigation and restoration projects offer unique experiential opportunities to engage students in outdoor learning experiences that are relevant to the communities in which they live. These experiences promote an understanding of watershed issues and establish positive attitudes and behaviors that benefit local watersheds and help to…
de Espindola, Marina Bazzo; El-Bacha, Tatiana; Giannella, Tais Rabetti; Struchiner, Miriam; da Silva, Wagner S.; Da Poian, Andrea T.
This work describes the use of a virtual learning environment (VLE) applied to the biochemistry class for undergraduate, first-year medical students at the Federal University of Rio de Janeiro. The course focused on the integration of energy metabolism, exploring metabolic adaptations in different physiological or pathological states such as…
Tezer, Murat; Çimsir, Burcu Turan
This research aimed to examine the impact of using mobile-supported learning management systems (LMS) in teaching web design on the academic success of students and their opinion on the course; and it was conducted on 70 volunteer students (35 experimental, 35 control) enrolled at Giresun University, Technical Sciences Vocational School, Computer…
Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.
This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…
Marilyn L. Balmeo
Full Text Available Leading-edge creation and development of technologies including those for the children with special learning needs found common place in the educational system. Allowably, this study’s focal point engages in the integration of technologies in the educational environments where students with special learning needs are housed. Respondents include 53 teachers employed in the special education schools in Baguio City, who were to determine the availability and effectiveness of technology in their schools and the problems encountered in the integration of technologies. Results indicate that availability and effectiveness of technologies are at limited level and that there are problems encountered in technology integration. This is significant for the achievement of the aim of students with special learning needs for they would be guided appropriately in the development of their skills with the challenges of educational attainment and life itself
Carlisle, Caroline; Ibbotson, Tracy
The evidence base for the effectiveness of problem-based learning (PBL) has never been substantively established, although PBL is a generally accepted approach to learning in health care curricula. PBL is believed to encourage transferable skills, including problem-solving and team-working. PBL was used to deliver a postgraduate research methods module and a small evaluation study to explore its efficacy was conducted amongst the students (n = 51) and facilitators (n = 6). The study comprised of an evaluation questionnaire, distributed after each themed group of PBL sessions, and a group discussion conducted 4 weeks after the conclusion of the module, which was attended by student representatives and the facilitators. Questionnaire data was analysed using SPSS, and a transcript of the interview was subjected to content analysis. The results indicated that students felt that a PBL approach helped to make the subject matter more interesting to them and they believed that they would retain knowledge for a longer period than if their learning had used a more traditional lecture format. Students also perceived that PBL was effective in its ability to enhance students' understanding of the group process. All those involved in the PBL process reinforced the pivotal role of the facilitator. This study indicates that there is potential for PBL to be used beyond the more usual clinical scenarios constructed for health care professional education and further exploration of its use in areas such as building research capability should be undertaken.
Dart, Barry; Boulton-Lewis, Gillian
The 11 chapters in this book, each contributed by a different author, are organized around the "3P model" of learning at the college level developed by John Biggs, which allows teachers to monitor and modify their teaching in light of students' learning. The 3P model includes presage (student and situational variables), process (how…
Warriner, David Roy; Bayley, Martin; Shi, Yubing; Lawford, Patricia Victoria; Narracott, Andrew; Fenner, John
This study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system. An interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human cardiovascular system. The model outputs were used to characterise the progression of key disease processes and allowed students to classify disease severity with the aim of improving their understanding of abnormal physiology in a clinical context. Access to the on-line environment was offered to students at all stages of undergraduate training as an adjunct to routine lectures and tutorials in cardiac pathophysiology. Student feedback was collected on this novel on-line material in the course of routine audits of teaching delivery. Medical students, irrespective of their stage of undergraduate training, reported that they found the models and the environment interesting and a positive experience. After exposure to the environment, there was a statistically significant improvement in student performance on a series of 6 questions based on cardiovascular medicine, with a 33% and 22% increase in the number of questions answered correctly, p < 0.0001 and p < 0.001 respectively. Considerable improvement was found in students' knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians, modellers to, most importantly, medical students.
Researchers have highlighted the increasing problem of loud sounds among young people in leisure-time environments, recently even emphasizing portable music players, because of the risk of suffering from hearing impairments such as tinnitus. However, there is a lack of studies investigating compulsory-school students' standpoints and explanations in connection with teaching interventions integrating school subject content with auditory health. In addition, there are few health-related studies in the international science education literature. This paper explores students' standpoints on loud sounds including the use of hearing-protection devices in connection with a teaching intervention based on a teaching-learning sequence about sound, hearing and auditory health. Questionnaire data from 199 students, in grades 4, 7 and 8 (aged 10-14), from pre-, post- and delayed post-tests were analysed. Additionally, information on their experiences of tinnitus as well as their listening habits regarding portable music players was collected. The results show that more students make healthier choices in questions of loud sounds after the intervention, and especially among the older ones this result remains or is further improved one year later. There are also signs of positive behavioural change in relation to loud sounds. Significant gender differences are found; generally, the girls show more healthy standpoints and expressions than boys do. If this can be considered to be an outcome of students' improved and integrated knowledge about sound, hearing and health, then this emphasizes the importance of integrating health issues into regular school science.
Costa-Silva, Daniela; Côrtes, Juliana A; Bachinski, Rober F; Spiegel, Carolina N; Alves, Gutemberg G
Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.
Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning
Harmon, Melissa Cameron
Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…
Full Text Available A language is probably the most difficult set of skills a person could ever struggle to learn. There is no easy way to master a language, particularly a language which is not our first language. In the process of learning a language particularly a second language, there are many variables that determine the success of learning; one of the variables is learning styles. In a class made up of various learning styles, it is always necessary for language teachers to identify, respect, and work on the diversity of the learners’ differences. The study investigated the diverse learning styles employed by ESL students of SMPN 1 Dagangan, Madiun Regency of East Java. The students were classified into three levels of competence: high, middle, and low level competence. They were also classified based on gender: males and females. A set of questionnaire was distributed to fifteen students. To get deeper interpretation on their learning styles, the students were also interviewed. The students’ learning style preferences were identified based on their levels of competence and gender in order to investigate their differences. The data was analyzed qualitatively. The findings revealed that the students’ learning styles can be categorized into visual, auditory, kinesthethic, tactile, individual, and group learners. The results of the study indicated that there were some differences in using learning styles by the students of high, middle and low levels of competence. A little difference was also found in male and female students in using learning styles. Thus, it is important for teachers to be aware of their students learning styles. It is clear then that one factor which can lead to the success of a language teaching-learning process is the match between students` learning styles and the teaching methods used by the teachers.
Alsharif, Naser Z; Qi, Yongyue
To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.
David Roy Warriner
Full Text Available Abstract Background This study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system. Methods An interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human cardiovascular system. The model outputs were used to characterise the progression of key disease processes and allowed students to classify disease severity with the aim of improving their understanding of abnormal physiology in a clinical context. Access to the on-line environment was offered to students at all stages of undergraduate training as an adjunct to routine lectures and tutorials in cardiac pathophysiology. Student feedback was collected on this novel on-line material in the course of routine audits of teaching delivery. Results Medical students, irrespective of their stage of undergraduate training, reported that they found the models and the environment interesting and a positive experience. After exposure to the environment, there was a statistically significant improvement in student performance on a series of 6 questions based on cardiovascular medicine, with a 33% and 22% increase in the number of questions answered correctly, p < 0.0001 and p < 0.001 respectively. Conclusions Considerable improvement was found in students’ knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians, modellers to
Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah
The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students' thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Students' learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement.
Norman, Lashaunda Renea
This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School
Full Text Available In recent years, it has become possible to introduce health science students to statistical packages at an increasingly early stage in their undergraduate studies. This has enabled teaching to take place in a computer laboratory, using real data, and encouraging an exploratory and research-oriented approach. This paper briefly describes a hypertext Computer Based Tutorial (CBT concerned with descriptive statistics and introductory data analysis. The CBT has three primary objectives: the introduction of concepts, the facilitation of revision, and the acquisition of skills for project work. Objective testing is incorporated and used for both self-assessment and formal examination. Evaluation was carried out with a large group of Health Science students, heterogeneous with regard to their IT skills and basic numeracy. The results of the evaluation contain valuable lessons.
E. M. Cutrim
Full Text Available Responding to the call for reform in science education, changes were made in an introductory meteorology and climate course offered at a large public university. These changes were a part of a larger project aimed at deepening and extending a program of science content courses that model effective teaching strategies for prospective middle school science teachers. Therefore, revisions were made to address misconceptions about meteorological phenomena, foster deeper understanding of key concepts, encourage engagement with the text, and promote inquiry-based learning. Techniques introduced include: use of a flash cards, student reflection questionnaires, writing assignments, and interactive discussions on weather and forecast data using computer technology such as Integrated Data Viewer (IDV. The revision process is described in a case study format. Preliminary results (self-reflection by the instructor, surveys of student opinion, and measurements of student achievement, suggest student learning has been positively influenced. This study is supported by three grants: NSF grant No. 0202923, the Unidata Equipment Award, and the Lucia Harrison Endowment Fund.
Owen L WOODMAN; Agnes E DODDS; Albert G FRAUMAN; Mosepele MOSEPELE
The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.
Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo
Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.
Zerihun, Z.; Beishuizen, J.J.; van Os, W
This study was conducted in two public universities in Ethiopia to assess the impact of conceptions of teaching and learning on the evaluation of teaching quality. Students' and teachers' approaches to teaching and learning and their conceptions of the meaning of teaching have been examined. Results
Rance, Sharon; Sweet, Linda
Competency Standards in Australia articulate that the midwife must be able to contribute to the professional development of themselves and others. Few undergraduate health professional curricula currently incorporate content for the development of specific knowledge and skills required for clinical teaching. This project aimed to understand and enhance midwifery students' preparedness to assume their future clinical teaching responsibilities. Design-based research was used to implement an educational intervention aimed at developing clinical teaching skills through a peer education session between 1st and 3rd year students. The perspectives of 30 undergraduate midwifery students about their preparedness for their teaching role and the intervention were obtained through 3 focus groups. A thematic analysis of the data was undertaken. Three themes were identified encompassing the research aims and objectives; 'Co-creating a culture for learning', 'reciprocal teaching and learning' and 'developing clinical teaching capacities'. The findings indicate that the midwifery students had a holistic understanding of their responsibilities in clinical teaching in the workplace. They were able to identify ways in which their teaching capacities were being developed through their clinical experiences and the curriculum, both intended and hidden. Despite limited educational activities for clinical teaching, the midwifery students made explicit connections of the relational interdependence of workplace-based experiences and their learning. Students were clearly able to identify ways in which their own learning experiences and the culture in which this learning is embedded, assists them to develop clinical teaching skills, ready to support the next generation of midwifery students. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
Nurjanah; Dahlan, J. A.; Wibisono, Y.
This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.
Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc
Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD).
Dr. S. Bolhuis; L. Fluit
This module of Professionalism in Patient Centred Acute Care Training (PACT) is part of an international multidisciplinary distance learning programme for intensive care training. Editor-in-chief: G. Ramsay Most trainees are involved in some sort of teaching and therefore fulfil trainee and trainer
Moores, Donald F
The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a relatively short period, the education of deaf students has gone from an independent enterprise under the aegis of special education to heavy influence by No Child Left Behind legislation that applies to virtually all American students. American education at one and the same time embraces and celebrates diversity, imposes uniform, rigid learning standards for all children, and mandates that all children be tested in the same way. An oxymoron exists of individualized educational planning and one-size-fits-all curricula and assessment of academic achievement. Implications for teaching and learning of deaf students are explored.
Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean
Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds. Copyright 2014, SLACK Incorporated.
Seib, Charrlotte; English, Rebecca; Barnard, Alan
Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice. Copyright 2011, SLACK Incorporated.
Coldren, Jeffrey; Hively, Jodi
Assuming that learning is an inherently social process, this research explores interpersonal variables that affect teaching. Specifically, does the interpersonal teaching style affect student impressions of the instructor? Eighty-five undergraduates viewed one of three ten-minute videos that portrayed either an authoritarian, authoritative, or…
Smith, Penny; Ooms, Ann; Marks-Maran, Di
A teaching session about service users' experiences of accessing and receiving health and social care was designed and delivered by service users to first year BSc Nursing students. The aim was to enhance students' knowledge, skills and confidence in caring for people with a learning disability. An evaluation research study was undertaking at one university in London into the perceived effectiveness of the teaching session, including students' perceptions of the extent to which the service users' teaching session was useful, the impact of the session, its benefits and challenges and the sustainability of teaching sessions delivered by service users. Data were collected through an online questionnaire. Quantitative analysis was undertaken of Likert-style questions and qualitative analysis was undertaken using the Framework Method. The session impacted on students' knowledge and understanding of people with a learning disability. Students reported that they felt more comfortable and confident interacting with people with a learning disability. In addition, they reflected on their feelings about caring for people with a learning disability. Copyright © 2015 Elsevier Ltd. All rights reserved.
Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai
This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.
Graf, Stefan Ting; Carlsen, Dorthe
The article reports results from a qualitative study of Elevbaro, a prototype of a digital tool for student feedback developed in connection with the demonstration school project, inclusion, and differentiated teaching in digital learning environments. At the same time the study represents...... the first step of validating Elevbaro as a systematic feedback tool. There is general consensus that feedback is central to the quality of teaching, but the focus on and the exploration of systematic student feedback is an overlooked topic. Especially as regards differentiated teaching and complex teaching...... patterns, there is a need for supplementary and digital monitoring of a group of students and of individual students. The article examines how students and teachers understand and use Elevbaro, which is built on frequent ratings of five set statements in connection with teaching over a certain period...
Dhaliwal, Harmeet Kaur; Allen, Mark; Kang, Jing; Bates, Claire; Hodge, Trevor
New methods of teaching and learning are constantly being sought in the adult learning environment. Audience Response Systems (ARS) have been used in many different learning environments, especially in the field of medical education. The objective of this investigation was to ascertain the effect of ARS use in undergraduate teaching in a UK dental school. A cross-over clustered randomized educational trial. Leeds Dental Institute. Year 4 undergraduate dental students in orthodontics. Students at Leeds Dental Institute were taught two different topics within the curriculum to test the use of ARS in a cross-over trial. A questionnaire was delivered to the test (ARS) and control (non-ARS) groups. The response rate to the questionnaires was 89·5% (test group) and 82·9% (control group). The ARS enabled students to perform better as shown by knowledge retention (P = 0·013). Students found the seminar more interesting (P = 0·013), easier to concentrate (P = 0·025) and easier to participate in (P = 0·020) when ARS was used. When ARS was used, students were more able to answer questions (P<0·0001), were more likely to prepare for the seminar (P<0·0001) and significantly preferred using ARS (P<0·0001). ARS was found to significantly improve student concentration and participation in small group seminar teaching and significantly improved knowledge retention. ARS may be useful in facilitating orthodontic teaching in the future.
Øhrstrøm, Peter; Sandborg-Petersen, Ulrik; Thorvaldsen, Steinar
This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do l...... involving different teaching methods will be compared.......This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do...... learning analytics based on log-data. The aim of the present paper is to investigate whether the Syllog e-learning tools can be helpful in logic teaching in order to obtain a better understanding of logic and argumentation in general and syllogisms in particular. Four versions of a course in basic logic...
Full Text Available With the growing awareness of the importance of teaching and learning in universities and the need to move towards evidence-based teaching, it behooves the professions to re-examine their educational research methodology. While the what, how and why of student learning have become more explicit, the professions still struggle to find valid methods of evaluating the explosion of new innovation in teaching/learning strategies. This paper discusses the problems inherent in applying traditional experimental design techniques to advances in educational practice.
Brand, Susan; Dunn, Rita; Greb, Fran
Proposes that students with Attention Deficit Hyperactivity Disorder (ADHD) learn differently than other students. Discusses two studies of ADHD students. Concludes such students may learn better in the afternoon instead of the morning; with tactile and kinesthetic instructional resources; in soft illumination; with Multisensory Instructional…
to the surface (Best, 2006). In order to avoid fads, fancy and personal bias in education the science of teaching has gained ground over the last decades. Today we have from research and especially from syntheses of research results quite much evidence on what works and to what degree it works. This presentation...... will give a brief introduction to meta-analyses and syntheses of educational research related to student achievement (Hattie, 2009, 2011). And then point to teaching methods that are manageable in classes of any size, are engaging to students, and qualified for increasing and developing students’ abilities......It seems unsatisfactory that much teaching practice is based on ideas with only weak or sometimes even no documentation for their effect. Many resources in terms of money and time have been lost on implementing ideas that after a short while must be dropped because they did not function well...
