WorldWideScience

Sample records for learner outcomes identify

  1. Identifying Successful Learners from Interaction Behaviour

    Science.gov (United States)

    McCuaig, Judi; Baldwin, Julia

    2012-01-01

    The interaction behaviours of successful, high-achieving learners when using a Learning Management System (LMS) are different than the behaviours of learners who are having more difficulty mastering the course material. This paper explores the idea that conventional Learning Management Systems can exploit data mining techniques to predict the…

  2. Higher order thinking skills competencies required by outcomes-based education from learners

    Directory of Open Access Journals (Sweden)

    MM Chabeli

    2006-09-01

    Full Text Available Outcomes-Based Education (OBE brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content, to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30. Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000. Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000. The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005.

  3. Higher order thinking skills competencies required by outcomes-based education from learners.

    Science.gov (United States)

    Chabeli, M M

    2006-08-01

    Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from 'transmission' models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

  4. Integrating Culture into Language Teaching and Learning: Learner Outcomes

    Science.gov (United States)

    Nguyen, Trang Thi Thuy

    2017-01-01

    This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

  5. Measuring Learning Outcomes. A Learner Perspective in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... is part of every day life within most accounting firms. Developing a sound on-the-job training environment is pivotal in the recruitment and design of supervision, and in the end for the expected "successrate" in retaining (valuable) employees. Prior research suggests that scripts or schemas provide...

  6. Bridging the Gap: Identifying Perceptions of Effective Teaching Methods for Age 50+ Baby Boomer Learners

    Science.gov (United States)

    Newberry, Sheila

    2013-01-01

    The purpose of this study was to identify effective teaching methods for age 50+ baby boomer learners. The study used a mixed methods research design. The qualitative paradigm used focus group sessions and the quantitative paradigm was completed through surveys. Fifteen age 50+ baby boomer learners and 11 faculty who teach them comprised the two…

  7. Measuring Learning Outcomes. A Learner Perspective in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2000-01-01

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... for students taking a graduate auditing course reflect prior accounting work experience for some students and undergraduate accounting coursework experience for all students. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning...... suggested by Robert M. Gagné. An instrument was developed to measure differences regarding learning outcomes in the context of an auditing course by posing a broad set of questions testing declarative knowledge and the full range of intellectual skills from discrimination to the use of higher...

  8. English Learners with Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes

    Science.gov (United States)

    Trainor, Audrey; Murray, Angela; Kim, Hye-Jung

    2016-01-01

    Little is known about the characteristics, transition education, and postschool outcomes of English learners with disabilities (ELSWDs), despite that English learners are a rapidly growing group of U.S. students with consistently poor outcomes. This study examines a nationally representative sample of ELSWDs through a secondary analysis of the…

  9. Identifiable Data Files - Health Outcomes Survey (HOS)

    Data.gov (United States)

    U.S. Department of Health & Human Services — The Medicare Health Outcomes Survey (HOS) identifiable data files are comprised of the entire national sample for a given 2-year cohort (including both respondents...

  10. Progressive outcomes of collaborative strategic reading to EFL learners

    Directory of Open Access Journals (Sweden)

    Sofyan A. Gani

    2016-09-01

    Full Text Available This study aimed to discover the effects of using Collaborative Strategic Reading (CSR in teaching reading to EFL learners. The method used in this study was experimental research which referred to the true experimental design through tests and a questionnaire as data collection instruments. The questionnaire consisted of items to gain the students' responses toward 3 categories of Collaborative Strategic Reading (CSR implementation on their reading ability, namely: instruction, procedure, and impact. In total, 67 students in a senior high school in Banda Aceh were involved as participants (32 students in the experimental group and 35 students in the control group. The data were analyzed using the mean, standard deviation, and Z-test percentage. The Z-score between the experimental group and control group was 2.37. The critical value of the Z-score for 68 degrees of freedom was 2.01 at the .05 significance level. Therefore, the critical value of the students' Z-score (2.37 was significant at the .05 level. This indicated that the students who were taught reading using CSR achieved better scores than those who were taught using the non-CSR approach. The results of the questionnaire further showed that more than 80 percent of the students gave vastly positive responses in relation to CSR classroom implementation. This approach not only helped them to develop their reading skills, but also produced positive outcomes in their social relationships and interactions in the classroom.

  11. Washback to the Learner: Learner and Teacher Perspectives on IELTS Preparation Course Expectations and Outcomes

    Science.gov (United States)

    Green, Anthony

    2006-01-01

    The washback effect of tests on teaching has attracted considerable attention over recent years, but the critical question of how this translates into washback on learning remains under-explored. To address this issue, questionnaires relating to academic writing instruction were distributed to 108 learners from mainland China preparing for…

  12. Ethical issues identified by obstetrics and gynecology learners through a novel ethics curriculum.

    Science.gov (United States)

    Mejia, Rachel B; Shinkunas, Laura A; Ryan, Ginny L

    2015-12-01

    Obstetrics and gynecology (ob/gyn) is fraught with bioethical issues, the professional significance of which may vary based on clinical experience. Our objective was to utilize our novel ethics curriculum to identify ethics and professionalism issues highlighted by ob/gyn learners and to compare responses between learner levels to further inform curricular development. We introduced an integrated and dynamic ob/gyn ethics and professionalism curriculum and mixed methods analysis of 181 resulting written reflections (case observation and assessments) from third-year medical students and from first- to fourth-year ob/gyn residents. Content was compared by learner level using basic thematic analysis and summary statistics. Within the 7 major ethics and professionalism domains, learners wrote most frequently about miscellaneous ob/gyn issues such as periviability and abortion (22% of students, 20% of residents) and problematic treatment decisions (20% of students, 19% of residents) rather than professional duty, communication, justice, student-/resident-specific issues, or quality of care. The most commonly discussed ob/gyn area by both learner groups was obstetrics rather than gynecology, gynecologic oncology, or reproductive endocrinology and infertility, although residents were more likely to discuss obstetrics-related concerns than students (65% vs 48%; P = .04) and students wrote about gynecologic oncology-related concerns more frequently than residents (25% vs 6%; P = .002). In their reflections, sources of ethical value (eg, the 4 classic ethics principles, professional guidelines, and consequentialism) were cited more frequently and in greater number by students than by residents (82% of students cited at least 1 source of ethical value vs 65% of residents; P = .01). Residents disagreed more frequently with the ethical propriety of clinical management than did students (67% vs 43%; P = .005). Our study introduces an innovative and dynamic approach to an ob

  13. Improving Learner Outcomes in Lifelong Education: Formal Pedagogies in Non-Formal Learning Contexts?

    Science.gov (United States)

    Zepke, Nick; Leach, Linda

    2006-01-01

    This article explores how far research findings about successful pedagogies in formal post-school education might be used in non-formal learning contexts--settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first…

  14. Autonomy, Affiliation, and Ability: Relative Salience of Factors that Influence Online Learner Motivation and Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Kuan-Chung Chen

    2010-03-01

    Full Text Available Autonomy, affiliation, and ability appear as main factors that influence online learners‟ motivation and learning outcomes, however, the relative salience of these three factors remains unclear in the online learning literature. Drawing on Deci and Ryan‟s self-determination theory, this study sought to bridge this gap by investigating the relative salience of perceived autonomy, affiliation, and ability on learner motivation and learning outcomes in two special education online programs (N = 262. This study found that the most salient predictor varied from categories of motivation and learning outcomes, and the number of significant predictors increased by participants‟ level of motivation/self-determination. Results of this study provide implications for online learner support.

  15. The Influence of Trainee Gaming Experience and Computer Self-Efficacy on Learner Outcomes of Videogame-Based Learning Environments

    National Research Council Canada - National Science Library

    Orvis, Karin A; Orvis, Kara L; Belanich, James; Mullin, Laura N

    2005-01-01

    .... The purpose of the current research was to investigate the influence of two trainee characteristics, prior videogame experience and computer self-efficacy, on learner outcomes of a videogame-based training environment...

  16. Literacy development of English language learners: The outcomes of an intervention programme in grade R

    Directory of Open Access Journals (Sweden)

    Anna-Mari Olivier

    2010-12-01

    Full Text Available This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs, i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004 and were compared to those of English first language (L1 and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.

  17. Where is my time? Identifying productive time of lifelong learners for effective feedback services

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Börner, Dirk; Ternier, Stefaan; Specht, Marcus

    2014-01-01

    Lifelong learners are confronted with a broad range of activities they have to manage every day. In most cases they have to combine learning, working, family life and leisure activities throughout the day. Hence, learning activities from lifelong learners are disrupted. The difficulty to find a

  18. Identifiability and Accessibility in Learning Definite Article Usages: A Quasi-Experimental Study with Japanese Learners of English

    Science.gov (United States)

    Hinenoya, Kimiko; Lyster, Roy

    2015-01-01

    The present study investigated the effects of instruction on the use of the definite article "the" by Japanese learners of English by implementing two instructional treatments that varied in the extent to which they emphasized identifiability and accessibility. One instructional treatment, referred to as the traditional (TR) treatment,…

  19. Identifying Strategies that Facilitate EFL Learners' Oral Communication: A Classroom Study Using Multiple Data Collection Procedures

    Science.gov (United States)

    Nakatani, Yasuo

    2010-01-01

    This article considers whether the use of specific communication strategies can improve learners' English proficiency in communicative tasks. Japanese college students (n= 62) participated in a 12-week course of English lessons using a communicative approach with strategy training. To investigate the influence of specific strategy use, their…

  20. Czech teachers’ attitudes toward typical characteristics of intellectually gifted learners with dyslexia and the issue of identifying and educating them

    Directory of Open Access Journals (Sweden)

    Šárka Portešová

    2010-06-01

    Full Text Available The presented study deals with the issue of basic school teachers’ attitudestowards selected behavioral and cognitive characteristics of intellectually gifted lear-ners with dyslexia and the issue of identifying and educating these learners. Researchis being conducted at the time as a Greek-Czech intercultural study. However, in thepresented contribution only Czech research data are analyzed and interpreted. In theresearch, we used Attitudes Toward Giftedness/Learning disability – Dyslexia Scale byGreek authors Gari, Panagiota, Nikolopoulou (2006. This method was administeredto 158 teachers from all over the Czech Republic. Based on statistical analysis, thepresented empirical examination reached some important conclusions. It became clearthat Czech teachers are good at identifying characteristics related to manifestations ofa “gifted learner” and a “learner with a learning disability”. Moreover, they are able toidentify also the so-called duality in learning abilities, i.e. the simultaneousness of abi-lity and handicap in the learning process manifested in a particular cognitive domain.However, they identify this duality especially within Czech language. The most proble-matic appears to be the accepting of the existence of this typical characteristic of thegiven population of learners in other academic subjects, for example in mathematics.It is here in particular where teachers tend to expect nothing but exceptional perfor-mance, without a possibility of partial failure (they derive it from giftedness. It seemsthat due to the refusal of the existence of duality in learning ability intervening in allacademic subjects, it can lead to a wrong identification of this minority group of thegifted. Nevertheless, this fact must be confirmed in further empiric research.

  1. Identifying Indicators Related to Constructs for Engineering Design Outcome

    Science.gov (United States)

    Wilhelmsen, Cheryl A.; Dixon, Raymond A.

    2016-01-01

    This study ranked constructs articulated by Childress and Rhodes (2008) and identified the key indicators for each construct as a starting point to explore what should be included on an instrument to measure the engineering design process and outcomes of students in high schools that use the PLTW and EbDTM curricula in Idaho. A case-study design…

  2. Identifying Chinese Heritage Learners' Motivations, Learning Needs and Learning Goals: A Case Study of a Cohort of Heritage Learners in an Australian University

    Science.gov (United States)

    Xu, Hui Ling; Moloney, Robyn

    2014-01-01

    There is increasing enrolment of Chinese heritage language learners in tertiary Chinese language classrooms across Australia. Educated in English, Chinese heritage learners are of diverse national origins and the Chinese language varieties to which they have been exposed through family or community are also diverse. Recent research in this field…

  3. Effect of Learner-Centered Education on the Academic Outcomes of Minority Groups

    Science.gov (United States)

    Salinas, Moises F.; Garr, Johanna

    2009-01-01

    The purpose of the present study is to determine the effect that learner-centered classrooms and schools have on the academic performance of minority and nonminority groups. A diverse sample of schools at the elementary school level were selected. Teachers were also asked to complete the Assessment of Learner Centered Practices questionnaire, an…

  4. Learning Strategies of the Arab EFL Learners: Finding Correlation with Outcomes

    Science.gov (United States)

    Al-Ahdal, Arif Ahmed Mohammed Hassan; Al-Ma'amari, Ahmed Ali Hassan

    2015-01-01

    Socio-psychological research and findings into learner differences led to the emergence of learner strategies research in the last century. With major contributions from the emerging field of Linguistics in the mid 1970s, language learning strategies began to receive considerable attention. It is worth noting that the primary concern of most of…

  5. Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

    Science.gov (United States)

    Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

    2011-01-01

    The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

  6. Improved prediction of breast cancer outcome by identifying heterogeneous biomarkers.

    Science.gov (United States)

    Choi, Jonghwan; Park, Sanghyun; Yoon, Youngmi; Ahn, Jaegyoon

    2017-11-15

    Identification of genes that can be used to predict prognosis in patients with cancer is important in that it can lead to improved therapy, and can also promote our understanding of tumor progression on the molecular level. One of the common but fundamental problems that render identification of prognostic genes and prediction of cancer outcomes difficult is the heterogeneity of patient samples. To reduce the effect of sample heterogeneity, we clustered data samples using K-means algorithm and applied modified PageRank to functional interaction (FI) networks weighted using gene expression values of samples in each cluster. Hub genes among resulting prioritized genes were selected as biomarkers to predict the prognosis of samples. This process outperformed traditional feature selection methods as well as several network-based prognostic gene selection methods when applied to Random Forest. We were able to find many cluster-specific prognostic genes for each dataset. Functional study showed that distinct biological processes were enriched in each cluster, which seems to reflect different aspect of tumor progression or oncogenesis among distinct patient groups. Taken together, these results provide support for the hypothesis that our approach can effectively identify heterogeneous prognostic genes, and these are complementary to each other, improving prediction accuracy. https://github.com/mathcom/CPR. jgahn@inu.ac.kr. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

  7. Evaluating the outcomes of a hearing screening service for grade one learners in urban areas at Durban, South Africa

    Directory of Open Access Journals (Sweden)

    Samantha Govender

    2016-05-01

    Full Text Available Early intervention through hearing screening can reduce the negative impact of hearing loss for children. Optimal outcomes are achieved when an appropriate screening protocol is selected, a pathway for follow up care is established, and when a hearing conservation component is included. This study aimed to describe the outcomes of a hearing screening service provided to grade one learners in urban areas at Durban. A cross-sectional design was employed. Learners (n=241 were conveniently sampled from six randomly selected schools. They were screened using otoscopy, tympanometry and pure tone audiometry. Fifty eight participants (24% obtained a refer result, with 33% referred for diagnostic assessments, 29% for middle ear pathology and 38% for cerumen management. Findings further revealed that only 33% of referrals were followed up indicating poor compliance. Association between test results and income levels (P=0.38 as well as distance to the nearest health care facility (P=0.22 did not influence test outcomes. School aged children do present with common ear problems. Appropriate protocol selection, ensuring compliance to recommendations and education on hearing conservation are essential components of any health initiative.

  8. Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes

    Science.gov (United States)

    Brown, Sandra K.

    2017-01-01

    The issue of limited part-time teacher professional development and its effect on adult learners' success at an adult education center in the northeast United States was addressed in this study. At the research site, almost 50% of the teaching staff are adjuncts. Professional development opportunities have been limited, with only 1 opportunity…

  9. Examining the Effects of MOOCs Learners' Social Searching Results on Learning Behaviors and Learning Outcomes

    Science.gov (United States)

    Su, Yu-Sheng; Huang, Chester S. J.

    2016-01-01

    MOOCs social media has appealed to most instructors and learners like strong magnets by using ubiquitous handheld devices to share and discuss films, pictures, and messages. Through the social platform, users can share, track, and search for the information of their specific interests. Thus, they can make interactive discussions as well as social…

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

    Science.gov (United States)

    Barkley, Heather R.

    2017-01-01

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

  11. Development of a Web Application: Recording Learners' Mouse Trajectories and Retrieving their Study Logs to Identify the Occurrence of Hesitation in Solving Word-Reordering Problems

    Directory of Open Access Journals (Sweden)

    Mitsumasa Zushi

    2014-04-01

    Full Text Available Most computer marking systems evaluate the results of the answers reached by learners without looking into the process by which the answers are produced, which will be insufficient to ascertain learners' understanding level because correct answers may well include lucky hunches, namely accidentally correct but not confident answers. In order to differentiate these lucky answers from confident correct ones, we have developed a Web application that can record mouse trajectories during the performance of tasks. Mathematical analyses of these trajectories have revealed that some parameters for mouse movements can be useful indicators to identify the occurrence of hesitation resulting from lack of knowledge or confidence in solving problems.

  12. Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086

    Science.gov (United States)

    Burr, Elizabeth; Haas, Eric; Ferriere, Karen

    2015-01-01

    While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining…

  13. The Outcome of Constructive Alignment between Open Educational Services and Learners' Needs, Employability and Capabilities Development: Heutagogy and Transformative Migration among Underprivileged Learners in Rwanda

    Science.gov (United States)

    Nkuyubwatsi, Bernard

    2016-01-01

    While teachers play an important role in education and supporting learning, many learners in under-resourced settings are not privileged to have access to teachers. Some of these underprivileged learners deal with the issue by engaging in self-determined and self-directed learning. Their efforts sometimes pay off with access to formal higher…

  14. When Is an English Language Learner Not an English Language Learner? Exploring Individual Differences in Developmental Language and Literacy Acquisition for At-Risk Learners: A Latent Transition Approach

    Science.gov (United States)

    Guzman-Orth, Danielle Alicia

    2012-01-01

    Empirical evidence suggests oral language proficiency is correlated with literacy outcomes; however, the relationship between oral language proficiency and literacy outcomes for English Language Learners is highly variable. As a result, the field lacks critical direction to identify children who are English Language Learners experiencing general…

  15. Identifying values and beliefs in an outcomes-based curriculum ...

    African Journals Online (AJOL)

    There is therefore a need for teachers to be sensitised to the different values embedded in each belief system and all cultureal orientations. The prevalence of values and belief systems in the OBE curricula of C2005 and the NCS will have to be acknowledged, identified, and promoted. South African Journal of Education ...

  16. Learner Outcomes in Science in South Africa: Role of the Nature of Learner Difficulties with the Language for Learning and Teaching Science

    Science.gov (United States)

    Oyoo, Samuel Ouma

    2017-08-01

    Paul Leslie Gardner pioneered the study of student difficulties with everyday words presented in the science context (Gardner 1971); several similarly designed studies (e.g. Cassels and Johnstone 1985; Tao in Research in Science Education, 24, 322-330, 1994; Farell and Ventura in Language and Education, 12(4), 243-254, 1998; Childs and O'Farell in Chemistry Education: Research and Practice, 4(3), 233-247, 2003) have since been reported in literature. This article draws from an exploratory study of the difficulties South African High School physical science learners encounter with everyday English words when presented in the science context. The participants (1107 learners and 35 respective physical science teachers) were drawn from 35 public secondary schools in Johannesburg area of South Africa. Data were obtained through a word test to participant learners followed by group interviews but face-to-face interviews with each physical science teacher. This study has revealed that in similar ways as have been reported in each of the studies so far, South African learners also face difficulties with meanings of everyday words presented in a science context. The main source of difficulties encountered was learner inability to distinguish between the meanings of familiar everyday words as used in everyday parlance from the `new' meanings of the same everyday words when used in the science context. Interpretations of learner interview responses revealed that fewer difficulties would have been experienced by learners if science teachers generally explained the context meanings of the words as used during science teaching. The findings suggest that focusing on contextual proficiency more than on general proficiency in the language of learning and teaching (LOLT) during teaching perhaps holds more promise for enhanced learning and achievement in science. Steps necessary to raise teacher awareness of the potential impact of context on meanings of everyday words of the LOLT

  17. Learner differences and learning outcomes in an introductory biochemistry class: attitude toward images, visual cognitive skills, and learning approach.

    Science.gov (United States)

    Milner, Rachel E

    2014-01-01

    The practice of using images in teaching is widespread, and in science education images are used so extensively that some have argued they are now the "main vehicle of communication" (C. Ferreira, A. Arroio Problems Educ. 21st Century 2009, 16, 48-53). Although this phenomenon is especially notable in the field of biochemistry, we know little about the role and importance of images in communicating concepts to students in the classroom. This study reports the development of a scale to assess students' attitude toward biochemical images, particularly their willingness and ability to use the images to support their learning. In addition, because it is argued that images are central in the communication of biochemical concepts, we investigated three "learner differences" which might impact learning outcomes in this kind of classroom environment: attitude toward images, visual cognitive skills, and learning approach. Overall, the students reported a positive attitude toward the images, the majority agreeing that they liked images and considered them useful. However, the participants also reported that verbal explanations were more important than images in helping them to understand the concepts. In keeping with this we found that there was no relationship between learning outcomes and the students' self-reported attitude toward images or visual cognitive skills. In contrast, learning outcomes were significantly correlated with the students' self-reported approach to learning. These findings suggest that images are not necessarily the main vehicle of communication in a biochemistry classroom and that verbal explanations and encouragement of a deep learning approach are important considerations in improving our pedagogical approach. © 2013 International Union of Biochemistry and Molecular Biology, Inc.

  18. Effective instruction for English learners.

    Science.gov (United States)

    Calderón, Margarita; Slavin, Robert; Sánchez, Marta

    2011-01-01

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

  19. U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

    Science.gov (United States)

    Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

    2014-04-01

    The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

  20. The interrupted learner: How distractions during live and video lectures influence learning outcomes.

    Science.gov (United States)

    Zureick, Andrew H; Burk-Rafel, Jesse; Purkiss, Joel A; Hortsch, Michael

    2017-11-27

    New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 00: 000-000. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  1. Course-embedded student support for online English language learners

    Directory of Open Access Journals (Sweden)

    Maureen Andrade

    2014-02-01

    Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

  2. Strategies for Improving Learner Metacognition in Health Professional Education.

    Science.gov (United States)

    Medina, Melissa S; Castleberry, Ashley N; Persky, Adam M

    2017-05-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners' metacognitive skills in both the classroom and experiential settings.

  3. Identifying and assessing strategies for evaluating the impact of mobile eye health units on health outcomes.

    Science.gov (United States)

    Fu, Shiwan; Turner, Angus; Tan, Irene; Muir, Josephine

    2017-12-01

    To identify and assess strategies for evaluating the impact of mobile eye health units on health outcomes. Systematic literature review. Worldwide. Peer-reviewed journal articles that included the use of a mobile eye health unit. Journal articles were included if outcome measures reflected an assessment of the impact of a mobile eye health unit on health outcomes. Six studies were identified with mobile services offering diabetic retinopathy screening (three studies), optometric services (two studies) and orthoptic services (one study). This review identified and assessed strategies in existing literature used to evaluate the impact of mobile eye health units on health outcomes. Studies included in this review used patient outcomes (i.e. disease detection, vision impairment, treatment compliance) and/or service delivery outcomes (i.e. cost per attendance, hospital transport use, inappropriate referrals, time from diabetic retinopathy photography to treatment) to evaluate the impact of mobile eye health units. Limitations include difficulty proving causation of specific outcome measures and the overall shortage of impact evaluation studies. Variation in geographical location, service population and nature of eye care providers limits broad application. © 2017 National Rural Health Alliance Inc.

  4. Identifying an outcome measure to assess the impact of Mobility Dogs.

    Science.gov (United States)

    Mudge, Suzie; Rewi, Dallas; Channon, Alexis

    2017-01-01

    Mobility Dogs® trains dogs to work with people with physical disabilities to increase independence, confidence, self-esteem and participation. Mobility Dogs® seeks to critically evaluate and improve its services as it grows. This study aimed to identify and implement a standardised outcome measure into practice at Mobility Dogs®. Based on the Consolidated Framework for Implementation Research and guided by a steering group of key stakeholders, a three-phase approach was developed to identify and assess an outcome measure. The steering group highlighted the organisation's specific needs, selected participation as the assessment domain and identified core utility requirements of the measure. A comprehensive review of evidence was undertaken to identify and rank potential measures according to the specified needs. Of the seven participation outcome measures that met inclusion criteria, the three highest ranked measures were critically evaluated by the steering group to determine suitability against the organisation's needs. The Impact on Participation and Autonomy (IPA) was selected for implementation into practice at Mobility Dogs®. Use of the IPA is an important first step for Mobility Dogs® to test the benefits of trained service dogs. This process could be replicated by other service dog organisations to identify outcome measures to assess their own services. Implications for Rehabilitation Service dogs (such as Mobility Dogs® in New Zealand) assist people living with physical impairments by performing tasks, however there is limited evidence on outcomes. The process for selecting an appropriate outcome measure for Mobility Dogs® involving partnership between Mobility Dogs® personnel and academics was an effective way to steer the project by determining important properties of the measure, before a search of the literature was undertaken. While the IPA was selected as the most appropriate outcome measure for use at Mobility Dogs®, it was the process that

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

    Directory of Open Access Journals (Sweden)

    Venera Ulker

    2017-12-01

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

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

    Science.gov (United States)

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

    2017-07-01

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

  7. A Litigation Trend Analysis of Case Law Outcomes Pertaining to the Educational Rights of English Learners: A Civil Rights Issue

    Science.gov (United States)

    Racines, Delia Elizabeth

    2014-01-01

    The landmark 2001 No Child Left Behind (NCLB) Act has been a step forward in federal policy for the ever-increasing population of English Learners (ELs), fostering inclusion in standards-based assessments and college and/or career-readiness efforts, yet, ELs continue to struggle academically. The current 5.4 million ELs make up the lowest…

  8. Teaching Reading Comprehension to Learners with Autism Spectrum Disorder: Predictors of Teacher Self-Efficacy and Outcome Expectancy

    Science.gov (United States)

    Accardo, Amy L.; Finnegan, Elizabeth G.; Gulkus, Steven P.; Papay, Clare K.

    2017-01-01

    Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and…

  9. Reprising the Home Language Survey: Summary of a National Working Session on Policies, Practices, and Tools for Identifying Potential English Learners

    Science.gov (United States)

    Linquanti, Robert; Bailey, Alison L.

    2014-01-01

    This document is the first in a series of working papers that elaborate on a framework of four key stages in moving toward a common definition of English learner (EL), as described in the Council of Chief State School Officers (CCSSO) publication, "Toward a "Common Definition of English Learner": A Brief Defining Policy and…

  10. Identifying Barriers in Implementing Outcomes-Based Assessment Program Review: A Grounded Theory Analysis

    Science.gov (United States)

    Bresciani, Marilee J.

    2011-01-01

    The purpose of this grounded theory study was to identify the typical barriers encountered by faculty and administrators when implementing outcomes-based assessment program review. An analysis of interviews with faculty and administrators at nine institutions revealed a theory that faculty and administrators' promotion, tenure (if applicable),…

  11. A systematic review of studies identifying predictors of poor return to work outcomes following workplace injury.

    Science.gov (United States)

    Street, Tamara D; Lacey, Sarah J

    2015-06-05

    Injuries occurring in the workplace can have serious implications for the health of the individual, the productivity of the employer and the overall economic community. The objective of this paper is to increase the current state of understanding of individual demographic and psychosocial characteristics associated with extended absenteeism from the workforce due to a workplace injury. Studies included in this systematic literature review tracked participants' return to work status over a minimum of three months, identified either demographic, psychosocial or general injury predictors of poor return to work outcomes and included a heterogeneous sample of workplace injuries. Identified predictors of poor return to work outcomes included older age, female gender, divorced marital status, two or more dependent family members, lower education levels, employment variables associated with reduced labour market desirability, severity or sensitive injury locations, negative attitudes and outcome perceptions of the participant. There is a need for clear and consistent definition and measurement of return to work outcomes and a holistic theoretical model integrating injury, psychosocial and demographic predictors of return to work. Through greater understanding of the nature of factors affecting return to work, improved outcomes could be achieved.

  12. Identifying paediatric nursing-sensitive outcomes in linked administrative health data

    Directory of Open Access Journals (Sweden)

    Wilson Sally

    2012-07-01

    Full Text Available Abstract Background There is increasing interest in the contribution of the quality of nursing care to patient outcomes. Due to different casemix and risk profiles, algorithms for administrative health data that identify nursing-sensitive outcomes in adult hospitalised patients may not be applicable to paediatric patients. The study purpose was to test adult algorithms in a paediatric hospital population and make amendments to increase the accuracy of identification of hospital acquired events. The study also aimed to determine whether the use of linked hospital records improved the likelihood of correctly identifying patient outcomes as nursing sensitive rather than being related to their pre-morbid conditions. Methods Using algorithms developed by Needleman et al. (2001, proportions and rates of records that identified nursing-sensitive outcomes for pressure ulcers, pneumonia and surgical wound infections were determined from administrative hospitalisation data for all paediatric patients discharged from a tertiary paediatric hospital in Western Australia between July 1999 and June 2009. The effects of changes to inclusion and exclusion criteria for each algorithm on the calculated proportion or rate in the paediatric population were explored. Linked records were used to identify comorbid conditions that increased nursing-sensitive outcome risk. Rates were calculated using algorithms revised for paediatric patients. Results Linked records of 129,719 hospital separations for 79,016 children were analysed. Identification of comorbid conditions was enhanced through access to prior and/or subsequent hospitalisation records (43% of children with pressure ulcers had a form of paralysis recorded only on a previous admission. Readmissions with a surgical wound infection were identified for 103 (4.8/1,000 surgical separations using linked data. After amendment of each algorithm for paediatric patients, rates of pressure ulcers and pneumonia reduced by

  13. Identifying paediatric nursing-sensitive outcomes in linked administrative health data.

    Science.gov (United States)

    Wilson, Sally; Bremner, Alexandra P; Hauck, Yvonne; Finn, Judith

    2012-07-20

    There is increasing interest in the contribution of the quality of nursing care to patient outcomes. Due to different casemix and risk profiles, algorithms for administrative health data that identify nursing-sensitive outcomes in adult hospitalised patients may not be applicable to paediatric patients. The study purpose was to test adult algorithms in a paediatric hospital population and make amendments to increase the accuracy of identification of hospital acquired events. The study also aimed to determine whether the use of linked hospital records improved the likelihood of correctly identifying patient outcomes as nursing sensitive rather than being related to their pre-morbid conditions. Using algorithms developed by Needleman et al. (2001), proportions and rates of records that identified nursing-sensitive outcomes for pressure ulcers, pneumonia and surgical wound infections were determined from administrative hospitalisation data for all paediatric patients discharged from a tertiary paediatric hospital in Western Australia between July 1999 and June 2009. The effects of changes to inclusion and exclusion criteria for each algorithm on the calculated proportion or rate in the paediatric population were explored. Linked records were used to identify comorbid conditions that increased nursing-sensitive outcome risk. Rates were calculated using algorithms revised for paediatric patients. Linked records of 129,719 hospital separations for 79,016 children were analysed. Identification of comorbid conditions was enhanced through access to prior and/or subsequent hospitalisation records (43% of children with pressure ulcers had a form of paralysis recorded only on a previous admission). Readmissions with a surgical wound infection were identified for 103 (4.8/1,000) surgical separations using linked data. After amendment of each algorithm for paediatric patients, rates of pressure ulcers and pneumonia reduced by 53% and 15% (from 1.3 to 0.6 and from 9.1 to 7.7 per

  14. CAsubtype: An R Package to Identify Gene Sets Predictive of Cancer Subtypes and Clinical Outcomes.

    Science.gov (United States)

    Kong, Hualei; Tong, Pan; Zhao, Xiaodong; Sun, Jielin; Li, Hua

    2018-03-01

    In the past decade, molecular classification of cancer has gained high popularity owing to its high predictive power on clinical outcomes as compared with traditional methods commonly used in clinical practice. In particular, using gene expression profiles, recent studies have successfully identified a number of gene sets for the delineation of cancer subtypes that are associated with distinct prognosis. However, identification of such gene sets remains a laborious task due to the lack of tools with flexibility, integration and ease of use. To reduce the burden, we have developed an R package, CAsubtype, to efficiently identify gene sets predictive of cancer subtypes and clinical outcomes. By integrating more than 13,000 annotated gene sets, CAsubtype provides a comprehensive repertoire of candidates for new cancer subtype identification. For easy data access, CAsubtype further includes the gene expression and clinical data of more than 2000 cancer patients from TCGA. CAsubtype first employs principal component analysis to identify gene sets (from user-provided or package-integrated ones) with robust principal components representing significantly large variation between cancer samples. Based on these principal components, CAsubtype visualizes the sample distribution in low-dimensional space for better understanding of the distinction between samples and classifies samples into subgroups with prevalent clustering algorithms. Finally, CAsubtype performs survival analysis to compare the clinical outcomes between the identified subgroups, assessing their clinical value as potentially novel cancer subtypes. In conclusion, CAsubtype is a flexible and well-integrated tool in the R environment to identify gene sets for cancer subtype identification and clinical outcome prediction. Its simple R commands and comprehensive data sets enable efficient examination of the clinical value of any given gene set, thus facilitating hypothesis generating and testing in biological and

  15. Surgeon Reported Outcome Measure for Spine Trauma an International Expert Survey Identifying Parameters Relevant for The Outcome of Subaxial Cervical Spine Injuries

    NARCIS (Netherlands)

    Sadiqi, Said; Verlaan, Jorrit Jan; Lehr, A. M.; Dvorak, Marcel F.; Kandziora, Frank; Rajasekaran, S.; Schnake, Klaus J.; Vaccaro, Alexander R.; Oner, F. C.

    2016-01-01

    STUDY DESIGN.: International web-based survey OBJECTIVE.: To identify clinical and radiological parameters that spine surgeons consider most relevant when evaluating clinical and functional outcomes of subaxial cervical spine trauma patients. SUMMARY OF BACKGROUND DATA.: While an outcome instrument

  16. A systematic literature search to identify performance measure outcomes used in clinical studies of racehorses.

    Science.gov (United States)

    Wylie, C E; Newton, J R

    2018-05-01

    Racing performance is often used as a measurable outcome variable in research studies investigating clinical diagnoses or interventions. However, the use of many different performance measures largely precludes conduct of meaningful comparative studies and, to date, those being used have not been collated. To systematically review the veterinary scientific literature for the use of racing performance as a measurable outcome variable in clinical studies of racehorses, collate and identify those most popular, and identify their advantages and disadvantages. Systematic literature search. The search criteria "((racing AND performance) AND (horses OR equidae))" were adapted for both MEDLINE and CAB Abstracts databases. Data were collected in standardised recording forms for binary, categorical and quantitative measures, and the use of performance indices. In total, 217 studies that described racing performance were identified, contributing 117 different performance measures. No one performance measure was used in all studies, despite 90.3% using more than one variable. Data regarding race starts and earnings were used most commonly, with 88.0% and 54.4% of studies including at least one measure of starts and earnings, respectively. Seventeen variables were used 10 times or more, with the top five comprising: 'return to racing', 'number of starts', 'days to first start', 'earnings per period of time' and 'earnings per start'. The search strategies may not have identified all relevant papers, introducing bias to the review. Performance indices have been developed to improve assessment of interventions; however, they are not widely adopted in the scientific literature. Use of the two most commonly identified measures, whether the horse returned to racing and number of starts over a defined period of time, would best facilitate future systematic reviews and meta-analyses in advance of the development of a gold-standard measure of race performance outcome. © 2017 EVJ Ltd.

  17. Identifying the barriers to conducting outcomes research in integrative health care clinic settings - a qualitative study

    Directory of Open Access Journals (Sweden)

    Findlay-Reece Barbara

    2010-01-01

    Full Text Available Abstract Background Integrative health care (IHC is an interdisciplinary blending of conventional medicine and complementary and alternative medicine (CAM with the purpose of enhancing patients' health. In 2006, we designed a study to assess outcomes that are relevant to people using such care. However, we faced major challenges in conducting this study and hypothesized that this might be due to the lack of a research climate in these clinics. To investigate these challenges, we initiated a further study in 2008, to explore the reasons why IHC clinics are not conducting outcomes research and to identify strategies for conducting successful in-house outcomes research programs. The results of the latter study are reported here. Methods A total of 25 qualitative interviews were conducted with key participants from 19 IHC clinics across Canada. Basic content analysis was used to identify key themes from the transcribed interviews. Results Barriers identified by participants fell into four categories: organizational culture, organizational resources, organizational environment and logistical challenges. Cultural challenges relate to the philosophy of IHC, organizational leadership and practitioner attitudes and beliefs. Participants also identified significant issues relating to their organization's lack of resources such as funding, compensation, infrastructure and partnerships/linkages. Environmental challenges such as the nature of a clinic's patient population and logistical issues such as the actual implementation of a research program and the applicability of research data also posed challenges to the conduct of research. Embedded research leadership, integration of personal and professional values about research, alignment of research activities and clinical workflow processes are some of the factors identified by participants that support IHC clinics' ability to conduct outcomes research. Conclusions Assessing and enhancing the broader

  18. Identifying Best Practices for and Utilities of the Pharmacy Curriculum Outcome Assessment Examination.

    Science.gov (United States)

    Mok, Timothy Y; Romanelli, Frank

    2016-12-25

    Objective. A review was conducted to determine implementation strategies, utilities, score interpretation, and limitations of the Pharmacy Curriculum Outcome Assessment (PCOA) examination. Methods. Articles were identified through the PubMed and American Journal of Pharmaceutical Education , and International Pharmaceutical Abstracts databases using the following terms: "Pharmacy Curriculum Outcomes Assessment," "pharmacy comprehensive examination," and "curricular assessment." Studies containing information regarding implementation, utility, and predictive values for US student pharmacists, curricula, and/or PGY1/PGY2 residents were included. Publications from the Academic Medicine Journal , the Accreditation Council for Pharmacy Education (ACPE), and the American Association of Colleges of Pharmacy (ACCP) were included for background information and comparison of predictive utilities of comprehensive examinations in medicine. Results. Ten PCOA and nine residency-related publications were identified. Based on published information, the PCOA may be best used as an additional tool to identify knowledge gaps for third-year student pharmacists. Conclusion. Administering the PCOA to students after they have completed their didactic coursework may yield scores that reflect student knowledge. Predictive utility regarding the North American Pharmacy Licensure Examination (NAPLEX) and potential applications is limited, and more research is required to determine ways to use the PCOA.

  19. Modeling strategy to identify patients with primary immunodeficiency utilizing risk management and outcome measurement.