We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…
Meriläinen, Matti; Kuittinen, Matti
This study examined the relation between university students' perceived level of study-related burnout (SRB) and their perceptions of the teaching-learning environment (TLE), as well as their perceived achievement motivation (AM). The data are based on a survey of nine Finnish universities in the spring of 2009. Altogether, 3035 university…
Elton-Chalcraft, Sally; Mills, Kären
"It was the funnest week in the whole history of funnest weeks": our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the "The Creative and Effective Curriculum" module for PGCE primary student teachers which includes a one-week…
Leana-Tascilar, Marilena Z.
The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending…
Objective measures for assessing teaching effectiveness and learning outcomes in the pharmacy curriculum are needed for improving quality of instruction and faculty development. The purpose of this article is to introduce a new teaching assessment method that focuses on self-assessed change in student comfort with the topics taught rather than evaluation of the instructor and to evaluate its performance in comparison to conventional student evaluations of teaching (SET). Six successive cohorts of first-year pharmacy students were surveyed regarding their comfort level at the beginning and end of a 10-week pharmacology course. The change in self-assessed comfort level (ΔSACL) was interpreted as the amount of learning that occurred. This indicator was compared to ratings of a statement from SET designed to obtain the same information. An increasing ΔSACL suggests an increase in learning over time. Differences were observed between ΔSACL and corresponding results from SET, suggesting that there could be extrinsic factors influencing the results. The use of ΔSACL could provide an alternative or complementary approach to assess teaching effectiveness that focuses less on the instructor and more on the actual student learning outcomes. Copyright © 2017 Elsevier Inc. All rights reserved.
Korkmaz Toklucu, Selma; Tay, Bayram
Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…
... of Teaching and Learning Styles in Practical Motor Vehicle Mechanics Work At ... Board should organize workshop for its teachers in technical colleges on the ... students to participate actively in any activities when teaching practical skills.
Kolbæk, Ditte; Nortvig, Anne-Mette
Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...
Kh.E. Ismailova; K. Gleason; E.A. Provotorova; P.G. Matukhin
The paper presents a description of the methodology and some results of the application of tools of the language learning support portal Quizlet.com to improve the effectiveness of the accelerated development of the basic communicative skills in Russian as a foreign language (RFL) for the group of the English-speaking students who arrived to study in Russia engineering, medicine and other areas. The application of the development is the basics of Russian teaching and learning in the classroom...
Weitze, Charlotte Lærke
This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...
Balan, Peter; Clark, Michele; Restall, Gregory
Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…
Full Text Available Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS, collaborating within communities of practice (COP (peers and other relevant parties, and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use
Background Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. Methods A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. Results We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. Conclusions The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution. PMID:24450310
Spoelstra, Howard; Stoyanov, Slavi; Burgoyne, Louise; Bennett, Deirdre; Sweeney, Catherine; Drachsler, Hendrik; Vanderperren, Katrien; Van Huffel, Sabine; McSweeney, John; Shorten, George; O'Flynn, Siun; Cantillon-Murphy, Padraig; O'Tuathaigh, Colm
Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.
In response to the new needs for S/T/E/S-literate science teachers, an S/T/E/S-oriented ISMMC-IEE combination model of instruction was implemented in two specially designed undergraduate courses and one graduate course within college science teacher training programs. These three courses served as case studies for class-based, quasiquantitative pilot investigation aimed at gaining a deeper insight into some of the issues involved in the implementation in college of nontraditional, open-ended, problem-solving-oriented teaching strategies which are in dissonance with the cognitive or affective styles and functional paradigms of most students. This probe into the dissonance issue revealed that prospective teachers are capable of handling the new instructional model and do gain in their higher-level cognitive learning. However, undergraduates perceive these courses to be either difficult or not in accord with their needs, and their appreciation of the instructional techniques and style employed is different from that of graduate students accordingly. The current study suggests that although the ISMMC-IEE model is useful in S/T/E/S-oriented courses in science teacher training programs, special attention to the implementation stage is required to close the gap between students' and S/T/E/S educators' functional paradigms.
Wijaya Mahardika I Gusti Ngurah Agung
Full Text Available This paper discusses the incorporation of local cultural material in a teaching material developed for the students of the Hinduism Education Department of IHDN Denpasar. Teaching material plays an important part in teaching learning process, yet inappropriate teaching materials may become more harmful than useful. The unique nature of the HED students warranted the need for a tailor-made teaching material. The study found that the use of culturally familiar materials is beneficial for the students learning process. The result of the study also highlighted students’ needs and prior knowledge as the main factors to be considered when developing teaching material.
Theodoulou, Iakovos; Nicolaides, Marios; Athanasiou, Thanos; Papalois, Apostolos; Sideris, Michail
We aimed to identify and critically appraise all literature surrounding simulation-based learning (SBL) courses, to assess their relevance as tools for undergraduate surgical education, and create a design framework targeted at standardizing future SBL. We performed a systematic review of the literature using a specific keyword strategy to search at MEDLINE database. Of the 2371 potentially eligible titles, 472 were shortlisted and only 40 explored active interventions in undergraduate medical education. Of those, 20 were conducted in the United States, 9 in Europe and 11 in the rest of the world. Nineteen studies assessed the effectiveness of SBL by comparing students' attributes before and after interventions, 1 study assessed a new tool of surgical assessment and 16 studies evaluated SBL courses from the students' perspectives. Of those 40 studies, 12 used dry laboratory, 7 wet laboratory, 12 mixed, and 9 cadaveric SBL interventions. The extent to which positive results were obtained from dry, wet, mixed, and cadaveric laboratories were 75%, 57%, 92%, and 100%, respectively. Consequently, the SBL design framework was devised, providing a foundation upon which future SBL interventions can be designed such that learning outcomes are optimized. SBL is an important step in surgical education, investing in a safer and more efficient generation of surgeons. Standardization of these efforts can be accelerated with SBL design framework, a comprehensive guide to designing future interventions for basic surgical training at the undergraduate level. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert
Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.