    Science.gov (United States)

    Modell, Vicki; Quinn, Jessica; Ginsberg, Grant; Gladue, Ron; Orange, Jordan; Modell, Fred

    2017-06-01

    This study seeks to generate analytic insights into risk management and probability of an identifiable primary immunodeficiency defect. The Jeffrey Modell Centers Network database, Jeffrey Modell Foundation's 10 Warning Signs, the 4 Stages of Testing Algorithm, physician-reported clinical outcomes, programs of physician education and public awareness, the SPIRIT® Analyzer, and newborn screening, taken together, generates P values of less than 0.05%. This indicates that the data results do not occur by chance, and that there is a better than 95% probability that the data are valid. The objectives are to improve patients' quality of life, while generating significant reduction of costs. The advances of the world's experts aligned with these JMF programs can generate analytic insights as to risk management and probability of an identifiable primary immunodeficiency defect. This strategy reduces the uncertainties related to primary immunodeficiency risks, as we can screen, test, identify, and treat undiagnosed patients. We can also address regional differences and prevalence, age, gender, treatment modalities, and sites of care, as well as economic benefits. These tools support high net benefits, substantial financial savings, and significant reduction of costs. All stakeholders, including patients, clinicians, pharmaceutical companies, third party payers, and government healthcare agencies, must address the earliest possible precise diagnosis, appropriate intervention and treatment, as well as stringent control of healthcare costs through risk assessment and outcome measurement. An affected patient is entitled to nothing less, and stakeholders are responsible to utilize tools currently available. Implementation offers a significant challenge to the entire primary immunodeficiency community.

  20. Learners' independent records of vocabulary

    DEFF Research Database (Denmark)

    Shaw, Philip; Leeke, Philip

    1999-01-01

    Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...

  1. On the relationship between justice judgments, outcomes and identity orientations among Iranian EFL learners: A structural equation model

    Directory of Open Access Journals (Sweden)

    Seyyed Ayatollah Razmjoo

    2015-06-01

    Full Text Available One problem which can be observed in the field of EFL/ESL learning is that a number of English major BA and MA students are not highly committed to their major and decide not to continue their graduate studies. Sometimes even graduate students from English majors prefer to extend their education or work in an unrelated field. This might be attributed to the extent to which they perceive evaluation procedures and outcomes as fair. Considering this, the present study investigates first the relationships between justice judgments, outcomes and identity orientations. The study, then, uses structural equation modeling in order to examine whether identity orientation has any mediating effect on the relationship between justice judgment and outcomes. Participants were74 students in Department of Foreign Languages and Linguistics, Shiraz University selected based on convenience sampling. They filled out three questionnaires on distributive and procedural justice judgments, rule compliance and outcome satisfaction, and personal and social identity orientations. The collected data was then analyzed using descriptive statistics, correlation, and structural equation modeling. Based on the obtained findings, procedural justice had significant positive correlation with rule compliance and distributive justice was significantly correlated with outcome satisfaction. The generated structural equation model also indicated that justice judgments only directly affected outcomes and identity had no mediating effect on the causal relationship between the two.

  2. Strategies for Improving Learner Metacognition in Health Professional Education

    Science.gov (United States)

    Medina, Melissa S.; Castleberry, Ashley N.

    2017-01-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings. PMID:28630519

  3. Impact of identifying factors which trigger bothersome tinnitus on the treatment outcome in tinnitus retraining therapy.

    Science.gov (United States)

    Molini, Egisto; Faralli, Mario; Calzolaro, Lucia; Ricci, Giampietro

    2014-01-01

    The aim of this work was to ascertain any differences in the effectiveness of rehabilitation therapy in relation to the presence or absence of a known negative reinforcement responsible for the tinnitus-related pathology. Between 1 January 2001 and 31 December 2008, we recruited 294 subjects suffering from incapacitating tinnitus and/or hyperacusis. The patients underwent tinnitus retraining therapy (TRT) according to the methods described by Jastreboff and Hazell [Tinnitus Retraining Therapy: Implementing the Neurophysiological Model. Cambridge, Cambridge University Press, 2004, pp 121-133]. We clinically assessed the presence or absence of known phenomena of associative learning, regarding the presence of adverse events temporally correlated with tinnitus and the treatment outcome. The separate analysis of the 2 subgroups shows a statistically significant difference in the improvement rate between the group with a known triggering factor and the group without a triggering factor, with a preponderance of the former with a 91% improvement rate versus approximately 56% for the latter. In our study, the inability to identify factors triggering bothersome tinnitus negatively affected the treatment outcome in TRT. © 2014 S. Karger AG, Basel.

  4. The hepatitis C cascade of care: identifying priorities to improve clinical outcomes.

    Science.gov (United States)

    Linas, Benjamin P; Barter, Devra M; Leff, Jared A; Assoumou, Sabrina A; Salomon, Joshua A; Weinstein, Milton C; Kim, Arthur Y; Schackman, Bruce R

    2014-01-01

    As highly effective hepatitis C virus (HCV) therapies emerge, data are needed to inform the development of interventions to improve HCV treatment rates. We used simulation modeling to estimate the impact of loss to follow-up on HCV treatment outcomes and to identify intervention strategies likely to provide good value for the resources invested in them. We used a Monte Carlo state-transition model to simulate a hypothetical cohort of chronically HCV-infected individuals recently screened positive for serum HCV antibody. We simulated four hypothetical intervention strategies (linkage to care; treatment initiation; integrated case management; peer navigator) to improve HCV treatment rates, varying efficacies and costs, and identified strategies that would most likely result in the best value for the resources required for implementation. Sustained virologic responses (SVRs), life expectancy, quality-adjusted life expectancy (QALE), costs from health system and program implementation perspectives, and incremental cost-effectiveness ratios (ICERs). We estimate that imperfect follow-up reduces the real-world effectiveness of HCV therapies by approximately 75%. In the base case, a modestly effective hypothetical peer navigator program maximized the number of SVRs and QALE, with an ICER compared to the next best intervention of $48,700/quality-adjusted life year. Hypothetical interventions that simultaneously addressed multiple points along the cascade provided better outcomes and more value for money than less costly interventions targeting single steps. The 5-year program cost of the hypothetical peer navigator intervention was $14.5 million per 10,000 newly diagnosed individuals. We estimate that imperfect follow-up during the HCV cascade of care greatly reduces the real-world effectiveness of HCV therapy. Our mathematical model shows that modestly effective interventions to improve follow-up would likely be cost-effective. Priority should be given to developing and

  5. The hepatitis C cascade of care: identifying priorities to improve clinical outcomes.

    Directory of Open Access Journals (Sweden)

    Benjamin P Linas

    Full Text Available As highly effective hepatitis C virus (HCV therapies emerge, data are needed to inform the development of interventions to improve HCV treatment rates. We used simulation modeling to estimate the impact of loss to follow-up on HCV treatment outcomes and to identify intervention strategies likely to provide good value for the resources invested in them.We used a Monte Carlo state-transition model to simulate a hypothetical cohort of chronically HCV-infected individuals recently screened positive for serum HCV antibody. We simulated four hypothetical intervention strategies (linkage to care; treatment initiation; integrated case management; peer navigator to improve HCV treatment rates, varying efficacies and costs, and identified strategies that would most likely result in the best value for the resources required for implementation.Sustained virologic responses (SVRs, life expectancy, quality-adjusted life expectancy (QALE, costs from health system and program implementation perspectives, and incremental cost-effectiveness ratios (ICERs.We estimate that imperfect follow-up reduces the real-world effectiveness of HCV therapies by approximately 75%. In the base case, a modestly effective hypothetical peer navigator program maximized the number of SVRs and QALE, with an ICER compared to the next best intervention of $48,700/quality-adjusted life year. Hypothetical interventions that simultaneously addressed multiple points along the cascade provided better outcomes and more value for money than less costly interventions targeting single steps. The 5-year program cost of the hypothetical peer navigator intervention was $14.5 million per 10,000 newly diagnosed individuals.We estimate that imperfect follow-up during the HCV cascade of care greatly reduces the real-world effectiveness of HCV therapy. Our mathematical model shows that modestly effective interventions to improve follow-up would likely be cost-effective. Priority should be given to

  6. The impact of an immersive elective on learners' understanding of lifestyle medicine and its role in patients' lives.

    Science.gov (United States)

    Mattison, Melissa J; Nemec, Eric C

    2014-10-15

    To design an immersive, active learning, lifestyle medicine (LM) elective and evaluate its impact on a pharmacy learners' ability to understand the challenges of implementing lifestyle changes. A 3-credit elective was developed that incorporated goal setting and immersion into the realm of LM as experienced by both the patient and the practitioner. Learners were assessed via a survey instrument, formal assignments, reflections, and the Presidential Fitness Challenge. Learners reported that their ability to initiate LM as a primary intervention within a care plan significantly increased after taking this course. They also improved their overall health. By identifying and implementing self-identified lifestyle modifications, learners increased confidence in their abilities to produce evidence-based outcomes for patients. Learners were able to understand the challenges of trying to change their daily habits as they undertook their own personal goals.

  7. Using the International Classification of Functioning, Disability, and Health to identify outcome domains for a core outcome set for aphasia: a comparison of stakeholder perspectives.

    Science.gov (United States)

    Wallace, Sarah J; Worrall, Linda; Rose, Tanya; Le Dorze, Guylaine

    2017-11-12

    This study synthesised the findings of three separate consensus processes exploring the perspectives of key stakeholder groups about important aphasia treatment outcomes. This process was conducted to generate recommendations for outcome domains to be included in a core outcome set for aphasia treatment trials. International Classification of Functioning, Disability, and Health codes were examined to identify where the groups of: (1) people with aphasia, (2) family members, (3) aphasia researchers, and (4) aphasia clinicians/managers, demonstrated congruence in their perspectives regarding important treatment outcomes. Codes were contextualized using qualitative data. Congruence across three or more stakeholder groups was evident for ICF chapters: Mental functions; Communication; and Services, systems, and policies. Quality of life was explicitly identified by clinicians/managers and researchers, while people with aphasia and their families identified outcomes known to be determinants of quality of life. Core aphasia outcomes include: language, emotional wellbeing, communication, patient-reported satisfaction with treatment and impact of treatment, and quality of life. International Classification of Functioning, Disability, and Health coding can be used to compare stakeholder perspectives and identify domains for core outcome sets. Pairing coding with qualitative data may ensure important nuances of meaning are retained. Implications for rehabilitation The outcomes measured in treatment research should be relevant to stakeholders and support health care decision making. Core outcome sets (agreed, minimum set of outcomes, and outcome measures) are increasingly being used to ensure the relevancy and consistency of the outcomes measured in treatment studies. Important aphasia treatment outcomes span all components of the International Classification of Functioning, Disability, and Health. Stakeholders demonstrated congruence in the identification of important

  8. Returnees, Student-Migrants and Second Chance Learners: Case Studies of Positional and Transformative Outcomes of Australian International Education

    Science.gov (United States)

    Robertson, Shanthi; Hoare, Lynnel; Harwood, Aramiha

    2011-01-01

    There is a clear need for new research into the work and life outcomes for graduates of Australian international education. Drawing upon divergent post-study transitions, this article aims to present a multi-faceted, qualitative foundation for the consideration of both positional and transformative impacts of international education on graduates'…

  9. Opportunities and Outcomes: The Role of Peers in Developing the Oral Academic English Proficiency of Adolescent English Learners

    Science.gov (United States)

    Carhill-Poza, Avary

    2015-01-01

    Although researchers often acknowledge the importance of linguistically rich interactions in the academic language development of emergent bilingual students, few studies have explicitly examined the role of linguistic peer support and the underlying structure of social relationships in the second language learning experiences and outcomes of…

  10. Secondary school teachers' experiences of teaching pregnant learners in Limpopo Province, South Africa

    Directory of Open Access Journals (Sweden)

    Sogo F Matlala

    2014-11-01

    Full Text Available This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1 identification of pregnant learners; (2 continuation of pregnant learners' school career; (3 dilemmas related to school-attending pregnant learners; (4 support of school-attending pregnant learners; (5 gender in pregnancy caretaking; and (6 communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.

  11. Epidemiology and Outcomes of Lisfranc Injuries Identified at the National Football League Scouting Combine.

    Science.gov (United States)

    McHale, Kevin J; Vopat, Bryan G; Beaulieu-Jones, Brendin R; Sanchez, George; Whalen, James M; McDonald, Lucas S; DiGiovanni, Christopher W; Theodore, George H; Provencher, Matthew T

    2017-07-01

    Lisfranc injuries are challenging to treat and may have a detrimental effect on athletic performance. (1) Determine the epidemiological characteristics of Lisfranc injuries at the annual National Football League (NFL) Scouting Combine, (2) define player positions at risk for these injuries, and (3) evaluate the impact that these injuries and radiographic findings have on NFL draft position and performance. Cohort study; Level of evidence, 3. All players who sustained a Lisfranc injury prior to Combine evaluation between 2009 and 2015 were evaluated. The epidemiological characteristics, player positions affected, treatment methods, and number of missed collegiate games were recorded. Radiographic outcomes were analyzed via Combine radiograph findings, while NFL performance outcomes were assessed for all Lisfranc injuries (2009-2013) compared with matched controls in the first 2 years of play. A total of 41 of 2162 (1.8%) Combine participants were identified with Lisfranc injuries, of whom 26 of 41 (63.4%) were managed operatively. Players who underwent surgery were more likely to go undrafted compared with players managed nonoperatively (38.5% vs 13.3%, operative vs nonoperative management, respectively; P = .04) and featured a worse NFL draft pick position (155.6 vs 109; P = .03). Lisfranc-injured players when compared with controls were noted to have worse outcomes in terms of NFL draft position (142 vs 111.3, Lisfranc-injured players vs controls, respectively; P = .04), NFL career length 2 years or longer (62.5% vs 69.6%; P = .23), and number of games played (16.9 vs 23.3; P = .001) and started (6.8 vs 10.5; P = .08) within the first 2 years of their NFL career. Radiographs demonstrated that 17 of 41 (41.5%) athletes had residual Lisfranc joint displacement greater than 2 mm compared with the contralateral foot. Lisfranc-injured athletes with greater than 2 mm residual displacement, when compared with matched controls, had worse draft position (156.9 vs 111.2 for

  12. Clinical Findings and Treatment Outcomes in Patients with Extraprostatic Extension Identified on Prostate Biopsy.

    Science.gov (United States)

    Fleshner, Katherine; Assel, Melissa; Benfante, Nicole; Lee, Justin; Vickers, Andrew; Fine, Samson; Carlsson, Sigrid; Eastham, James

    2016-09-01

    We describe histopathological, clinical and imaging findings among men with extraprostatic extension on prostate biopsy. We searched our institutional pathology database between 2004 and 2015 for pathology reports detailing extraprostatic extension on prostate biopsy in untreated patients. Patient characteristics, biopsy features, imaging interpretations and outcomes were examined. Of 19,950 patients with prostate cancer on biopsy 112 had extraprostatic extension for a prevalence of 0.6% (95% CI 0.5-0.7). Most of the 112 patients had palpable, high grade (Gleason score 9), high volume disease, which was classified as high risk in 34 (30%), locally advanced in 17 (15%) and metastatic in 39 (35%). Most patients had 1 or 2 cores with extraprostatic extension, typically at the base and with concomitant perineural invasion. Extraprostatic extension was identified by magnetic resonance imaging in 32 of 40 patients (80%). Median followup in those who did not die was 1.3 years (IQR 0.3-4.2). Outcomes in the subgroup of 24 men treated with radical prostatectomy were consistent with high risk disease, including positive margins in 14 (58%), seminal vesicle invasion in 10 (42%) and lymph node invasion in 11 (46%). In the entire cohort the 3-year risks of metastasis and overall mortality were 32% (95% CI 22-44) and 37% (95% CI 27-50), respectively. We did not find evidence to suggest that the proportion of cores with cancer that also had extraprostatic extension was associated with overall mortality (p = 0.09). Extraprostatic extension is a rare finding on prostate biopsy. It is strongly associated with other features of aggressive prostate cancer. Copyright © 2016 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  13. An Integrative data mining approach to identifying Adverse Outcome Pathway (AOP) Signatures

    Science.gov (United States)

    The Adverse Outcome Pathway (AOP) framework is a tool for making biological connections and summarizing key information across different levels of biological organization to connect biological perturbations at the molecular level to adverse outcomes for an individual or populatio...

  14. Learner's Passport

    Directory of Open Access Journals (Sweden)

    Bogdan Jug

    1996-12-01

    Full Text Available For the first time learner's passport was pre­ sented at the international conference on permanent education, taking place in Rome in December 1994. This document is not meant for students only but for the entire population. It should contain notes on any format education, additional education, working experiences, cultural activities, sport results, awards, prizes and recommen­ dations. The mission of learner's passport is to gather all documents in one place, a handy book­ let which gives one an overall view over his/her achievements. It should help personnel departments in choosing the right person for a certain job as well as indirectly stimul ate additional activities of the learner's passport holder.

  15. Measuring outcomes in adult spinal deformity surgery: a systematic review to identify current strengths, weaknesses and gaps in patient-reported outcome measures.

    Science.gov (United States)

    Faraj, Sayf S A; van Hooff, Miranda L; Holewijn, Roderick M; Polly, David W; Haanstra, Tsjitske M; de Kleuver, Marinus

    2017-08-01

    Adult spinal deformity (ASD) causes severe disability, reduces overall quality of life, and results in a substantial societal burden of disease. As healthcare is becoming more value based, and to facilitate global benchmarking, it is critical to identify and standardize patient-reported outcome measures (PROMs). This study aims to identify the current strengths, weaknesses, and gaps in PROMs used for ASD. Studies were included following a systematic search in multiple bibliographic databases between 2000 and 2015. PROMs were extracted and linked to the outcome domains of WHO's International Classification of Functioning and Health (ICF) framework. Subsequently, the clinimetric quality of identified PROMs was evaluated. The literature search identified 144 papers that met the inclusion criteria, and nine frequently used PROMs were identified. These covered 29 ICF outcome domains, which could be grouped into three of the four main ICF chapters: body function (n = 7), activity and participation (n = 19), environmental factors (n = 3), and body structure (n = 0). A low quantity (n = 3) of papers was identified that studied the clinimetric quality of PROMs. The Scoliosis Research Society (SRS)-22 has the highest level of clinimetric quality for ASD. Outcome domains related to mobility and pain were well represented. We identified a gap in current outcome measures regarding neurological and pulmonary function. In addition, no outcome domains were measured in the ICF chapter body structure. These results will serve as a foundation for the process of seeking international consensus on a standard set of outcome domains, accompanied PROMs and contributing factors to be used in future clinical trials and spine registries.

  16. Low Cerebral Blood Volume Identifies Poor Outcome in Stent Retriever Thrombectomy

    International Nuclear Information System (INIS)

    Protto, Sara; Pienimäki, Juha-Pekka; Seppänen, Janne; Numminen, Heikki; Sillanpää, Niko

    2017-01-01

    BackgroundMechanical thrombectomy (MT) is an efficient treatment of acute stroke caused by large-vessel occlusion. We evaluated the factors predicting poor clinical outcome (3-month modified Rankin Scale, mRS >2) although MT performed with modern stent retrievers.MethodsWe prospectively collected the clinical and imaging data of 105 consecutive anterior circulation stroke patients who underwent MT after multimodal CT imaging. Patients with occlusion of the internal carotid artery and/or middle cerebral artery up to the M2 segment were included. We recorded baseline clinical, procedural and imaging variables, technical outcome, 24-h imaging outcome and the clinical outcome. Differences between the groups were studied with appropriate statistical tests and binary logistic regression analysis.ResultsLow cerebral blood volume Alberta stroke program early CT score (CBV-ASPECTS) was associated with poor clinical outcome (median 7 vs. 9, p = 0.01). Lower collateral score (CS) significantly predicted poor outcome in regression modelling with CS = 0 increasing the odds of poor outcome 4.4-fold compared to CS = 3 (95% CI 1.27–15.5, p = 0.02). Lower CBV-ASPECTS significantly predicted poor clinical outcome among those with moderate or severe stroke (OR 0.82, 95% CI 0.68–1, p = 0.05) or poor collateral circulation (CS 0–1, OR 0.66, 95% CI 0.48–0.90, p = 0.009) but not among those with mild strokes or good collaterals.ConclusionsCBV-ASPECTS estimating infarct core is a significant predictor of poor clinical outcome among anterior circulation stroke patients treated with MT, especially in the setting of poor collateral circulation and/or moderate or severe stroke.

  17. Low Cerebral Blood Volume Identifies Poor Outcome in Stent Retriever Thrombectomy

    Energy Technology Data Exchange (ETDEWEB)

    Protto, Sara, E-mail: sara.protto@pshp.fi; Pienimäki, Juha-Pekka; Seppänen, Janne [Tampere University Hospital, Medical Imaging Center (Finland); Numminen, Heikki [Tampere University Hospital, Department of Neurology (Finland); Sillanpää, Niko [Tampere University Hospital, Medical Imaging Center (Finland)

    2017-04-15

    BackgroundMechanical thrombectomy (MT) is an efficient treatment of acute stroke caused by large-vessel occlusion. We evaluated the factors predicting poor clinical outcome (3-month modified Rankin Scale, mRS >2) although MT performed with modern stent retrievers.MethodsWe prospectively collected the clinical and imaging data of 105 consecutive anterior circulation stroke patients who underwent MT after multimodal CT imaging. Patients with occlusion of the internal carotid artery and/or middle cerebral artery up to the M2 segment were included. We recorded baseline clinical, procedural and imaging variables, technical outcome, 24-h imaging outcome and the clinical outcome. Differences between the groups were studied with appropriate statistical tests and binary logistic regression analysis.ResultsLow cerebral blood volume Alberta stroke program early CT score (CBV-ASPECTS) was associated with poor clinical outcome (median 7 vs. 9, p = 0.01). Lower collateral score (CS) significantly predicted poor outcome in regression modelling with CS = 0 increasing the odds of poor outcome 4.4-fold compared to CS = 3 (95% CI 1.27–15.5, p = 0.02). Lower CBV-ASPECTS significantly predicted poor clinical outcome among those with moderate or severe stroke (OR 0.82, 95% CI 0.68–1, p = 0.05) or poor collateral circulation (CS 0–1, OR 0.66, 95% CI 0.48–0.90, p = 0.009) but not among those with mild strokes or good collaterals.ConclusionsCBV-ASPECTS estimating infarct core is a significant predictor of poor clinical outcome among anterior circulation stroke patients treated with MT, especially in the setting of poor collateral circulation and/or moderate or severe stroke.

  18. New scoring system identifies kidney outcome with radiation therapy in acute renal allograft rejection

    International Nuclear Information System (INIS)

    Chen, Luci M.; Godinez, Juan; Thisted, Ronald A.; Woodle, E. Steve; Thistlewaite, J. Richard; Powers, Claire; Haraf, Daniel

    2000-01-01

    concomitant immunosuppressive therapy. Independent factors examined by Cox regression modeling were: gender (p 0.005), creatinine levels (p = 0.000), HLA-DR (p = 0.05), PRA-Maximum >70% (p = 0.014). Each factor was scored using integral coefficients to generate four different groups. The Kaplan-Meier survival analyzed by group produces an interpretable separation of the risk factors for graft loss. Conclusions: The outcome in patients treated with radiation therapy for acute renal graft rejection can be predicted by a novel scoring system. Patients with scores of three or less are able to achieve 100% renal graft salvage, while patients who have scores of 12 or higher are not able to be salvaged with the current radiation therapy regimen. Future studies should be directed toward identifying more effective treatment for patients who have a high score based on our criteria. The scoring system should be utilized to identify patients at risk who could benefit from radiation therapy. Further study with a randomized trial utilizing this scoring system is needed to confirm the validity of the scoring system in predicting graft survival and the efficacy of radiation in patients who receive radiation therapy for acute graft rejection

  19. The Evolving Military Learner Population: A Review of the Literature

    Science.gov (United States)

    Ford, Kate; Vignare, Karen

    2015-01-01

    This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop…

  20. Using Strengthsfinder to Identify Relationships between Marketing Graduate Strengths and Career Outcomes

    Science.gov (United States)

    Tomkovick, Chuck; Swanson, Scott

    2014-01-01

    The present study seeks to better understand how marketing graduates' strengths, and utilization of those strengths in the workplace, may be associated with a variety of academic and career outcomes. Respondents completed two different questionnaires. Findings suggest that marketing graduates whose strengths are not being utilized with their work…

  1. Teachers of adults as learners

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

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

  2. Using benchmarking to identify inter-centre differences in persistent ductus arteriosus treatment: can we improve outcome?

    NARCIS (Netherlands)

    Jansen, E.J.; Dijkman, K.P.; Lingen, R.A. van; Vries, W.B. de; Vijlbrief, D.C.; Boode, W.P. de; Andriessen, P.

    2017-01-01

    OBJECTIVE: The aim of this study was to identify inter-centre differences in persistent ductus arteriosus treatment and their related outcomes. Materials and methods We carried out a retrospective, multicentre study including infants between 24+0 and 27+6 weeks of gestation in the period between

  3. Using benchmarking to identify inter-centre differences in persistent ductus arteriosus treatment : can we improve outcome?

    NARCIS (Netherlands)

    Jansen, Esther J. S.; Dijkman, Koen P.; Van Lingen, Richard A.; de Vries, Willem B; Vijlbrief, Daniel C; de Boode, Willem P; Andriessen, Peter

    2017-01-01

    Objective: The aim of this study was to identify inter-centre differences in persistent ductus arteriosus treatment and their related outcomes. Materials and methods: We carried out a retrospective, multicentre study including infants between 24+0 and 27+6 weeks of gestation in the period between

  4. A retrospective observational analysis to identify patient and treatment-related predictors of outcomes in a community mental health programme.

    Science.gov (United States)

    Green, Stuart A; Honeybourne, Emmi; Chalkley, Sylvia R; Poots, Alan J; Woodcock, Thomas; Price, Geraint; Bell, Derek; Green, John

    2015-05-20

    This study aims to identify patient and treatment factors that affect clinical outcomes of community psychological therapy through the development of a predictive model using historic data from 2 services in London. In addition, the study aims to assess the completeness of data collection, explore how treatment outcomes are discriminated using current criteria for classifying recovery, and assess the feasibility and need for undertaking a future larger population analysis. Observational, retrospective discriminant analysis. 2 London community mental health services that provide psychological therapies for common mental disorders including anxiety and depression. A total of 7388 patients attended the services between February 2009 and May 2012, of which 4393 (59%) completed therapy, or there was an agreement to end therapy, and were included in the study. Different combinations of the clinical outcome scores for anxiety Generalised Anxiety Disorder-7 and depression Patient Health Questionnaire-9 were used to construct different treatment outcomes. The predictive models were able to assign a positive or negative clinical outcome to each patient based on 5 independent pre-treatment variables, with an accuracy of 69.4% and 79.3%, respectively: initial severity of anxiety and depression, ethnicity, deprivation and gender. The number of sessions attended/missed were also important factors identified in recovery. Predicting whether patients are likely to have a positive outcome following treatment at entry might allow suitable modification of scheduled treatment, possibly resulting in improvements in outcomes. The model also highlights factors not only associated with poorer outcomes but inextricably linked to prevalence of common mental disorders, emphasising the importance of social determinants not only in poor health but also poor recovery. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to

  5. Identifying the performance characteristics of a winning outcome in elite mixed martial arts competition.

    Science.gov (United States)

    James, Lachlan P; Robertson, Sam; Haff, G Gregory; Beckman, Emma M; Kelly, Vincent G

    2017-03-01

    To determine those performance indicators that have the greatest influence on classifying outcome at the elite level of mixed martial arts (MMA). A secondary objective was to establish the efficacy of decision tree analysis in explaining the characteristics of victory when compared to alternate statistical methods. Cross-sectional observational. Eleven raw performance indicators from male Ultimate Fighting Championship bouts (n=234) from July 2014 to December 2014 were screened for analysis. Each raw performance indicator was also converted to a rate-dependent measure to be scaled to fight duration. Further, three additional performance indicators were calculated from the dataset and included in the analysis. Cohen's d effect sizes were employed to determine the magnitude of the differences between Wins and Losses, while decision tree (chi-square automatic interaction detector (CHAID)) and discriminant function analyses (DFA) were used to classify outcome (Win and Loss). Effect size comparisons revealed differences between Wins and Losses across a number of performance indicators. Decision tree (raw: 71.8%; rate-scaled: 76.3%) and DFA (raw: 71.4%; rate-scaled 71.2%) achieved similar classification accuracies. Grappling and accuracy performance indicators were the most influential in explaining outcome. The decision tree models also revealed multiple combinations of performance indicators leading to victory. The decision tree analyses suggest that grappling activity and technique accuracy are of particular importance in achieving victory in elite-level MMA competition. The DFA results supported the importance of these performance indicators. Decision tree induction represents an intuitive and slightly more accurate approach to explaining bout outcome in this sport when compared to DFA. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  6. Missing paternal demographics: A novel indicator for identifying high risk population of adverse pregnancy outcomes

    Directory of Open Access Journals (Sweden)

    Wen Shi

    2004-11-01

    Full Text Available Abstract Background One of every 6 United Status birth certificates contains no information on fathers. There might be important differences in the pregnancy outcomes between mothers with versus those without partner information. The object of this study was to assess whether and to what extent outcomes in pregnant women who did not have partner information differ from those who had. Methods We carried out a population-based retrospective cohort study based on the registry data in the United States for the period of 1995–1997, which was a matched multiple birth file (only twins were included in the current analysis. We divided the study subjects into three groups according to the availability of partner information: available, partly missing, and totally missing. We compared the distribution of maternal characteristics, maternal morbidity, labor and delivery complications, obstetric interventions, preterm birth, fetal growth restriction, low birth weight, congenital anomalies, fetal death, neonatal death, post-neonatal death, and neonatal morbidity among three study groups. Results There were 304466 twins included in our study. Mothers whose partner's information was partly missing and (especially totally missing tended to be younger, of black race, unmarried, with less education, smoking cigarette during pregnancy, and with inadequate prenatal care. The rates of preterm birth, fetal growth restriction, low birth weight, Apgar score Conclusions Mothers whose partner's information was partly and (especially totally missing are at higher risk of adverse pregnant outcomes, and clinicians and public health workers should be alerted to this important social factor.

  7. Femoral Access PCI in a Default Radial Center Identifies High-Risk Patients With Poor Outcomes.

    Science.gov (United States)

    Uddin, Muezz; Bundhoo, Shantu; Mitra, Rito; Ossei-Gerning, Nicholas; Morris, Keith; Anderson, Richard; Kinnaird, Tim

    2015-10-01

    Increasingly the trans-radial route (TRR) is preferred over the trans-femoral route (TFR) for PCI. However, even in high volume default TRR centers a cohort of patients undergo TFR PCI. We examined the demographics, procedural characteristics, and outcomes of patients undergoing PCI via the TF. The patient demographics, procedural data, and outcomes of 5,379 consecutive patients undergoing PCI at a default radial center between 2009 and 2012 were examined. Major bleeding (MB) was classified by ACUITY and BARC definitions. A total of 559 (10.4%) patients underwent PCI via the TFR and 4,820 patients via the TRR (89.6%). Baseline variables associated with TFR were shock, previous CABG, chronic total occlusion intervention, rotablation/laser use, female sex, and renal failure. Sixty-five patients of the TFR cohort (11.6%) experienced MB with 27 (41.5%) being access site related. MB was significantly more frequent than in the radial cohort. The variables independently associated with MB in the TFR cohort were renal failure, acute presentation, shock, and age. In the TFR, patients with MB mortality was high at 30 days (17.2% vs 2.6% for no MB, P default radial PCI center 10% of patients undergo PCI via the femoral artery. These patients have high baseline bleeding risk and undergo complex interventions. As a result the incidence of major bleeding, transfusion and death are high. Alternative strategies are required to optimize outcomes in this select group. © 2015, Wiley Periodicals, Inc.

  8. Patient- and Family-Identified Problems of Traumatic Brain Injury: Value and Utility of a Target Outcome Approach to Identifying the Worst Problems

    Directory of Open Access Journals (Sweden)

    Laraine Winter

    2016-01-01

    Full Text Available Purpose: This study aimed to identify the sequelae of traumatic brain injury (TBI that are most troubling to veterans with TBI and their families and identify veteran-family differences in content and ranking. Instead of standardized measures of symptom frequency or severity, which may be insensitive to change or intervention effects, we used a target outcome measure for veterans with TBI and their key family members, which elicited open-ended reports concerning the three most serious TBI-related problems. This was followed by Likert-scaled ratings of difficulty in managing the problem. Methods: In this cross-sectional study, interviews were conducted in veterans’ homes. Participants included 83 veterans with TBI diagnosed at a Veterans Affairs medical rehabilitation service and a key family member of each veteran. We utilized open-ended questions to determine the problems caused by TBI within the last month. Sociodemographic characteristics of veterans and family members, and veterans’ military and medical characteristics were collected. A coding scheme was developed to categorize open-ended responses. Results: Families identified nearly twice as many categories of problems as did veterans, and veterans and families ranked problem categories very differently. Veterans ranked cognitive and physical problems worst; families ranked emotional and interpersonal problems worst. Conclusions: Easily administered open-ended questions about the most troubling TBI-related problems yield novel insights and reveal important veteran-family discrepancies.

  9. The Effects of Content-Enriched Shared Book Reading versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners

    Science.gov (United States)

    Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Resendez, Nora; Kwok, Oiman; Zhu, Leina; Davis, Heather

    2018-01-01

    Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281…

  10. Chinese English Learners' Strategic Competence.

    Science.gov (United States)

    Wang, Dianjian; Lai, Hongling; Leslie, Michael

    2015-12-01

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

  11. Using Predictive Modelling to Identify Students at Risk of Poor University Outcomes

    Science.gov (United States)

    Jia, Pengfei; Maloney, Tim

    2015-01-01

    Predictive modelling is used to identify students at risk of failing their first-year courses and not returning to university in the second year. Our aim is twofold. Firstly, we want to understand the factors that lead to poor first-year experiences at university. Secondly, we want to develop simple, low-cost tools that would allow universities to…

  12. Genome-wide Analysis Identifies Novel Loci Associated with Ovarian Cancer Outcomes

    DEFF Research Database (Denmark)

    Johnatty, Sharon E; Tyrer, Jonathan P; Kar, Siddhartha

    2015-01-01

    PURPOSE: Chemotherapy resistance remains a major challenge in the treatment of ovarian cancer. We hypothesize that germline polymorphisms might be associated with clinical outcome. EXPERIMENTAL DESIGN: We analyzed approximately 2.8 million genotyped and imputed SNPs from the iCOGS experiment...... for progression-free survival (PFS) and overall survival (OS) in 2,901 European epithelial ovarian cancer (EOC) patients who underwent first-line treatment of cytoreductive surgery and chemotherapy regardless of regimen, and in a subset of 1,098 patients treated with ≥ 4 cycles of paclitaxel and carboplatin...... at standard doses. We evaluated the top SNPs in 4,434 EOC patients, including patients from The Cancer Genome Atlas. In addition, we conducted pathway analysis of all intragenic SNPs and tested their association with PFS and OS using gene set enrichment analysis. RESULTS: Five SNPs were significantly...

  13. Learner Personas in CALL

    Science.gov (United States)

    Heift, Trude

    2007-01-01

    In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…

  14. How physicians identify with predetermined personalities and links to perceived performance and wellness outcomes: a cross-sectional study.

    Science.gov (United States)

    Lemaire, Jane B; Wallace, Jean E

    2014-11-29

    Certain personalities are ascribed to physicians. This research aims to measure the extent to which physicians identify with three predetermined personalities (workaholic, Type A and control freak) and to explore links to perceptions of professional performance, and wellness outcomes. This is a cross-sectional study using a mail-out questionnaire sent to all practicing physicians (2957 eligible, 1178 responses, 40% response rate) in a geographical health region within a western Canadian province. Survey items were used to assess the extent to which participants felt they are somewhat of a workaholic, Type A and/or control freak, and if they believed that having these personalities makes one a better doctor. Participants' wellness outcomes were also measured. Zero-order correlations were used to determine the relationships between physicians identifying with a personality and feeling it makes one a better doctor. T-tests were used to compare measures of physician wellness for those who identified with the personality versus those who did not. 53% of participants identified with the workaholic personality, 62% with the Type A, and 36% with the control freak. Identifying with any one of the personalities was correlated with feeling it makes one a better physician. There were statistically significant differences in several wellness outcomes comparing participants who identified with the personalities versus those who did not. These included higher levels of emotional exhaustion (workaholic, Type A and control freak), higher levels of anxiety (Type A and control freak) and higher levels of depression, poorer mental health and lower levels of job satisfaction (control freak). Participants who identified with the workaholic personality versus those who did not reported higher levels of job satisfaction, rewarding patient experiences and career commitment. Most participants identified with at least one of the three personalities. The beliefs of some participants that

  15. Comparison of Medicare claims versus physician adjudication for identifying stroke outcomes in the Women's Health Initiative.

    Science.gov (United States)

    Lakshminarayan, Kamakshi; Larson, Joseph C; Virnig, Beth; Fuller, Candace; Allen, Norrina Bai; Limacher, Marian; Winkelmayer, Wolfgang C; Safford, Monika M; Burwen, Dale R

    2014-03-01

    Many studies use medical record review for ascertaining outcomes. One large, longitudinal study, the Women's Health Initiative (WHI), ascertains strokes using participant self-report and subsequent physician review of medical records. This is resource-intensive. Herein, we assess whether Medicare data can reliably assess stroke events in the WHI. Subjects were WHI participants with fee-for-service Medicare. Four stroke definitions were created for Medicare data using discharge diagnoses in hospitalization claims: definition 1, stroke codes in any position; definition 2, primary position stroke codes; and definitions 3 and 4, hemorrhagic and ischemic stroke codes, respectively. WHI data were randomly split into training (50%) and test sets. A concordance matrix was used to examine the agreement between WHI and Medicare stroke diagnosis. A WHI stroke and a Medicare stroke were considered a match if they occurred within ±7 days of each other. Refined analyses excluded Medicare events when medical records were unavailable for comparison. Training data consisted of 24 428 randomly selected participants. There were 577 WHI strokes and 557 Medicare strokes using definition 1. Of these, 478 were a match. With regard to algorithm performance, specificity was 99.7%, negative predictive value was 99.7%, sensitivity was 82.8%, positive predictive value was 85.8%, and κ=0.84. Performance was similar for test data. Whereas specificity and negative predictive value exceeded 99%, sensitivity ranged from 75% to 88% and positive predictive value ranged from 80% to 90% across stroke definitions. Medicare data seem useful for population-based stroke research; however, performance characteristics depend on the definition selected.