Johnson, Matthew; Partlo, Margaret; Hullender, Tammy; Akanwa, Emmanuel; Burke, Heather; Todd, Jerry; Alwood, Christine
Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate…
Simin Dragana P.
Full Text Available In medical vocational high schools teachers frequently use PowerPoint presentations. The study presented in this paper has sought to identify, on the one hand, the preferences of students of medical vocational high schools regarding PowerPoint presentations in the instruction of vocational subjects, and on the other, students' dominant learning styles, and also as to establish whether the differences in preferences were based on learning styles. In this cross-sectional study, responses from 170 students of three medical high schools were obtained using the questionnaire designed by Chan and Denner. The data were processed using the methods of descriptive and inferential statistics. The values obtained for Cronbach's alpha indicate that the questionnaire was reliable. In all three schools, PowerPoint presentations are used in the teaching of most vocational subjects. According to the findings, students prefer teaching that uses PowerPoint presentations, finding it more interesting than teaching that involves teachers writing on the board. On the other hand, students' responses indicate that PowerPoint presentations don't lead to greater classroom participation. The findings show that dominant learning styles contribute to differences in student preferences for classes in which teachers use PowerPoint presentations, but also indicate the need for further research.
The purpose of this manual is to provide professor's in engineering classes which the background necessary to use student team projects effectively. This manual describes some of the characteristics of student teams and how to use them in class. It provides a set of class activities and films which can be used to introduce and support student teams. Finally, a set of teaching modules used in freshmen, sophomore, and senior aeronautical engineering classes are presented. This manual was developed as part of a NASA sponsored project to improve the undergraduate education of aeronautical engineers. The project has helped to purchase a set of team work films which can be checked out from Cal Poly's Learning Resources Center in the Kennedy Library. Research for this project has included literature reviews on team work and cooperative learning; interviews, observations, and surveys of Cal Poly students from Industrial and Manufacturing Engineering, Aeronautical Engineering and Psychology; participation in the Aeronautical Engineering senior design lab; and interviews with engineering faculty. In addition to this faculty manual, there is a student team work manual which has been designed to help engineering students work better in teams.
Brumpton, Kay; Kitchener, Scott; Sweet, Linda
With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.
Tran, Nga D.; Nguyen, Thanh T.
The use of any forms of teaching evaluation, particularly student evaluation of teaching (SET) is often subjected to controversies. In the context of Vietnam, since 2010 the Ministry of Education and Training has mandated the use of SETs in all universities and colleges. However, the ultimate aim of SETs to trigger much needed change in the…
Graduate Student Attitudes toward Professor Pedagogical Content Knowledge, Transformational Teaching Practices, Student-Professor Engagement in Learning, and Student Deep Learning in Worldwide Business and Education Programs
Economos, Jennifer Lynn
Some professors are expected to remain competitive research scholars, as well as teach, particularly in research-intensive universities. It has been argued that some professors spend too much time on research to obtain institutional incentives or promotion, and not enough time on teaching. Consequently, some adjuncts assume the responsibility for…
Berge, Morten E; Berg, Einar; Ingebrigtsen, Jana
The curriculum of the dental faculty at the University of Bergen, Norway, was revised and a new curriculum implemented in 1998 based on the principles of holistic teaching and patient-centered treatment. The first candidates graduated in 2003. The change of curricula, experience gained, and lack of an evidence base for holistic teaching justify a general discussion of all relevant aspects associated with this approach. The purpose of this article was to make a contribution towards such a discussion. A PubMed search regarding holistic teaching in dentistry was performed. Of the 211 entries on holistic teaching, few discussed holism in depth; none reported outcome measures comparing old and new curricula. Data collected from students graduating in 2003 (new curriculum) and 2000 (old curriculum) on their satisfaction with the teaching comprise a possible outcome measure. In most respects, using prosthodontics as an example, no differences between the two groups of students were found. Students studying under the new holistic curriculum were less satisfied than those studying under the old one regarding the number of available teachers and teachers' feedback on student performance. Both holistic teaching/patient-centered treatment and a more traditional subject-specific approach have advantages and disadvantages, and neither can be practiced in its pure form for ethical and practical reasons. The quantitative results of this study did not support the hypothesis that holism improved students' satisfaction with the teaching. A wide discussion of holism in dental education is needed, along with outcome measures when curricula are changed.
Diverse learning needs are students' learning needs in areas such as language, learning styles, background, disabilities, technology skills, motivation, engagement, and access. Teacher candidates must be aware of and plan to meet these needs. The Universal Design for Learning (UDL) provides guidelines that can increase the level of student…
M, Schoo A; S, Lawn; E, Rudnik; C, Litt J
Many undergraduate and graduate-entry health science curricula have incorporated training in motivational interviewing (MI). However, to effectively teach skills that will remain with students after they graduate is challenging. The aims of this study were to find out self-assessed MI skills of health students and whether reflecting on the results can promote transformative learning. Thirty-six Australian occupational therapy and physiotherapy students were taught the principles of MI, asked to conduct a motivational interview, transcribe it, self-rate it using the Motivational Interviewing Treatment Integrity (MITI) tool and reflect on the experience. Student MI skills were measured using the reported MITI subscores. Student assignments and a focus group discussion were analysed to explore the student experience using the MITI tool and self-reflection to improve their understanding of MI principles. Students found MI challenging, although identified the MITI tool as useful for promoting self-reflection and to isolate MI skills. Students self-assessed their MI skills as competent and higher than scores expected from beginners. The results inform educational programs on how MI skills can be developed for health professional students and can result in transformative learning. Students may over-state their MI skills and strategies to reduce this, including peer review, are discussed. Structured self-reflection, using tools such as the MITI can promote awareness of MI skills and compliment didactic teaching methods.