  16. Source Water Protection Planning for Ontario First Nations Communities: Case Studies Identifying Challenges and Outcomes

    Directory of Open Access Journals (Sweden)

    Leslie Collins

    2017-07-01

    Full Text Available After the Walkerton tragedy in 2000, where drinking water contamination left seven people dead and many suffering from chronic illness, the Province of Ontario, Canada implemented policies to develop Source Water Protection (SWP plans. Under the Clean Water Act (2006, thirty-six regional Conservation Authorities were mandated to develop watershed-based SWP plans under 19 Source Protection Regions. Most First Nations in Ontario are outside of these Source Protection Regions and reserve lands are under Federal jurisdiction. This paper explores how First Nations in Ontario are attempting to address SWP to improve drinking water quality in their communities even though these communities are not part of the Ontario SWP framework. The case studies highlight the gap between the regulatory requirements of the Federal and Provincial governments and the challenges for First Nations in Ontario from lack of funding to implement solutions to address the threats identified in SWP planning. This analysis of different approaches taken by Ontario First Nations shows that the Ontario framework for SWP planning is not an option for the majority of First Nations communities, and does not adequately address threats originating on reserve lands. First Nations attempting to address on-reserve threats to drinking water are using a variety of resources and approaches to develop community SWP plans. However, a common theme of all the cases surveyed is a lack of funding to support implementing solutions for the threats identified by the SWP planning process. Federal government initiatives to address the chronic problem of boil water advisories within Indigenous communities do not recognize SWP planning as a cost-effective tool for improving drinking water quality.

  17. Improving Learner Handovers in Medical Education.

    Science.gov (United States)

    Warm, Eric J; Englander, Robert; Pereira, Anne; Barach, Paul

    2017-07-01

    Multiple studies have demonstrated that the information included in the Medical Student Performance Evaluation fails to reliably predict medical students' future performance. This faulty transfer of information can lead to harm when poorly prepared students fail out of residency or, worse, are shuttled through the medical education system without an honest accounting of their performance. Such poor learner handovers likely arise from two root causes: (1) the absence of agreed-on outcomes of training and/or accepted assessments of those outcomes, and (2) the lack of standardized ways to communicate the results of those assessments. To improve the current learner handover situation, an authentic, shared mental model of competency is needed; high-quality tools to assess that competency must be developed and tested; and transparent, reliable, and safe ways to communicate this information must be created.To achieve these goals, the authors propose using a learner handover process modeled after a patient handover process. The CLASS model includes a description of the learner's Competency attainment, a summary of the Learner's performance, an Action list and statement of Situational awareness, and Synthesis by the receiving program. This model also includes coaching oriented towards improvement along the continuum of education and care. Just as studies have evaluated patient handover models using metrics that matter most to patients, studies must evaluate this learner handover model using metrics that matter most to providers, patients, and learners.

  18. Newly identified psychiatric illness in one general practice: 12-month outcome and the influence of patients' personality.

    Science.gov (United States)

    Wright, A F; Anderson, A J

    1995-01-01

    BACKGROUND. Relatively little is known about the natural history and outcome of psychological problems in patients who present to general practitioners. Only a small proportion of such patients are seen by specialists. Clinical experience suggests that patient personality is one of the factors influencing outcome in patients diagnosed as having psychiatric illness. AIM. This study set out to examine prospectively the progress and 12-month outcome of patients with newly identified psychiatric illness, and the association of patients' personality with outcome. METHOD. One hundred and seventy one patients with clinically significant psychiatric illness attending one practice in a Scottish new town were followed up prospectively (96 presented with psychological symptoms and 75 with somatic symptoms), and were compared with a group of 127 patients with chronic physical illness. Patients were assessed in terms of psychiatric state, social problems and personality using both computer-based and pencil and paper tests in addition to clinical assessments at each consultation during the follow-up year and structured interview one year after recruitment. RESULTS. Most of the improvement in psychiatric state scores on the 28-item general health questionnaire occurred in the first six months of the illness. Of the 171 patients with psychiatric illness 34% improved quickly and remained well, 54% had an intermittent course but had improved at 12-month follow up while 12% pursued a chronic course without improvement. The mean number of consultations in the follow-up year was 8.4 for patients presenting with psychological symptoms, 7.2 for those presenting with somatic symptoms and 6.6 for patients with chronic physical illness. The Eysenck N score proved a strong predictor of the outcome of new psychiatric illness. CONCLUSION. Only one in three patients with newly identified psychiatric illness improved quickly and and remained well, reflecting the importance of continuing care of

  19. The Picture Exchange Communication System (PECS): A Promising Method for Improving Communication Skills of Learners with Autism Spectrum Disorders

    Science.gov (United States)

    Ganz, Jennifer B.; Simpson, Richard L.; Lund, Emily M.

    2012-01-01

    Children and youth with autism spectrum disorders (ASD) and other developmental delays frequently experience deficits in functional communication. Identifying and using suitable communication enhancement and augmentative and alternative communication supports is essential to achievement of positive outcomes for these learners. This article…

  20. Enhancing Social Studies Vocabulary and Comprehension for 7th Grade English Language Learners: Findings from Two Experimental Studies

    Science.gov (United States)

    Vaughn, Sharon; Martinez, Leticia R.; Reutebuch, Colleen K.; Carlson, Coleen D.; Thompson, Sylvia L.; Franci, David J.

    2010-01-01

    The authors identified instructional practices associated with improved outcomes for English language learners (ELLs): (1) research-based vocabulary and concept instruction, (2) the use of media to build comprehension and concept knowledge, (3) the use of graphic organizers, and (4) structured peer-pairings. The purpose of our two studies was to…

  1. Whose voice matters? Learners

    Directory of Open Access Journals (Sweden)

    Sarah Bansilal

    2010-01-01

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

  2. Engaging learners in STEM education

    Directory of Open Access Journals (Sweden)

    Joseph Krajcik

    2017-04-01

    Full Text Available In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: “How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?” We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

  3. A multicomponent approach to identify predictors of hospital outcomes in older in-patients: a multicentre, observational study.

    Directory of Open Access Journals (Sweden)

    Stefanie L De Buyser

    Full Text Available BACKGROUND: The identification of older patients at risk of poor hospital outcomes (e.g. longer hospital stay, in-hospital mortality, and institutionalisation is important to provide an effective healthcare service. OBJECTIVE: To identify factors related to older patients' clinical, nutritional, functional and socio-demographic profiles at admission to an acute care ward that can predict poor hospital outcomes. DESIGN AND SETTING: The CRiteria to assess appropriate Medication use among Elderly complex patients project was a multicentre, observational study performed in geriatric and internal medicine acute care wards of seven Italian hospitals. SUBJECTS: One thousand one hundred twenty-three consecutively admitted patients aged 65 years or older. METHODS: Hospital outcomes were length of stay, in-hospital mortality, and institutionalisation. RESULTS: Mean age of participants was 81 years, 56% were women. Median length of stay was 10 (7-14 days, 41 patients died during hospital stay and 37 were newly institutionalised. Number of drugs before admission, metastasized cancer, renal failure or dialysis, infection, falls at home during the last year, pain, and walking speed were independent predictors of LoS. Total dependency in activities of daily living and inability to perform grip strength test were independent predictors of in-hospital mortality. Malnutrition and total dependency in activities of daily living were independent predictors of institutionalisation. CONCLUSIONS: Our results confirm that not only diseases, but also multifaceted aspects of ageing such as physical function and malnutrition are strong predictors of hospital outcomes and suggest that these variables should be systematically recorded.

  4. The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus

    Science.gov (United States)

    Karimi, Mehrnoosh; Hamzavi, Raouf

    2017-01-01

    The present study aimed at investigating the effect of flipped model of instruction on EFL learners' reading comprehension ability. Moreover, this study aimed at identifying EFL students' attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first…

  5. De novo sequencing of circulating miRNAs identifies novel markers predicting clinical outcome of locally advanced breast cancer

    Directory of Open Access Journals (Sweden)

    Wu Xiwei

    2012-03-01

    Full Text Available Abstract Background MicroRNAs (miRNAs have been recently detected in the circulation of cancer patients, where they are associated with clinical parameters. Discovery profiling of circulating small RNAs has not been reported in breast cancer (BC, and was carried out in this study to identify blood-based small RNA markers of BC clinical outcome. Methods The pre-treatment sera of 42 stage II-III locally advanced and inflammatory BC patients who received neoadjuvant chemotherapy (NCT followed by surgical tumor resection were analyzed for marker identification by deep sequencing all circulating small RNAs. An independent validation cohort of 26 stage II-III BC patients was used to assess the power of identified miRNA markers. Results More than 800 miRNA species were detected in the circulation, and observed patterns showed association with histopathological profiles of BC. Groups of circulating miRNAs differentially associated with ER/PR/HER2 status and inflammatory BC were identified. The relative levels of selected miRNAs measured by PCR showed consistency with their abundance determined by deep sequencing. Two circulating miRNAs, miR-375 and miR-122, exhibited strong correlations with clinical outcomes, including NCT response and relapse with metastatic disease. In the validation cohort, higher levels of circulating miR-122 specifically predicted metastatic recurrence in stage II-III BC patients. Conclusions Our study indicates that certain miRNAs can serve as potential blood-based biomarkers for NCT response, and that miR-122 prevalence in the circulation predicts BC metastasis in early-stage patients. These results may allow optimized chemotherapy treatments and preventive anti-metastasis interventions in future clinical applications.

  6. Prognostic breast cancer signature identified from 3D culture model accurately predicts clinical outcome across independent datasets

    Energy Technology Data Exchange (ETDEWEB)

    Martin, Katherine J.; Patrick, Denis R.; Bissell, Mina J.; Fournier, Marcia V.

    2008-10-20

    One of the major tenets in breast cancer research is that early detection is vital for patient survival by increasing treatment options. To that end, we have previously used a novel unsupervised approach to identify a set of genes whose expression predicts prognosis of breast cancer patients. The predictive genes were selected in a well-defined three dimensional (3D) cell culture model of non-malignant human mammary epithelial cell morphogenesis as down-regulated during breast epithelial cell acinar formation and cell cycle arrest. Here we examine the ability of this gene signature (3D-signature) to predict prognosis in three independent breast cancer microarray datasets having 295, 286, and 118 samples, respectively. Our results show that the 3D-signature accurately predicts prognosis in three unrelated patient datasets. At 10 years, the probability of positive outcome was 52, 51, and 47 percent in the group with a poor-prognosis signature and 91, 75, and 71 percent in the group with a good-prognosis signature for the three datasets, respectively (Kaplan-Meier survival analysis, p<0.05). Hazard ratios for poor outcome were 5.5 (95% CI 3.0 to 12.2, p<0.0001), 2.4 (95% CI 1.6 to 3.6, p<0.0001) and 1.9 (95% CI 1.1 to 3.2, p = 0.016) and remained significant for the two larger datasets when corrected for estrogen receptor (ER) status. Hence the 3D-signature accurately predicts breast cancer outcome in both ER-positive and ER-negative tumors, though individual genes differed in their prognostic ability in the two subtypes. Genes that were prognostic in ER+ patients are AURKA, CEP55, RRM2, EPHA2, FGFBP1, and VRK1, while genes prognostic in ER patients include ACTB, FOXM1 and SERPINE2 (Kaplan-Meier p<0.05). Multivariable Cox regression analysis in the largest dataset showed that the 3D-signature was a strong independent factor in predicting breast cancer outcome. The 3D-signature accurately predicts breast cancer outcome across multiple datasets and holds prognostic

  7. Red flags in epilepsy surgery: Identifying the patients who pay a high cognitive price for an unsuccessful surgical outcome.

    Science.gov (United States)

    Baxendale, Sallie; Thompson, Pamela

    2018-01-01

    Preoperative estimates of cognitive and seizure outcome must be as accurate as possible if the candidate is to make an informed decision about epilepsy surgery. Significant declines in memory function are reported in approximately 30% of temporal lobe surgery patients. The percentage varies according to the ways in which a postoperative deterioration is defined but since the majority of outcome studies do not take into account the patient's capacity to deteriorate if they are functioning at or close to the floor of a memory test prior to surgery, the published percentages may be an underrepresentation of the true extent of memory decline following epilepsy surgery. We examined the cognitive 'cost' of epilepsy surgery in a consecutive series of 474 patients who underwent elective surgery for medically intractable epilepsy. All patients underwent a presurgical assessment prior to and 1year after the surgery. Reliable change indices were used to identify significant postoperative memory decline. Postoperative outcome was dichotomized using the ILAE 2008 classification. All patients in class one were classified as seizure-free (67.5% of the sample). Excluding patients already functioning at or below the 2nd percentile on standardized memory tests, 37.8% experienced a significant postoperative decline in memory function. Twelve percent experienced the 'double hit' of significant postoperative memory decline and ongoing seizures following surgery. Patients with pathologies other than hippocampal sclerosis and with signs of limited cognitive reserve, both in terms of memory function and overall intellectual ability were most likely to suffer a double hit. Our results indicate that caution should be exercised when operating on these patients and preoperative counseling should be tailored to reflect the likely risk/benefit ratio of a temporal lobe resection for medically intractable epilepsy in this group. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. Genome-Wide DNA Copy Number Analysis of Acute Lymphoblastic Leukemia Identifies New Genetic Markers Associated with Clinical Outcome.

    Directory of Open Access Journals (Sweden)

    Maribel Forero-Castro

    Full Text Available Identifying additional genetic alterations associated with poor prognosis in acute lymphoblastic leukemia (ALL is still a challenge.To characterize the presence of additional DNA copy number alterations (CNAs in children and adults with ALL by whole-genome oligonucleotide array (aCGH analysis, and to identify their associations with clinical features and outcome. Array-CGH was carried out in 265 newly diagnosed ALLs (142 children and 123 adults. The NimbleGen CGH 12x135K array (Roche was used to analyze genetic gains and losses. CNAs were analyzed with GISTIC and aCGHweb software. Clinical and biological variables were analyzed. Three of the patients showed chromothripsis (cth6, cth14q and cth15q. CNAs were associated with age, phenotype, genetic subtype and overall survival (OS. In the whole cohort of children, the losses on 14q32.33 (p = 0.019 and 15q13.2 (p = 0.04 were related to shorter OS. In the group of children without good- or poor-risk cytogenetics, the gain on 1p36.11 was a prognostic marker independently associated with shorter OS. In adults, the gains on 19q13.2 (p = 0.001 and Xp21.1 (p = 0.029, and the loss of 17p (p = 0.014 were independent markers of poor prognosis with respect to OS. In summary, CNAs are frequent in ALL and are associated with clinical parameters and survival. Genome-wide DNA copy number analysis allows the identification of genetic markers that predict clinical outcome, suggesting that detection of these genetic lesions will be useful in the management of patients newly diagnosed with ALL.

  9. Population effect model identifies gene expression predictors of survival outcomes in lung adenocarcinoma for both Caucasian and Asian patients.

    Directory of Open Access Journals (Sweden)

    Guoshuai Cai

    Full Text Available We analyzed and integrated transcriptome data from two large studies of lung adenocarcinomas on distinct populations. Our goal was to investigate the variable gene expression alterations between paired tumor-normal tissues and prospectively identify those alterations that can reliably predict lung disease related outcomes across populations.We developed a mixed model that combined the paired tumor-normal RNA-seq from two populations. Alterations in gene expression common to both populations were detected and validated in two independent DNA microarray datasets. A 10-gene prognosis signature was developed through a l1 penalized regression approach and its prognostic value was evaluated in a third independent microarray cohort.Deregulation of apoptosis pathways and increased expression of cell cycle pathways were identified in tumors of both Caucasian and Asian lung adenocarcinoma patients. We demonstrate that a 10-gene biomarker panel can predict prognosis of lung adenocarcinoma in both Caucasians and Asians. Compared to low risk groups, high risk groups showed significantly shorter overall survival time (Caucasian patients data: HR = 3.63, p-value = 0.007; Asian patients data: HR = 3.25, p-value = 0.001.This study uses a statistical framework to detect DEGs between paired tumor and normal tissues that considers variances among patients and ethnicities, which will aid in understanding the common genes and signalling pathways with the largest effect sizes in ethnically diverse cohorts. We propose multifunctional markers for distinguishing tumor from normal tissue and prognosis for both populations studied.

  10. Using benchmarking to identify inter-centre differences in persistent ductus arteriosus treatment: can we improve outcome?

    Science.gov (United States)

    Jansen, Esther J S; Dijkman, Koen P; van Lingen, Richard A; de Vries, Willem B; Vijlbrief, Daniel C; de Boode, Willem P; Andriessen, Peter

    2017-10-01

    The aim of this study was to identify inter-centre differences in persistent ductus arteriosus treatment and their related outcomes. Materials and methods We carried out a retrospective, multicentre study including infants between 24+0 and 27+6 weeks of gestation in the period between 2010 and 2011. In all centres, echocardiography was used as the standard procedure to diagnose a patent ductus arteriosus and to document ductal closure. In total, 367 preterm infants were included. All four participating neonatal ICU had a comparable number of preterm infants; however, differences were observed in the incidence of treatment (33-63%), choice and dosing of medication (ibuprofen or indomethacin), number of pharmacological courses (1-4), and the need for surgical ligation after failure of pharmacological treatment (8-52%). Despite the differences in treatment, we found no difference in short-term morbidity between the centres. Adjusted mortality showed independent risk contribution of gestational age, birth weight, ductal ligation, and perinatal centre. Using benchmarking as a tool identified inter-centre differences. In these four perinatal centres, the factors that explained the differences in patent ductus arteriosus treatment are quite complex. Timing, choice of medication, and dosing are probably important determinants for successful patent ductus arteriosus closure.

  11. A career exploration programme for learners with special educational needs.

    Science.gov (United States)

    van Niekerk, Matty

    2007-01-01

    Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.

  12. The nematode Caenorhabditis elegans as a tool to predict chemical activity on mammalian development and identify mechanisms influencing toxicological outcome.

    Science.gov (United States)

    Harlow, Philippa H; Perry, Simon J; Widdison, Stephanie; Daniels, Shannon; Bondo, Eddie; Lamberth, Clemens; Currie, Richard A; Flemming, Anthony J

    2016-03-18

    To determine whether a C. elegans bioassay could predict mammalian developmental activity, we selected diverse compounds known and known not to elicit such activity and measured their effect on C. elegans egg viability. 89% of compounds that reduced C. elegans egg viability also had mammalian developmental activity. Conversely only 25% of compounds found not to reduce egg viability in C. elegans were also inactive in mammals. We conclude that the C. elegans egg viability assay is an accurate positive predictor, but an inaccurate negative predictor, of mammalian developmental activity. We then evaluated C. elegans as a tool to identify mechanisms affecting toxicological outcomes among related compounds. The difference in developmental activity of structurally related fungicides in C. elegans correlated with their rate of metabolism. Knockdown of the cytochrome P450s cyp-35A3 and cyp-35A4 increased the toxicity to C. elegans of the least developmentally active compounds to the level of the most developmentally active. This indicated that these P450s were involved in the greater rate of metabolism of the less toxic of these compounds. We conclude that C. elegans based approaches can predict mammalian developmental activity and can yield plausible hypotheses for factors affecting the biological potency of compounds in mammals.

  13. Learners' perceptions of learners regarded as having a homosexual orientation in an independent secondary school environment.

    Science.gov (United States)

    Mostert, Hendrik P; Myburgh, Chris; Poggenpoel, Marie

    2012-10-04

    In schools today discrimination based on sexual orientation takes place on a regular basis. This form of discrimination leads to aggression towards learners perceived to be homosexual, as well as towards those with a homosexual orientation. For more than 15 years South Africa has been a democratic country with laws that protect learners who have a homosexual orientation. Nevertheless, aggression and discrimination towards these learners still occur in schools. Aggression often leads to verbal and physical bullying of the victims by perpetrators. The objectives of this research were to explore and describe Grade 11 learners' experiences of aggression towards learners perceived to be homosexual as well as those with a homosexual orientation in an independent secondary school environment. The research design was qualitative, exploratory, descriptive and contextual in nature. The data for this investigation consisted of essays based on a published newspaper photograph, phenomenological group interviews, observations and field notes. Tesch's method of data analysis was used, and an independent coder assisted. Three themes were identified, discussed and supported by a literature control: that learners experience that it is right and acceptable to have a homosexual orientation; that they experience ambivalence towards homosexual orientation of learners; and experienced feelings that it is wrong to have a homosexual orientation. Recommended guidelines are provided to address aggression towards learners perceived to be homosexual and those with a homosexual orientation.

  14. Analyses of germline variants associated with ovarian cancer survival identify functional candidates at the 1q22 and 19p12 outcome loci

    DEFF Research Database (Denmark)

    Glubb, Dylan M; Johnatty, Sharon E; Quinn, Michael C J

    2017-01-01

    We previously identified associations with ovarian cancer outcome at five genetic loci. To identify putatively causal genetic variants and target genes, we prioritized two ovarian outcome loci (1q22 and 19p12) for further study. Bioinformatic and functional genetic analyses indicated that MEF2D...... and ZNF100 are targets of candidate outcome variants at 1q22 and 19p12, respectively. At 19p12, the chromatin interaction of a putative regulatory element with the ZNF100 promoter region correlated with candidate outcome variants. At 1q22, putative regulatory elements enhanced MEF2D promoter activity...... and haplotypes containing candidate outcome variants modulated these effects. In a public dataset, MEF2D and ZNF100 expression were both associated with ovarian cancer progression-free or overall survival time. In an extended set of 6,162 epithelial ovarian cancer patients, we found that functional candidates...

  15. Distinctiveness of Saudi Arabian EFL Learners

    Science.gov (United States)

    Habbash, Manssour; Idapalapati, Srinivasa Rao

    2016-01-01

    In view of the increasing concern among English language teachers dealing with students from Saudi Arabia, as it manifests in TESOL community discussions, about the uniqueness of Saudi Arabian EFL learners, this paper attempts to document the outcome of a study of their distinctiveness from the perspective of expatriate teachers working for PYPs…

  16. Content Interactivity: The Effect of Higher Levels of Interactivity on Learner Performance Outcomes and Satisfaction in Web-Based Military Training

    Science.gov (United States)

    Kenyon, Peggy L.

    2012-01-01

    The effect of content interactivity on performance outcomes and satisfaction has been studied by researchers who compared the results of Web-based and computer-based learning to classroom learning. Few scholars have compared the effects of the same content produced at different levels (low and high) of interactivity and the resulting effects. The…

  17. Exploring high school learners' perceptions of bullying.

    Science.gov (United States)

    Blake, Patricia; Louw, Johann

    2010-12-01

    Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

  18. Identifying patient- and family-centered outcomes relevant to inpatient versus at-home management of neutropenia in children with acute myeloid leukemia.

    Science.gov (United States)

    Szymczak, Julia E; Getz, Kelly D; Madding, Rachel; Fisher, Brian; Raetz, Elizabeth; Hijiya, Nobuko; Gramatges, Maria M; Henry, Meret; Mian, Amir; Arnold, Staci D; Aftandilian, Catherine; Collier, Anderson B; Aplenc, Richard

    2018-04-01

    Efficacy of therapeutic strategies relative to patient- and family-centered outcomes in pediatric oncology must be assessed. We sought to identify outcomes important to children with acute myeloid leukemia and their families related to inpatient versus at-home management of neutropenia. We conducted qualitative interviews with 32 children ≥8 years old and 54 parents. Analysis revealed the impact of neutropenia management strategy on siblings, parent anxiety, and child sleep quality as being outcomes of concern across respondents. These themes were used to inform the design of a questionnaire that is currently being used in a prospective, multiinstitutional comparative effectiveness trial. © 2017 Wiley Periodicals, Inc.

  19. Theories in Developing Oral Communication for Specific Learner Group

    Science.gov (United States)

    Hadi, Marham Jupri

    2016-01-01

    The current article presents some key theories most relevant to the development of oral communication skills in an Indonesian senior high school. Critical analysis on the learners' background is employed to figure out their strengths and weaknesses. The brief overview of the learning context and learners' characteristic are used to identify which…

  20. A Learner Perspective on Barriers to E-Learning

    Science.gov (United States)

    Becker, Karen; Newton, Cameron; Sawang, Sukanlaya

    2013-01-01

    This study aims to identify and categorize barriers to e-learning adoption and the relative impact of those barriers on learners. It contributes to the understanding of learner perceptions of barriers, the different types of barriers and their relative importance. This study used a quantitative methodology grounded in previous literature. The…

  1. User-Centered Design through Learner-Centered Instruction

    Science.gov (United States)

    Altay, Burçak

    2014-01-01

    This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and…

  2. Supporting Academic Persistence in Low-Skilled Adult Learners

    Science.gov (United States)

    O'Neill, Susan; Thomson, Margareta Maria

    2013-01-01

    The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

  3. Whose voice matters? LEARNERS

    African Journals Online (AJOL)

    Erna Kinsey

    the education quality and more specifically learners' mathematical skills are .... worth). Students with a high self-esteem displayed acceptance of feedback .... Thus feedback is portrayed as means of communication of the teacher's view.

  4. ("PROSECUTORS") IN LEARNER D

    African Journals Online (AJOL)

    21616744

    actions against those learners who disrupt teaching and learning or challenge the Code of Conduct. .... American "law" television series and movies);. 2. arrange ..... disciplinary committee, because they wanted to protect their children. It is the ...

  5. Dynamics of learner affective development in early FLL

    Directory of Open Access Journals (Sweden)

    Jelena Mihaljević Djigunović

    2012-10-01

    Full Text Available Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006 have considered them an important outcome, especially in early foreign language learning (FLL. Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.

  6. WORK AND LEARNER IDENTITY

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2015-01-01

    The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how...... different groups have distinctive conditions for meeting the obligation of forming a proactive learner identity and engage in lifelong learning prevalent in both national and transnational policies on lifelong learning....

  7. Learner Motivation and Interest

    OpenAIRE

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

    2012-01-01

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

  8. Inducing Socio-Cognitive Conflict in Finnish and German Groups of Online Learners by CSCL Script

    Science.gov (United States)

    Weinberger, Armin; Marttunen, Miika; Laurinen, Leena; Stegmann, Karsten

    2013-01-01

    Collaborative learners are often meant to be guided by collaboration scripts to identify, discuss, and resolve differences of opinion and knowledge. How learners engage in and resolve conflict, however, may be highly dependent on learners' cultural background. In this article, we examine the extent to which a peer-critique collaboration script…

  9. Language Learner Strategies for Building EFL Learners’ Autonomy

    Directory of Open Access Journals (Sweden)

    Hooshang Khoshsima

    2015-11-01

    Full Text Available The critical discussions and matters in enhancing students’ learning performance, knowledge, and language proficiency have received a remarkable degree of attention in educational contexts. This study was undertaken to encourage learners to build the required competence in the foreign language by utilizing learning strategies so that they could become autonomous learners. Language learners' learning difficulties while learning a foreign language were identified in this study. With regard to problems which language learners faced in learning a foreign language, the teachers are able to recognize and to utilize appropriate language learning strategies in order to develop autonomy in learners who conceptualize and use those strategies in the foreign language. The research design adopted for the present study was survey method. The data for the study were collected with the use of a questionnaire. This questionnaire was administered to a total of 60 EFL learners who were selected from a university in Iran. It was used to assess learners’ awareness and perceived use of strategies and to provide data on their best utilized strategies. Results have been driven through statistical analysis. The analyzed data reveal the students’ styles and assist teachers to take part in shifting the strategies and heighten language learners' autonomy. The findings support the claim that knowing and making language learners aware of the most appropriate strategy would assist learners to improve their autonomy and to enhance their learning.

  10. Identified metabolic signature for assessing red blood cell unit quality is associated with endothelial damage markers and clinical outcomes

    DEFF Research Database (Denmark)

    Bordbar, Aarash; Johansson, Pär I.; Paglia, Giuseppe

    2016-01-01

    shown no difference of clinical outcome for patients receiving old or fresh RBCs. An overlooked but essential issue in assessing RBC unit quality and ultimately designing the necessary clinical trials is a metric for what constitutes an old or fresh RBC unit. STUDY DESIGN AND METHODS: Twenty RBC units...... years and endothelial damage markers in healthy volunteers undergoing autologous transfusions. CONCLUSION: The state of RBC metabolism may be a better indicator of cellular quality than traditional hematologic variables....

  11. Training cardiovascular outcomes researchers: A survey of mentees and mentors to identify critical training gaps and needs.

    Science.gov (United States)

    Khazanie, Prateeti; Al-Khatib, Sana M; Wang, Tracy Y; Crowley, Matthew J; Kressin, Nancy R; Krumholz, Harlan M; Kiefe, Catarina I; Wells, Barbara L; O'Brien, Sean M; Peterson, Eric D; Sanders, Gillian D

    2018-02-01

    Many young investigators are interested in cardiovascular (CV) outcomes research; however, the current training experience of early investigators across the United States is uncertain. From April to November 2014, we surveyed mentees and mentors of early-stage CV outcomes investigators across the United States. We contacted successful grantees of government agencies, members of professional organizations, and trainees in CV outcomes training programs. A total of 185 (of 662) mentees and 76 (of 541) mentors completed the survey. Mentees were equally split by sex; most had completed training >3 years before completing the survey and were clinicians. Mentors were more likely women, mostly ≥20 years posttraining, and at an associate/full professor rank. Mentors reported devoting more time currently to clinical work than when they were early in their career and mentoring 2-4 people simultaneously. More than 80% of mentees started training to become academicians and completed training with the same goal. More than 70% of mentees desired at least 50% research time in future jobs. More than 80% of mentors believed that future investigators would need more than 50% time dedicated to research. Most mentees (80%) were satisfied with their relationship with their mentor and reported having had opportunities to develop independently. Mentors more frequently than mentees reported that funding cutbacks had negatively affected mentees' ability to succeed (84% vs 58%). Across funding mechanisms, mentees were more optimistic than mentors about securing funding. Both mentees and mentors reported greatest preparedness for job/career satisfaction (79% for both) and publications (84% vs 92%) and least preparedness for future financial stability (48% vs 46%) and work-life balance (47% vs 42%). Survey findings may stimulate future discourse and research on how best to attract, train, and retain young investigators in CV outcomes research. Insights may help improve existing training

  12. Measuring outcomes in adult spinal deformity surgery: a systematic review to identify current strengths, weaknesses and gaps in patient-reported outcome measures

    NARCIS (Netherlands)

    Faraj, S.S.; Hooff, M.L. Van; Holewijn, R.M.; Polly, D.W.; Haanstra, T.M.; Kleuver, M. de

    2017-01-01

    PURPOSE: Adult spinal deformity (ASD) causes severe disability, reduces overall quality of life, and results in a substantial societal burden of disease. As healthcare is becoming more value based, and to facilitate global benchmarking, it is critical to identify and standardize patient-reported

  13. Identifying thresholds for relationships between impacts of rationing of nursing care and nurse- and patient-reported outcomes in Swiss hospitals: a correlational study.

    Science.gov (United States)

    Schubert, Maria; Clarke, Sean P; Glass, Tracy R; Schaffert-Witvliet, Bianca; De Geest, Sabina

    2009-07-01

    In the Rationing of Nursing Care in Switzerland Study, implicit rationing of care was the only factor consistently significantly associated with all six studied patient outcomes. These results highlight the importance of rationing as a new system factor regarding patient safety and quality of care. Since at least some rationing of care appears inevitable, it is important to identify the thresholds of its influences in order to minimize its negative effects on patient outcomes. To describe the levels of implicit rationing of nursing care in a sample of Swiss acute care hospitals and to identify clinically meaningful thresholds of rationing. Descriptive cross-sectional multi-center study. Five Swiss-German and three Swiss-French acute care hospitals. 1338 nurses and 779 patients. Implicit rationing of nursing care was measured using the newly developed Basel Extent of Rationing of Nursing Care (BERNCA) instrument. Other variables were measured using survey items from the International Hospital Outcomes Study battery. Data were summarized using appropriate descriptive measures, and logistic regression models were used to define a clinically meaningful rationing threshold level. For the studied patient outcomes, identified rationing threshold levels varied from 0.5 (i.e., between 0 ('never') and 1 ('rarely') to 2 ('sometimes')). Three of the identified patient outcomes (nosocomial infections, pressure ulcers, and patient satisfaction) were particularly sensitive to rationing, showing negative consequences anywhere it was consistently reported (i.e., average BERNCA scores of 0.5 or above). In other cases, increases in negative outcomes were first observed from the level of 1 (average ratings of rarely). Rationing scores generated using the BERNCA instrument provide a clinically meaningful method for tracking the correlates of low resources or difficulties in resource allocation on patient outcomes. Thresholds identified here provide parameters for administrators to

  14. The ICF Core Sets for hearing loss--researcher perspective. Part I: Systematic review of outcome measures identified in audiological research.

    Science.gov (United States)

    Granberg, Sarah; Dahlström, Jennie; Möller, Claes; Kähäri, Kim; Danermark, Berth

    2014-02-01

    To review the literature in order to identify outcome measures used in research on adults with hearing loss (HL) as part of the ICF Core Sets development project, and to describe study and population characteristics of the reviewed studies. A systematic review methodology was applied using multiple databases. A comprehensive search was conducted and two search pools were created, pool I and pool II. The study population included adults (≥ 18 years of age) with HL and oral language as the primary mode of communication. 122 studies were included. Outcome measures were distinguished by 'instrument type', and 10 types were identified. In total, 246 (pool I) and 122 (pool II) different measures were identified, and only approximately 20% were extracted twice or more. Most measures were related to speech recognition. Fifty-one different questionnaires were identified. Many studies used small sample sizes, and the sex of participants was not revealed in several studies. The low prevalence of identified measures reflects a lack of consensus regarding the optimal outcome measures to use in audiology. Reflections and discussions are made in relation to small sample sizes and the lack of sex differentiation/descriptions within the included articles.

  15. LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

    Directory of Open Access Journals (Sweden)

    Nenden Sri Lengkanawati

    2017-01-01

    Full Text Available Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA.  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for professional development.  After the data were qualitatively and quantitatively analyzed, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to

  16. Dynamical System Modeling of Immune Reconstitution after Allogeneic Stem Cell Transplantation Identifies Patients at Risk for Adverse Outcomes.

    Science.gov (United States)

    Toor, Amir A; Sabo, Roy T; Roberts, Catherine H; Moore, Bonny L; Salman, Salman R; Scalora, Allison F; Aziz, May T; Shubar Ali, Ali S; Hall, Charles E; Meier, Jeremy; Thorn, Radhika M; Wang, Elaine; Song, Shiyu; Miller, Kristin; Rizzo, Kathryn; Clark, William B; McCarty, John M; Chung, Harold M; Manjili, Masoud H; Neale, Michael C

    2015-07-01

    Systems that evolve over time and follow mathematical laws as they evolve are called dynamical systems. Lymphocyte recovery and clinical outcomes in 41 allograft recipients conditioned using antithymocyte globulin (ATG) and 4.5-Gy total body irradiation were studied to determine if immune reconstitution could be described as a dynamical system. Survival, relapse, and graft-versus-host disease (GVHD) were not significantly different in 2 cohorts of patients receiving different doses of ATG. However, donor-derived CD3(+) cell reconstitution was superior in the lower ATG dose cohort, and there were fewer instances of donor lymphocyte infusion (DLI). Lymphoid recovery was plotted in each individual over time and demonstrated 1 of 3 sigmoid growth patterns: Pattern A (n = 15) had rapid growth with high lymphocyte counts, pattern B (n = 14) had slower growth with intermediate recovery, and pattern C (n = 10) had poor lymphocyte reconstitution. There was a significant association between lymphocyte recovery patterns and both the rate of change of donor-derived CD3(+) at day 30 after stem cell transplantation (SCT) and clinical outcomes. GVHD was observed more frequently with pattern A, relapse and DLI more so with pattern C, with a consequent survival advantage in patients with patterns A and B. We conclude that evaluating immune reconstitution after SCT as a dynamical system may differentiate patients at risk of adverse outcomes and allow early intervention to modulate that risk. Copyright © 2015 American Society for Blood and Marrow Transplantation. Published by Elsevier Inc. All rights reserved.

  17. A biology-driven approach identifies the hypoxia gene signature as a predictor of the outcome of neuroblastoma patients

    Directory of Open Access Journals (Sweden)

    Fardin Paolo

    2010-07-01

    Full Text Available Abstract Background Hypoxia is a condition of low oxygen tension occurring in the tumor microenvironment and it is related to poor prognosis in human cancer. To examine the relationship between hypoxia and neuroblastoma, we generated and tested an in vitro derived hypoxia gene signature for its ability to predict patients' outcome. Results We obtained the gene expression profile of 11 hypoxic neuroblastoma cell lines and we derived a robust 62 probesets signature (NB-hypo taking advantage of the strong discriminating power of the l1-l2 feature selection technique combined with the analysis of differential gene expression. We profiled gene expression of the tumors of 88 neuroblastoma patients and divided them according to the NB-hypo expression values by K-means clustering. The NB-hypo successfully stratifies the neuroblastoma patients into good and poor prognosis groups. Multivariate Cox analysis revealed that the NB-hypo is a significant independent predictor after controlling for commonly used risk factors including the amplification of MYCN oncogene. NB-hypo increases the resolution of the MYCN stratification by dividing patients with MYCN not amplified tumors in good and poor outcome suggesting that hypoxia is associated with the aggressiveness of neuroblastoma tumor independently from MYCN amplification. Conclusions Our results demonstrate that the NB-hypo is a novel and independent prognostic factor for neuroblastoma and support the view that hypoxia is negatively correlated with tumors' outcome. We show the power of the biology-driven approach in defining hypoxia as a critical molecular program in neuroblastoma and the potential for improvement in the current criteria for risk stratification.

  18. Long-Term Cognitive Outcomes of Birth Asphyxia and the Contribution of Identified Perinatal Asphyxia to Cerebral Palsy.

    Science.gov (United States)

    Pappas, Athina; Korzeniewski, Steven J

    2016-09-01

    Neonatal encephalopathy among survivors of presumed perinatal asphyxia is recognized as an important cause of cerebral palsy (CP) and neuromotor impairment. Recent studies suggest that moderate to severe neonatal encephalopathy contributes to a wide range of neurodevelopmental and cognitive impairments among survivors with and without CP. Nearly 1 of every 4 to 5 neonates treated with hypothermia has or develops CP. Neonatal encephalopathy is diagnosed in only approximately 10% of all cases. This article reviews the long-term cognitive outcomes of children with presumed birth asphyxia and describes what is known about its contribution to CP. Copyright © 2016 Elsevier Inc. All rights reserved.

  19. Differential prevalence and associations of overweight and obesity by gender and population group among school learners in South Africa: a cross-sectional study.

    Science.gov (United States)

    Negash, Sarah; Agyemang, Charles; Matsha, Tandi E; Peer, Nasheeta; Erasmus, Rajiv T; Kengne, Andre P

    2017-01-01

    Factors influencing the increasing prevalence of overweight/obesity among children and adolescents in sub-Saharan Africa remain unclear. We assessed the prevalence and determinants of overweight and obesity and effects on cardio-metabolic profile in school learners in the Western Cape, South Africa. Cross-sectional data were collected from 7 to 18-year-old South African school learners attending 14 schools, randomly selected from 107 government schools in the areas. The learners were selected through stratified random sampling techniques. Logistic regressions were used to assess the determinants of overweight/obesity and its association with cardio-metabolic profile. Among the 1559 participants, the overall prevalence of overweight/obesity was 22.9%. Being a girl (Odds ratio 2.51, 95% CI: 1.92-3.29), or Black African (1.35, 1.04-.75) was associated with increased odds of being overweight/obese. The identified health consequences among the overweight/obese learners differed between the ethnic groups. Overweight/obese coloured (mixed ancestry) learners were more likely to have hypertension (3.27, 1.18-9.08), hypertriglyceridemia (1.94, 0.99-3.78) and low high-density lipoprotein cholesterol (HDL-C) (3.65, 2.33-5.72), overweight/obese Black African learners had higher odds for hypertension (3.62, 1.31-10.04) and low HDL-C (1.56, 1.01-2.40) and overweight/obese White learners were prone to low HDL-C (5.04, 1.35-18.80). Overweight/obesity is highly prevalent among school learners in Western Cape (South Africa), with being female or Black African increasing the odds. That overweight/obesity is also associated with adverse cardio-metabolic risk profile aggravates the problem and suggests worse cardiovascular outcomes in South African young adults in the future.

  20. Measuring Appetite with the Simplified Nutritional Appetite Questionnaire Identifies Hospitalised Older People at Risk of Worse Health Outcomes.

    Science.gov (United States)

    Pilgrim, A L; Baylis, D; Jameson, K A; Cooper, C; Sayer, A A; Robinson, S M; Roberts, H C

    2016-01-01

    Poor appetite is commonly reported by older people but is rarely measured. The Simplified Nutritional Appetite Questionnaire (SNAQ) was validated to predict weight loss in community dwelling older adults but has been little used in hospitals. We evaluated it in older women on admission to hospital and examined associations with healthcare outcomes. Longitudinal observational with follow-up at six months. Female acute Medicine for Older People wards at a University hospital in England. 179 female inpatients. Age, weight, Body Mass Index (BMI), grip strength, SNAQ, Barthel Index Score, Mini Mental State Examination (MMSE), Geriatric Depression Scale: Short Form (GDS-SF), Malnutrition Universal Screening Tool (MUST), category of domicile and receipt of care were measured soon after admission and repeated at six month follow-up. The length of hospital stay (LOS), hospital acquired infection, readmissions and deaths by follow-up were recorded. 179 female participants mean age 87 (SD 4.7) years were recruited. 42% of participants had a low SNAQ score (appetite). A low SNAQ score was associated with an increased risk of hospital acquired infection (OR 3.53; 95% CI: 1.48, 8.41; p=0.004) and with risk of death (HR 2.29; 95% CI: 1.12, 4.68; p = 0.023) by follow-up. Poor appetite was common among the older hospitalised women studied, and was associated with higher risk of poor healthcare outcomes.

  1. Novel Phenotypic Outcomes Identified for a Public Collection of Approved Drugs from a Publicly Accessible Panel of Assays.

    Directory of Open Access Journals (Sweden)

    Jonathan A Lee

    Full Text Available Phenotypic assays have a proven track record for generating leads that become first-in-class therapies. Whole cell assays that inform on a phenotype or mechanism also possess great potential in drug repositioning studies by illuminating new activities for the existing pharmacopeia. The National Center for Advancing Translational Sciences (NCATS pharmaceutical collection (NPC is the largest reported collection of approved small molecule therapeutics that is available for screening in a high-throughput setting. Via a wide-ranging collaborative effort, this library was analyzed in the Open Innovation Drug Discovery (OIDD phenotypic assay modules publicly offered by Lilly. The results of these tests are publically available online at www.ncats.nih.gov/expertise/preclinical/pd2 and via the PubChem Database (https://pubchem.ncbi.nlm.nih.gov/ (AID 1117321. Phenotypic outcomes for numerous drugs were confirmed, including sulfonylureas as insulin secretagogues and the anti-angiogenesis actions of multikinase inhibitors sorafenib, axitinib and pazopanib. Several novel outcomes were also noted including the Wnt potentiating activities of rotenone and the antifolate class of drugs, and the anti-angiogenic activity of cetaben.

  2. Second Language Learners' Use of Marginal Glosses

    Science.gov (United States)

    O'Donnell, Mary E.

    2012-01-01

    The use of marginal reading glosses by 18 second language (L2) learners is examined through a quantitative and qualitative analysis of audiotaped think-aloud protocols. How these readers interact with the glosses is identified and divided into five categories or gloss interactions. Examples from each are presented. The primary research question…

  3. Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement.

    Science.gov (United States)

    Johnson, Christina E; Keating, Jennifer L; Boud, David J; Dalton, Megan; Kiegaldie, Debra; Hay, Margaret; McGrath, Barry; McKenzie, Wendy A; Nair, Kichu Balakrishnan R; Nestel, Debra; Palermo, Claire; Molloy, Elizabeth K

    2016-03-22

    Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator's role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them. An extensive literature review was conducted to identify i) information substantiating specific components of an educator's role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education. The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator's role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel. This research clarifies the distinct elements of an educator's role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to

  4. ADULT LEARNERS IN DISTANCE HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    NORICA-FELICIA BUCUR

    2012-05-01

    Full Text Available This paper attempts at identifying the main features that characterize distance higher education and adult education, respectively, in order to be able to establish to what extent adult learners can fit in distance higher education programs. The historical background of distance learning education, the factors that influence adult learners, and distance learning’s key objectives, effects, issues, advantages, and disadvantages are to be briefly investigated in order to reach the purpose of this paper. Recent developments in Information Technology have led to a new approach to teaching and learning, especially as far as adult learning and distance learning are concerned. Thus, this study will also focus on the consequences of using technology for course design, delivery, and the perception of adult learners participating in distance learning.

  5. Strategies for Improving Learner Metacognition in Health Professional Education

    OpenAIRE

    Medina, Melissa S.; Castleberry, Ashley N.; Persky, Adam M.

    2017-01-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum....

  6. Instructional principles used to teach critical comprehension skills to a Grade 4 learner

    Directory of Open Access Journals (Sweden)

    Suzanne Beck

    2017-08-01

    Full Text Available The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky’s socio-cultural theory. A case study was conducted with a ten-year old Grade 4 boy who experienced difficulty with understanding comprehension questions. A six-week intervention was designed to improve his comprehension abilities and to identify instructional principles that were appropriate for him. Interviews and observations were conducted and inductively analysed. Findings showed that the learner was well equipped to retrieve explicitly stated information but struggled with higher-order level questions such as drawing inferences or evaluating content. Certain instructional practices were more favourable than others when teaching reading strategies.

  7. Flexible provisioning for adult learners

    NARCIS (Netherlands)

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

    2014-01-01

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

  8. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

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

  9. An Integrated Approach to Change the Outcome Part II: Targeted Neuromuscular Training Techniques to Reduce Identified ACL Injury Risk Factors

    Science.gov (United States)

    Myer, Gregory D.; Ford, Kevin R.; Brent, Jensen L.; Hewett, Timothy E.

    2014-01-01

    Prior reports indicate that female athletes who demonstrate high knee abduction moments (KAMs) during landing are more responsive to neuromuscular training designed to reduce KAM. Identification of female athletes who demonstrate high KAM, which accurately identifies those at risk for noncontact anterior cruciate ligament (ACL) injury, may be ideal for targeted neuromuscular training. Specific neuromuscular training targeted to the underlying biomechanical components that increase KAM may provide the most efficient and effective training strategy to reduce noncontact ACL injury risk. The purpose of the current commentary is to provide an integrative approach to identify and target mechanistic underpinnings to increased ACL injury in female athletes. Specific neuromuscular training techniques will be presented that address individual algorithm components related to high knee load landing patterns. If these integrated techniques are employed on a widespread basis, prevention strategies for noncontact ACL injury among young female athletes may prove both more effective and efficient. PMID:22580980

  10. [Dichotic perception of Mandarin third tone by Mexican Chinese learners].

    Science.gov (United States)

    Wang, Hongbin

    2014-05-01

    To investigate the relationship between the advantage ear (cerebral hemisphere) of Spanish-speaking Mexican learners and the third Chinese tone. Third tone Chinese vowel syllables were used as experimental materials with dichotic listening technology to test the Spanish-speaking Mexican Chinese learners (20-32 years old) who studied Chinese about 20 h. In terms of error rates to identify the third Chinese tone, the Spanish-speaking Mexican Chinese learners's reaction to the third tone suggested that their left ears were the advantageous ear (the right cerebral hemisphere) (Z=-2.091, P=0.036). The verbal information of tones influenced the perception of Mexican Chinese learners' mandarin tones. In the process of learning mandarin tones, Mexican Chinese learners gradually formed the category of tones.

  11. Linking data to decision-making: applying qualitative data analysis methods and software to identify mechanisms for using outcomes data.

    Science.gov (United States)

    Patel, Vaishali N; Riley, Anne W

    2007-10-01

    A multiple case study was conducted to examine how staff in child out-of-home care programs used data from an Outcomes Management System (OMS) and other sources to inform decision-making. Data collection consisted of thirty-seven semi-structured interviews with clinicians, managers, and directors from two treatment foster care programs and two residential treatment centers, and individuals involved with developing the OMS; and observations of clinical and quality management meetings. Case study and grounded theory methodology guided analyses. The application of qualitative data analysis software is described. Results show that although staff rarely used data from the OMS, they did rely on other sources of systematically collected information to inform clinical, quality management, and program decisions. Analyses of how staff used these data suggest that improving the utility of OMS will involve encouraging staff to participate in data-based decision-making, and designing and implementing OMS in a manner that reflects how decision-making processes operate.

  12. Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study.

    Science.gov (United States)

    Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona

    2018-07-01

    The increase in the number of individuals with disabilities in general education has led to an increased interest in how to best provide support. Despite an emphasis on inclusion and participation in policy and practice, defining and describing the support provided for these learners is still an important task. This multisite, mixed method collective case study reports on 125 education and other staff from seven schools who took part in interviews and focus groups to reflect on a range of topics related to learners with disabilities in high schools. We focused on what the participants did, what they considered to be successful and what their "best" practices were. Descriptions of practices were rich, nuanced and complex. The analysis identified over 200 "strategies" which were synthesized into two meta-themes and eight subthemes. We discuss the results in the context of an ecological perspective, and the importance of focusing on the full range of influences and outcomes for young people in designing supports. We have drawn on evidence from this study as a basis for professional development activities and identified that focusing on the environment and the role of practitioners has a potential to improve the inclusion outcomes for older learners with disabilities. Implications for Rehabilitation Inclusion is influenced by the physical environment, attitudes, expectations and opportunities, in addition to a learner's skills and abilities. Schools should focus on the environment and teachers' practices, rather than on what an individual learner can or cannot do. The practices discussed in this study reflect those that a range of educators and related services personnel agree are realistic, appropriate and effective. Change may be led by the school management team; however, there are many ways in which all staff can contribute; indeed, approaches will not work effectively unless they are understood and implemented by everyone.

  13. Metabolomics as a tool to identify biomarkers to predict and improve outcomes in reproductive medicine: a systematic review.

    Science.gov (United States)

    Bracewell-Milnes, Timothy; Saso, Srdjan; Abdalla, Hossam; Nikolau, Dimitrios; Norman-Taylor, Julian; Johnson, Mark; Holmes, Elaine; Thum, Meen-Yau

    2017-11-01

    Infertility is a complex disorder with significant medical, psychological and financial consequences for patients. With live-birth rates per cycle below 30% and a drive from the Human Fertilisation and Embryology Authority (HFEA) to encourage single embryo transfer, there is significant research in different areas aiming to improve success rates of fertility treatments. One such area is investigating the causes of infertility at a molecular level, and metabolomics techniques provide a platform for studying relevant biofluids in the reproductive tract. The aim of this systematic review is to examine the recent findings for the potential application of metabolomics to female reproduction, specifically to the metabolomics of follicular fluid (FF), embryo culture medium (ECM) and endometrial fluid. To our knowledge no other systematic review has investigated this topic. English peer-reviewed journals on PubMed, Science Direct, SciFinder, were systematically searched for studies investigating metabolomics and the female reproductive tract with no time restriction set for publications. Studies were assessed for quality using the risk of bias assessment and ROBIN-I. There were 21 studies that met the inclusion criteria and were included in the systematic review. Metabolomic studies have been employed for the compositional analysis of various biofluids in the female reproductive tract, including FF, ECM, blastocoele fluid and endometrial fluid. There is some weak evidence that metabolomics technologies studying ECM might be able to predict the viability of individual embryos and implantation rate better than standard embryo morphology, However these data were not supported by randomized the controlled trials (RCTs) which showed no evidence that using metabolomics is able to improve the most important reproductive outcomes, such as clinical pregnancy and live-birth rates. This systematic review provides guidance for future metabolomic studies on biofluids of the female

  14. BENCHMARKING LEARNER EDUCATION USING ONLINE BUSINESS SIMULATION

    Directory of Open Access Journals (Sweden)

    Alfred H. Miller

    2016-06-01

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

  15. Using transcranial magnetic stimulation of the undamaged brain to identify lesion sites that predict language outcome after stroke.

    Science.gov (United States)

    Lorca-Puls, Diego L; Gajardo-Vidal, Andrea; Seghier, Mohamed L; Leff, Alexander P; Sethi, Varun; Prejawa, Susan; Hope, Thomas M H; Devlin, Joseph T; Price, Cathy J

    2017-06-01

    Transcranial magnetic stimulation focused on either the left anterior supramarginal gyrus or opercular part of the left inferior frontal gyrus has been reported to transiently impair the ability to perform phonological more than semantic tasks. Here we tested whether phonological processing abilities were also impaired following lesions to these regions in right-handed, English speaking adults, who were investigated at least 1 year after a left-hemisphere stroke. When our regions of interest were limited to 0.5 cm3 of grey matter centred around sites that had been identified with transcranial magnetic stimulation-based functional localization, phonological impairments were observed in 74% (40/54) of patients with damage to the regions and 21% (21/100) of patients sparing these regions. This classification accuracy was better than that observed when using regions of interest centred on activation sites in previous functional magnetic resonance imaging studies of phonological processing, or transcranial magnetic stimulation sites that did not use functional localization. New regions of interest were generated by redefining the borders of each of the transcranial magnetic stimulation sites to include areas that were consistently damaged in the patients with phonological impairments. This increased the incidence of phonological impairments in the presence of damage to 85% (46/54) and also reduced the incidence of phonological impairments in the absence of damage to 15% (15/100). The difference in phonological processing abilities between those with and without damage to these 'transcranial magnetic stimulation-guided' regions remained highly significant even after controlling for the effect of lesion size. The classification accuracy of the transcranial magnetic stimulation-guided regions was validated in a second sample of 108 patients and found to be better than that for (i) functional magnetic resonance imaging-guided regions; (ii) a region identified from an

  16. Inclusive college teaching: universal design for instruction and diverse learners

    Directory of Open Access Journals (Sweden)

    Joan M. McGuire

    2011-11-01

    Full Text Available Shifts in enrollment patterns are affecting college classrooms and elements of teaching ranging from options for delivering course materials online to multiple methods of assessing learning. With the enrollment of more diverse college learners comes a call to intentionally design instruction that is more inclusive and responsive to multiple learning styles. The notion of Universal Design for Instruction (UDI is examined from its roots in the architectural field to its application as a model for teaching that anticipates diversity including students with disabilities. Principles of UDI are defined, and pedagogical examples are provided. Several implementation projects based on the UDI concept are described as are preliminary results regarding outcomes. Substantive issues are identified that have bearing on the direction this innovative idea will take over the next several years.

  17. Learners' Perspectives on Authenticity.

    Science.gov (United States)

    Chavez, Monika M. Th.

    A survey investigated the attitudes of second language learners about authentic texts, written and oral, used for language instruction. Respondents were 186 randomly-selected university students of German. The students were administered a 212-item questionnaire (the items are appended) that requested information concerning student demographic…

  18. Gender and Learner Characteristics

    Science.gov (United States)

    Hindal, Huda; Reid, Norman; Whitehead, Rex

    2013-01-01

    It is well established that girls and boys perform differently in traditional examinations in most countries. This study looks at a sample of 754 school students in Kuwait (aged about 13) and explores how boys and girls differ in the performance in a range of tests related to learner characteristics. The fundamental question is how boys and girls…

  19. Empowering Leaders & Learners

    Science.gov (United States)

    Umphrey, Jan

    2013-01-01

    Trevor Greene, the 2013 MetLife/NASSP National High School Principal of the Year, empowers staff members and students to be the best teachers and learners they can be and provides the community resources to support them. In this article, Greene, principal of Toppenish High School in Washington, shares his biggest motivator as a school leader and…

  20. Developing Responsible Learners

    Science.gov (United States)

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

    2018-01-01

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

  1. Identifying the Multiple Intelligences of Your Students

    Science.gov (United States)

    McClellan, Joyce A.; Conti, Gary J.

    2008-01-01

    One way of addressing individual differences among adult learners is to identify the Multiple Intelligences of the learner. Multiple Intelligences refers to the concept developed by Howard Gardner that challenges the traditional view of intelligence and explains the presence of nine different Multiple Intelligences. The purpose of this study was…

  2. Strategies for Reading Chinese Texts with and without Pop-Up Dictionary for Beginning Learners of Chinese

    Science.gov (United States)

    Wang, Jing

    2014-01-01

    This study is aimed at identifying reading strategies of beginning learners of Chinese as a foreign language (CFL) with and without a pop-up dictionary and at determining if learners retain the reading comprehension gained from using the dictionary. Beginning CFL learners at a Midwestern university answered questions about their reading strategies…

  3. Learner corpus profiles the case of Romanian learner English

    CERN Document Server

    Chitez, Madalina

    2014-01-01

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

  4. Enhancing Opportunities for Australian Aboriginal Literacy Learners in Early Childhood Settings

    Science.gov (United States)

    Simpson, Lee; Clancy, Susan

    2005-01-01

    In the context of contemporary Australian society, the education system is still failing to increase educational outcomes among the majority of Australian Aboriginal (1) learners. This educational dilemma has persisted despite the regular introduction of systemic initiatives and funding aimed at addressing Australian Aboriginal learners' low…

  5. The Effects of Levels of Elaboration on Learners' Strategic Processing of Text

    Science.gov (United States)

    Dornisch, Michele; Sperling, Rayne A.; Zeruth, Jill A.

    2011-01-01

    In the current work, we examined learners' comprehension when engaged with elaborative processing strategies. In Experiment 1, we randomly assigned students to one of five elaborative processing conditions and addressed differences in learners' lower- and higher-order learning outcomes and ability to employ elaborative strategies. Findings…

  6. Identifying Barriers to Delivering the Awakening and Breathing Coordination, Delirium, and Early Exercise/Mobility Bundle to Minimize Adverse Outcomes for Mechanically Ventilated Patients: A Systematic Review.

    Science.gov (United States)

    Costa, Deena Kelly; White, Matthew R; Ginier, Emily; Manojlovich, Milisa; Govindan, Sushant; Iwashyna, Theodore J; Sales, Anne E

    2017-08-01

    Improved outcomes are associated with the Awakening and Breathing Coordination, Delirium, and Early exercise/mobility bundle (ABCDE); however, implementation issues are common. As yet, no study has integrated the barriers to ABCDE to provide an overview of reasons for less successful efforts. The purpose of this review was to identify and catalog the barriers to ABCDE delivery based on a widely used implementation framework, and to provide a resource to guide clinicians in overcoming barriers to implementation. We searched MEDLINE via PubMed, CINAHL, and Scopus for original research articles from January 1, 2007, to August 31, 2016, that identified barriers to ABCDE implementation for adult patients in the ICU. Two reviewers independently reviewed studies, extracted barriers, and conducted thematic content analysis of the barriers, guided by the Consolidated Framework for Implementation Research. Discrepancies were discussed, and consensus was achieved. Our electronic search yielded 1,908 articles. After applying our inclusion/exclusion criteria, we included 49 studies. We conducted thematic content analysis of the 107 barriers and identified four classes of ABCDE barriers: (1) patient-related (ie, patient instability and safety concerns); (2) clinician-related (ie, lack of knowledge, staff safety concerns); (3) protocol-related (ie, unclear protocol criteria, cumbersome protocols to use); and, not previously identified in past reviews, (4) ICU contextual barriers (ie, interprofessional team care coordination). We provide the first, to our knowledge, systematic differential diagnosis of barriers to ABCDE delivery, moving beyond the conventional focus on patient-level factors. Our analysis offers a differential diagnosis checklist for clinicians planning ABCDE implementation to improve patient care and outcomes. Copyright © 2017 American College of Chest Physicians. All rights reserved.

  7. Evaluation of the feasibility and performance of early warning scores to identify patients at risk of adverse outcomes in a low-middle income country setting

    Science.gov (United States)

    Beane, Abi; De Silva, Ambepitiyawaduge Pubudu; De Silva, Nirodha; Sujeewa, Jayasingha A; Rathnayake, R M Dhanapala; Sigera, P Chathurani; Athapattu, Priyantha Lakmini; Mahipala, Palitha G; Rashan, Aasiyah; Munasinghe, Sithum Bandara; Jayasinghe, Kosala Saroj Amarasiri; Dondorp, Arjen M; Haniffa, Rashan

    2018-01-01

    Objective This study describes the availability of core parameters for Early Warning Scores (EWS), evaluates the ability of selected EWS to identify patients at risk of death or other adverse outcome and describes the burden of triggering that front-line staff would experience if implemented. Design Longitudinal observational cohort study. Setting District General Hospital Monaragala. Participants All adult (age >17 years) admitted patients. Main outcome measures Existing physiological parameters, adverse outcomes and survival status at hospital discharge were extracted daily from existing paper records for all patients over an 8-month period. Statistical analysis Discrimination for selected aggregate weighted track and trigger systems (AWTTS) was assessed by the area under the receiver operating characteristic (AUROC) curve. Performance of EWS are further evaluated at time points during admission and across diagnostic groups. The burden of trigger to correctly identify patients who died was evaluated using positive predictive value (PPV). Results Of the 16 386 patients included, 502 (3.06%) had one or more adverse outcomes (cardiac arrests, unplanned intensive care unit admissions and transfers). Availability of physiological parameters on admission ranged from 90.97% (95% CI 90.52% to 91.40%) for heart rate to 23.94% (95% CI 23.29% to 24.60%) for oxygen saturation. Ability to discriminate death on admission was less than 0.81 (AUROC) for all selected EWS. Performance of the best performing of the EWS varied depending on admission diagnosis, and was diminished at 24 hours prior to event. PPV was low (10.44%). Conclusion There is limited observation reporting in this setting. Indiscriminate application of EWS to all patients admitted to wards in this setting may result in an unnecessary burden of monitoring and may detract from clinician care of sicker patients. Physiological parameters in combination with diagnosis may have a place when applied on admission to

  8. Integrated genomic analyses identify KDM1A's role in cell proliferation via modulating E2F signaling activity and associate with poor clinical outcome in oral cancer.

    Science.gov (United States)

    Narayanan, Sathiya Pandi; Singh, Smriti; Gupta, Amit; Yadav, Sandhya; Singh, Shree Ram; Shukla, Sanjeev

    2015-10-28

    The histone demethylase KDM1A specifically demethylates lysine residues and its deregulation has been implicated in the initiation and progression of various cancers. However, KDM1A's molecular role and its pathological consequences, and prognostic significance in oral cancer remain less understood. In the present study, we sought to investigate the expression of KDM1A and its downstream role in oral cancer pathogenesis. By comparing mRNA expression profiles, we identified an elevated KDM1A expression in oral tumors when compared to normal oral tissues. In silico pathway prediction identified the association between KDM1A and E2F1 signaling in oral cancer. Pathway scanning, functional annotation analysis and In vitro assays showed the KDM1A's involvement in oral cancer cell proliferation and the cell cycle. Moreover, real time PCR and luciferase assays confirmed KDM1A's role in regulation of E2F1 signaling activity in oral cancer. Elevated KDM1A expression is associated with poor clinical outcome in oral cancer. Our data indicate that deregulated KDM1A expression is positively associated with proliferative phenotype of oral cancer and confers poor clinical outcome. These cumulative data suggest that KDM1A might be a potential diagnostic and therapeutic target for oral cancer. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  9. Customized vs population-based growth charts to identify neonates at risk of adverse outcome: systematic review and Bayesian meta-analysis of observational studies.

    Science.gov (United States)

    Chiossi, G; Pedroza, C; Costantine, M M; Truong, V T T; Gargano, G; Saade, G R

    2017-08-01

    To compare the effectiveness of customized vs population-based growth charts for the prediction of adverse pregnancy outcomes. MEDLINE, ClinicalTrials.gov and The Cochrane Library were searched up to 31 May 2016 to identify interventional and observational studies comparing adverse outcomes among large- (LGA) and small- (SGA) for-gestational-age neonates, when classified according to customized vs population-based growth charts. Perinatal mortality and admission to the neonatal intensive care unit (NICU) of both SGA and LGA neonates, intrauterine fetal demise (IUFD) and neonatal mortality of SGA neonates, and neonatal shoulder dystocia and hypoglycemia as well as maternal third- and fourth-degree perineal lacerations in LGA pregnancies were evaluated. The electronic search identified 237 records that were examined based on title and abstract, of which 27 full-text articles were examined for eligibility. After excluding seven articles, 20 observational studies were included in a Bayesian meta-analysis. Neonates classified as SGA according to customized growth charts had higher risks of IUFD (odds ratio (OR), 7.8 (95% CI, 4.2-12.3)), neonatal death (OR, 3.5 (95% CI, 1.1-8.0)), perinatal death (OR, 5.8 (95% CI, 3.8-7.8)) and NICU admission (OR, 3.6 (95% CI, 2.0-5.5)) than did non-SGA cases. Neonates classified as SGA according to population-based growth charts also had increased risk for adverse outcomes, albeit the point estimates of the pooled ORs were smaller: IUFD (OR, 3.3 (95% CI, 1.9-5.0)), neonatal death (OR, 2.9 (95% CI, 1.2-4.5)), perinatal death (OR, 4.0 (95% CI, 2.8-5.1)) and NICU admission (OR, 2.4 (95% CI, 1.7-3.2)). For LGA vs non-LGA, there were no differences in pooled ORs for perinatal death, NICU admission, hypoglycemia and maternal third- and fourth-degree perineal lacerations when classified according to either the customized or the population-based approach. In contrast, both approaches indicated that LGA neonates are at increased risk for

  10. Profiling Mobile English Language Learners

    Science.gov (United States)

    Byrne, Jason; Diem, Robert

    2014-01-01

    The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…

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

    African Journals Online (AJOL)

    Correct pronunciation is not guaranteed, because only syllabification and the main stress are indicated in words. Grammatical guidance is also not given to such an extent that learners will be able to generate correct sentences on their own. The role that contrastive analysis and error analysis can play to anticipate learners' ...

  12. Autonomous Learner Model Resource Book

    Science.gov (United States)

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

    2016-01-01

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

  13. Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

    Directory of Open Access Journals (Sweden)

    A G Lim

    2017-03-01

    Full Text Available Background. Emergency medicine (EM is a relatively new, but growing medical specialty in sub-Saharan Africa. African EM training programmes have used small-group learning (SGL modalities in their curricula. However, there is little knowledge of whether SGL modalities are perceived to be effective in these African EM training programmes. Objectives. To investigate the acceptability of SGL for physicians’ training in an academic Tanzanian emergency department using a novel EM curriculum. Methods. Using responses to a written questionnaire, we explored the perceived effectiveness of SGL compared with traditional didactic lectures among 38 emergency department physician learners in Dar es Salaam, Tanzania. Perceptions of SGL were identified from qualitative responses, and regression analyses were used to determine strength of association between quantitative outcomes. Results. Reported benefits of SGL included team building, simulation training, enhancement of procedural skills, and the opportunity to discuss opinions on clinical management. SGL scored more favourably with regard to improving clinical practice, enjoyment of learning, and building peer-to-peer relations. Lectures scored more favourably at improving medical knowledge. Preference towards SGL over lectures for overall training increased with years of clinical experience (95% confidence interval (CI 0.16 - 0.62, p=0.002, Spearman’s rho 0.51, and the perception that SGL reinforces learner-teacher relationships correlated with seniority within residency training (95% CI 0.14 - 0.86, p=0.007, Spearman’s rho 0.47. Conclusion. Techniques of SGL were perceived as effective at improving clinical practice in the emergency department setting. These modalities may be more favourably accepted by more experienced physician learners – therefore, new EM teaching programmes in Africa should consider these factors when targeting educational strategies for their respective regions and learner

  14. Learner characteristics involved in distance learning

    Energy Technology Data Exchange (ETDEWEB)

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

    1991-01-01

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

  15. LEARNERS SATISFACTION FACTORS IN NEUROLOGY RELATED MOOCs

    Directory of Open Access Journals (Sweden)

    Ionela MANIU

    2017-12-01

    Full Text Available The aim of this article is to investigate the factors that are influencing student satisfaction in case of neurology related massive open online courses (MOOCs. We analyzed data collected from learners enrolled in 40 neurology related MOOCs, by manually looking for information in these courses reviews. The main identified satisfaction factors can be grouped into the following categories: content related factors: course content, additional materials, assignments, external research and teaching - learning related factors (teacher presentation techniques / style: engaging, clear, coherent, knowledgeable, sharing / explanation, interactive, excitement, considering student’s needs, inspiring, sense of humor. Competences, skills and objectives pursued by neurology related MOOCs are also discussed. Analyzing these factors can be useful in new courses management (design and implementation and also in understanding the needs (motivation, behaviors, perception of 21st century learners interested in neurology related fields.

  16. Supervision, support and mentoring interventions for health practitioners in rural and remote contexts: an integrative review and thematic synthesis of the literature to identify mechanisms for successful outcomes.

    Science.gov (United States)

    Moran, Anna M; Coyle, Julia; Pope, Rod; Boxall, Dianne; Nancarrow, Susan A; Young, Jennifer

    2014-02-13

    To identify mechanisms for the successful implementation of support strategies for health-care practitioners in rural and remote contexts. This is an integrative review and thematic synthesis of the empirical literature that examines support interventions for health-care practitioners in rural and remote contexts. This review includes 43 papers that evaluated support strategies for the rural and remote health workforce. Interventions were predominantly training and education programmes with limited evaluations of supervision and mentoring interventions. The mechanisms associated with successful outcomes included: access to appropriate and adequate training, skills and knowledge for the support intervention; accessible and adequate resources; active involvement of stakeholders in programme design, implementation and evaluation; a needs analysis prior to the intervention; external support, organisation, facilitation and/or coordination of the programme; marketing of the programme; organisational commitment; appropriate mode of delivery; leadership; and regular feedback and evaluation of the programme. Through a synthesis of the literature, this research has identified a number of mechanisms that are associated with successful support interventions for health-care practitioners in rural and remote contexts. This research utilised a methodology developed for studying complex interventions in response to the perceived limitations of traditional systematic reviews. This synthesis of the evidence will provide decision-makers at all levels with a collection of mechanisms that can assist the development and implementation of support strategies for staff in rural and remote contexts.

  17. Supervision, support and mentoring interventions for health practitioners in rural and remote contexts: an integrative review and thematic synthesis of the literature to identify mechanisms for successful outcomes

    Science.gov (United States)

    2014-01-01

    Objective To identify mechanisms for the successful implementation of support strategies for health-care practitioners in rural and remote contexts. Design This is an integrative review and thematic synthesis of the empirical literature that examines support interventions for health-care practitioners in rural and remote contexts. Results This review includes 43 papers that evaluated support strategies for the rural and remote health workforce. Interventions were predominantly training and education programmes with limited evaluations of supervision and mentoring interventions. The mechanisms associated with successful outcomes included: access to appropriate and adequate training, skills and knowledge for the support intervention; accessible and adequate resources; active involvement of stakeholders in programme design, implementation and evaluation; a needs analysis prior to the intervention; external support, organisation, facilitation and/or coordination of the programme; marketing of the programme; organisational commitment; appropriate mode of delivery; leadership; and regular feedback and evaluation of the programme. Conclusion Through a synthesis of the literature, this research has identified a number of mechanisms that are associated with successful support interventions for health-care practitioners in rural and remote contexts. This research utilised a methodology developed for studying complex interventions in response to the perceived limitations of traditional systematic reviews. This synthesis of the evidence will provide decision-makers at all levels with a collection of mechanisms that can assist the development and implementation of support strategies for staff in rural and remote contexts. PMID:24521004

  18. A Learner-led, Discussion-based Elective on Emerging Infectious Disease.

    Science.gov (United States)

    Mathias, Clinton

    2015-08-25

    Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

  19. Visual event-related potential studies supporting the validity of VARK learning styles' visual and read/write learners.

    Science.gov (United States)

    Thepsatitporn, Sarawin; Pichitpornchai, Chailerd

    2016-06-01

    The validity of learning styles needs supports of additional objective evidence. The identification of learning styles using subjective evidence from VARK questionnaires (where V is visual, A is auditory, R is read/write, and K is kinesthetic) combined with objective evidence from visual event-related potential (vERP) studies has never been investigated. It is questionable whether picture superiority effects exist in V learners and R learners. Thus, the present study aimed to investigate whether vERP could show the relationship between vERP components and VARK learning styles and to identify the existence of picture superiority effects in V learners and R learners. Thirty medical students (15 V learners and 15 R learners) performed recognition tasks with vERP and an intermediate-term memory (ITM) test. The results of within-group comparisons showed that pictures elicited larger P200 amplitudes than words at the occipital 2 site (P < 0.05) in V learners and at the occipital 1 and 2 sites (P < 0.05) in R learners. The between-groups comparison showed that P200 amplitudes elicited by pictures in V learners were larger than those of R learners at the parietal 4 site (P < 0.05). The ITM test result showed that a picture set showed distinctively more correct responses than that of a word set for both V learners (P < 0.001) and R learners (P < 0.01). In conclusion, the result indicated that the P200 amplitude at the parietal 4 site could be used to objectively distinguish V learners from R learners. A lateralization existed to the right brain (occipital 2 site) in V learners. The ITM test demonstrated the existence of picture superiority effects in both learners. The results revealed the first objective electrophysiological evidence partially supporting the validity of the subjective psychological VARK questionnaire study. Copyright © 2016 The American Physiological Society.

  20. Portsmouth physiological and operative severity score for the Enumeration of Mortality and morbidity scoring system in general surgical practice and identifying risk factors for poor outcome

    Science.gov (United States)

    Tyagi, Ashish; Nagpal, Nitin; Sidhu, D. S.; Singh, Amandeep; Tyagi, Anjali

    2017-01-01

    Background: Estimation of the outcome is paramount in disease stratification and subsequent management in severely ill surgical patients. Risk scoring helps us quantify the prospects of adverse outcome in a patient. Portsmouth-Physiological and Operative Severity Score for the Enumeration of Mortality and Morbidity (P-POSSUM) the world over has proved itself as a worthy scoring system and the present study was done to evaluate the feasibility of P-POSSUM as a risk scoring system as a tool in efficacious prediction of mortality and morbidity in our demographic profile. Materials and Methods: Validity of P-POSSUM was assessed prospectively in fifty major general surgeries performed at our hospital from May 2011 to October 2012. Data were collected to obtain P-POSSUM score, and statistical analysis was performed. Results: Majority (72%) of patients was male and mean age was 40.24 ± 18.6 years. Seventy-eight percentage procedures were emergency laparotomies commonly performed for perforation peritonitis. Mean physiological score was 17.56 ± 7.6, and operative score was 17.76 ± 4.5 (total score = 35.3 ± 10.4). The ratio of observed to expected mortality rate was 0.86 and morbidity rate was 0.78. Discussion: P-POSSUM accurately predicted both mortality and morbidity in patients who underwent major surgical procedures in our setup. Thus, it helped us in identifying patients who required preferential attention and aggressive management. Widespread application of this tool can result in better distribution of care among high-risk surgical patients. PMID:28250670

  1. Get it together: Issues that facilitate collaboration in teams of learners in intensive care.

    Science.gov (United States)

    Conte, Helen; Jirwe, Maria; Scheja, Max; Hjelmqvist, Hans

    2016-05-01

    The study describes issues that facilitate collaboration in teams of learners in an interprofessional education unit in intensive care. A descriptive qualitative study design was applied using semi-structured interviews based on the critical incident technique and qualitative content analysis. Nineteen participants, eight learners in their specialist training, nine supervisors and two head supervisors in Sweden identified 47 incidents. Teams of learners having control was the core issue. Motivation, time, experiences and reflection were central issues for facilitating collaboration. Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.

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

    Science.gov (United States)

    Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

    2016-01-07

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

  3. Residents in difficulty—just slower learners? A case-control study

    DEFF Research Database (Denmark)

    O'Neill, Lotte; Norberg, Karen; Thomsen, Maria

    2014-01-01

    were matched for graduation year. Medical school exam failures, grades, completion time, and academic dispensations as predictors of case status were examined with conditional logistic regression. RESULTS In total 89 cases and 343 controls were identified. The total number of medical school re......-examinations and the time it took to complete medical school were significant individual predictors of subsequent difficulties (deceleration, transferral or dropout) in residency whereas average medical school grades were not. CONCLUSIONS Residents in difficulty eventually reached similar competence levels as controls...... during medical school; however, they needed more exam attempts and longer time to complete their studies, and so seemed to be slower learners. A change from “fixed-length variable-outcome programmes” to “fixed-outcome variable-length programmes” has been proposed as a way of dealing with the fact...

  4. Cognitive Load of Learner Control: Extraneous or Germane Load?

    Directory of Open Access Journals (Sweden)

    Mieke Vandewaetere

    2013-01-01

    Full Text Available Computer-based learning environments become more tailored when learners can exert control over one or more parts of the learning process. Learner control (LC demands additional efforts of learners because, in addition to learning, they also have to monitor that learning. As a consequence, LC may cause additional cognitive load and even cognitive overload. The central question in this study is what type of cognitive load is induced by LC and whether the experienced load is related to learning outcomes. For this study, half of the students had control over task selection, while the other half had not. Within each condition, students were assigned to a single treatment, with the primary task to solely focus on the learning content, and a dual treatment, comprising a primary task and a secondary task. The results indicate that LC did not impose higher cognitive load as measured by secondary task scores and mental effort ratings.

  5. Detection of high-sensitivity troponin in outpatients with stable pulmonary hypertension identifies a subgroup at higher risk of adverse outcomes.