Eloi Biosca Frontera
This article is a summary and conclusions of a field study carried out in a secondary education classroom with the aim of experimenting and observing how 13-year-old students learn the history of architecture by using complex virtual reality software. Within the framework ofautonomous and active learning, students act as builders of some of the historic landmarks studied during the course. Thus, students learn, for instance, the features of Romanesque and Gothic architecture as they are asked...
Johnston, Peter; Dozier, Cheryl; Smit, Julie
For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…
The instant availability of information has changed the paradigm of teaching. Whereas at one time teaching and learning was information being passed, memorized, and repeated, students can now find their own knowledge. Learning now consists of using information in creative ways and requires a shift in how students are taught. This is quite similar…
Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde
This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…
This is for teaching - learning curriculum about nuclear energy for elementary school students. It consist of four titles, which are I saved this much, learning energy through quiz, I work for nuclear power plant and would mayor build a nuclear power plant in our town? It was written to teach nuclear power plant and nuclear energy to elementary school students in easy way.
Fernando, Sithara Y. J. N.; Marikar, Faiz M. M. T.
Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University's cadet and civilian students' response to constructivist learning theory and participatory…
Carbone, Angela; Ross, Bella; Phelan, Liam; Lindsay, Katherine; Drew, Steve; Stoney, Sue; Cottman, Caroline
In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in…
Almeida, Patrícia; Teixeira-Dias, José Joaquim; Medina, Jorge
The scholarship of teaching emerged in the last decades as a fundamental concept to the development of good teaching practices in Higher Education and, consequently, to the enhancement of the quality of student learning. Considering that scholarship comprehends a process as well as an outcome, research on teaching and learning should be viewed as one important aspect of the scholarship of teaching. The goal of this essay is to illustrate how the scholarship of teaching and learning can be enhanced through the development of classroom research rooted on students' questioning, conceived and implemented by both university teachers and educational researchers. Valuing and stimulating students' questions offers an innovative dimension to science education as it puts students at a central role in the learning process. This way, encouraging students' questioning also strengthens teaching-research links by bringing teachers and learners together in a community of inquiry.
This study examined learning styles in 137 high ability fourth-grade students. All students were administered two learning styles inventories. Characteristics of students with the following learning styles are summarized: auditory language, visual language, auditory numerical, visual numerical, tactile concrete, individual learning, group…
Kurniasari, H.; Sukarmin; Sarwanto
The purpose of this research are to analyze the the properness of contextual teaching and learning (CTL)-based science module for Junior High School for increasing students’ creativity and using CTL-based science module to increase students’ learning creativity. Development of CTL-based science module for Junior High School is Research and Development (R&D) using 4D Model consist of 4 steps: define, design, develop, and disseminate. Module is validated by 3 expert validators (Material, media, and language experts), 2 reviewer and 1 peer reviewer. . Based on the results of data analysis, it can be concluded that: the results of the validation, the average score of CTL-based science module is 88.28%, the value exceeded the value of the cut off score of 87.5%, so the media declared eligible for the study. Research shows that the gain creativity class that uses CTL-based science module has a gain of 0.72. Based on the results of the study showed that CTL-based science module effectively promotes creativity of students
Rakhmawati, Yesi; Apriliani, Putri; Wulansari, Merya
The objectives of this study were (1) to reveal the improvement of students'understanding about heredity by using the media of leather puppets, and (2) to findout the use of leather puppets as learning media for teaching heredity to the grade IXstudents.The method used in this study was quasi experiment post test only. The subjectand object of this study were leather puppets as learning media of heredity at gradeIX and the improvement of the students' understanding about the heredity. About 2...
Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T
Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness
Full Text Available Linguistic, literary, and feminist studies define translation as a process of rendering a new version of an original with attention to context, power, and purpose. Processes of translation in the context of student-faculty co-inquiry in the Scholarship of Teaching and Learning offer examples of how this re-rendering can play out in the realm of academic development. In this article, translation serves as a conceptual framework that allows us to bring a fresh interpretation to the collaborative work of participants in a student-faculty pedagogical partnership program based at two colleges in the mid-Atlantic United States. We argue that faculty members and student consultants who participate in this program engage in processes of translation that lead to transformed perceptions of classroom engagement, transformed terms for naming pedagogical practices, and, more metaphorically, transformed selves. Drawing on data from an ongoing action research study of this program and on articles and essays we and other participants in the program have published, we use a form of narrative analysis as it intersects with the conceptual framework offered by translation to illustrate how, through their collaboration, faculty and students engage in never-finished processes of change that enable mental perceptions, linguistic terms, and human selves to be newly comprehended, communicated, and expressed. We touch upon what is lost in translation as well and the necessity of ongoing efforts to make meaning through collaborative explorations, analyses, and re-renderings. Finally, we provide examples of how the changes participants experience and effect endure beyond the time of partnership and in other realms of their lives.
Activating teaching is an educational concept which is based on active participation of students in the study process. It is becoming an alternative to more typical approach where the teacher will just lecture and the students will take notes. The study described in this paper considers student...... activating teaching methods focusing on those based on knowledge dissemination. The practical aspects of the implemented teaching method are considered, and employed assessment methods and tools are discussed....