    Science.gov (United States)

    Roy, Andrew K; McCullagh, Brian N; Segurado, Ricardo; McGorrian, Catherine; Keane, Elizabeth; Keaney, John; Fitzgibbon, Maria N; Mahon, Niall G; Murray, Patrick T; Gaine, Sean P

    2014-01-01

    The detection of elevations in cardiorenal biomarkers, such as troponins, B-type natriuretic peptides (BNPs), and neutrophil gelatinase-associated lipocalins, are associated with poor outcomes in patients hospitalized with acute heart failure. Less is known about the association of these markers with adverse events in chronic right ventricular dysfunction due to pulmonary hypertension, or whether their measurement may improve risk assessment in the outpatient setting. We performed a cohort study of 108 patients attending the National Pulmonary Hypertension Unit in Dublin, Ireland, from 2007 to 2009. Cox proportional hazards analysis and receiver operating characteristic curves were used to determine predictors of mortality and hospitalization. Death or hospitalization occurred in 50 patients (46.3%) during the median study period of 4.1 years. Independent predictors of mortality were: 1) decreasing 6-minute walk test (6MWT; hazard ratio [HR] 12.8; P < .001); 2) BNP (HR 6.68; P < .001); and 3) highly sensitive troponin (hsTnT; HR 5.48; P < .001). Adjusted hazard analyses remained significant when hsTnT was added to a model with BNP and 6MWT (HR 9.26, 95% CI 3.61-23.79), as did the predictive ability of the model for death and rehospitalization (area under the receiver operating characteristic curve 0.81, 95% CI 0.73-0.90). Detection of troponin using a highly sensitive assay identifies a pulmonary hypertension subgroup with a poorer prognosis. hsTnT may also be used in a risk prediction model to identify patients at higher risk who may require escalation of targeted pulmonary vasodilator therapies and closer clinical surveillance. Copyright © 2014 Elsevier Inc. All rights reserved.

  6. Grapho-Morphological Awareness in Spanish L2 Reading: How Do Learners Use This Metalinguistic Skill?

    Science.gov (United States)

    Miguel, Nausica Marcos

    2012-01-01

    This paper contributes to the literature on the transferability of grapho-morphological awareness (GMA) for second language (L2) learners by analysing L2 learners' knowledge of morphology in reading. GMA helps readers to identify grammatical categories, infer meanings of unfamiliar words, and access stored lexical information. Previous research…

  7. Running Records and First Grade English Learners: An Analysis of Language Related Errors

    Science.gov (United States)

    Briceño, Allison; Klein, Adria F.

    2018-01-01

    The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we…

  8. Which Aspects of the English Language Do Distance Learners Find Difficult?

    Science.gov (United States)

    Teoh, George Boon Sai; Lin, Agnes Liau Wei; Belaja, Kathy

    2016-01-01

    This study reports the findings of a research carried out on distance learners at the School of Distance Education (SDE), University Sains Malaysia (USM). The study was explorative in nature with the purpose identifying the aspects of the English language which distance learners found difficult to learn. A quantitative survey questionnaire design…

  9. The Impact of Social Presence on Learners' Satisfaction in Mobile Learning

    Science.gov (United States)

    Alsadoon, Elham

    2018-01-01

    Distributing learning completely through mobile courses is a new trend. Social presence has been identified as a significant predictor of learner satisfaction with online learning. It is a key element that improves learner satisfaction with online learning (Cobb, 2009; Reio & Crim, 2013). This study explores whether social presence is inherent…

  10. Social and Cultural Contexts of Chinese Learners: Teaching Strategies for American Educators

    Science.gov (United States)

    Thakkar, Darshan

    2011-01-01

    This article seeks to evaluate the social and cultural context of education among Chinese learners in order to identify ways through which American educators can best serve such students. It is intended that such efforts will create multiple pathways to knowledge for Chinese learners by accommodating their varying learning needs. Several common…

  11. A Synthesis of Language Learning Strategies: Current Issues, Problems and Claims Made in Learner Strategy Research

    Science.gov (United States)

    Barjesteh, Hamed; Mukundan, Jayakaran; Vaseghi, Reza

    2014-01-01

    The current paper presented theoretical assumptions behind language learning strategies (LLS) and an overview of methods used to identify learners' strategies, first, and then summarized what have been reported from large number of descriptive studies of strategies by language learners. Moreover, the paper tried to present the variety of…

  12. PUPIL-TEACHER RELATIONSHIPS--MAJOR FACTORS IN DEVELOPING LANGUAGE ARTS IN SLOW LEARNERS.

    Science.gov (United States)

    PRINDIVILLE, SISTER FRANCIS DE SALES

    TEACHERS INCREASE THEIR STUDENTS' DISCOURAGEMENT AND CONFUSION BY IGNORING THEIR PERSONAL GROWTH AND BY NOT RELATING SCHOOL SITUATIONS TO LIFE PROBLEMS. FOR SLOW LEARNERS, THIS MAY LEAD TO FAILURE, FRUSTRATION, AND BEHAVIOR PROBLEMS. IF THE TEACHER IS TO HELP SLOW LEARNERS, HE MUST BE ABLE TO IDENTIFY THEM, KNOW WHAT THEY EXPECT FROM EDUCATION,…

  13. 76 FR 39018 - Commercial Driver's License Testing and Commercial Learner's Permit Standards; Corrections

    Science.gov (United States)

    2011-07-05

    ... [Docket No. FMCSA-2007-27659] RIN 2126-AB02 Commercial Driver's License Testing and Commercial Learner's..., 2011, that will be effective on July 8, 2011. This final rule amends the commercial driver's license... to issue the commercial learner's permit (CLP). Since the final rule was published, FMCSA identified...

  14. Quality indicators for learner-centered postgraduate medical e-learning

    NARCIS (Netherlands)

    de Leeuw, Robert A; Westerman, Michiel; Scheele, Fedde

    2017-01-01

    Objectives: The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. Methods: We performed four focus-group discussions with e-learning end-users (learners) and

  15. Investigating the Effect of Situational Awareness on Persistence of Doctoral Distance Learners

    Science.gov (United States)

    Harleman, Thomas G.

    2013-01-01

    This quantitative study sought to identify the effect of heightened situational awareness (SA) on persistence of doctoral distance learners. Factors in the distance learners' micro-environment, vis-à-vis Urie Bronfenbrenner's (1979) ecology theory of human development, were the focus. Study participants included new doctoral candidates continuing…

  16. Race Differences: Use of Walking Speed to Identify Community-Dwelling Women at Risk for Poor Health Outcomes--Osteoarthritis Initiative Study.

    Science.gov (United States)

    Kirkness, Carmen S; Ren, Jinma

    2015-07-01

    of less than 1.0 m/s in community-dwelling women who had or were at risk for osteoarthritis, with African American women having 3 times the risk for slow walking as white American women. This finding suggests that middle-aged African American women have an increased risk for poor health outcomes. Further longitudinal evaluations are needed to confirm the long-term health outcomes in a middle-aged population and to establish walking speed as a useful tool for identifying middle-aged women at high risk for poor health outcomes. © 2015 American Physical Therapy Association.

  17. Literacy Standards for Preschool Learners.

    Science.gov (United States)

    Bodrova, Elena; Leong, Deborah J.; Paynter, Diane E.

    1999-01-01

    Preschool and kindergarten teachers can help young learners meet early literacy standards without sacrificing developmentally appropriate practice. Several professional associations have described appropriate expectations for children of different age levels known as milestones, developmental accomplishments, and benchmarks. (MLH)

  18. Selection of magister learners in nursing science at the Rand Afrikaans University

    Directory of Open Access Journals (Sweden)

    A Botes

    2001-09-01

    Full Text Available Selection of learners implies that candidates are assessed according to criteria with the purpose of selecting the most suitable learners for the course. A magister qualification is on level 8A of the National Qualifications Framework (NQF. The purpose of a magister qualification in Nursing is the development of advanced research, clinical, professional, managerial, educational, leadership and consultative abilities (knowledge, skills, values and attitudes for the promotion of individual, family, group and community health. From the above introduction it becomes clear that there is a high expectations of a person with a magister qualification. Such a person should be a specialist, scientist, leader and role model in the profession. A magister programme is human-power intensive as well as capital intensive for both the learner and higher education institutions. It is therefore important to select learners with the ability to achieve the outcomes of the programme. Limited research has been conducted on the selection of post graduate learners.

  19. Self-regulation across time of first-generation online learners

    Directory of Open Access Journals (Sweden)

    Lucy Barnard-Brak

    2010-12-01

    Full Text Available Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are firstgeneration online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online selfregulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time. Results suggest that environmental factors such as being immersed in an online learning environment for the first time is not, in and of itself, associated with the development of self-regulatory skills of online learners. We conclude that the design of online courses needs to consider ways of developing self-regulatory skills as these skills are not automatically developed with students' online learning experiences.

  20. Use of simulation-based education to improve outcomes of central venous catheterization: a systematic review and meta-analysis.

    Science.gov (United States)

    Ma, Irene W Y; Brindle, Mary E; Ronksley, Paul E; Lorenzetti, Diane L; Sauve, Reg S; Ghali, William A

    2011-09-01

    Central venous catheterization (CVC) is increasingly taught by simulation. The authors reviewed the literature on the effects of simulation training in CVC on learner and clinical outcomes. The authors searched computerized databases (1950 to May 2010), reference lists, and considered studies with a control group (without simulation education intervention). Two independent assessors reviewed the retrieved citations. Independent data abstraction was performed on study design, study quality score, learner characteristics, sample size, components of interventional curriculum, outcomes assessed, and method of assessment. Learner outcomes included performance measures on simulators, knowledge, and confidence. Patient outcomes included number of needle passes, arterial puncture, pneumothorax, and catheter-related infections. Twenty studies were identified. Simulation-based education was associated with significant improvements in learner outcomes: performance on simulators (standardized mean difference [SMD] 0.60 [95% CI 0.45 to 0.76]), knowledge (SMD 0.60 [95% CI 0.35 to 0.84]), and confidence (SMD 0.41 [95% CI 0.30 to 0.53] for studies with single-group pretest and posttest design; SMD 0.52 (95% CI 0.23 to 0.81) for studies with nonrandomized, two-group design). Furthermore, simulation-based education was associated with improved patient outcomes, including fewer needle passes (SMD -0.58 [95% CI -0.95 to -0.20]), and pneumothorax (relative risk 0.62 [95% CI 0.40 to 0.97]), for studies with nonrandomized, two-group design. However, simulation-based training was not associated with a significant reduction in risk of either arterial puncture or catheter-related infections. Despite some limitations in the literature reviewed, evidence suggests that simulation-based education for CVC provides benefits in learner and select clinical outcomes.

  1. Comprehensive Assessment of Struggling Learners Referred to a Graduate Medical Education Remediation Program.

    Science.gov (United States)

    Warburton, Karen M; Goren, Eric; Dine, C Jessica

    2017-12-01

    Implementation of the Next Accreditation System has provided a standardized framework for identifying learners not meeting milestones, but there is as yet no corresponding framework for remediation. We developed a comprehensive assessment process that allows correct diagnosis of a struggling learner's deficit(s) to promote successful remediation. At the University of Pennsylvania, resident learners within the Department of Medicine who are not meeting milestones are referred to the Early Intervention Remediation Committee (EIRC). The EIRC, composed of 14 faculty members with expertise in remediation, uses a standardized process to assess learners' deficits. These faculty members categorize primary deficits as follows: medical knowledge, clinical reasoning, organization and efficiency, professionalism, and communication skills. The standardized process of assessment includes an analysis of the learner's file, direct communication with evaluators, an interview focused on learner perception of the problem, screening for underlying medical or psychosocial issues, and a review of systems for deficits in the 6 core competencies. Participants were surveyed after participating in this process. Over a 2-year period, the EIRC assessed and developed remediation plans for 4% of learners (14 of a total 342). Following remediation and reassessment, the identified problems were satisfactorily resolved in all cases with no disciplinary action. While the process was time intensive, an average of 45 hours per learner, the majority of faculty and residents rated it as positive and beneficial. This structured assessment process identifies targeted areas for remediation and adds to the tools available to Clinical Competency Committees.

  2. Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers.

    Science.gov (United States)

    Chen, H Carrie; O'Sullivan, Patricia; Teherani, Arianne; Fogh, Shannon; Kobashi, Brent; ten Cate, Olle

    2015-01-01

    Learning in the clinical workplace can appear to rely on opportunistic teaching. The cognitive apprenticeship model describes assigning tasks based on learner rather than just workplace needs. This study aimed to determine how excellent clinical teachers select clinical learning experiences to support the workplace participation and development of different level learners. Using a constructivist grounded theory approach, we conducted semi-structured interviews with medical school faculty identified as excellent clinical teachers teaching multiple levels of learners. We explored their approach to teach different level learners and their perceived role in promoting learner development. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 clinical teachers and identified three themes related to their teaching approach: sequencing of learning experiences, selection of learning activities and teacher responsibilities. All teachers used sequencing as a teaching strategy by varying content, complexity and expectations by learner level. The teachers initially selected learning activities based on learner level and adjusted for individual competencies over time. They identified teacher responsibilities for learner education and patient safety, and used sequencing to promote both. Excellent clinical teachers described strategies for matching available learning opportunities to learners' developmental levels to safely engage learners and improve learning in the clinical workplace.

  3. Educators' relational experiences with learners identified with fetal ...

    African Journals Online (AJOL)

    FASD is an umbrella term used to classify a ... for children with FASD (Morojele, London, Olorunju, Matjila, Davids & Rendall-Mkosi, 2010). ... and poor short term memory, requiring educational .... add to the long list of difficulties hampering the.

  4. The ability of parents to identify Grade 1-learners with ...

    African Journals Online (AJOL)

    South African Journal for Research in Sport, Physical Education and Recreation ... using the Movement Assessment Battery for Children-2 (MABC-2 Test), and the classification of motor difficulties by the parents of the participants, using the DCD Questionnaire '07 (DCDQ'07), to determine if parents possess the competency ...

  5. Construction of a Learner Corpus for Japanese Language Learners: Natane and Nutmeg

    Directory of Open Access Journals (Sweden)

    Kikuko NISHINA

    2014-12-01

    Full Text Available Japanese language learners aim to acquire reading, listening, writing and speaking skills. We at the Hinoki project (https://hinoki-project.org/ have recently been working on the Natsume collocation search system (https://hinoki-project.org/natsume/, the Natane learner corpus to support Natsume (https://hinoki-project.org/natane/ and the Nutmeg writing support system (http://hinoki-project.org/nutmeg/. In order to test the effectiveness of Nutmeg, we conducted an online experiment with 36 participants who used the system's register misuse identification feature to correct four writing assignments. Results show that Nutmeg can be an effective tool in correcting common register-related errors, especially those involving auxiliary verbs. However, the accuracy of verb and adverb identification was too low, suggesting the need for improvements in the variety of corpora used for identifying register misuse.

  6. The Effect of Recommendation Systems on Internet-Based Learning for Different Learners: A Data Mining Analysis

    Science.gov (United States)

    Liu, Chen-Chung; Chang, Chia-Jung; Tseng, Jui-Min

    2013-01-01

    A general challenge facing Internet-based learners is how to identify information objects which are helpful in expanding their understanding of important information in a domain. Recommendation systems may assist learners in identifying potentially helpful information objects. However, the recent literature mainly focuses on the technical…

  7. Learner's Learning Experiences & Difficulties towards (ESL) among UKM Undergraduates

    Science.gov (United States)

    Maarof, Nooreiny; Munusamy, Indira Malani A/P

    2015-01-01

    This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate's experiences and also their difficulties in the English as Second Language (ESL) classroom. This paper discusses some of the issues of English…

  8. Reading Processing Skills among EFL Learners in Different Proficiency Levels

    Science.gov (United States)

    Dhanapala, Kusumi Vasantha; Yamada, Jun

    2015-01-01

    This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…

  9. Practices That Promote English Reading for English Learners (Els)

    Science.gov (United States)

    Martínez, Rebecca S.; Harris, Bryn; McClain, Maryellen Brunson

    2014-01-01

    Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three "Big Ideas" of effective and collaborative practices that promote English reading achievement for…

  10. Addressing the Difficulties of Learners in the Reading Class ...

    African Journals Online (AJOL)

    This study evaluates reading comprehension instruction at senior high schools in Accra. Classroom observation was used to identify the techniques used by teachers in the reading class and questionnaire was used to collect information from learners about the difficulties they have in understanding text. It reports that the ...

  11. Language Learner Motivational Types: A Cluster Analysis Study

    Science.gov (United States)

    Papi, Mostafa; Teimouri, Yasser

    2014-01-01

    The study aimed to identify different second language (L2) learner motivational types drawing on the framework of the L2 motivational self system. A total of 1,278 secondary school students learning English in Iran completed a questionnaire survey. Cluster analysis yielded five different groups based on the strength of different variables within…

  12. N-glycan signatures identified in tumor interstitial fluid and serum of breast cancer patients - association with tumor biology and clinical outcome.

    Science.gov (United States)

    Terkelsen, Thilde; Haakensen, Vilde D; Saldova, Radka; Gromov, Pavel; Hansen, Merete Kjaer; Stöckmann, Henning; Lingjaerde, Ole Christian; Børresen-Dale, Anne-Lise; Papaleo, Elena; Helland, Åslaug; Rudd, Pauline M; Gromova, Irina

    2018-04-26

    Particular N-glycan structures are known to be associated with breast malignancies by coordinating various regulatory events within the tumor and corresponding microenvironment, thus implying that N-glycan patterns may be used for cancer stratification and as predictive or prognostic biomarkers. However, the association between N-glycans secreted by breast tumor and corresponding clinical relevance remain to be elucidated. We profiled N-glycans by HILIC UPLC across a discovery dataset composed of tumor interstitial fluids (TIF, n=85), paired normal interstitial fluids (NIF, n=54) and serum samples (n=28) followed by independent evaluation, with the ultimate goal of identifying tumor-related N-glycan patterns in blood of breast cancer patients. The segregation of N-linked oligosaccharides revealed 33 compositions, which exhibited differential abundances between TIF and NIF. TIFs were depleted of bisecting N-glycans, which are known to play essential roles in tumor suppression. An increased level of simple high mannose N-glycans in TIF strongly correlated with the presence of tumor infiltrating lymphocytes within tumor. At the same time, a low level of highly complex N-glycans in TIF inversely correlated with the presence of infiltrating lymphocytes within tumor. Survival analysis showed that patients exhibiting increased TIF abundance of GP24 had better outcomes, whereas low levels of GP10, GP23, GP38, and coreF were associated with poor prognosis. Levels of GP1, GP8, GP9, GP14, GP23, GP28, GP37, GP38, and coreF were significantly correlated between TIF and paired serum samples. Cross-validation analysis using an independent serum dataset supported the observed correlation between TIF and serum, for five out of nine N-glycan groups: GP8, GP9, GP14, GP23, and coreF. Collectively, our results imply that profiling of N-glycans from proximal breast tumor fluids is a promising strategy for determining tumor-derived glyco-signature(s) in the blood. N-glycans structures

  13. Metabolomic analysis of 92 pulmonary embolism patients from a nested case-control study identifies metabolites associated with adverse clinical outcomes.

    Science.gov (United States)

    Zeleznik, O A; Poole, E M; Lindstrom, S; Kraft, P; Van Hylckama Vlieg, A; Lasky-Su, J A; Harrington, L B; Hagan, K; Kim, J; Parry, B A; Giordano, N; Kabrhel, C

    2018-03-01

    Essentials Risk-stratification often fails to predict clinical deterioration in pulmonary embolism (PE). First-ever high-throughput metabolomics analysis of risk-stratified PE patients. Changes in circulating metabolites reflect a compromised energy metabolism in PE. Metabolites play a key role in the pathophysiology and risk stratification of PE. Background Patients with acute pulmonary embolism (PE) exhibit wide variation in clinical presentation and outcomes. Our understanding of the pathophysiologic mechanisms differentiating low-risk and high-risk PE is limited, so current risk-stratification efforts often fail to predict clinical deterioration and are insufficient to guide management. Objectives To improve our understanding of the physiology differentiating low-risk from high-risk PE, we conducted the first-ever high-throughput metabolomics analysis (843 named metabolites) comparing PE patients across risk strata within a nested case-control study. Patients/methods We enrolled 92 patients diagnosed with acute PE and collected plasma within 24 h of PE diagnosis. We used linear regression and pathway analysis to identify metabolites and pathways associated with PE risk-strata. Results When we compared 46 low-risk with 46 intermediate/high-risk PEs, 50 metabolites were significantly different after multiple testing correction. These metabolites were enriched in the following pathways: tricarboxylic acid (TCA) cycle, fatty acid metabolism (acyl carnitine) and purine metabolism, (hypo)xanthine/inosine containing. Additionally, energy, nucleotide and amino acid pathways were downregulated in intermediate/high-risk PE patients. When we compared 28 intermediate-risk with 18 high-risk PE patients, 41 metabolites differed at a nominal P-value level. These metabolites were enriched in fatty acid metabolism (acyl cholines), and hemoglobin and porphyrin metabolism. Conclusion Our results suggest that high-throughput metabolomics can provide insight into the

  14. Implementing learnerships: learner recruitment and selection B ...

    African Journals Online (AJOL)

    Implementing learnerships: learner recruitment and selection B lessons learnt from the KwaZulu-Natal pilot projects. ... 2001 in KwaZulu-Natal, with specific reference to the recruitment and selection of learners. ... AJOL African Journals Online.

  15. Turning university professors into competent learners

    NARCIS (Netherlands)

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

    2008-01-01

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

  16. Experiences of learners from informal settlements

    African Journals Online (AJOL)

    Erna Kinsey

    problem is further compounded if educators are not trained to work with learners from ... to locate problems that emerge with the learners themselves rather than within the system ..... "Black students' school success: coping with the burden of ...

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

    Science.gov (United States)

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

    2017-01-01

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

  18. Focus on Form, Learner Uptake and Subsequent Lexical Gains in Learners' Oral Production

    Science.gov (United States)

    Alcon-Soler, Eva

    2009-01-01

    This descriptive study reports findings on the relationship between focus on form, learner uptake and subsequent lexical gains in learners' oral production. The data for the study consisted in 17 45-minute audio-recorded teacher-led conversations, 204 learners' diaries (17 sessions x 12 learners) reporting what they had learned after each…

  19. Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

    Science.gov (United States)

    Sie, Rory L. L.; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter B.

    2013-01-01

    Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes when using a personal learning network is…

  20. Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

    NARCIS (Netherlands)

    Sie, Rory; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter

    2018-01-01

    Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes

  1. Specialised Translation Dictionaries for Learners

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2010-01-01

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

  2. Emotional Intelligence of Self Regulated Learners

    Science.gov (United States)

    Rathore, Ami

    2018-01-01

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

  3. Buffalo City learners' knowledge of abortion legislation

    African Journals Online (AJOL)

    2014-06-19

    Jun 19, 2014 ... Objectives: This research investigated Grade 11 learners' knowledge of the CTOP Act and ... those learners attending schools formerly designated for African learners during Apartheid .... be performed if, in the opinion of a medical practitioner, ..... of pre-termination of pregnancy counselling to the woman.

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

    African Journals Online (AJOL)

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

  5. Clever Nihilism: Cynicism in Evidence Based Medicine Learners.

    Science.gov (United States)

    Meserve, Chris; Kalet, Adina; Zabar, Sondra; Hanley, Kathleen; Schwartz, Mark D

    2005-12-01

    Evidence-based medicine (EBM) educators are often confronted with learners who use their new critical appraisal skills to dismiss much of the medical literature. Does this cynical attitude of "clever nihilism" affect educational outcomes, such that educators need to tailor their curricula to these learners? The authors proposed that this critical skepticism may be an intermediate developmental stage for EBM learners as they progress from "naïve empiricism" to "mature pragmatism" and sought to observe its effect on educational outcomes from an intensive, 6 week EBM course. In this course, fifty-four medical residents reported significantly improved skills in critical appraisal and electronic searching. However there was no association between a measure of clever nihilism and the self-reported educational outcomes. The role of clever nihilism in the EBM classroom remains a potentially important issue, and its lack of effect here may be a product of several methodological limitations addressed in the discussion. Such a construct requires further validation The question remains as to whether such cynicism is a learning style or a developmental phase.

  6. Strategies to address learner aggression in rural South African secondary schools

    Directory of Open Access Journals (Sweden)

    Gunam D. Singh

    2013-11-01

    Full Text Available Managing learner aggression in the school system is central to learners’ academic performance and holistic development. In order to manage learner aggression, it is important to understand the contributory factors and the forms of learner aggression. This article reports on an investigation of factors contributing to learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal in order to identify the forms of learner aggression and to establish strategies to manage such aggression in these secondary schools. A qualitative research design was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. The findings showed that the factors contributing to learner aggression include family factors, environmental factors and school-related factors whilst the most common forms of learner aggression in schools are verbal aggression, physical aggression and bullying. The article concludes with the role that the school, parents and the Department of Education can play in addressing learner aggression in schools.

  7. Learner Analysis Framework for Globalized E-Learning: A Case Study

    Directory of Open Access Journals (Sweden)

    Mamta Saxena

    2011-06-01

    Full Text Available The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to a rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis.The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.

  8. Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age

    Science.gov (United States)

    Cupples, Linda; Ching, Teresa Y.C.; Button, Laura; Leigh, Greg; Marnane, Vivienne; Whitfield, Jessica; Gunnourie, Miriam; Martin, Louise

    2016-01-01

    Objective This study examined language and speech outcomes in young children with hearing loss and additional disabilities. Design Receptive and expressive language skills and speech output accuracy were evaluated using direct assessment and caregiver report. Results were analysed first for the entire participant cohort, and then to compare results for children with hearing aids (HAs) versus cochlear implants (CIs). Study sample A population-based cohort of 146 5-year-old children with hearing loss and additional disabilities took part. Results Across all participants, multiple regressions showed that better language outcomes were associated with milder hearing loss, use of oral communication, higher levels of cognitive ability and maternal education, and earlier device fitting. Speech output accuracy was associated with use of oral communication only. Average outcomes were similar for children with HAs versus CIs, but their associations with demographic variables differed. For HA users, results resembled those for the whole cohort. For CI users, only use of oral communication and higher cognitive ability levels were significantly associated with better language outcomes. Conclusions The results underscore the importance of early device fitting for children with additional disabilities. Strong conclusions cannot be drawn for CI users given the small number of participants with complete data. PMID:27630013

  9. Empowering Learners through Blended Learning

    Science.gov (United States)

    Owston, Ron

    2018-01-01

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

  10. Factors Influencing Learner Permit Duration

    Directory of Open Access Journals (Sweden)

    Johnathon P. Ehsani

    2016-12-01

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

  11. Rich Environments for Adult Learners

    Science.gov (United States)

    Bentham, Renee

    2008-01-01

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

  12. Shifting Power to the Learner

    Science.gov (United States)

    Wolf, Alison

    2010-01-01

    Decades of reform have resulted in a system of further education that treats adults like children, with limited control over the qualifications they choose to pursue. This needs to change. Money must follow learners, not government contracts, and so create a genuinely demand-led system. The author proposes new financial and regulatory structures…

  13. Tweetalige Aanleerderswoordeboek. Bilingual Learner's Dictionary

    African Journals Online (AJOL)

    ate medium for encoding. Correct pronunciation is not guaranteed, because only syllabification and the main stress are indicated in words. Grammatical guidance is also not given to such an extent that Learners will be able to generate correct sentences on their own. The role that con- trastive analysis and error analysis ...

  14. Can You Keep Learners Online?

    Science.gov (United States)

    Zielinski, Dave

    2000-01-01

    Reasons people do not complete online training courses include (1) no incentives, (2) lack of connectedness, (3) learner preference for instructor-led courses, (4) poor course design, (5) "some is enough," and (6) lack of perks. Course delivery must consider three elements: the technology, course design, and the learning environment. (JOW)

  15. Requirements for flexible learner monitoring

    NARCIS (Netherlands)

    Glahn, Christian; Specht, Marcus; Koper, Rob

    2007-01-01

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

  16. Preparing Learners for the Future

    Directory of Open Access Journals (Sweden)

    Olga DeJesus

    2017-12-01

    Full Text Available Book review of “Teaching in a Globally Connected World: Preparing Learners for the Future.” Edited by Ervin F. Sparapani and Pamela L. Ross McClain. Lanham, MD: Hamilton Books, 2016. ISBN: 978-0-7618-6814-9

  17. Connected minds technology and today's learners

    CERN Document Server

    Pedrò, Francesc

    2012-01-01

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

  18. What Is This Thing Called Learner's Lexicography?

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2010-01-01

    Learner lexicography as a research area has attracted increased attention during the past decades, but what is actually the true nature of learner lexicography? This question calls for a complex answer. Learner lexicography has as its objective to develop principles that help practitioners......, namely its functions, data and structures, as this strengthens the basis of learner lexicography because it leads to a proper study and understanding of the competences and needs of learners. Finally, the modern theory of dictionary functions encourages theoretical and practical lexicographers to adopt...

  19. Late Emerging Reading Difficulties in English Language Learners

    OpenAIRE

    Garcia, Nicole Marie

    2015-01-01

    Research has identified a group of students who do not begin to exhibit reading difficulties until fourth or fifth grade, suggesting late-emerging reading difficulties. Considering that these students do not show signs of reading difficulties in early grades, attempting to identify these students early becomes problematic. Additionally, little is known regarding the characteristics of late-emerging reading deficits within English language learner (ELL) populations. The purpose of this study w...

  20. LEARNER AUTONOMY ON ESSAY WRITING ACCURACY

    Directory of Open Access Journals (Sweden)

    Mohammad Hafidz

    2018-01-01

    Full Text Available Abstract: Learner autonomy on writing is independently teaching and learning that keeps students’ control to explore their knowledge and experiences in written language, find out and evaluate their errors based on the conceptual courses to make accurately simple essay. The aim was to know the effectiveness of the learner autonomy on writing accuracy. This quantitative research conducted in one group pretest and posttest design. The number of samples was 21 students in Bangkalan. The instrument were tests to gain students’ writing score before and after treatment. Researcher statistically analyzed the data using SPSS 23 version by running a Paired Samples Test. The result shown the means of pretes score was 66,83 and posttest score was 74,57, Paired Samples Correlations was 0,614 (strong correlation. Significance was 0,005, it means that  a (0,05 is higher than r value (0,005 with high variance of mean value (14,091. As a result, the hypothesis (H1­ was received that learner autonomy contributed effectively to learners’ in organizing own ideas (Ene, 2006 such as making a topic  map becomes some explanable sub-topics, writing down main and supporting idea, clustering some objects, editing next and learners  absolutely accumulate some selected vocabularies inappropriate topics  (Chengping W, 2008. Keyword: Learner Autonomy, Learning process, outcomes Absrak: Pembelajaran otonomi  adalah pembelajaran mandiri yang mengontrol mahasiswa untuk menyampaikan gagasan dan pengalamannya, mencatat dan mengevaluasi kesalahan yang terjadi dalam penulisan esai sederhana berdasarkan pembelajaran yang tersetruktur. Tujuan adalah untuk mengetahui efektifitas pembelajaran otonomi terhadap akurasi tulisan secara statistik. Penelitian ini dilakukan dengan menggunakan desain tes awal dan akhir. Jumlah sampel terdiri dari 21 siswa di Bangkalan. Isntrumen yang digunakan adalah tes untuk mengetahui hasil nilai mahasiswa sebelum dan sesudah melakukan

  1. Identifying Information Focuses in Listening Comprehension

    Science.gov (United States)

    Zhang, Hong-yan

    2011-01-01

    The study explains the process of learners' listening comprehension within Halliday's information theory in functional grammar, including the skills of identifying focuses while listening in college English teaching. Identifying information focuses in listening is proved to improve the students' communicative listening ability by the means of a…

  2. An interview study of how clinical teachers develop skills to attend to different level learners.

    Science.gov (United States)

    Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

    2016-06-01

    One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

  3. Challenges facing primary school educators of English Second (or Other Language learners in the Western Cape

    Directory of Open Access Journals (Sweden)

    Julie O'Connor

    2009-05-01

    Full Text Available We were prompted by the prevalence of English Second or Other Language (ESOL learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Fur­thermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent in­volvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language thera­pist and educator collaborations and speech-language therapists' participation in educator training were identified.

  4. Language, Identity, and Citizenship in a U.S. University: Immigrant English Learners' Identity (Re)positioning

    Science.gov (United States)

    Fuentes, Ronald

    2016-01-01

    In response to growing linguistic diversity, many U.S. universities have implemented language policies that include procedures for English learner (EL) identification. Institutional labels such as "English learner" and "limited English proficiency" are regularly used to identify students who may need English language support;…

  5. Who Are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources

    Science.gov (United States)

    Farrow, Robert; de los Arcos, Beatriz; Pitt, Rebecca; Weller, Martin

    2015-01-01

    Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER).…

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

    Science.gov (United States)

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

    2014-01-01

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

  7. Identifying the independent effect of HbA1c variability on adverse health outcomes in patients with Type 2 diabetes.

    Science.gov (United States)

    Prentice, J C; Pizer, S D; Conlin, P R

    2016-12-01

    To characterize the relationship between HbA 1c variability and adverse health outcomes among US military veterans with Type 2 diabetes. This retrospective cohort study used Veterans Affairs and Medicare claims for veterans with Type 2 diabetes taking metformin who initiated a second diabetes medication (n = 50 861). The main exposure of interest was HbA 1c variability during a 3-year baseline period. HbA 1c variability, categorized into quartiles, was defined as standard deviation, coefficient of variation and adjusted standard deviation, which accounted for the number and mean number of days between HbA 1c tests. Cox proportional hazard models predicted mortality, hospitalization for ambulatory care-sensitive conditions, and myocardial infarction or stroke and were controlled for mean HbA 1c levels and the direction of change in HbA 1c levels during the baseline period. Over a mean 3.3 years of follow-up, all HbA 1c variability measures significantly predicted each outcome. Using the adjusted standard deviation measure for HbA 1c variability, the hazard ratios for the third and fourth quartile predicting mortality were 1.14 (95% CI 1.04, 1.25) and 1.42 (95% CI 1.28, 1.58), for myocardial infarction and stroke they were 1.25 (95% CI 1.10, 1.41) and 1.23 (95% CI 1.07, 1.42) and for ambulatory-care sensitive condition hospitalization they were 1.10 (95% CI 1.03, 1.18) and 1.11 (95% CI 1.03, 1.20). Higher baseline HbA 1c levels independently predicted the likelihood of each outcome. In veterans with Type 2 diabetes, greater HbA 1c variability was associated with an increased risk of adverse long-term outcomes, independently of HbA 1c levels and direction of change. Limiting HbA 1c fluctuations over time may reduce complications. © 2016 Diabetes UK.

  8. Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

    Science.gov (United States)

    Deese Becht, Sara-Maria Francis

    1999-11-01

    The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes

  9. Selection and ranking of patient video cases in paediatric neurology in relation to learner levels.

    Science.gov (United States)

    Balslev, Thomas; Muijtjens, Arno M M; Maarbjerg, Sabine Frølich; de Grave, Willem

    2018-05-01

    Teaching and learning with patient video cases may add authenticity, enhance diagnostic accuracy and improve chances of early diagnosis. The aim of this study is firstly to identify selection criteria for key Patient video cases (PVCs), secondly to identify trends in relevance of PVCs for learner levels and thirdly, to rank PVCs for learner levels. Based on a literature review, we identified criteria for key PVCs for use in paediatric neurology. We then performed a multi-round Delphi analysis to obtain agreement between 28 expert clinician teachers concerning key PVCs for four learner levels. We identified two major criteria: key PVCs should demonstrate key movements, and these movements should be subtle and/or difficult to note. The expert clinician teachers subsequently assessed a list of 14 topics for key PVCs. We found a clear, increasing trend in relevance scores, from medical students to young residents to experienced residents and specialists. For medical students and residents, epileptic spasms, Down syndrome, developmental delay, cerebral palsy and absence epilepsy were highly ranked. For specialists, conditions like chorea, focal seizures or eye movement disorders topped the ranking list, although ranking was less clear for this group of advanced learners. Key PVCs should demonstrate movements that are difficult to note for learners. Ranked lists of key PVCs for teaching and learning at different learner levels are now available and may help institutions build validated local libraries of PVCs. Copyright © 2017 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

  10. Educators’ perspectives on risk factors for learner-onlearner bullying

    Directory of Open Access Journals (Sweden)

    Corene de Wet

    2013-09-01

    Full Text Available Educators are the key role-players in the successful development and implementation of most anti-bullying programmes and/or intervention strategies. This article sets out to report on findings from a qualitative study on educators’ perspectives of the risk factors for learner-on-learner bullying. Educators who were furthering their studies at the University of the Free State, South Africa, were invited to take part in the study on different types of bullying. This article focuses on the narratives of 91 participants who described the incidence of learner-on-learner bullying. The study uses a four-level, social-ecological model as the theoretical framework. Individual, family, institutional and societal risk factors for bullying were identified by means of a qualitative content analysis. It is suggested in the article that although risk-focused prevention strategies may lead to a reduction in bullying, prevention strategies should not target only these (negative factors, but try to promote protective factors on all four social-ecological levels.

  11. Analysing the Improper Pronunciation of Diphthongs by Iraqi EFL learners

    Directory of Open Access Journals (Sweden)

    Mukhalad Malik Almutalabi

    2018-04-01

    Full Text Available The current study aims at analysing the improper pronunciation of Iraqi EFL learners concerning the pronunciation of diphthongs in words of various syllables. It describes and identifies thoroughly the mispronunciations of such important sounds in English language. The study attempts at analysing such mispronunciations by clarifying and assigning the phonetic deviations of Iraqi EFL learners when they pronounce diphthongs. So the main objective of the study is to analyse the errors committed by Iraqi learners in the pronunciation of diphthongs grouping each error into its specific category. To verify the objective of the paper, 25 Iraqi EFL learners from the department of English at Cihan University/ Slemani are chosen to be the main participants of the study. The test which was conducted in the laboratory of the Department of English contained 10 words comprising various diphthongs. The results clearly revealed that mispronouncing English diphthongs by Iraqi EFL were mostly observed by replacing the required diphthong with another improper one and they also tended to use simple vowels instead of the correct required diphthongs.

  12. Unskilled Work and Learner Identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2014-01-01

    . The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identity acknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining......The paper examines how unskilled work forms conditions for meeting the obligation to position oneself as an educable subject and engage in formal learning activities. Sensitivity to peoples’ work-life-experiences is necessary to understand their orientation toward different learning activities...... a critical theoretical approach inspired by Salling-Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity. Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized...

  13. High Ability and Learner Characteristics

    Directory of Open Access Journals (Sweden)

    Huda Hindal

    2013-01-01

    Full Text Available The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being ‘gifted’. This study looks at the inter-correlations between performance in various subjects in examinations and then considers how examination performance correlates with measures of working memory capacity, extent of field dependency, extent of divergency and visual-spatial abilities. A very large sample of grade 7 Kuwaiti students (aged ~13 was involved, the sample being selected in such a way that it contained a high proportion of those regarded as ‘gifted’ under the procedures used in Kuwait. While specific learner characteristics have been related to examination performance, this study brings four different characteristics together to gain a picture of the way these characteristics may be seen in those who perform extremely well in examinations. Principal components analysis using varimax rotation, was used to look at the examination data and one factor accounted for 87% of the variance. A consideration of the examination papers led to the conclusion that the national examinations tested only recall-recognition. It was also found that those who performed best in all six subjects tended to be those who are highly divergent and strongly visual-spatial as well as those tending to have higher working memory capacities and being more field independent. The inter-correlations between the various learner characteristics are explained in terms of the way the brain is known to process information. The implications of the findings for assessment and for the way high ability is considered are discussed.

  14. Literacy for all young learners

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    Jalongo, Mary Renck

    2015-01-01

    Literacy for All Young Learners offers 65 strategies to support literacy learning with children from preschool through the third grade. Each strategy is designed to be simple to use with all of the children in your classroom-from the not-yet-readers to the fluent readers-and each strategy is tied to the Common Core State Standards for kindergarten through third grade.

  15. An investigation into Spanish EFL learners' anxiety

    Directory of Open Access Journals (Sweden)

    Juan de Dios Martínez Agudo

    2013-08-01

    Full Text Available This research article reports the results of a study designed to measure and analyse Spanish students' perceived anxiety when learning and using EFL inside the classroom. This article first includes a review of the literature on foreign language anxiety. Then it describes the participants of the investigation and the research methodology procedures. This is followed by the presentation and discussion of the results and, finally, the conclusions derived from this study. The resulting data revealed interesting information about the anxiety levels present among Spanish EFL learners. While relatively high levels of speaking anxiety have been identified, somewhat lower levels of listening anxiety associated with error correction, by contrast, have also been found. More specifically, the results suggested that the level of listening anxiety seems to slightly increase when error correction is somehow involved in the process.

  16. Learner discipline: An Australian perspective

    Directory of Open Access Journals (Sweden)

    D. Stewart

    2004-07-01

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

  17. Distinctiveness of Saudi Arabian EFL Learners

    Directory of Open Access Journals (Sweden)

    Manssour Habbash

    2016-04-01

    Full Text Available In view of the increasing concern among English language teachers dealing with students from Saudi Arabia, as it manifests in TESOL community discussions, about the uniqueness of Saudi Arabian EFL learners, this paper attempts to document the outcome of a study of their distinctiveness from the perspective of expatriate teachers working for PYPs (Preparatory Year Programs in Saudi Arabia. This study examines the distinctiveness with regard to the learning attitudes of Saudi students that are often cultivated by the culture and academic environment in their homeland. Employing an emic approach for collecting the required data an analysis was carried out in light of the other studies on ‘education’ in Saudi Arabia that have particular reference to the factors that can positively influence student motivation, student success and the academic environment. The findings were used in constructing the rationale behind such distinctiveness. Assuming that the outcome of the discussion on the findings of this exploration can be helpful for teachers in adapting their teaching methodology and improving their teacher efficacy in dealing with students both from the kingdom and in the kingdom, some recommendations are made. Keywords: China Distinctiveness, Saudi Arabian University context, Expatriate teachers’ perspective, Distinctiveness Theory

  18. Lexical availability of young Spanish EFL learners: emotion words versus non-emotion words

    OpenAIRE

    Jiménez Catalán, R.; Dewaele, Jean-Marc

    2017-01-01

    This study intends to contribute to L2 emotion vocabulary research by looking at the words that primary school EFL learners produce in response to prompts in a lexical availability task. Specifically, it aims to ascertain whether emotion prompts (Love, Hate, Happy and Sad) generate a greater number of words than non-emotion prompts (School and Animals). It also seeks to identify the words learners associate with each semantic category to determine whether the words produced in response to emo...

  19. Learner-to-learner visual acuity screening: A solution for early ...

    African Journals Online (AJOL)

    The National School Health Policy guidelines (2002) stipulate that primary school learners should have their vision, speech, hearing, mental health, teeth, ... This project created greater awareness among learners, parents and teachers ...

  20. Learners’ perceptions of learners regarded as having a homosexual orientation in an independent secondary school environment

    Directory of Open Access Journals (Sweden)

    Hendrik P. Mostert

    2012-10-01

    Full Text Available In schools today discrimination based on sexual orientation takes place on a regular basis. This form of discrimination leads to aggression towards learners perceived to be homosexual, as well as towards those with a homosexual orientation. For more than 15 years South Africa has been a democratic country with laws that protect learners who have a homosexual orientation. Nevertheless, aggression and discrimination towards these learners still occur in schools. Aggression often leads to verbal and physical bullying of the victims by perpetrators. The objectives of this research were to explore and describe Grade 11 learners’ experiences of aggression towards learners perceived to be homosexual as well as those with a homosexual orientation in an independent secondary school environment. The research design was qualitative, exploratory, descriptive and contextual in nature. The data for this investigation consisted of essays based on a published newspaper photograph, phenomenological group interviews, observations and field notes. Tesch’s method of data analysis was used, and an independent coder assisted. Three themes were identified, discussed and supported by a literature control: that learners experience that it is right and acceptable to have a homosexual orientation; that they experience ambivalence towards homosexual orientation of learners; and experienced feelings that it is wrong to have a homosexual orientation. Recommended guidelines are provided to address aggression towards learners perceived to be homosexual and those with a homosexual orientation.

  1. High school learners' mental construction during solving optimisation problems in Calculus: a South African case study

    Directory of Open Access Journals (Sweden)

    Deonarain Brijlall

    2013-01-01

    Full Text Available This qualitative case study in a rural school in Umgungundlovu District in KwaZulu-Natal, South Africa, explored Grade 12 learners' mental constructions of mathematical knowledge during engagement with optimisation problems. Ten Grade 12 learners who do pure Mathematics participated, and data were collected through structured activity sheets and semi-structured interviews. Structured activity sheets with three tasks were given to learners; these tasks were done in groups, and the group leaders were interviewed. It was found that learners tended to do well with routine-type questions, implying that they were functioning at an action level. From the interviews it appeared that learners might have the correct answer, but lacked conceptual understanding. Exploring learners' mental constructions via their responses to activity sheets and interviews enabled common errors and misconceptions to be identified. Themes that emerged were that learners: 1 lacked the understanding of notation dy/dx, 2 had not constructed the derivative and minima/maxima schema, 3 had some difficulty in modelling problems, 4 preferred rules and formulas, and 5 applied algebraic notions incorrectly. Inferences are drawn for curriculum developers and teachers. This study also formulated itemised genetic decompositions for particular tasks, which contribute to APOS theory.

  2. Young learners' use of social media for information seeking

    DEFF Research Database (Denmark)

    Hyldegård, Jette Seiden

    2015-01-01

    information seeking activities, strategies and preferences can be identified when young learners use social media for information seeking in relation to course work and other study-related work tasks? 2) What motivations can be identified among young learners for using social media for information seeking....... The reported factors motivating information seeking were convenience and easy access to information, in addition to the content associated with specific social media types. Students’ use of social media for information seeking was associated primarily with their private information landscape. Contributions......Background. Increased use of social media for information seeking and learning calls for more research and knowledge of how these emerging technologies can support students’ learning. Objectives. The focus is on recent studies of young learners’ use of social media for information seeking...

  3. Referral outcomes of individuals identified at high risk of cardiovascular disease by community health workers in Bangladesh, Guatemala, Mexico, and South Africa.

    Science.gov (United States)

    Levitt, Naomi S; Puoane, Thandi; Denman, Catalina A; Abrahams-Gessel, Shafika; Surka, Sam; Mendoza, Carlos; Khanam, Masuma; Alam, Sartaj; Gaziano, Thomas A

    2015-01-01

    We have found that community health workers (CHWs) with appropriate training are able to accurately identify people at high cardiovascular disease (CVD) risk in the community who would benefit from the introduction of preventative management, in Bangladesh, Guatemala, Mexico, and South Africa. This paper examines the attendance pattern for those individuals who were so identified and referred to a health care facility for further assessment and management. Patient records from the health centres in each site were reviewed for data on diagnoses made and treatment commenced. Reasons for non-attendance were sought from participants who had not attended after being referred. Qualitative data were collected from study coordinators regarding their experiences in obtaining the records and conducting the record reviews. The perspectives of CHWs and community members, who were screened, were also obtained. Thirty-seven percent (96/263) of those referred attended follow-up: 36 of 52 (69%) were urgent and 60 of 211 (28.4%) were non-urgent referrals. A diagnosis of hypertension (HTN) was made in 69% of urgent referrals and 37% of non-urgent referrals with treatment instituted in all cases. Reasons for non-attendance included limited self-perception of risk, associated costs, health system obstacles, and lack of trust in CHWs to conduct CVD risk assessments and to refer community members into the health system. The existing barriers to referral in the health care systems negatively impact the gains to be had through screening by training CHWs in the use of a simple risk assessment tool. The new diagnoses of HTN and commencement on treatment in those that attended referrals underscores the value of having persons at the highest risk identified in the community setting and referred to a clinic for further evaluation and treatment.

  4. The N2 paradox: similar outcomes of pre- and postoperatively identified single-zone N2a positive non-small-cell lung cancer.

    Science.gov (United States)

    Tsitsias, Thomas; Boulemden, Anas; Ang, Keng; Nakas, Apostolos; Waller, David A

    2014-05-01

    Resection of N2a non-small-cell lung cancer (NSCLC) diagnosed preoperatively is controversial but there is support for resection of unexpected N2 disease discovered at surgery. Since the seventh TNM edition, we have intentionally resected clinical N2a disease. To validate this policy, we determined prognostic factors associated with all resected N2 disease. From a prospective database of 1131 consecutive patients undergoing elective resection for primary lung cancer over a period of 8 years, we identified 68 patients (35 females (51.4%), mean age 66 years, standard deviation (SD) 9 years) who had pathological N2 disease. All patients had positron emission computed tomography (CT-PET) staging and selective mediastinoscopy. A Cox-regression analysis was performed to identify prognostic factors. At a median follow-up of 38.7 months (standard error 10, 95% confidence interval (CI) 19.0-58.4), the overall median survival was 22.2 months (95% CI 14.6-29.8) with 1-, 2- and 5-year survival rates of 63.3, 46.6 and 13.2%, respectively. Survival after resection of pN2 disease is adversely affected by the need for pneumonectomy, multizone pN2b involvement and by non-compliance with adjuvant chemotherapy. Pathological involvement of the subcarinal zone but no other zone appears to be associated with an adverse prognosis (hazard ratio (HR) 1.87, P = 0.063). Importantly, long-term survival is not different between those patients who have a negative preoperative PET-CT scan and yet are found to have pN2 after resection, and those who are single-zone cN2a positive before resection on PET-CT scan (HR 1.37, P = 0.335). Our results support a policy of intentionally resecting single-zone N2a NSCLC identified preoperatively as part of a multimodality therapy.

  5. Referral outcomes of individuals identified at high risk of cardiovascular disease by community health workers in Bangladesh, Guatemala, Mexico, and South Africa

    Science.gov (United States)

    Levitt, Naomi S.; Puoane, Thandi; Denman, Catalina A.; Abrahams-Gessel, Shafika; Surka, Sam; Mendoza, Carlos; Khanam, Masuma; Alam, Sartaj; Gaziano, Thomas A.

    2015-01-01

    Background We have found that community health workers (CHWs) with appropriate training are able to accurately identify people at high cardiovascular disease (CVD) risk in the community who would benefit from the introduction of preventative management, in Bangladesh, Guatemala, Mexico, and South Africa. This paper examines the attendance pattern for those individuals who were so identified and referred to a health care facility for further assessment and management. Design Patient records from the health centres in each site were reviewed for data on diagnoses made and treatment commenced. Reasons for non-attendance were sought from participants who had not attended after being referred. Qualitative data were collected from study coordinators regarding their experiences in obtaining the records and conducting the record reviews. The perspectives of CHWs and community members, who were screened, were also obtained. Results Thirty-seven percent (96/263) of those referred attended follow-up: 36 of 52 (69%) were urgent and 60 of 211 (28.4%) were non-urgent referrals. A diagnosis of hypertension (HTN) was made in 69% of urgent referrals and 37% of non-urgent referrals with treatment instituted in all cases. Reasons for non-attendance included limited self-perception of risk, associated costs, health system obstacles, and lack of trust in CHWs to conduct CVD risk assessments and to refer community members into the health system. Conclusions The existing barriers to referral in the health care systems negatively impact the gains to be had through screening by training CHWs in the use of a simple risk assessment tool. The new diagnoses of HTN and commencement on treatment in those that attended referrals underscores the value of having persons at the highest risk identified in the community setting and referred to a clinic for further evaluation and treatment. PMID:25854780

  6. miR-18b overexpression identifies mantle cell lymphoma patients with poor outcome and improves the MIPI-B prognosticator

    DEFF Research Database (Denmark)

    Husby, Simon; Ralfkiær, Ulrik Methner; Garde, Christian

    2015-01-01

    Recent studies show that mantle cell lymphoma (MCL) express aberrant microRNA (miRNA) profiles; however, the clinical effect of miRNA expression has not previously been examined and validated in large prospective homogenously treated cohorts. We performed genome-wide miRNA microarray profiling...... by decelerating cell proliferation. We conclude that overexpression of miR-18b identifies patients with poor prognosis in 2 large prospective MCL cohorts and adds prognostic information to the MIPI-B. MiR-18b may reduce the proliferation rate of MCL cells as a mechanism of chemoresistance....

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

    Science.gov (United States)

    Ilgaz, Hale; Gulbahar, Yasemin

    2017-01-01

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

  8. Germ-line variants identified by next generation sequencing in a panel of estrogen and cancer associated genes correlate with poor clinical outcome in Lynch syndrome patients.

    Science.gov (United States)

    Jóri, Balazs; Kamps, Rick; Xanthoulea, Sofia; Delvoux, Bert; Blok, Marinus J; Van de Vijver, Koen K; de Koning, Bart; Oei, Felicia Trups; Tops, Carli M; Speel, Ernst Jm; Kruitwagen, Roy F; Gomez-Garcia, Encarna B; Romano, Andrea

    2015-12-01

    The risk to develop colorectal and endometrial cancers among subjects testing positive for a pathogenic Lynch syndrome mutation varies, making the risk prediction difficult. Genetic risk modifiers alter the risk conferred by inherited Lynch syndrome mutations, and their identification can improve genetic counseling. We aimed at identifying rare genetic modifiers of the risk of Lynch syndrome endometrial cancer. A family based approach was used to assess the presence of genetic risk modifiers among 35 Lynch syndrome mutation carriers having either a poor clinical phenotype (early age of endometrial cancer diagnosis or multiple cancers) or a neutral clinical phenotype. Putative genetic risk modifiers were identified by Next Generation Sequencing among a panel of 154 genes involved in endometrial physiology and carcinogenesis. A simple pipeline, based on an allele frequency lower than 0.001 and on predicted non-conservative amino-acid substitutions returned 54 variants that were considered putative risk modifiers. The presence of two or more risk modifying variants in women carrying a pathogenic Lynch syndrome mutation was associated with a poor clinical phenotype. A gene-panel is proposed that comprehends genes that can carry variants with putative modifying effects on the risk of Lynch syndrome endometrial cancer. Validation in further studies is warranted before considering the possible use of this tool in genetic counseling.

  9. Grammatical Templates: Improving Text Difficulty Evaluation for Language Learners

    OpenAIRE

    Wang, Shuhan; Andersen, Erik

    2016-01-01

    Language students are most engaged while reading texts at an appropriate difficulty level. However, existing methods of evaluating text difficulty focus mainly on vocabulary and do not prioritize grammatical features, hence they do not work well for language learners with limited knowledge of grammar. In this paper, we introduce grammatical templates, the expert-identified units of grammar that students learn from class, as an important feature of text difficulty evaluation. Experimental clas...

  10. FAR FROM THE CITY LIGHTS: ENGLISH READING PERFORMANCE OF ESL LEARNERS IN DIFFERENT TYPES OF RURAL PRIMARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Tintswalo Manyike

    2012-09-01

    Full Text Available In this paper, the findings of a research study, in which the English reading performances of Grade 7 English Second Language (ESL learners in four different types of rural primary school which use English as the language of learning and teaching (LoLT were observed, are examined and how poor scores can be partly explained by the social context of learners and schools is explored. Although the Language in Education Policy in South Africa seeks to distribute and maintain the linguistic capital of the official languages through its support of multilingualism, the predominant preference for English as the LoLT in schooling disadvantages most ESL learners and perpetuates inequality in learner outcomes. This situation is exacerbated in certain school contexts such as those in rural settings. Bourdieu’s theory of linguistic capital and Coleman’s distinction between school social capital and home social capital are used as theoretical frameworks to the empirical inquiry undertaken in this study. The findings indicate a difference in the grammar and comprehension scores of learners in the respective participating schools as well as a sharp difference in the performance of learners in the different types of school involved. This suggests the current use of English as the LoLT does not mean that linguistic capital is equally distributed throughout schools. School type can thus act as an agent of cultural reproduction which influences learner outcomes.

  11. Critical thinking and creativity in nursing: learners' perspectives.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-05-01

    Although the development of critical thinking and the development of creativity are major areas in nursing programme, little has been explored about learners' perspectives towards these two concepts, especially in Chinese contexts. This study aimed to reveal nursing learners' perspectives on creativity and critical thinking. Qualitative data collection methods were adopted, namely group interviews and concept map drawings. The process of data collection was conducted in private rooms at a University. 36 nursing students from two problem-based learning classes were recruited in two groups for the study. After data collection, content analysis with axial coding approach was conducted to explore the narrative themes, to summarise the main ideas, and to make valid inferences from the connections among critical thinking, creativity, and other exogenous variables. Based on the findings, six major themes were identified: "revisiting the meanings of critical thinking"; "critical thinking and knowledge: partners or rivals?"; "is critical thinking criticising?"; "revising the meanings of creativity"; "creativity and experience: partners or rivals?"; and "should creativity be practical?". This study showed that learners had diverse perspectives towards critical thinking and creativity, and their debate on these two domains provided implications on nursing education, since the voices of learners are crucial in teaching. By closing the gap between learners and educators, this study offered some insights on nursing education in the new curriculum, in particular to co-construct nursing knowledge which is student-driven, and to consider students' voices towards understanding and applying creativity and critical thinking in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

  12. Use of games as a learner-centered strategy in gerontology, geriatrics, and aging-related courses.

    Science.gov (United States)

    Schmall, Vicki; Grabinski, C Joanne; Bowman, Sally

    2008-01-01

    Based on their experience as designers and/or users of games as a learner-centered strategy in gerontology, geriatric, and aging-related courses and training programs, the authors note multiple advantages of using games as a learning tool, list six relevant games (including order information), and suggest a variety of ways games can be used. They offer guidelines to apply in selecting appropriate games and discuss key aspects of the instructor or facilitator's role in preparing learners for game playing, monitoring game play, and debriefing students once game play has ended. Outcomes for learners and course instructors are shared.

  13. Consistencies far beyond chance: an analysis of learner preconceptions of reflective symmetry

    Directory of Open Access Journals (Sweden)

    Michael Kainose Mhlolo

    2013-01-01

    Full Text Available This article reports on regularities observed in learners' preconceptions of reflective symmetry. Literature suggests that the very existence of such regularities indicates a gap between what learners know and what they need to know. Such a gap inhibits further understanding and application, and hence needed to be investigated. A total of 235 Grade 11 learners, from 13 high schools that participate in the First Rand Foundation-funded Mathematics Education project in the Eastern Cape, responded to a task on reflective symmetry. Our framework for analysing the responses was based on the taxonomy of structure of the observed learning outcome. The results indicated that 85% of learner responses reflect a motion understanding of reflections, where learners considered geometric figures as physical motions on top of the plane. While this understanding is useful in some cases, it is not an essential aspect of mapping understanding, which is critical for application in function notations and other analytical geometry contexts. We suggest that if this gap is to be closed, learners need to construct these reflections physically so that they may think of reflections beyond motion.

  14. Expression profiles analysis of long non-coding RNAs identified novel lncRNA biomarkers with predictive value in outcome of cutaneous melanoma.

    Science.gov (United States)

    Ma, Xu; He, Zhijuan; Li, Ling; Yang, Daping; Liu, Guofeng

    2017-09-29

    Recent advancements in cancer biology have identified a large number of lncRNAs that are dysregulated expression in the development and tumorigenesis of cancers, highlighting the importance of lncRNAs as a key player for human cancers. However, the prognostic value of lncRNAs still remains unclear and needs to be further investigated. In the present study, we aim to assess the prognostic value of lncRNAs in cutaneous melanoma by integrated lncRNA expression profiles from TCGA database and matched clinical information from a large cohort of patients with cutaneous melanoma. We finally identified a set of six lncRNAs that are significantly associated with survival of patients with cutaneous melanoma. A linear combination of six lncRNAs ( LINC01260, HCP5, PIGBOS1, RP11-247L20.4, CTA-292E10.6 and CTB-113P19.5 ) was constructed as a six-lncRNA signature which classified patients of training cohort into the high-risk group and low-risk group with significantly different survival time. The prognostic value of the six-lncRNA signature was validated in both the validation cohort and entire TCGA cohort. Moreover, the six-lncRNA signature is independent of known clinic-pathological factors by multivariate Cox regression analysis and demonstrated good performance for predicting three- and five-year overall survival by time-dependent receiver operating characteristic (ROC) analysis. Our study provides novel insights into the molecular heterogeneity of cutaneous melanoma and also shows potentially important implications of lncRNAs for prognosis and therapy for cutaneous melanoma.

  15. Learner-Generated Noticing Behavior by Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2

    Science.gov (United States)

    Park, Eun Sung

    2013-01-01

    This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and…

  16. Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction

    Science.gov (United States)

    Andersen, Jeffery C.

    2013-01-01

    The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants' demographic data, learner-instructor interaction data, learner-social…

  17. Identifying Individual, Cultural and Asthma-Related Risk and Protective Factors Associated With Resilient Asthma Outcomes in Urban Children and Families

    Science.gov (United States)

    McQuaid, Elizabeth L.; Jandasek, Barbara; Kopel, Sheryl J.; Seifer, Ronald; Klein, Robert B.; Potter, Christina; Fritz, Gregory K.

    2012-01-01

    Objective The goal of this study is to identify individual, family/cultural, and illness-related protective factors that may minimize asthma morbidity in the context of multiple urban risks in a sample of inner-city children and families. Methods Participating families are from African-American (33), Latino (51) and non-Latino white (47) backgrounds. A total of 131 children with asthma (56% male), ages 6–13 years and their primary caregivers were included. Results Analyses supported the relationship between cumulative risks and asthma morbidity across children of the sample. Protective processes functioned differently by ethnic group. For example, Latino families exhibited higher levels of family connectedness, and this was associated with lower levels of functional limitation due to asthma, in the context of risks. Conclusions This study demonstrates the utility of examining multilevel protective processes that may guard against urban risks factors to decrease morbidity. Intervention programs for families from specific ethnic groups can be tailored to consider individual, family-based/cultural and illness-related supports that decrease stress and enhance aspects of asthma treatment. PMID:22408053

  18. Assessing Efficiency of Prompts Based on Learner Characteristics

    Directory of Open Access Journals (Sweden)

    Joy Backhaus

    2017-02-01

    Full Text Available Personalized prompting research has shown the significant learning benefit of prompting. The current paper outlines and examines a personalized prompting approach aimed at eliminating performance differences on the basis of a number of learner characteristics (capturing learning strategies and traits. The learner characteristics of interest were the need for cognition, work effort, computer self-efficacy, the use of surface learning, and the learner’s confidence in their learning. The approach was tested in two e-modules, using similar assessment forms (experimental n = 413; control group n = 243. Several prompts which corresponded to the learner characteristics were implemented, including an explanation prompt, a motivation prompt, a strategy prompt, and an assessment prompt. All learning characteristics were significant correlates of at least one of the outcome measures (test performance, errors, and omissions. However, only the assessment prompt increased test performance. On this basis, and drawing upon the testing effect, this prompt may be a particularly promising option to increase performance in e-learning and similar personalized systems.

  19. Accuracy of Electronic Health Record Data for Identifying Stroke Cases in Large-Scale Epidemiological Studies: A Systematic Review from the UK Biobank Stroke Outcomes Group.

    Directory of Open Access Journals (Sweden)

    Rebecca Woodfield

    Full Text Available Long-term follow-up of population-based prospective studies is often achieved through linkages to coded regional or national health care data. Our knowledge of the accuracy of such data is incomplete. To inform methods for identifying stroke cases in UK Biobank (a prospective study of 503,000 UK adults recruited in middle-age, we systematically evaluated the accuracy of these data for stroke and its main pathological types (ischaemic stroke, intracerebral haemorrhage, subarachnoid haemorrhage, determining the optimum codes for case identification.We sought studies published from 1990-November 2013, which compared coded data from death certificates, hospital admissions or primary care with a reference standard for stroke or its pathological types. We extracted information on a range of study characteristics and assessed study quality with the Quality Assessment of Diagnostic Studies tool (QUADAS-2. To assess accuracy, we extracted data on positive predictive values (PPV and-where available-on sensitivity, specificity, and negative predictive values (NPV.37 of 39 eligible studies assessed accuracy of International Classification of Diseases (ICD-coded hospital or death certificate data. They varied widely in their settings, methods, reporting, quality, and in the choice and accuracy of codes. Although PPVs for stroke and its pathological types ranged from 6-97%, appropriately selected, stroke-specific codes (rather than broad cerebrovascular codes consistently produced PPVs >70%, and in several studies >90%. The few studies with data on sensitivity, specificity and NPV showed higher sensitivity of hospital versus death certificate data for stroke, with specificity and NPV consistently >96%. Few studies assessed either primary care data or combinations of data sources.Particular stroke-specific codes can yield high PPVs (>90% for stroke/stroke types. Inclusion of primary care data and combining data sources should improve accuracy in large

  20. Monolingual and Bilingual Learners' Dictionaries*

    Directory of Open Access Journals (Sweden)

    Rufus H. Gouws

    2011-10-01

    Full Text Available

    Abstract: When deciding on the best learners' dictionary for a specific user and a specificsituation of usage one often has to make a choice between a monolingual and a bilingual learners'dictionary. This article discusses some aspects of the user-driven approach so prevalent in moderndaylexicographic thought, focuses broadly on dictionary typology and takes a closer look at monolingualand bilingual learners' dictionaries. Some problems users experience when learning a newlanguage, e.g. language distortion and problems related to the phenomenon of false friends, especiallyin closely related languages, are mentioned. It is indicated that a typological hybrid dictionarycould assist certain users. The importance of an unambiguous identification of the relevantlexicographic functions is emphasised and the notions of function condensation and function mergingare introduced. It is shown that the typological choice should be determined by a function-basedapproach to dictionary usage.

    Keywords: BILINGUAL DICTIONARY, FALSE FRIENDS, FUNCTION CONDENSATION,FUNCTION MERGING, GENUINE PURPOSE, LEARNERS' DICTIONARY, LEXICOGRAPHICFUNCTIONS, MONOLINGUAL DICTIONARY, TEXT PRODUCTION, TEXT RECEPTION,TYPOLOGICAL HYBRID, TYPOLOGY.

    Opsomming: Eentalige en tweetalige aanleerderwoordeboeke. Wanneerbesluit moet word oor die beste aanleerderwoordeboek vir 'n spesifieke gebruiker en 'n spesifiekegebruiksituasie moet daar dikwels gekies word tussen 'n eentalige en 'n tweetalige aanleerderwoordeboek.Hierdie artikel bespreek bepaalde aspekte van die gebruikersgedrewe benaderingwat kenmerkend is van die moderne leksikografiese denke, fokus breedweg op woordeboektipologieen gee in meer besonderhede aandag aan sekere aspekte van eentalige en tweetalige aanleerderwoordeboeke.Bepaalde probleme wat gebruikers ervaar by die aanleer van 'n vreemde taal,bv. taalversteuring en probleme verwant aan die verskynsel van valse vriende, veral in nou verwantetale, kry aandag

  1. Legal Translation Dictionaries for Learners

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2010-01-01

    in conditional clauses. When translating into languages not allowing such structures, for instance, English and French, learners need their legal translation dictionaries to help them with both the legal terms and the syntactic structures. The uses of textual conventions that characterise the legal genre vary....... Lexicographers should therefore design their dictionaries so that they contain intra-lingual or contrastive descriptions of the relevant genre conventions. As illustrated in Nielsen (2000) whether the best solution is to retain the genre conventions found in the SL text or to adopt the conventions used in TL...

  2. Exploring Lifelong Learners Engaged in an Astronomy-Related Massively Open Online Course

    Science.gov (United States)

    Buxner, Sanlyn; Impey, Chris David; Wenger, Matthew; Formanek, Martin; Romine, James M.

    2016-01-01

    Massively open online courses (MOOCs) are becoming increasingly popular ways to reach diverse lifelong learners all over the world. Although MOOCs resemble more formal classes (e.g. videos of content, quizzes, activities), they are often used by informal audiences from home. Recently, MOOCs have become more utilized by universities to conduct outreach as they explore how to use MOOCs to reach new potential learners. Despite the rapid adaption of MOOCs, little is known about individuals who choose to take a MOOC, how they interact with the course materials, and what motivates them to finish the course.We present results of a study of lifelong learners engaged in an astronomy "101" MOOC. Through analysis of registered learners' behaviors as well as self-reported responses to a survey about science, we were able to characterize a subset of the learners engaged in the MOOC during its first offering. Overall, 25363 learners from over 100 countries registered for the MOOC. Of those, 14900 accessed at least one part of the course. Learners were recruited to complete a survey of their knowledge and attitudes towards science. Of the learner group who opened the course, 2889 individuals completed the survey, 2465 of those were able to be linked to their usage of the MOOC through a unique identifier.Learners represented a wide-range of ages, professions, and previous science experience. The best predictors for MOOC completion were engagement in the first activity and first writing assignment and engagement in the online forum. Learners were very interested in science prior to their registration, had higher basic science knowledge that most undergraduate students enrolled in a parallel astronomy course, and used online searches and science sites to get their information about science. As we reach out to a worldwide audience to learners in these massively open online courses, understanding their motivations and behaviors will be essential. This work is helping us understand and

  3. Identifying characteristics and outcomes that are associated with fall-related fatalities: multi-year retrospective summary of fall deaths in older adults from 2005-2012.

    Science.gov (United States)

    Deprey, Sara M; Biedrzycki, Lynda; Klenz, Kristine

    2017-12-01

    Fall-related deaths continue to be the leading cause of accidental deaths in the older adult (65+ year) population. However, many fall-related fatalities are unspecified and little is known about the fall characteristics and personal demographics at the time of the fall. Therefore, this report describes the characteristics, circumstances and injuries of falls that resulted in older adult deaths in one U.S. County and explores the variables associated with fatal injuries from falls. This is a continued retrospective analysis of 841older adults whose underlying cause of death was due to a fall over an 8-year period (2005-2012). Demographics and logistic regression of fall characteristics and injuries were analyzed. Falls that led to death most often occurred when walking in one's own home. Most of the residents in this study were community-dwellers who had previous comorbidities taking an average of six medications prior to their fall. Survival after a fall was on average 31 days. The two most common injuries after a fatal fall were hip fractures (54%), and head injuries (21%). A logistic regression identified two variables associated with hip fracture, advancing age (OR = 1.05, 95% confidence interval [CI] = 1.02-1.08) and diagnosis of a prior neurological condition (OR = 2.1, 95% CI = 1.4-3.1). Variables associated with head injuries included younger age (OR = .91, 95% CI = .89-.94), male gender (OR = 2.5, 95% CI = 1.7-3.8), prescribed anticoagulants (OR = 2.4, 95% CI = 1.5-3.9) and negative musculoskeletal comorbidity (OR = 1.9. 95% CI = 1.1-3.0). Hip fractures and head injuries were the most common injury after a fall that led to death in older adults greater than 65 years. There are opposing risk factors for older adults who incur a hip fracture compared to a head injury. Thus, health professionals will need to individualize prevention efforts to reduce fall fatalities.

  4. Scaffolding Learner Autonomy in Online University Courses

    Science.gov (United States)

    Ribbe, Elisa; Bezanilla, María José

    2013-01-01

    This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…

  5. Language, Learners and Levels. Progression and Variation

    NARCIS (Netherlands)

    Haan, P.J.M. de; Vries, C.M. de; Vuuren, S. van

    2017-01-01

    Learner Corpus Research (LCR) is a vibrant discipline, which combines methodological rigour in the analysis of authentic learner data with a focus on practical pedagogical application. Following earlier successful conferences in Louvain and Bergen, the third LCR conference, hosted by Radboud

  6. "Harry Potter" and the English Language Learner.

    Science.gov (United States)

    Coatney, Kathy

    2001-01-01

    Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

  7. English Language Learners in a Digital Classroom

    Science.gov (United States)

    Prince, Johanna

    2017-01-01

    English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

  8. Promising Instructional Practices for English Language Learners

    Science.gov (United States)

    Prince, Johanna

    2018-01-01

    Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

  9. An Empirical Investigation into Nigerian ESL Learners ...

    African Journals Online (AJOL)

    General observations indicate that ESL learners in Nigeria tend to manifest fear and anxiety in grammar classes, which could influence their performance negatively or positively. This study examines empirically some of the reasons for some ESL learners' apprehension of grammar classes. The data for the study were ...

  10. Multidimensional Learner Model In Intelligent Learning System

    Science.gov (United States)

    Deliyska, B.; Rozeva, A.

    2009-11-01

    The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

  11. The Indonesian EFL Learners' Motivation in Reading

    Science.gov (United States)

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

    2017-01-01

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

  12. ICT Usage by Distance Learners in India

    Science.gov (United States)

    Awadhiya, Ashish Kumar; Gowthaman, K.

    2014-01-01

    Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among…

  13. Assessment concessions for learners with impairments

    African Journals Online (AJOL)

    Erna Kinsey

    Vol 25(3)185–189. Assessment ... We focus on the use of different types of assessment concessions as a basis for the development of .... to facilitate the development of meaning. .... changing the vocabulary in the test to make them more accessible to learners. .... For learners who are not able to produce recognizable words.

  14. Pairing the Adult Learner and Boutique Wineries

    Science.gov (United States)

    Holyoke, Laura; Heath-Simpson, Delta

    2013-01-01

    This study explored connections between adult learners and their experiences in the context of small boutique wineries operating in the start-up phase of the organizational life cycle. The research objective was to gain insight regarding the pairing of adult learners with the entering of a specialty industry. Fourteen individuals from four…

  15. Vocabulary Growth of the Advanced EFL Learner

    Science.gov (United States)

    Ozturk, Meral

    2015-01-01

    This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

  16. Technologies for Learner-Centered Feedback

    Science.gov (United States)

    Costello, Jane; Crane, Daph

    2013-01-01

    As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes.…

  17. Embracing Student Experience in Inclusive Design Education through Learner-Centred Instruction

    Science.gov (United States)

    Altay, Burçak; Ballice, Gülnur; Bengisu, Ebru; Alkan-Korkmaz, Sevinç; Paykoç, Eda

    2016-01-01

    This paper explores the process and outcome of using learner-centred methods to develop students' empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on…

  18. Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment

    Science.gov (United States)

    Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter

    2016-01-01

    In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…

  19. Developing a Postbasic Gerontology Program for International Learners: Considerations for the Process.

    Science.gov (United States)

    Bolan, Christine M.

    2003-01-01

    Chilean and Canadian schools of nursing collaborated in the development of 13 self-paced print modules in gerontology with web-based components. A 6-week preceptored clinical experience followed completion of the theory portion to support learner mastery of program outcomes. The curriculum was developed using a creative, systematic approach that…

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

    Science.gov (United States)

    Vann, Linda S.

    2017-01-01

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

  1. English Language Learners and Kindergarten Entry Age: Achievement and Social-Emotional Effects

    Science.gov (United States)

    Gottfried, Michael; Le, Vi-Nhuan; Datar, Ashlesha

    2016-01-01

    In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a…

  2. Factors Impacting Students' Online Learning Experience in a Learner-Centred Course

    Science.gov (United States)

    Wu, Y.

    2016-01-01

    Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity…

  3. Increasing the Vocabulary Acquisition Rate for Third Grade English Language Learners

    Science.gov (United States)

    Pendergrass, Jennifer D.

    2017-01-01

    Given the ongoing demographic transformations of U.S classrooms, knowledge of the strategies teachers use to address the vocabulary needs of English language learners (ELLs) is central for improving student outcomes. The problem in a Georgia school system was that ELLs were not building grade-level appropriate vocabulary at a pace comparable to…

  4. Are K-12 Learners Motivated in Physical Education? A Meta-Analysis

    Science.gov (United States)

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-01-01

    Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were…

  5. Rigor or Restriction: Examining Close Reading with High School English Language Learners

    Science.gov (United States)

    Thomason, Betty; Brown, Clara Lee; Ward, Natalia

    2017-01-01

    English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…

  6. Self-Determined Learning to Motivate Struggling Learners in Reading and Writing

    Science.gov (United States)

    Wehmeyer, Michael L.; Shogren, Karrie A.; Toste, Jessica R.; Mahal, Stephanie

    2017-01-01

    Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several…

  7. Reasons for Errors Done by Belarusian Learners Learning Turkish as a Foreign Language

    Science.gov (United States)

    Tum, Gulden

    2012-01-01

    Teaching Turkish as a Foreign Language (TFL) has gained importance recently and several studies are carried out in this field. Especially, learners of linguistically different communities (Byelorussian/Russian) are observed to make errors while learning Turkish. If making errors is an integral outcome in learning a TFL, then to what extent is it…

  8. Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities

    Science.gov (United States)

    Erbstein, Nancy

    2015-01-01

    This article explores how place matters in public school reform efforts intended to promote more equitable opportunities and outcomes. Qualitative case studies of three California middle schools' eighth grade math reforms and the resulting opportunities for Latino English learners are presented, using the conceptual frameworks of critical human…

  9. Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

    Science.gov (United States)

    Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

    2016-05-01

    Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

  10. Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

    Directory of Open Access Journals (Sweden)

    Shannon L. Toohey

    2016-05-01

    Full Text Available Introduction: Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM residency program’s curriculum to accommodate the modern learner. Discussion: These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion: While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

  11. Researching transformative learning spaces through learners' stories

    DEFF Research Database (Denmark)

    Maslo, Elina

    spaces, learning to learn through languages, learners´ stories, qualitative research method Methodology or Methods/Research Instruments or Sources Used A number of semi structured qualitative interviews have been conducted with three learners of Danish as second language. The language learners...... in the paper is on the research process and methodological tools. The goal of this paper is to show, that learners´ stories have a huge potential in researching learning processes. References Benson, P. & D. Nunan (2004). Lerners´ stories. Difference and Diversity in Language Learning. Cambridge University...... to use learners´ stories as a research methodology in the field of learning in general and language learning in particular....