Wünschel, Markus; Leichtle, Ulf; Wülker, Nikolaus; Kluba, Torsten
Modern teaching concepts for undergraduate medical students in Germany include problem based learning as a major component of the new licensing regulations for physicians. Here we describe the usage of a web-based virtual outpatient clinic in the teaching curriculum of undergraduate medical students, its effect on learning success, and student reception. Fifth year medial students were requested to examine 7 virtual orthopaedic patients which had been created by the authors using the Inmedea-Simulator. They also had to take a multiple-choice examination on two different occasions and their utilisation of the simulator was analysed subjectively and objectively. One hundred and sixty students took part in the study. The average age was 24.9 years, 60% were female. Most of the participants studied on their own using their private computer with a fast internet-connection at home. The average usage time was 263 min, most of the students worked with the system in the afternoon, although a considerable number used it late in the night. Regarding learning success, we found that the examination results were significantly better after using the system (7.66 versus 8.37, plearning efficacy. The way the system was used by the students emphasises the advantages of the internet-like free time management and the implementation of multimedia-based content. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.
that of learning and teaching partners to both lecturers and students. ... learning and growth using a balanced approach, which included scholarly research and .... peer tutors to be the kind of academic advisors to students that universities ... In terms of advantages, student peer tutors are closer in experience to the students.
Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson
To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students' current academic uses of Facebook and their views on using Facebook within university modules. Students reported…
common knowledge' (Edwards, 2010) will need to be co-constructed which understands flexible learning and teaching in ways which will meet needs of a diversity of students, including working students. It will require 'resourceful leadership' ...
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students' current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer-peer communication around group work and assessment - a use not always conceptualised by students...
Full Text Available The focuses of this research is on parents’ expectation of the teaching and learning Islamic Education among students of SDLB N Ungaran. The subject is Islamic Education teachers and the parents of students in SDLB N Ungaran. The methods of data collections are observation, interview and documentation. The technique of data analysis is inductive analysis. The result shows that the teaching and learning Islamic Education among students of SDLB N Ungaran is generally almost the same with the teaching and learning Islamic Education among students of general school. The difference is only in the psychological aspect. The majority of parents’ expectation of the teaching and learning Islamic Education is the same: in order the students can understand and apply the subject of Islamic Education in their everyday life so that they can become the righteous children. The factors that support the teaching and learning Islamic Education among students of SDLB N Ungaran are the Islamic Education teachers’ patients and meticulous, cooperation between parents, teachers and the school, the extracurricular subjects which are suitable with the students’ talent and ability, and teachers’ creativity in teaching and learning. The factors that hinder the teaching and learning Islamic Education are inefficient and ineffective time (not suitable with the students with physical disabilities, using the same curriculum with the curriculum in the general school, the low quality teachers, and the lack of teaching and learning facilities.
Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard
In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.
Dana Uerz; Monique Volman; Marijke Kral
Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26
Polkinghorne, Martyn; Roushan, Gelareh; Taylor, Julia
The marketization of higher education has ensured that students have become consumers. As a result, students are demanding increased levels of information regarding potential university courses so that they can make informed decisions regarding how best to invest their money, time and opportunity. A comparison of the teaching quality delivered on…
Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M W; Brekelmans, Mieke
Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's
This study examines how an understanding of two NLP concepts, the meta-model of language and the implementation of reframing, could be used to help teaching assistants enhance class-based interactions with students with mild SEN. Participants (students) completed a pre-intervention and a post-intervention "Beliefs About my Learning…
Zanaton H. Iksan
Full Text Available Innovation in teaching and learning is always done by the teachers to solve the problems. Teachers could use the latest education tools as their innovation. Attendance and students’ engagement are the problems in a class and it could be overcome by using mobile learning as a teaching approach. In this case, Telegram is a tool for mobile learning. The aim of this study was to explore how Telegrams could be used in teaching and learning process. This study involved a case study approach where 31 students were the participants in the post graduate courses "Science Education and Human Development". Data were collected by Telegram discussion. This study found that several techniques can be carried out using Telegram: attendance, one way discussions, technique 1-2-3 discussion, pictures, drawing, and audio. Students responded that the teaching and learning using Telegram allow them to gain new experience, be more creative, generate spontaneous ideas, provide authentic ideas without the risk of being humiliated and encourage them to be excited as well as passionate with their learning. Compared with normal classes, all students can give ideas and the ideas were honest by themselves. This study implies that the latest innovation could solve the teaching according to the problems faced by teachers. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License
Frontera, Eloi Biosca
This article is a summary and conclusions of a field study carried out in a secondary education classroom with the aim of experimenting and observing how 13-year-old students learn the history of architecture by using complex virtual reality software. Within the framework of autonomous and active learning, students act as builders of some of the…
Moreno, Roxana; Ozogul, Gamze; Reisslein, Martin
In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that…
Burney, Laurie; Zascavage, Victoria; Matherly, Michele
Literature consistently documents a positive, direct effect of students' attitudes on learning (Lizzio, Wilson, & Simons, 2002). Hence, accounting studies describing active learning activities often report student attitudes as evidence of efficacy (e.g., Matherly & Burney, 2013), but rely on single-item instead of multi-item scales. This…
Satsangi, Rajiv; Bouck, Emily C.
Secondary students with a learning disability in mathematics often struggle with the academic demands presented in advanced mathematics courses, such as algebra and geometry. With greater emphasis placed on problem solving and higher level thinking skills in these subject areas, students with a learning disability in mathematics often fail to keep…
McCutcheon, Karen; Lohan, Maria; Traynor, Marian
Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…
Osorio, Nestor L.
The purpose of this paper is to survey the literature about current trends on several issues concerning technical information education including: 1. Information needs, user behaviors, access and availability of engineering information resources. 2. Information competencies as perceived by librarians and teaching faculty. 3. Initiatives encouraging collaborative teaching or learning to enhance the information competency of engineering and technology students. The author examines activities in...