  12. Design and Implementation of an Extensible Learner-Adaptive Environment

    Directory of Open Access Journals (Sweden)

    Kiyoshi Nakabayashi

    2010-09-01

    Full Text Available This paper describes the design and implementation of a flexible architecture that is capable of extending the functions of a learner-adaptive self-learning environment. A “courseware object”, which is a program module that is used to implement various educational functionalities, has been newly introduced to ensure both function extensibility as well as content reusability. A prototype system was designed and implemented to investigate the feasibility of the proposed architecture and to identify the core behavior and interaction schema of courseware objects. The results from this trial indicated that several learner-adaptive functionalities including the SCORM 2004 standard specifications will be able to be successfully implemented into the proposed architecture.

  13. Learner Corpora without Error Tagging

    Directory of Open Access Journals (Sweden)

    Rastelli, Stefano

    2009-01-01

    Full Text Available The article explores the possibility of adopting a form-to-function perspective when annotating learner corpora in order to get deeper insights about systematic features of interlanguage. A split between forms and functions (or categories is desirable in order to avoid the "comparative fallacy" and because – especially in basic varieties – forms may precede functions (e.g., what resembles to a "noun" might have a different function or a function may show up in unexpected forms. In the computer-aided error analysis tradition, all items produced by learners are traced to a grid of error tags which is based on the categories of the target language. Differently, we believe it is possible to record and make retrievable both words and sequence of characters independently from their functional-grammatical label in the target language. For this purpose at the University of Pavia we adapted a probabilistic POS tagger designed for L1 on L2 data. Despite the criticism that this operation can raise, we found that it is better to work with "virtual categories" rather than with errors. The article outlines the theoretical background of the project and shows some examples in which some potential of SLA-oriented (non error-based tagging will be possibly made clearer.

  14. Designing interprofessional modules for undergraduate healthcare learners

    Directory of Open Access Journals (Sweden)

    C Maree

    2017-12-01

    Full Text Available Background. Interprofessional education aims to prepare learners to collaborate across specialties to provide high-quality healthcare. Internationally and nationally, the emerging need for integrated healthcare and education has been emphasised. The current education programme at the School of Health Care Sciences, University of Pretoria, South Africa primarily follows a uniprofessional approach.Objectives. To describe the development of interprofessional modules over 4 years between the departments of Human Nutrition, Nursing Science, Occupational Therapy, Physiotherapy and Radiography.Methods. The Knowledge-to-Action model guided the module development process. The planning phase comprised three steps: (i problem identification (e.g. national and international policy focus on interprofessional education; (ii review of existing knowledge (e.g. common learning outcomes; and (iii adaptation of knowledge to the local context (e.g. syllabi and logistics.Results. The development of interprofessional modules can be guided by the above-mentioned model to meet the needs of the faculty, departments, students and community and to contribute to interprofessional education, while overcoming the associated challenges.Conclusion. Challenges included clashes in timetable schedules, financial constraints, administrative support, logistical issues and resistance to change. The designing and implementing of new modules were intense and time consuming, and required commitment. The development of the modules was an excellent example of interprofessional teamwork that needs to be transferred to the implementation and role modelling of interprofessional education.

  15. Not just trust: factors influencing learners' attempts to perform technical skills on real patients.

    Science.gov (United States)

    Bannister, Susan L; Dolson, Mark S; Lingard, Lorelei; Keegan, David A

    2018-06-01

    As part of their training, physicians are required to learn how to perform technical skills on patients. The previous literature reveals that this learning is complex and that many opportunities to perform these skills are not converted into attempts to do so by learners. This study sought to explore and understand this phenomenon better. A multi-phased qualitative study including ethnographic observations, interviews and focus groups was conducted to explore the factors that influence technical skill learning. In a tertiary paediatric emergency department, staff physician preceptors, residents, nurses and respiratory therapists were observed in the delivery and teaching of technical skills over a 3-month period. A constant comparison methodology was used to analyse the data and to develop a constructivist grounded theory. We conducted 419 hours of observation, 18 interviews and four focus groups. We observed 287 instances of technical skills, of which 27.5% were attempted by residents. Thematic analysis identified 14 factors, grouped into three categories, which influenced whether residents attempted technical skills on real patients. Learner factors included resident initiative, perceived need for skill acquisition and competing priorities. Teacher factors consisted of competing priorities, interest in teaching, perceived need for residents to acquire skills, attributions about learners, assessments of competency, and trust. Environmental factors were competition from other learners, judgement that the patient was appropriate, buy-in from team members, consent from patient or caregivers, and physical environment constraints. Our findings suggest that neither the presence of a learner in a clinical environment nor the trust of the supervisor is sufficient to ensure the learner will attempt a technical skill. We characterise this phenomenon as representing a pool of opportunities to conduct technical skills on live patients that shrinks to a much smaller pool of

  16. Emotional and cultural impacts of ICT on learners: A case study of Opuwo, Namibia

    Science.gov (United States)

    Hambira, N.; Lim, C. K.; Tan, K. L.

    2017-10-01

    It is believed that the integration of Information and Communication Technologies (ICT) among learners and teachers can tremendously enhance the quality of teaching and learning. Besides, the advancement of the ICT technology is also used to improve the academic performance of the learners in learning and has given space to the teachers to boost their teaching in a more effective manner. However, it is also crucial to identify the impacts on the cultural and emotional among the learners. Nonetheless, it is also difficult to imagine contemporary learning environments that are not supported by ICT since the impacts of these technological developments vary among the various communities. In this paper, the contributions are three folds: (i) to investigate the impacts in the cultural and emotional aspects from the perceptions of the teachers about the learners in disadvantaged and marginalized communities, (ii) to design an assessment instrument to survey and determine the different impacts of ICT use on learners from various communities through a set of questionnaires and (iii) to validate the assessment instrument through Cronbach's Alpha reliability testing. Then, the survey is conducted on learners from disadvantaged and marginalized communities in Opuwo, Namibia that makes it an ideal case study for the context of this research. This study made use of a quantitative approach using survey research design through the application of questionnaires to collect data. The size of the population of these community is approximately 500 teachers (from 16 schools, 2 High schools and 14 Primary) and the sample size that is taken into consideration is 42 (8.4% of approximate population). The research revealed that the use of ICT has emotional benefits as well cultural impacts on learners. Careful planning of ICT curriculum was suggested as it will be beneficial to the disadvantaged and marginalized learners.

  17. ICT USAGE BY DISTANCE LEARNERS IN INDIA

    Directory of Open Access Journals (Sweden)

    Ashish Kumar AWADHIYA

    2014-07-01

    Full Text Available Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among learners, their ICT usage patterns and their readiness to use ICT for educational purpose. In view of this, a study was conducted with the objective to find out the access level of ICT among distance learners. The analysis indicates that maximum learners have desktop/laptops and most of them are accessing internet very frequently from their home. The analysis also indicates that maximum respondents are browsing social networking sites followed by educational and e-mail service providing websites. Findings suggest that there is a need to generate ICT based tutorials complemented with social networking tools and mobile applications. Study also shows that learners are equipped with mobile phones and they are browsing internet through it and also availing support services offered by the university. Hence possibility of integrating mobile phone services may be used for providing learner support services and content delivery.

  18. Learner Agency within the Design of an EAP Course

    Science.gov (United States)

    Seppälä, Riina

    2015-01-01

    To meet the demands of today's society and working life, higher education should support the development of learner agency. How the agency of individual learners emerges in university courses and what kind of agency empowers the learners to face new challenges should be considered. In this article, the focus is on learner agency enabled and…

  19. Profiling Learners' Achievement Goals when Completing Academic Essays

    Science.gov (United States)

    Ng, Chi-Hung Clarence

    2009-01-01

    This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…

  20. Individuals with knee impairments identify items in need of clarification in the Patient Reported Outcomes Measurement Information System (PROMIS®) pain interference and physical function item banks - a qualitative study.

    Science.gov (United States)

    Lynch, Andrew D; Dodds, Nathan E; Yu, Lan; Pilkonis, Paul A; Irrgang, James J

    2016-05-11

    The content and wording of the Patient Reported Outcome Measurement Information System (PROMIS) Physical Function and Pain Interference item banks have not been qualitatively assessed by individuals with knee joint impairments. The purpose of this investigation was to identify items in the PROMIS Physical Function and Pain Interference Item Banks that are irrelevant, unclear, or otherwise difficult to respond to for individuals with impairment of the knee and to suggest modifications based on cognitive interviews. Twenty-nine individuals with knee joint impairments qualitatively assessed items in the Pain Interference and Physical Function Item Banks in a mixed-methods cognitive interview. Field notes were analyzed to identify themes and frequency counts were calculated to identify items not relevant to individuals with knee joint impairments. Issues with clarity were identified in 23 items in the Physical Function Item Bank, resulting in the creation of 43 new or modified items, typically changing words within the item to be clearer. Interpretation issues included whether or not the knee joint played a significant role in overall health and age/gender differences in items. One quarter of the original items (31 of 124) in the Physical Function Item Bank were identified as irrelevant to the knee joint. All 41 items in the Pain Interference Item Bank were identified as clear, although individuals without significant pain substituted other symptoms which interfered with their life. The Physical Function Item Bank would benefit from additional items that are relevant to individuals with knee joint impairments and, by extension, to other lower extremity impairments. Several issues in clarity were identified that are likely to be present in other patient cohorts as well.

  1. Unskilled work and learner identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    The main argument in this paper is: In order to comprehend the ‘invisible’ conditions for forming motivation to participate in different kinds of learning activities (formal, non-formal and informal) in relation to work-life it is crucial to develop a dialectic concept of learner identity....... A concept enabling researcher in the field of work and learning to examine how the orientation toward learning activities are situated in and conditioned by specific work-life experiences. Based on a qualitative research-project (Kondrup 2012) the paper outlines how unskilled work forms a specific condition...... for engaging in learning. The aim of the project was to examine the challenges in order to fulfil the Danish national strategy on Lifelong learning and training for all. Danish as well as international research reveals that low skilled workers and workers in small and medium sized private companies tend...

  2. Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?

    Directory of Open Access Journals (Sweden)

    Homayounzadeh Maryam

    2015-06-01

    Full Text Available The aim of the current study is to investigate practically the determining factor(s affecting the students’ inclination to become lifelong learners and further to verify the potential effect of pedagogy for critical thinking to play a significant role in this respect. Participants in the study were 80 freshman English majors, found mostly through the Intrinsic Motivation Inventory (IMI questionnaire to be amotivated as learners. Primarily, significant variables, identified in the literature to affect the students’ inclination to grow as lifelong learners, were specified. The criteria were applied in practice to investigate their relative contribution in making a group of amotivated freshman English majors motivated as lifelong learners. Various instruments and materials from questionnaires to student writings were used to collect data concerning the identified variables so as to identify through both quantitative and qualitative analyses the most determining one(s in educating lifelong learners. The results suggested critical thinking as the most consequential variable involved. Implications of the study for pedagogy in higher education were discussed and questions were raised for future studies to take into account.

  3. Evaluation of a learner-designed course for teaching health research skills in Ghana

    Directory of Open Access Journals (Sweden)

    Agbenyega Tsiri

    2007-06-01

    Full Text Available Abstract Background In developing countries the ability to conduct locally-relevant health research and high quality education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana. Methods Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching Hospital, Kumasi, Ghana. Effectiveness measures included process, content and outcome indicators to evaluate changes in learners' confidence and competence in research, and assessment of the impact of the course on changing research-related thinking and behaviour. Results were verified using two independent methods. Results 14/15 learners gained research competence assessed against UK Quality Assurance Agency criteria. After the course there was a 36% increase in the groups' positive responses to statements concerning confidence in research-related attitudes, intentions and actions. The greatest improvement (45% increase was in learners' actions, which focused on strengthening institutional research capacity. 79% of paired before/after responses indicated positive changes in individual learners' research-related attitudes (n = 53, 81% in intention (n = 52 and 85% in action (n = 52. The course had increased learners' confidence to start and manage research, and enhanced life-long skills such as reflective practice and self-confidence. Doing their own research within the work environment, reflecting on personal research experiences and utilising peer support and pooled knowledge were critical elements that promoted learning. Conclusion Learners in Ghana were able to design and undertake a novel course that developed individual and institutional research capacity and met international standards. Learning by doing and a supportive peer community at work were critical elements in promoting learning in this environment

  4. A New Approach of an Intelligent E-Learning System Based on Learners' Skill Level and Learners' Success Rate

    Science.gov (United States)

    Mohamed, Hafidi; Lamia, Mahnane

    2015-01-01

    Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper,…

  5. Twelve tips to promote successful development of a learner performance dashboard within a medical education program.

    Science.gov (United States)

    Boscardin, Christy; Fergus, Kirkpatrick B; Hellevig, Bonnie; Hauer, Karen E

    2017-11-09

    Easily accessible and interpretable performance data constitute critical feedback for learners that facilitate informed self-assessment and learning planning. To provide this feedback, there has been a proliferation of educational dashboards in recent years. An educational (learner) dashboard systematically delivers timely and continuous feedback on performance and can provide easily visualized and interpreted performance data. In this paper, we provide practical tips for developing a functional, user-friendly individual learner performance dashboard and literature review of dashboard development, assessment theory, and users' perspectives. Considering key design principles and maximizing current technological advances in data visualization techniques can increase dashboard utility and enhance the user experience. By bridging current technology with assessment strategies that support learning, educators can continue to improve the field of learning analytics and design of information management tools such as dashboards in support of improved learning outcomes.

  6. What about Sam--The Kid in the Corner Whose Voice Doesn't Come Out?--Tensions between Open Discussions and Inclusive Educational Opportunities for English Learners

    Science.gov (United States)

    Gourd, Karen Miller

    2016-01-01

    This article identifies a tension between a teacher's intention and an English learner's interpretation of his experiences in a US high school English class for native users of English and English learners. The tension highlights two issues. First, democratic classroom practices, frequently advocated by second language acquisition theorists, may…

  7. A brief examination of predictors of e-learning success for novice and expert learners

    Directory of Open Access Journals (Sweden)

    Emily Stark

    2013-09-01

    Full Text Available As the prevalence of e-learning continues to grow in higher education settings, so too does the need for empirical research examining the antecedents of success in this environment. Previous research has suggested some characteristics that may determine success in an online course; however, little empirical evidence exists relating potential predictors of e-learning success with actual performance outcomes, particularly for different levels of learners. Students new to college may need different kinds of support to succeed in an online course compared to students with more experience in taking college-level courses, whether online or in-class, and navigating institutional resources. A primary goal of the current study is to determine the kinds of support needed to help lower-level and upper-level learners succeed in an e-learning environment. We assess several predictors of e-learning success and compare the relative effectiveness of these characteristics across novice and expert learners. Findings suggest that for lower-level students, access to technology predicted learner performance, whereas for upper-level students, motivation and self-discipline predicted learner performance. We discuss the implications of these results for e-learning instructors, instructional designers, and knowledge management practitioners.

  8. EFL learners’ motivational beliefs and their use of learning strategies

    Directory of Open Access Journals (Sweden)

    Sedigheh Najibi

    2015-02-01

    Full Text Available The present study attempted to examine the relationship between English as a Foreign Language (EFL learners’ motivational beliefs and their use of learning strategies. The three components of motivation, i.e. expectancy component, value component and affective component, were examined in relation to metacognitive, cognitive and effort management strategies. Two hundred and fifty seven EFL learners representing different proficiency levels completed the Persian version of the Motivated Strategies for Learning Questionnaire (MSLQ, which consisted of motivation scale and learning strategies scale. The analysis of the effect of proficiency level on motivational beliefs showed a significant effect of proficiency level on test anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly more anxious and more extrinsically oriented compared to advanced learners of English. It was also found that self-efficacy, control of learning beliefs, intrinsic goal orientation and task value could account for 70% of variations in self-regulated learning (SRL strategies. Based on the findings of this study, several suggestions are made to aid instructors in creating a non-product-oriented approach to learning, which promotes foreign language learners’ learning outcomes.

  9. Diverse Strategies for Diverse Learners: Action Learning in a Hybrid Mode

    Directory of Open Access Journals (Sweden)

    Esmarie Strydom

    2007-08-01

    Full Text Available This paper describes an action research study during which a flexible or hybrid approach to delivering an Information and Communication Technology competency course is implemented in the preparation of student teachers. The course incorporates Web-based course-content delivery, face-to-face classroom meetings to satisfy the need for human interaction, a variety of assessment methods, as well as recognition of prior learning. The objectives are to accommodate learning diversity, make learning focused and achievable for each learner, allow for intervention if the learning outcomes are not met, and focus on and guide the learning process, i.e. teach learners how to learn. This paper reports on the perspectives and experiences of two groups of first year learners, namely student teachers who attended a hybrid ICT course and first year learners who attended an e-learning ICT course. It was found that the success rate of the hybrid mode ICT course was significantly higher than that of the similar e-learning ICT course. The hybrid mode ICT course also enabled the learners to become self-directed to a higher degree.

  10. Competence Description for Personal Recommendations: The Importance of Identifying the Complexity of Learning and Performance Situations

    Science.gov (United States)

    Prins, Frans J.; Nadolski, Rob J.; Berlanga, Adriana J.; Drachsler, Hendrik; Hummel, Hans G. K.; Koper, Rob

    2008-01-01

    For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners aimed at finding and selecting learning activities that best match their needs. This article argues that a…

  11. The Rwandan teachers' and learners' perceived speaking ...

    African Journals Online (AJOL)

    owner

    The innovation of Spolsky's (1989) model of second language learning is that it was presented in the form of a mathematic ... perceived proficiency in speaking Kinyarwanda and English. Methods .... is very effective for the learners' learning.

  12. Early Learner Engagement in the Clinical Workplace

    NARCIS (Netherlands)

    Chen, H.C.

    2015-01-01

    Introduction Recent calls for medical education reform advocate for the integration of knowledge with clinical experience through early clinical immersion. Yet, early learners rarely are invited to participate in workplace activities and early clinical experiences remain largely observational.

  13. Factors influencing the use of outcome measures in physical therapy practice.

    Science.gov (United States)

    Wedge, Frances M; Braswell-Christy, Jennifer; Brown, Cynthia J; Foley, Kathleen T; Graham, Cecilia; Shaw, Sharon

    2012-02-01

    Use of outcome measures in physical therapy practice is central to evaluating the effectiveness of treatment interventions, providing accountability and addressing quality of physical therapy programs. There is limited discussion on barriers and facilitators to using outcome measures in physical therapy practice. The purpose of this study was to identify factors that influence a physical therapist when deciding to use outcome measures in clinical practice. Participants were 21 physical therapists, seven each from skilled nursing facilities, outpatient clinics, and inpatient rehabilitation facilities. A grounded theory approach was used for interview and data collection. Common themes were determined from the data and a theory developed to explain the rationale behind physical therapists' decisions to use or not use outcome measures in clinical practice. Three overlapping themes related to (1) concepts of time, (2) knowledge, and (3) facility culture were indentified as factors influencing the use of outcome measures. A fourth encompassing theme, professionalism, identified the value placed on the use of outcome measures in practice. Data revealed that therapists require more information on the outcome measures available, and this information needs to be easily accessible within the workplace. Therapists value information generated by using outcome measures in the clinical setting, but need information on what measures are available and psychometric properties. Information must be easily accessible and measures easy to use. Newer graduates and recent learners have a foundation in the use of outcome measures, but more needs to be done in the clinic and through continuing education to promote increased use and understanding.

  14. Language Learner Beliefs from an Attributional Perspective

    OpenAIRE

    Gabillon, Zehra

    2013-01-01

    International audience; This qualitative study, aimed to analyze eight French-speaking learners' beliefs about English and English language learning. The data were obtained via semi-structured interviews. The study drew on Weiner's attribution theory of achievement motivation and Bandura's self-efficacy theory. The novelty about this research is the employment of an attributional analysis framework to study and explain the learners' stated beliefs about English and English language learning.

  15. Linking patient outcome to high throughput protein expression data identifies novel regulators of colorectal adenocarcinoma aggressiveness [v1; ref status: indexed, http://f1000r.es/5ad

    Directory of Open Access Journals (Sweden)

    Christi L. French

    2015-04-01

    Full Text Available A key question in cancer systems biology is how to use molecular data to predict the biological behavior of tumors from individual patients. While genomics data have been heavily used, protein signaling data are more directly connected to biological phenotype and might predict cancer phenotypes such as invasion, metastasis, and patient survival. In this study, we mined publicly available data for colorectal adenocarcinoma from the Cancer Genome Atlas and identified protein expression and signaling changes that are statistically associated with patient outcome. Our analysis identified a number of known and potentially new regulators of colorectal cancer. High levels of insulin growth factor binding protein 2 (IGFBP2 were associated with both recurrence and death, and this was validated by immunohistochemical staining of a tissue microarray for a secondary patient dataset. Interestingly, GATA binding protein 3 (GATA3 was the protein most frequently associated with death in our analysis, and GATA3 expression was significantly decreased in tumor samples from stage I-II deceased patients. Experimental studies using engineered colon cancer cell lines show that exogenous expression of GATA3 decreases three-dimensional colony growth and invasiveness of colon cancer cells but does not affect two-dimensional proliferation. These findings suggest that protein data are useful for biomarker discovery and identify GATA3 as a regulator of colorectal cancer  aggressiveness.

  16. Teachers' perceptions of school nutrition education's influence on eating behaviours of learners in the Bronkhorstspruit District

    Directory of Open Access Journals (Sweden)

    Mojisola D Kupolati

    2015-05-01

    Full Text Available Qualitative investigation can provide invaluable information towards understanding the influence of school nutrition education (NE. The study explored teachers' perceptions of the immediate impact of NE on learners' eating behaviours. Twenty-four primary school teachers in the Bronkhorstspruit district, Gauteng, South Africa, who taught nutrition topics to grades four to seven learners, participated in three focus group discussions. Transcript data obtained was analysed using the thematic approach of the framework method. Findings indicated that school support for NE was limited, which undermined the capacity of school NE to influence healthy eating behaviours of learners. The need to strengthen teachers' capacity to model positive eating behaviours was identified. Learners were perceived as being not completely ignorant of healthy eating, with limited capacity to effect changes within the resource-constrained environment. Negative influences like unhealthy choices of food from food vendors and peer influences were identified as needing to be discouraged. Positive influences like the National School Nutrition Programme (NSNP and the school vegetable garden were to be encouraged. Understanding the prevailing school situation and environment and teachers' perceptions and roles in school NE is important in addressing issues that weaken the influence of NE on learners' eating behaviours.

  17. Examining learner-centered training with teen volunteer staff at an aquarium

    Science.gov (United States)

    Bautista, Raelene M.

    This research project examined the effects of a training program that focused on helping youth volunteers create a learner-centered interaction at an Aquarium. This study explored whether this learner centered training resulted in an increased ability to identify learner-centered engagement as well as reported changes in practice. Most research on training programs and professional development, that introduces learner-centered strategies examines adult teachers working in formal environments. This study examined youth volunteer staff in an informal science institution that participated in a weekly one-hour training for four weeks during their eight week long summer volunteer program. The data showed that some of topics introduced in the learner centered training, such as the importance of visitors' prior knowledge and the use of objects, were identified more often as good practice after the training. In addition, participants seemed to hold on to some of their original perceptions of good practices, such as providing positive reinforcement and modifying their physical posture to make the visitors feel comfortable. The investigation also revealed that conversation patterns changed in some participants' practice as a result of the training.

  18. A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape

    Directory of Open Access Journals (Sweden)

    Loretta Z. le Roux

    2012-02-01

    The results of the study indicated that progression in competence did not occur as learners progressed through higher levels of their training, except during the third-year of study. However, the study’s results confirmed the strengths of the Case-based clinical reasoning approach to teaching and learning. This approach is able to combine the strengths of the traditional methods, which dealt with large class sizes and that had a focus on learner centred learning, with a focus on clinical practice. This approach provides realistic opportunities for learners to experiment with solutions to dilemmas encountered in real life situations, from the protected and safe environment of the classroom. The first-year learners who were observed in this study, who although novices, were exposed to Case-based teaching approaches and showed more self-perceived competence than learners in later years. This occurred in spite of the limited exposure of the first-year learners to real life clinical situations. The outcome of this study recommends that more studies are conducted, in the School of Nursing at the University of the Western Cape (UWC, to explore teaching and learning approaches that fully maximise the clinical and theoretical competencies of the learners. The outcome further recommends that learner-centred teaching approaches, such as Case-based method, are applied to all year levels of study in the B.Cur programme, due to its proven value when it was applied to first-year learners. The Case-based clinical reasoning approach to learning, that has been implemented at the school, promotes competence and self confidence in learners and has enhanced their sense of responsibility to be actively involved in their own learning.

  19. Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

    Science.gov (United States)

    Han, Alyson Kim

    According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

  20. An Analysis of Lexical Errors of Korean Language Learners: Some American College Learners' Case

    Science.gov (United States)

    Kang, Manjin

    2014-01-01

    There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed…

  1. ECG Rhythm Analysis with Expert and Learner-Generated Schemas in Novice Learners

    Science.gov (United States)

    Blissett, Sarah; Cavalcanti, Rodrigo; Sibbald, Matthew

    2015-01-01

    Although instruction using expert-generated schemas is associated with higher diagnostic performance, implementation is resource intensive. Learner-generated schemas are an alternative, but may be limited by increases in cognitive load. We compared expert- and learner-generated schemas for learning ECG rhythm interpretation on diagnostic accuracy,…

  2. Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

    Science.gov (United States)

    Yang, Jinsuk; Rehner, Katherine

    2015-01-01

    This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

  3. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Science.gov (United States)

    2010-07-01

    ... than the minimum wage prescribed in § 50-202.2 to the same extent such employment is permitted under... Management Other Provisions Relating to Public Contracts PUBLIC CONTRACTS, DEPARTMENT OF LABOR 202-MINIMUM WAGE DETERMINATIONS Groups of Industries § 50-202.3 Learners, student learners, apprentices, and...

  4. Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians

    Directory of Open Access Journals (Sweden)

    Paul S. Mueller

    2015-04-01

    Full Text Available Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement, good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.. Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.. Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts.

  5. THE RELATIONSHIP BETWEEN CHARACTERISTICS OF GOOD LANGUAGE LEARNERS AND THE ESPECIAL EMPLOYED LEARNING STRATEGIES DURING EDUCATIONAL CONTEXT

    Directory of Open Access Journals (Sweden)

    Fateme BEHABADI

    2013-07-01

    Full Text Available Most of the early studies in the field of language learning strategies focused on identifying the characteristics of good language learners. Identifying and discussing the strategies used by good language learners were considered as a good way to make the learners aware of the notion of language learning strategies. The present study was an attempt to collect and classify the characteristics of representative good language learners, developing English as a foreign /second language in Iran; specifically those who had achieved high scores in the IELTS General Module. And also this study aimed at identifying the characteristics associated with a good language learner in one area: learning strategies. Thirty-four Iranian IELTS candidates receiving 6+ band score were selected to participate in this study. They were interviewed and asked to write down their own reports of the experiences they had in developing their second language. They were asked to report their preferred strategies while studying English as well. They were also requested to fill out the learning strategy and learning style questionnaires. The results of interviews and open ended questions were specifically organized and classified via employing both descriptive and explanatory methods. The learners’ responses to the standardized questionnaires also were analyzed by SPSS system Version 20. The findings of the present study although revealed that there is a high correlation between IELTS scores, strategy taking inventory scores. This revealed that the learners recording high scores in IELTS use appropriate learning strategies.

  6. Learners' experiences of learning support in selected Western Cape schools

    Directory of Open Access Journals (Sweden)

    Olaniyi Bojuwoye

    2014-01-01

    Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

  7. Teacher-Scientist-Communicator-Learner Partnerships: Reimagining Scientists in the Classroom.

    Science.gov (United States)

    Noel-Storr, Jacob; Terwilliger, Michael; InsightSTEM Teacher-Scientist-Communicator-Learner Partnerships Team

    2016-01-01

    We present results of our work to reimagine Teacher-Scientist partnerships to improve relationships and outcomes. We describe our work in implementing Teacher-Scientist partnerships that are expanded to include a communicator, and the learners themselves, as genuine members of the partnership. Often times in Teacher-Scientist partnerships, the scientist can often become more easily described as a special guest into the classroom, rather than a genuine partner in the learning experience. We design programs that take the expertise of the teacher and the scientist fully into account to develop practical and meaningful partnerships, that are further enhanced by using an expert in communications to develop rich experiences for and with the learners. The communications expert may be from a broad base of backgrounds depending on the needs and desires of the partners -- the communicators include, for example: public speaking gurus; journalists; web and graphic designers; and American Sign Language interpreters. Our partnership programs provide online support and professional development for all parties. Outcomes of the program are evaluated in terms of not only learning outcomes for the students, but also attitude, behavior, and relationship outcomes for the teachers, scientists, communicators and learners alike.

  8. Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.

    Science.gov (United States)

    Schneider, E; Ganschow, L

    2000-01-01

    In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.

  9. Case Studies in the Field of Marketing Education: Learner Impact, Case Performance, and Cost Efficiency

    Science.gov (United States)

    Spais, George S.

    2005-01-01

    The major objective of this study is to identify a methodology that will help educators in marketing to efficiently manage the design, impact, and cost of case studies. It is my intention is to examine the impact of case study characteristics in relation to the degree of learner involvement in the learning process. The author proposes that…

  10. Race, Difference, Meritocracy, and English: Majoritarian Stories in the Education of Secondary Multilingual Learners

    Science.gov (United States)

    Mitchell, Kara

    2013-01-01

    In this study, empirical and conceptual scholarship (approximately 100 studies) regarding the education of secondary multilingual learners and their teachers are analyzed through the lens of critical race theory (CRT). Specifically, four common majoritarian stories are identified that are both challenged and endorsed in the research literature:…

  11. Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

    Science.gov (United States)

    Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin

    2017-01-01

    This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based…

  12. Young Learners and Lexical Awareness: Children's Engagement with Wordlists and Concordances

    Science.gov (United States)

    MacGregor, Alex

    2014-01-01

    Sinclair (1991) found that lexical analysis can be overcomplicated, yet Johns (1994) called for investigation into whether corpus analysis can motivate beginners and near-beginners. The findings of this research suggest that young EFL learners can enjoy using corpus analysis tools (wordlists and concordances) to identify, classify, and generalize…

  13. Investigating the Relationships between Approaches to Learning, Learner Identities and Academic Achievement in Higher Education

    Science.gov (United States)

    Herrmann, K. J.; Bager-Elsborg, A.; McCune, V.

    2017-01-01

    This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, "subject area affinity," was developed. The scale explores the extent to which students identify with their area of…

  14. Reflecting on Learner Assessments and Their Validity in the Presence of Emerging Evidence from Neuroscience

    Science.gov (United States)

    Watagodakumbura, Chandana

    2015-01-01

    We can now get purposefully directed in the way we assess our learners in light of the emergence of evidence from the field of neuroscience. Why higher-order learning or abstract concepts need to be the focus in assessment is elaborated using the knowledge of semantic and episodic memories. With most of our learning identified to be implicit, why…

  15. Secondary school learners' contextualized knowledge about reflection and refraction: a case study from South Africa

    Science.gov (United States)

    John, Merlin; Molepo, Jacob Maisha; Chirwa, Max

    2018-04-01

    Background: The development of context-based science curricula has been identified as one of the most effective curricular innovations to develop interest and better conceptual understanding of many areas in science. However, such a curriculum can be more fruitful if it starts with the assessment of learners' contextualized knowledge about the science topic in hand.

  16. Characteristics of Effective Pedagogy of Third Grade English Learners in Language Arts: An Exploratory Case Study

    Science.gov (United States)

    Merwin, Gregory J.

    2012-01-01

    The purpose of this study was to identify pedagogical and non-pedagogical factors that affect the academic achievement of English Learner (EL) students in the area of language arts at Dr. Albert Schweitzer Elementary School in Anaheim, California. The researcher conducted an exploratory multiple case study to develop a comprehensive, contextual…

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

    Science.gov (United States)

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

    2014-01-01

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

  18. Interactions Quality in Moodle as Perceived by Learners and Its Relation with Some Variables

    Science.gov (United States)

    Abdelraheem, Ahmed Yousif

    2012-01-01

    The aim of this study was to identify learners' perceptions of the quality of interaction in Moodle and investigate the effects of gender, grade point average (GPA), individualized learning experiences and their experiences in using Moodle factors in perceiving the quality of interaction. A questionnaire was used to collect data after being…

  19. Lexical Reiteration in EFL Young Learners' Essays: Does It Relate to the Type of Instruction?

    Science.gov (United States)

    Llach, Mª Pilar Agustin; Catalan, Rosa M.

    2007-01-01

    The purpose of this study is to ascertain whether the type of instruction (English as vehicular language and English as a subject) is related to the use of reiteration ties. In the first place, we identified, classified, and counted the number and kind of reiteration ties used by two groups of EFL learners. Secondly, we examined whether…

  20. A Digital Coach That Provides Affective and Social Learning Support to Low-Literate Learners

    Science.gov (United States)

    Schouten, Dylan G. M.; Venneker, Fleur; Bosse, Tibor; Neerincx, Mark A.; Cremers, Anita H. M.

    2018-01-01

    In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…

  1. Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

    Science.gov (United States)

    Cisco, Brooke Kandel; Padron, Yolanda

    2012-01-01

    Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to…

  2. English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School

    Science.gov (United States)

    Park, Ho-Ryong; Kim, Deoksoon

    2016-01-01

    This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…

  3. Adult Enrichment Learners in St. Cloud, Minnesota: Motivational Reasons for Participation

    Science.gov (United States)

    Wallner, Scott David

    2012-01-01

    The purpose of the study was to identify reasons and motivation of adult stakeholders that influence participation in adult community education enrichment classes in the St. Cloud Public School District, St. Cloud, Minnesota. The study also examined the perceptions about adult learners held by leaders, planners, and facilitators of these programs,…

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

    Science.gov (United States)

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

    2015-01-01

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

  5. English Language Learner Representation in Teacher Education Textbooks: A Null Curriculum?

    Science.gov (United States)

    Watson, Sandy; Miller, Ted L.; Driver, Jennifer; Rutledge, Valerie; McAllister, Deborah

    2005-01-01

    The purpose of this article is to explore the issue of the English Language Learner as it is presented in teacher education textbooks developed for pre-service teachers. Rather than identify "typical" teacher education texts, the authors elect to review a selection of the most influential and widely used texts. Monument Information Resource (MIR)…

  6. From Heroic Victims to Competent Comrades: Views of Adult Literacy Learners in the Research Literature

    Science.gov (United States)

    Belzer, Alisa; Pickard, Amy

    2015-01-01

    This research synthesis analyzed qualitative depictions of adult literacy learners and identified five ways in which they are typically characterized: the Heroic Victim, the Needy (Problem) Child, the Broken (but Repairable) Cog, the Pawn of Destiny, and the Capable Comrade. These types do not capture the diversity or complexity of all adult…

  7. Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

    Science.gov (United States)

    De Oliveira, Luciana C.; Olesova, Larisa

    2013-01-01

    This study examined asynchronous online discussions in the online course "English Language Development" to identify themes related to participants' learning about the language and literacy development of English Language Learners when they facilitated online discussions to determine whether the participants developed sufficient…

  8. The Perfect Pairing: The Adult Learner and the Boutique Winery in the Start-Up Phase

    Science.gov (United States)

    Heath-Simpson, Delta F.

    2011-01-01

    The purpose of this phenomenological study was to understand and describe the lived experiences of adult learners who are owners and managers of small winery businesses operating in the start-up phase of the organizational life cycle. The study explored and identified the meaning of adult learning in the entrepreneurial context and its affect on…

  9. Personalized Integrated Educational System: Technology Functions for the Learner- Centered Paradigm of Education

    Science.gov (United States)

    Reigeluth, Charles M.; Aslan, Sinem; Chen, Zengguan; Dutta, Pratima; Huh, Yeol; Lee, Dabae; Lin, Chun-Yi; Lu, Ya-Huei; Min, Mina; Tan, Verily; Watson, Sunnie Lee; Watson, William R.

    2015-01-01

    The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and…

  10. Developing the BIO Questionnaire: A Bilingual Parent Report Tool for Prekindergarten English Learners of Latino Heritage

    Science.gov (United States)

    Hardin, Belinda J.; Scott-Little, Catherine; Mereoiu, Mariana

    2013-01-01

    With the increasing number of preschool-age children of Latino heritage entering U.S. schools comes a growing need to accurately determine children's individual needs and identify potential disabilities, beginning with the screening process. Unfortunately, teachers face many challenges when screening English language learners. Often, parents have…

  11. Effect of Community Factors on Primary School Learners' Achievement in Rural Bangladesh

    Science.gov (United States)

    Alam, Shafiqul

    2015-01-01

    Community plays an important role in childhood education. This research has identified the community factors that affect learners' achievement through the use of case studies. Qualitative data were captured by semi-structured interview and data interpretation was underpinned by concepts derived from human capital and social capital theories. This…

  12. Can pluralistic approaches based upon unknown languages enhance learner engagement and lead to active social inclusion?

    Science.gov (United States)

    Dahm, Rebecca

    2017-08-01

    One way to foster active social inclusion is to enable students to develop a positive attitude to "foreignness". Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners' first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French "quasi-monolingual" students to lose their fear of unknown languages and "foreignness" in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion.

  13. Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class

    Science.gov (United States)

    Novitasari, N.; Lukito, A.; Ekawati, R.

    2018-01-01

    A slow learner whose IQ is between 71 and 89 will have difficulties in solving mathematics problems that often lead to errors. The errors could be analyzed to where the errors may occur and its type. This research is qualitative descriptive which aims to describe the locations, types, and causes of slow learner errors in the inclusive junior high school class in solving the fraction problem. The subject of this research is one slow learner of seventh-grade student which was selected through direct observation by the researcher and through discussion with mathematics teacher and special tutor which handles the slow learner students. Data collection methods used in this study are written tasks and semistructured interviews. The collected data was analyzed by Newman’s Error Analysis (NEA). Results show that there are four locations of errors, namely comprehension, transformation, process skills, and encoding errors. There are four types of errors, such as concept, principle, algorithm, and counting errors. The results of this error analysis will help teachers to identify the causes of the errors made by the slow learner.

  14. Tasks and learner motivation in learning Chinese as a foreign language

    DEFF Research Database (Denmark)

    Ruan, Youjin; Duan, Xiaoju; Du, Xiangyun

    2015-01-01

    This study focuses on how beginner learners in a task-based teaching and learning (TBTL) environment perceive what is motivating to them in the process of learning Chinese as a foreign language (CFL) at Aalborg University (AAU), Denmark. Drawing upon empirical data from surveys, group interviews...... and participant observation, this study explores which kinds of tasks are perceived as motivating from the students’ perspective and which characteristics the learners associate with motivating tasks. The study indicates that it is important to consider the learners’ affective factors and learning situation...... factors, which can boost learners’ intrinsic motivation, when designing a task, especially at a beginning stage of foreign language learning, and to integrate cultural elements into tasks as an added value to motivate learners. Finally, this study identifies challenges and barriers related to TBTL...