Full Text Available Aims: The requirements for revising the traditional education methods and utilization of new and active student-oriented learning methods have come into the scope of the educational systems long ago. Therefore, the new methods are being popular in different sciences including medical sciences. The aim of this study was to compare the effectiveness of teaching through three methods (group guided discovery, questions and answers, and lecture methods on the learning level and information durability in the nursing students. Instrument & Methods: In the semi-experimental study, 62 forth-semester nursing students of Nursing and Midwifery Faculty of Isfahan University of Medical Sciences, who were passing the infectious course for the first time at the first semester of the academic year 2015-16, were studied. The subjects were selected via census method and randomly divided into three groups including group guided discovery, questions and answers, and lecture groups. The test was conducted before, immediately after, and one month after the conduction of the training program using a researcher-made questionnaire. Data was analyzed by SPSS 19 software using Chi-square test, one-way ANOVA, ANOVA with repeated observations, and LSD post-hoc test. Findings: The mean score of the test conducted immediately after the training program in the lecture group was significantly lesser than guided discovery and question and answer groups (p<0.001. In addition, the mean score of the test conducted one month after the training program in guided discovery group was significantly higher than both question and answer (p=0.004 and lecture (p=0.001 groups. Conclusion: Active educational methods lead to a higher level of the students’ participation in the educational issues and provided a background to enhance learning and for better information durability.
Quinson , Martin; Oster , Gérald
International audience; The Programmer's Learning Machine (PLM) is an interactive exerciser for learning programming and algorithms. Using an integrated and graphical environment that provides a short feedback loop, it allows students to learn in a (semi)-autonomous way. This generic platform also enables teachers to create specific programming microworlds that match their teaching goals. This paper discusses our design goals and motivations, introduces the existing material and the proposed ...
Shollenn, S. Lynn
Qualitative, case study methods were used to examine students' expectations of and experiences with studying women and leadership. Participants were 48 undergraduate students enrolled in an elective course titled Women and Leadership offered in the Leadership Studies minor curriculum at a liberal arts institution. Students perceived women and…
For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura ("Psychol. Rev." 84:191-215, 1977), students acquire information about their…
Stronge, James H.; Grant, Leslie W.
The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement. The book is divided into three parts: (1) How Student Achievement Data Can Be…
McDonald, William M.; Ebelhar, Marcus Walker; Orehovec, Elizabeth R.; Sanderson, Robyn H.
Student affairs practitioners are inundated with a variety of ethical considerations when making day-to-day decisions regarding the welfare of students and colleagues. There is every reason to believe that confronting ethical issues will be an increasingly difficult issue for student affairs professionals in the future. This article provides a…
Narasimhamurthy, Uma; Al Shawkani, Khuloud
This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…
Logman, P.S.W.M.; Kaper, W.H.; Ellermeijer, A.L.; Taşar, M.F.
Guiding sixteen-year-old students to rediscover the concept of energy conservation may be done in three distinct learning steps. First, we have chosen for the students to reinvent what we call partial laws of energy conservation (e.g. Σm∙g∙h = k1). Secondly, the students are asked to combine these
This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to…
El Tantawi, Maha M A; Abdelaziz, Hytham; AbdelRaheem, Amira S; Mahrous, Ahmed A
Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student-led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role-playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self-reported improvement in knowledge of health care systems increased. This study suggests that innovative, student-centered educational methods can be effective for teaching generic skills and factual information.
Full Text Available Introducción. Si consideramos que todos los estudiantes no son iguales y aprenden de manera diferente, es necesario identificar sus estilos de aprendizaje (EA y las metodologías que faciliten el proceso enseñanza-aprendizaje. Este estudio pretende diagnosticar los EA predominante en estudiantes de obstetricia y correlacionarlos con las metodologías educativas aplicadas. Sujetos y métodos. Se realizó un estudio observacional, correlacional y transversal, durante el período 2006-2007, en 72 estudiantes de obstetricia de la Facultad de Medicina, Universidad de Concepción, Chile. Las variables estudiadas y correlacionadas fueron estilo de aprendizaje y metodologías de enseñanza. Se utilizó el Cuestionario de EA Honey-Alonso (CHAEA, y se realizó una encuesta de satisfacción de las metodologías que facilitaron el aprendizaje. Para el análisis estadístico se utilizó la prueba chi al cuadrado, y la correlación entre ambas variables se obtuvo con el coeficiente de rho de Spearman. Resultados. Los estilos predominantes fueron el reflexivo y teórico (p Introduction. Considering that all students are not equal and learn differently, is necessary to identify their learning styles and methodologies that facilitate the teaching-learning process. This study aims to diagnose learning styles prevalent in Obstetric students and correlation with educational methodologies applied. Subjects and methods. Observational and cross-correlation study, during the period 2006-2007 in 72 Obstetric students, Faculty of Medicine, University of Concepción, Chile. The variables were learning style and teaching methodologies. The instrument used was the questionnaire learning styles Honey-Alonso (CHAEA and satisfaction survey methodologies that helped the learning. The statistical differences were conducted using chi-square test and the correlation between two variables was obtained with the coefficient of Spearman's rho. Results. The dominant were reflexive
Du Plessis, Jelene; Ewing, Bronwyn
Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that…
Zhang, Xiaofen; Clements, M. A.; Ellerton, Nerida F.
This study investigated how fifth-grade children's concept images of the unit fractions represented by the symbols 1/2, 1/3/ and 1/4 changed as a result of their participation in an instructional intervention based on multiple embodiments of fraction concepts. The participants' concept images were examined through pre- and post-teaching written…
Philip, Ninan Sajeeth
A learning algorithm based on primary school teaching and learning is presented. The methodology is to continuously evaluate a student and to give them training on the examples for which they repeatedly fail, until, they can correctly answer all types of questions. This incremental learning procedure produces better learning curves by demanding the student to optimally dedicate their learning time on the failed examples. When used in machine learning, the algorithm is found to train a machine...