  15. Working with language learner histories from three perspectives: Teachers, learners and researchers

    Directory of Open Access Journals (Sweden)

    Sarah Mercer

    2013-10-01

    Full Text Available Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

  16. 233 Meaning and the Second Language Learner Jane Nkechi ...

    African Journals Online (AJOL)

    Ike Odimegwu

    second language learner seeks to interpret word meaning without reference to the .... Meaning can be natural but language is conventional - that is there is no .... language learner is usually engaged in processing contextual information to ...

  17. The Teaching Strategies used by Teachers for Learners with Autism ...

    African Journals Online (AJOL)

    The learning needs of learners with multiple disabilities in Kenya are not ... of the Kenyan special schools and units combine learners with multiple disabilities into ... specific disabilities such as visual, hearing, mental and physical impairments.

  18. Free State educators' perceptions of the scope of learner crime

    African Journals Online (AJOL)

    Erna Kinsey

    preceding may prompt the community to label children who break the .... learning that sexual violence and abuse are an inescapable part of going to school every ..... Learners try to sidestep paying for movies, taxi travel, food, etc. Learners ...

  19. Multi-institutional Prospective Evaluation of Bowel Quality of Life After Prostate External Beam Radiation Therapy Identifies Patient and Treatment Factors Associated With Patient-Reported Outcomes: The PROSTQA Experience

    Energy Technology Data Exchange (ETDEWEB)

    Hamstra, Daniel A., E-mail: dhamm@med.umich.edu [Department of Radiation Oncology, The University of Michigan Medical Center, Ann Arbor, Michigan (United States); Conlon, Anna S.C.; Daignault, Stephanie [Department of Biostatistics, The University of Michigan Comprehensive Cancer Center, Ann Arbor, Michigan (United States); Dunn, Rodney L. [Department of Urology, The University of Michigan Medical Center, Ann Arbor, Michigan (United States); Sandler, Howard M. [Department of Radiation Oncology, Cedars Sinai Medical Center, Los Angeles, California (United States); Hembroff, A. Larry [Office for Survey Research, Michigan State University, East Lansing, Michigan (United States); Zietman, Anthony L. [Department of Radiation Oncology, The Massachusetts General Hospital, Boston, Massachusetts (United States); Kaplan, Irving [Department of Radiation Oncology, Beth Israel Deaconess Medical Center, Boston, Massachusetts (United States); Ciezki, Jay [Department of Radiation Oncology, The Cleveland Clinic, Cleveland, Ohio (United States); Kuban, Deborah A. [Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston, Texas (United States); Wei, John T. [Department of Urology, The University of Michigan Medical Center, Ann Arbor, Michigan (United States); Sanda, Martin G. [Department of Urology, Emory University Medical Center, Atlanta, Georgia (United States); Michalski, Jeff M. [Department of Radiation Oncology, Washington University School of Medicine, St Louis, Missouri (United States)

    2013-07-01

    Purpose: To evaluate patients treated with external beam radiation therapy as part of the multicenter Prostate Cancer Outcomes and Satisfaction with Treatment Quality Assessment (PROSTQA), to identify factors associated with posttreatment patient-reported bowel health-related quality of life (HRQOL). Methods and Materials: Pretreatment characteristics and treatment details among 292 men were evaluated using a general linear mixed model for their association with measured HRQOL by the Expanded Prostate Cancer Index Composite instrument through 2 years after enrollment. Results: Bowel HRQOL had a median score of 100 (interquartile range 91.7-100) pretreatment and 95.8 (interquartile range 83.3-100) at 2 years, representing new moderate/big problems in 11% for urgency, 7% for frequency, 4% for bloody stools, and 8% for an overall bowel problems. Baseline bowel score was the strongest predictor for all 2-year endpoints. In multivariable models, a volume of rectum ≥25% treated to 70 Gy (V70) yielded a clinically significant 9.3-point lower bowel score (95% confidence interval [CI] 16.8-1.7, P=.015) and predicted increased risks for moderate to big fecal incontinence (P=.0008). No other radiation therapy treatment-related variables influenced moderate to big changes in rectal HRQOL. However, on multivariate analyses V70 ≥25% was associated with increases in small, moderate, or big problems with the following: incontinence (3.9-fold; 95% CI 1.1-13.4, P=.03), rectal bleeding (3.6-fold; 95% CI 1.3-10.2, P=.018), and bowel urgency (2.9-fold; 95% CI 1.1-7.6, P=.026). Aspirin use correlated with a clinically significant 4.7-point lower bowel summary score (95% CI 9.0-0.4, P=.03) and an increase in small, moderate, or big problems with bloody stools (2.8-fold; 95% CI 1.2-6.4, P=.018). Intensity modulated radiation therapy was associated with higher radiation therapy doses to the prostate and lower doses to the rectum but did not independently correlate with bowel HRQOL

  20. Multi-institutional Prospective Evaluation of Bowel Quality of Life After Prostate External Beam Radiation Therapy Identifies Patient and Treatment Factors Associated With Patient-Reported Outcomes: The PROSTQA Experience

    International Nuclear Information System (INIS)

    Hamstra, Daniel A.; Conlon, Anna S.C.; Daignault, Stephanie; Dunn, Rodney L.; Sandler, Howard M.; Hembroff, A. Larry; Zietman, Anthony L.; Kaplan, Irving; Ciezki, Jay; Kuban, Deborah A.; Wei, John T.; Sanda, Martin G.; Michalski, Jeff M.

    2013-01-01

    Purpose: To evaluate patients treated with external beam radiation therapy as part of the multicenter Prostate Cancer Outcomes and Satisfaction with Treatment Quality Assessment (PROSTQA), to identify factors associated with posttreatment patient-reported bowel health-related quality of life (HRQOL). Methods and Materials: Pretreatment characteristics and treatment details among 292 men were evaluated using a general linear mixed model for their association with measured HRQOL by the Expanded Prostate Cancer Index Composite instrument through 2 years after enrollment. Results: Bowel HRQOL had a median score of 100 (interquartile range 91.7-100) pretreatment and 95.8 (interquartile range 83.3-100) at 2 years, representing new moderate/big problems in 11% for urgency, 7% for frequency, 4% for bloody stools, and 8% for an overall bowel problems. Baseline bowel score was the strongest predictor for all 2-year endpoints. In multivariable models, a volume of rectum ≥25% treated to 70 Gy (V70) yielded a clinically significant 9.3-point lower bowel score (95% confidence interval [CI] 16.8-1.7, P=.015) and predicted increased risks for moderate to big fecal incontinence (P=.0008). No other radiation therapy treatment-related variables influenced moderate to big changes in rectal HRQOL. However, on multivariate analyses V70 ≥25% was associated with increases in small, moderate, or big problems with the following: incontinence (3.9-fold; 95% CI 1.1-13.4, P=.03), rectal bleeding (3.6-fold; 95% CI 1.3-10.2, P=.018), and bowel urgency (2.9-fold; 95% CI 1.1-7.6, P=.026). Aspirin use correlated with a clinically significant 4.7-point lower bowel summary score (95% CI 9.0-0.4, P=.03) and an increase in small, moderate, or big problems with bloody stools (2.8-fold; 95% CI 1.2-6.4, P=.018). Intensity modulated radiation therapy was associated with higher radiation therapy doses to the prostate and lower doses to the rectum but did not independently correlate with bowel HRQOL

  1. Nurturing gifted learners in Mainland China

    DEFF Research Database (Denmark)

    Shi, Jiannong; Zhang, X.; Chen, N.

    2013-01-01

    -socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...

  2. Technologies for learner-centered feedback

    Directory of Open Access Journals (Sweden)

    Jane Costello

    2013-09-01

    Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.

  3. Empowering the Learner through Digital Animated Storytelling

    DEFF Research Database (Denmark)

    Gjedde, Lisa

    2012-01-01

    The advent of new media offer potentials for multimodal learning [1] to the learners. This also calls for new learning designs that fully make use of digital media and explore how they can be used to create a motivating and meaningful learning environment that addresses the learner’s individual...... to the general ability to make meaning out of experience.” One way to design for narrative multimodal learning is to introduce the learners to the tools to make digital animated stories as a way to work with literacies in the classroom. In this way it may offer the learners a platform for meaningful involvement....... Storytelling and narrative is fundamental to the process of meaning making according to the seminal works of cultural psychologist Jerome Bruner [2]. .As the Canadian educational theorist Kieran Egan [3] suggests, there is an important relationship between storytelling and imagination because it is ”central...

  4. The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels.

    Science.gov (United States)

    Curran, Vernon; Reid, Adam; Reis, Pamela; Doucet, Shelley; Price, Sheri; Alcock, Lindsay; Fitzgerald, Shari

    2015-01-01

    Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.

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

    Science.gov (United States)

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

    2013-11-01

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

  6. Introduction to Reproduction: Online Education for the Millennial Learner.

    Science.gov (United States)

    Castle, Megan; Kick, Laura; Haseley, Heather; Wallach, Harlan; Woodruff, Teresa K

    2016-07-01

    Despite staggering rates of sexually transmitted infections and unplanned pregnancies, reproductive health education is not yet standardized across secondary or postsecondary curricula. The Women's Health Research Institute and Northwestern University Information Technology created Introduction to Reproduction, a massive open online course to encourage global students to learn the biological foundations of reproductive health. This digital education experience appeals to the Millennial learner and offers unique opportunities to explore topics in reproductive biology via lectures, animations, and three-dimensional anatomical illustrations. Data were collected anonymously from de-identified learners who elected to self-report on their experiences while completing the course as well as through Coursera datasets. Northwestern University's Institutional Review Board classified this research project as an exempt status due to the de-identified nature of the collected data. Participants from 47 countries report on reproductive health content knowledge, past reproductive health education, and level of engagement with the topic. These data indicate that the Introduction to Reproduction course has a meaningful impact on its participants and presents the information in a concise and accessible format. Distribution of this course to a wider audience is the goal for the program and important to the field of reproductive health. © 2016 by the Society for the Study of Reproduction, Inc.

  7. Statistical competencies for medical research learners: What is fundamental?

    Science.gov (United States)

    Enders, Felicity T; Lindsell, Christopher J; Welty, Leah J; Benn, Emma K T; Perkins, Susan M; Mayo, Matthew S; Rahbar, Mohammad H; Kidwell, Kelley M; Thurston, Sally W; Spratt, Heidi; Grambow, Steven C; Larson, Joseph; Carter, Rickey E; Pollock, Brad H; Oster, Robert A

    2017-06-01

    It is increasingly essential for medical researchers to be literate in statistics, but the requisite degree of literacy is not the same for every statistical competency in translational research. Statistical competency can range from 'fundamental' (necessary for all) to 'specialized' (necessary for only some). In this study, we determine the degree to which each competency is fundamental or specialized. We surveyed members of 4 professional organizations, targeting doctorally trained biostatisticians and epidemiologists who taught statistics to medical research learners in the past 5 years. Respondents rated 24 educational competencies on a 5-point Likert scale anchored by 'fundamental' and 'specialized.' There were 112 responses. Nineteen of 24 competencies were fundamental. The competencies considered most fundamental were assessing sources of bias and variation (95%), recognizing one's own limits with regard to statistics (93%), identifying the strengths, and limitations of study designs (93%). The least endorsed items were meta-analysis (34%) and stopping rules (18%). We have identified the statistical competencies needed by all medical researchers. These competencies should be considered when designing statistical curricula for medical researchers and should inform which topics are taught in graduate programs and evidence-based medicine courses where learners need to read and understand the medical research literature.

  8. Pursuing Personal Passion: Learner-Centered Research Mentoring.

    Science.gov (United States)

    Phillips, William R

    2018-01-01

    New researchers often face difficulty finding and focusing research questions. I describe a new tool for research mentoring, the Pursuing Personal Passion (P3) interview, and a systematic approach to help learners organize their curiosity and develop researchable questions aligned with their personal and professional priorities. The learner-centered P3 research interview parallels the patient-centered clinical interview. This paper reviews experience with 27 research mentees over the years 2009 to 2016, using the P3 approach to identify their initial research topics, classify their underlying passions and track the evolution into their final research questions. These researchers usually identified one of three personal passions that provided lenses to focus their research: problem, person, or process. Initial research topics focused on: problem (24%, 6), person (48%, 12) and process (28%, 7). Final research questions evolved into: problem (20%, 5), person (32%, 8) and process (48%, 12). Identification of the underlying passion can lead researchers who start with one general topic to develop it into very different research questions. Using this P3 approach, mentors can help new researchers focus their interests into researchable questions, successful studies, and organized programs of scholarship.

  9. A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape

    Directory of Open Access Journals (Sweden)

    Loretta Z. le Roux

    2011-09-01

    exposure of the first-year learners to real life clinical situations. The outcome of this study recommends that more studies are conducted, in the School of Nursing at the University of the Western Cape (UWC, to explore teaching and learning approaches that fully maximise the clinical and theoretical competencies of the learners. The outcome further recommends that learner-centred teaching approaches, such as Case-based method, are applied to all year levels of study in the B.Cur programme, due to its proven value when it was applied to first-year learners. The Case-based clinical reasoning approach to learning, that has been implemented at the school, promotes competence and self confidence in learners and has enhanced their sense of responsibility to be actively involved in their own learning.

  10. Learner Autonomy in Foreign Language Education and in Cultural Context

    OpenAIRE

    Ivanovska, Biljana

    2015-01-01

    The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...

  11. Designing, Implementing, and Evaluating a Department-Wide Service-Learning Program for English Language Learners in Morocco

    Science.gov (United States)

    Seilstad, Brian

    2014-01-01

    This article describes the theoretical and pedagogical background and results from the first semester of a service-learning program for English learners at a public Moroccan university and the local high school. This study fills a gap in the literature related to service-learning practice and outcomes in Morocco and the Arab world in general. The…

  12. The Use of E-Dictionary to Read E-Text by Intermediate and Advanced Learners of Chinese

    Science.gov (United States)

    Wang, Jing

    2012-01-01

    This study focuses on the pedagogical outcomes connected with the use of an e-dictionary by intermediate and advanced learners of Chinese to aid in reading an expository Chinese e-text. Twenty intermediate and advanced participants read an e-text twice aided by an e-dictionary and wrote recalls of the text in English. In addition to low frequency…

  13. The Effects of a Pedagogical Agent's Smiling Expression on the Learner's Emotions and Motivation in a Virtual Learning Environment

    Science.gov (United States)

    Liew, Tze Wei; Zin, Nor Azan Mat; Sahari, Noraidah; Tan, Su-Mae

    2016-01-01

    The present study aimed to test the hypothesis that a smiling expression on the face of a talking pedagogical agent could positively affect a learner's emotions, motivation, and learning outcomes in a virtual learning environment. Contrary to the hypothesis, results from Experiment 1 demonstrated that the pedagogical agent's smile induced negative…

  14. Adult Learner Graduation Rates at Four U.S. Community Colleges by Prior Learning Assessment Status and Method

    Science.gov (United States)

    Hayward, Milan S.; Williams, Mitchell R.

    2015-01-01

    The completion agenda demands higher community college graduation rates among adult learners, and prior learning assessment (PLA) is a promising solution. PLA permits students to earn credit for college-level learning acquired outside of higher education and is associated with improved student outcomes. However, little is known regarding community…

  15. A Natural Variation Study of Engagement and Confidence among Parents of Learners with Special Educational Needs and Disabilities (SEND)

    Science.gov (United States)

    Barlow, Alexandra; Humphrey, Neil

    2012-01-01

    Parents' involvement in their children's education is known to be an important predictor of a range of adaptive outcomes. For learners with special educational needs and disabilities (SEND), lack of parental engagement and confidence has been highlighted as a problematic issue. Given this, the objectives of the current study were to: (i) determine…

  16. Applying Learner-Centered Principles to Teaching Human Behavior in the Social Environment in a Baccalaureate Program

    Science.gov (United States)

    Karolich, Robert; Ford, Janet

    2013-01-01

    Changes in the demographics of American undergraduate students must be addressed by changes in delivery of the curriculum. The learner-centered approach to education helps to recognize and integrate student diversity with class exercises and assignments designed to help students meet course learning outcomes. This article applies the American…

  17. Measuring Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education, which reflects that some students taking accounting classes also are provided with on-the-job training in accountin...

  18. English learners in the mathematics classroom

    CERN Document Server

    Coggins, Debra S (Susan)

    2014-01-01

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

  19. TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS

    Directory of Open Access Journals (Sweden)

    Yuliana Yuliana

    2003-01-01

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

  20. Teaching English to Young Learners Through Songs

    OpenAIRE

    Yuliana, Yuliana

    2003-01-01

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

  1. Work-life Experience and Learner Identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2013-01-01

    In order to examine how orientations toward learning activities are situated in and conditioned by specific work-life experiences it is crucial to develop a dialectic concept of learner identity. Based on a qualitative research-project (Kondrup 2012) this paper outlines how unskilled work forms...... a specific condition for engaging in lifelong learning. The aim of the study was to examine how an unskilled work-life presents certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects and engage in formal...

  2. Identifying patient-centred recommendations for improving patient safety in General Practices in England: a qualitative content analysis of free-text responses using the Patient Reported Experiences and Outcomes of Safety in Primary Care (PREOS-PC) questionnaire.

    Science.gov (United States)

    Ricci-Cabello, Ignacio; Saletti-Cuesta, Lorena; Slight, Sarah P; Valderas, Jose M

    2017-10-01

    There is a growing interest in identifying strategies to achieve safer primary health-care provision. However, most of the research conducted so far in this area relies on information supplied by health-care providers, and limited attention has been paid to patients' perspectives. To explore patients' experiences and perceptions of patient safety in English general practices with the aim of eliciting patient-centred recommendations for improving patient safety. The Patient Reported Experiences and Outcomes of Safety in Primary Care questionnaire was sent to a random sample of 6736 primary care users registered in 45 English practices. We conducted a qualitative content analysis of responses to seven open-ended items addressing patients' experiences of safety problems, lessons learnt as a result of such experiences and recommendations for safer health care. A total of 1244 (18.4%) participants returned completed questionnaires. Of those, 678 (54.5%) responded to at least one open-ended question. Two main themes emerged as follows: (i) experiences of safety problems and (ii) good practices and recommendations to improve patient safety in primary care. Most frequent experiences of safety problems were related to appointments, coordination between providers, tests, medication and diagnosis. Patients' responses to these problems included increased patient activation (eg speaking up about concerns with their health care) and avoidance of unnecessary health care. Recommendations for safer health care included improvements in patient-centred communication, continuity of care, timely appointments, technical quality of care, active monitoring, teamwork, health records and practice environment. This study identified a number of patient-centred recommendations for improving patient safety in English general practices. © 2017 The Authors Health Expectations Published by John Wiley & Sons Ltd.

  3. Educating English Learners: What Every Classroom Teacher Needs to Know

    Science.gov (United States)

    Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

    2014-01-01

    In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

  4. South African law and policy regulating learner absenteeism

    African Journals Online (AJOL)

    Packard Bell

    Learner absenteeism often occurs involuntarily due to learners' social and economic circumstances. ..... still a child; e.g. under 18 years of age, and ... schools to take the age and maturity of the ... 5). The Policy on Learner Attendance (DBE, RSA,. 2010, para. 13(i)) allows the ..... Emotional literacy and the ecology of.

  5. Which Dictionary? A Review of the Leading Learners' Dictionaries.

    Science.gov (United States)

    Nesi, Hilary

    Three major dictionaries designed for learners of English as a second language are reviewed, their elements and approaches compared and evaluated, their usefulness for different learners discussed, and recommendations for future dictionary improvement made. The dictionaries in question are the "Oxford Advanced Learner's Dictionary," the…

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

    Science.gov (United States)

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

    2005-01-01

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

  7. Using Learner Corpora for L2 Lexicography: Information on ...

    African Journals Online (AJOL)

    In this paper, we describe an on-going project of the corpus of EFL (English as a Foreign Language) learners in Japan and its application for pedagogical dictionary compilation. We especially focus on the learners' errors in verb collocation patterns and describe how the leamer's dictionary can benefit from the learners' ...

  8. Advancing Learner Autonomy in TEFL via Collaborative Learning

    Science.gov (United States)

    Jacobs, George M.; Shan, Tan Hui

    2015-01-01

    The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…

  9. Language diversity in the mathematics classroom: does a learner ...

    African Journals Online (AJOL)

    In this study, the researchers developed an 'aid' that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views ...

  10. Learners' experiences of learning support in selected Western Cape ...

    African Journals Online (AJOL)

    The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

  11. Young Learner Perspectives on Four Focus-on-Form Tasks

    Science.gov (United States)

    Shak, Juliana; Gardner, Sheena

    2008-01-01

    Recent studies suggest that focus-on-form (FonF) instruction has a positive effect on the second language proficiency of young learners. However, few have looked at learner perspectives on different FonF tasks, particularly in those young learners. This study investigates children's attitudes towards four FonF task-types in three Primary 5 English…

  12. An Investigation of Pronunciation Learning Strategies of Advanced EFL Learners

    Science.gov (United States)

    Hismanoglu, Murat

    2012-01-01

    This paper aims at investigating the kinds of strategies deployed by advanced EFL learners at English Language Teaching Department to learn or improve English pronunciation and revealing whether there are any significant differences between the strategies of successful pronunciation learners and those of unsuccessful pronunciation learners. After…

  13. Teaching strategies to support isiXhosa learners who receive ...

    African Journals Online (AJOL)

    how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical ... schools where the Language of Learning and Teaching (LOLT) is English and/or Afrikaans (i.e. the learner's second or third .... Languages (IIAL) policy for public comment. This.

  14. Dimensionality in Language Learners' Personal Epistemologies

    Science.gov (United States)

    Nikitina, Larisa; Furuoka, Fumitaka

    2018-01-01

    This study aimed to examine dimensionality in language learners' epistemic beliefs. To achieve this, a survey was conducted using a newly-developed research instrument-"Language Learners' Epistemic Beliefs" (LLEB) questionnaire. Based on a review of literature, it was proposed that language learners' epistemic beliefs would cluster in…

  15. Online Games for Young Learners' Foreign Language Learning

    Science.gov (United States)

    Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji

    2014-01-01

    Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…

  16. Whose voice matters? LEARNERS | Bansilal | South African Journal ...

    African Journals Online (AJOL)

    International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher ...

  17. Automatic Annotation Method on Learners' Opinions in Case Method Discussion

    Science.gov (United States)

    Samejima, Masaki; Hisakane, Daichi; Komoda, Norihisa

    2015-01-01

    Purpose: The purpose of this paper is to annotate an attribute of a problem, a solution or no annotation on learners' opinions automatically for supporting the learners' discussion without a facilitator. The case method aims at discussing problems and solutions in a target case. However, the learners miss discussing some of problems and solutions.…

  18. Identifying Breast Cancer Oncogenes

    Science.gov (United States)

    2010-10-01

    tyrosine kinases with an SH3, SH2 and catalytic domain, it lacks a native myristylation signal shared by most members of this class [14], [38]. The...therapeutics and consequently, improve clinical outcomes. We aim to identify novel drivers of breast oncogenesis. We hypothesize that a kinase gain-of...human mammary epithelial cells. A pBabe-Puro-Myr-Flag kinase open reading frame (ORF) library was screened in immortalized human mammary epithelial

  19. MGMT methylation analysis of glioblastoma on the Infinium methylation BeadChip identifies two distinct CpG regions associated with gene silencing and outcome, yielding a prediction model for comparisons across datasets, tumor grades, and CIMP-status.

    Science.gov (United States)

    Bady, Pierre; Sciuscio, Davide; Diserens, Annie-Claire; Bloch, Jocelyne; van den Bent, Martin J; Marosi, Christine; Dietrich, Pierre-Yves; Weller, Michael; Mariani, Luigi; Heppner, Frank L; Mcdonald, David R; Lacombe, Denis; Stupp, Roger; Delorenzi, Mauro; Hegi, Monika E

    2012-10-01

    The methylation status of the O(6)-methylguanine-DNA methyltransferase (MGMT) gene is an important predictive biomarker for benefit from alkylating agent therapy in glioblastoma. Recent studies in anaplastic glioma suggest a prognostic value for MGMT methylation. Investigation of pathogenetic and epigenetic features of this intriguingly distinct behavior requires accurate MGMT classification to assess high throughput molecular databases. Promoter methylation-mediated gene silencing is strongly dependent on the location of the methylated CpGs, complicating classification. Using the HumanMethylation450 (HM-450K) BeadChip interrogating 176 CpGs annotated for the MGMT gene, with 14 located in the promoter, two distinct regions in the CpG island of the promoter were identified with high importance for gene silencing and outcome prediction. A logistic regression model (MGMT-STP27) comprising probes cg12434587 [corrected] and cg12981137 provided good classification properties and prognostic value (kappa = 0.85; log-rank p CIMP) positive tumors was found in glioblastomas from The Cancer Genome Atlas than in low grade and anaplastic glioma cohorts, while in CIMP-negative gliomas MGMT was classified as methylated in approximately 50 % regardless of tumor grade. The proposed MGMT-STP27 prediction model allows mining of datasets derived on the HM-450K or HM-27K BeadChip to explore effects of distinct epigenetic context of MGMT methylation suspected to modulate treatment resistance in different tumor types.

  20. Are we developing walkable suburbs through urban planning policy? Identifying the mix of design requirements to optimise walking outcomes from the 'Liveable Neighbourhoods' planning policy in Perth, Western Australia.

    Science.gov (United States)

    Hooper, Paula; Knuiman, Matthew; Bull, Fiona; Jones, Evan; Giles-Corti, Billie

    2015-05-16

    Planning policy makers and practitioners are requesting clearer guidance on the 'essential' ingredients as assessed by public health researchers to ensure suburban neighbourhood environments are designed to promote active living behaviours such as walking. To identify the combination of design requirements from the 'Liveable Neighbourhoods' (LN) planning policy in Perth, Western Australia that were optimally supportive of walking. K-means cluster analysis identified groups of developments with homogeneous LN features from its community design (CD), movement network (MN), lot layout (LL) and public parkland (PP) elements. Walking behaviours measured using the Neighbourhood Physical Activity Questionnaire were compared between participants resident in the different clusters, adjusting for demographic characteristics, self-selection factors, stage of construction and scale of development. Compared with participants living in the referent cluster of 'poor CD and PP developments' those living in: 'MN and LL developments' had higher odds of doing any (OR = 1.74; 95 % CI = 1.22, 2.48) and ≥60 min walking for recreation (WR) (OR = 2.05; 1.46, 2.88); 'PP developments' had increased odds of doing any WR (OR = 3.53; 2.02, 6.17), ≥60 min WR (OR = 3.37; 1.98, 5.74) and any total walking (TW) (OR = 2.35; 1.36, 4.09); 'CD-MN developments' had increased odds of doing any walking for transport (WT) (OR = 2.64; 1.38, 5.06), ≥60 min WT (OR = 1.98; 1.09, 3.61), any TW (OR = 1.71; 1.44, 2.03), ≥60 min TW (OR = 1.77; 1.14, 2.76) and ≥150 min TW (OR = 1.47; 1.15, 1.86). This study is the first to have empirically identified a mix of specific and distinguishing planning policy neighbourhood design requirements to optimise walking outcomes. These findings will assist in the assessment of urban plans for greenfield suburban developments designed to promote walking and physical activity.

  1. The effects of data-driven learning activities on EFL learners' writing development.

    Science.gov (United States)

    Luo, Qinqin

    2016-01-01

    Data-driven learning has been proved as an effective approach in helping learners solve various writing problems such as correcting lexical or grammatical errors, improving the use of collocations and generating ideas in writing, etc. This article reports on an empirical study in which data-driven learning was accomplished with the assistance of the user-friendly BNCweb, and presents the evaluation of the outcome by comparing the effectiveness of BNCweb and a search engine Baidu which is most commonly used as reference resource by Chinese learners of English as a foreign language. The quantitative results about 48 Chinese college students revealed that the experimental group which used BNCweb performed significantly better in the post-test in terms of writing fluency and accuracy, as compared with the control group which used the search engine Baidu. However, no significant difference was found between the two groups in terms of writing complexity. The qualitative results about the interview revealed that learners generally showed a positive attitude toward the use of BNCweb but there were still some problems of using corpora in the writing process, thus the combined use of corpora and other types of reference resource was suggested as a possible way to counter the potential barriers for Chinese learners of English.

  2. Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

    Science.gov (United States)

    Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

    2017-01-01

    To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

  3. A promising method for identifying cross-cultural differences in patient perspective: the use of Internet-based focus groups for content validation of new patient reported outcome assessments.

    Science.gov (United States)

    Atkinson, Mark J; Lohs, Jan; Kuhagen, Ilka; Kaufman, Julie; Bhaidani, Shamsu

    2006-09-22

    This proof of concept (POC) study was designed to evaluate the use of an Internet-based bulletin board technology to aid parallel cross-cultural development of thematic content for a new set of patient-reported outcome measures (PROs). The POC study, conducted in Germany and the United States, utilized Internet Focus Groups (IFGs) to assure the validity of new PRO items across the two cultures--all items were designed to assess the impact of excess facial oil on individuals' lives. The on-line IFG activities were modeled after traditional face-to-face focus groups and organized by a common 'Topic' Guide designed with input from thought leaders in dermatology and health outcomes research. The two sets of IFGs were professionally moderated in the native language of each country. IFG moderators coded the thematic content of transcripts, and a frequency analysis of code endorsement was used to identify areas of content similarity and difference between the two countries. Based on this information, draft PRO items were designed and a majority (80%) of the original participants returned to rate the relative importance of the newly designed questions. The use of parallel cross-cultural content analysis of IFG transcripts permitted identification of the major content themes in each country as well as exploration of the possible reasons for any observed differences between the countries. Results from coded frequency counts and transcript reviews informed the design and wording of the test questions for the future PRO instrument(s). Subsequent ratings of item importance also deepened our understanding of potential areas of cross-cultural difference, differences that would be explored over the course of future validation studies involving these PROs. The use of IFGs for cross-cultural content development received positive reviews from participants and was found to be both cost and time effective. The novel thematic coding methodology provided an empirical platform on which to

  4. Rights of Postsecondary Readers and Learners

    Science.gov (United States)

    Greenbaum, JoAnne; Angus, Kathryn Bartle

    2018-01-01

    A position statement on the rights of adult readers and learners was adopted by the CRLA board in 2002 and published with a theoretical rationale in ["Journal of College Reading and Learning"] "JCRL," Spring 2003. The statement was a guideline for educators seeking to improve the quality of adult education. In 2016, at the…

  5. Exploring Linguistic Identity in Young Multilingual Learners

    Science.gov (United States)

    Dressler, Roswita

    2014-01-01

    This article explores the linguistic identity of young multilingual learners through the use of a Language Portrait Silhouette. Examples from a research study of children aged 6-8 years in a German bilingual program in Canada provide teachers with an understanding that linguistic identity comprises expertise, affiliation, and inheritance. This…

  6. Second Language Learners' Attitudes towards English Varieties

    Science.gov (United States)

    Zhang, Weimin; Hu, Guiling

    2008-01-01

    This pilot project investigates second language (L2) learners' attitudes towards three varieties of English: American (AmE), British (BrE) and Australian (AuE). A 69-word passage spoken by a female speaker of each variety was used. Participants were 30 Chinese students pursuing Masters or Doctoral degrees in the United States, who listened to each…

  7. Educational Transition of East Malaysian Distance Learners.

    Science.gov (United States)

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

    1999-01-01

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

  8. Tracking the Progress of English Language Learners

    Science.gov (United States)

    Murphy, Audrey F.

    2009-01-01

    Educators need to document progress for English language learners, and the best structures to put into place in order to record their growth. Beginning with the stages of language proficiency, student progress can be tracked through the use of a baseline in all four language strands and the creation of rubrics to monitor performance. Language…

  9. Contextualized Workforce Skills and ESL Learner Identity

    Science.gov (United States)

    Vafai, Maliheh Mansuripur

    2016-01-01

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

  10. Bilingualised Dictionaries: How Learners Really Use Them.

    Science.gov (United States)

    Laufer, Batia; Kimmel, Michal

    1997-01-01

    Seventy native Hebrew-speaking English-as-a-Second-Language students participated in a study that investigated what part of an entry second-language learners read when they look up an unfamiliar word in a bilingualised dictionary: the monolingual, the bilingual, or both. Results suggest the bilingualised dictionary is very effective because it is…

  11. Learner Ownership of Technology-Enhanced Learning

    Science.gov (United States)

    Dommett, Eleanor J.

    2018-01-01

    Purpose: This paper aims to examine the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership. Design/methodology/approach: The paper uses a variety of examples of technology-enhanced learning ranging from open-source software to cloud storage to discuss…

  12. Maximing Learning Strategies to Promote Learner Autonomy

    Directory of Open Access Journals (Sweden)

    Junaidi Mistar

    2001-01-01

    Full Text Available Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.

  13. Hindsight of an English Language Learner.

    Science.gov (United States)

    Dam, Phap

    This keynote address by a native Vietnamese speaker who did not learn English until he was college-age, through the now obsolete "grammar-translation" method, recounts his difficulties in learning to converse orally in English. He stresses the need to teach conversational English to English Language Learners (ELLs) in addition to…

  14. Preparing English Language Learners for Complex Reading

    Science.gov (United States)

    Silva, Janice; Delleman, Paul; Phesia, Andria

    2013-01-01

    Although the Common Core state standards' goal of ensuring that every student leaves high school prepared to meet the demands of college and career is laudable, it's daunting for teachers who serve English language learners. The authors, educators at a private bilingual school in Mexico, describe how they used short excerpts of longer works giving…

  15. Teaching Mathematics That Addresses Learners' Multiple Intelligences

    Science.gov (United States)

    Gouws, E.; Dicker, A-M.

    2011-01-01

    To meet the demands of our highly technological and globally competitive society, it is becoming increasingly important for all learners in South Africa to obtain skills and knowledge in mathematics. However, South Africa performed the worst of all the countries who participated in the Trends in International Mathematics and Science Study (TIMMS).…

  16. Games for and by Teachers and Learners

    NARCIS (Netherlands)

    Van Rosmalen, Peter; Wilson, Amanda; Hummel, Hans

    2013-01-01

    With the advent of social media it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically one strand of technology enhanced learning, i.e. game-based learning, aligns only

  17. Adult Learners: Considerations for Education and Training

    Science.gov (United States)

    Kistler, Mark J.

    2011-01-01

    As more and more adults seek out education and training programs to help them become more competitive in the job market, it provides an opportunity for career and technical education. Those who teach adult learners should take into consideration their particular learning traits. This article highlights a framework of core principles to be…

  18. Researching Oral Production Skills of Young Learners

    Science.gov (United States)

    Szpotowicz, Magdalena

    2012-01-01

    This chapter focuses on the development of young learners' ability to communicate in a foreign language. An empirical study was carried out to determine whether, after four years of learning English as a compulsory school subject, children are ready to engage in oral interaction in a semi-controlled task and produce answers and questions in…

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

    African Journals Online (AJOL)

    This study explored what three Intermediate Phase English First Additional Language teachers understood about reading and teaching reading, and the strategies they used to develop learners' reading skills. Data gathered through interviews and observations of classroom practice were used to consider the extent of their ...

  20. Workplace Learning in Malaysia: The Learner's Perspective

    Science.gov (United States)

    Muhamad, Mazanah; Idris, Khairuddin

    2005-01-01

    This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by…

  1. Learners for life : student approaches to learning

    NARCIS (Netherlands)

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

    2003-01-01

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

  2. Reading Interventions to Support English Language Learners

    Science.gov (United States)

    Corella, Jolene

    2012-01-01

    High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…

  3. Discrimination of Arabic Contrasts by American Learners

    Science.gov (United States)

    Al Mahmoud, Mahmoud S.

    2013-01-01

    This article reports on second language perception of non-native contrasts. The study specifically tests the perceptual assimilation model (PAM) by examining American learners' ability to discriminate Arabic contrasts. Twenty two native American speakers enrolled in a university level Arabic language program took part in a forced choice AXB…

  4. "Becoming" Learners/Teachers in Nomadic Space

    Science.gov (United States)

    Gorodetsky, Malka; Barak, Judith

    2016-01-01

    This paper suggests a conjunction between the learning space of educational edge community (EEC) and the Deleuzeguattarian thought regarding the nature of teachers' "becoming." It attends to the emerging subjectivities of teachers/learners within an EEC, a nomadic, open, and smooth space of learning. It is suggested that autonomous…

  5. Language Anxiety among Gifted Learners in Malaysia

    Science.gov (United States)

    Kamarulzaman, Mohd Hasrul; Ibrahim, Noraniza; Yunus, Melor Md; Ishak, Noriah Mohd

    2013-01-01

    Language anxiety has significantly sparked great concern in the second and foreign language learning world. Researches have found negative correlation between language anxiety and academic achievement of English language learners; and, most of the studies focus on average school students and tertiary level students. This paper, however, explores…

  6. Teaching Science to Learners with Special Needs

    Science.gov (United States)

    McGinnis, J. Randy

    2013-01-01

    A fundamental social justice issue worldwide is how to meet the needs of all learners, especially those with special needs who historically have faced discrimination, exclusion, and oppression due to special needs (physical, cognitive, or behavioral dimensions). This article focuses on the key questions that researchers interested in improving…

  7. Internet Anxiety among Foreign Language Learners

    Science.gov (United States)

    Aydin, Selami

    2011-01-01

    Little attention has been paid to the demotivating potential of new technologies in foreign language research. Thus, this study aims to investigate Internet anxiety among foreign language learners and to determine the relationships between Internet anxiety and certain variables. A background questionnaire, an Internet information test, and an…

  8. Comparison of Learner Involvement in Biology Laboratory ...

    African Journals Online (AJOL)

    Performance in the biology practical paper has been poor at Kenya national examinations in the past five years (1998-2002). This may imply a lack of emphasis on the teaching of biology through the process-based approach. This study investigated the level of learner involvement in biology practical investigations in ...

  9. Learners' right to freedom of written expression

    African Journals Online (AJOL)

    Erna Kinsey

    Learners' right to freedom of written expression. W.J. van Vollenhoven. Department of Education Management and Policy Studies, University of Pretoria, Pretoria, 0002 South Africa wvvollen@postino.up.ac.za. Charles I. Glenn. Training and Policy Studies of the University Professors' Program, University of Boston. Although ...

  10. Motivating Learners at South Korean Universities

    Science.gov (United States)

    Niederhauser, Janet S.

    2012-01-01

    Students at many universities often fail to reach their full potential as English language learners due to low motivation. Some of the factors that affect their motivation relate to the country's education system in general. Others reflect institutional and cultural views of language learning in particular. Using a problem-solution format, this…

  11. Fairness in Assessment of English Learners

    Science.gov (United States)

    Abedi, Jamal; Levine, Harold G.

    2013-01-01

    English language learners (ELLs) face a challenging academic future in learning a new language while simultaneously mastering content in the language they may be struggling to learn. Assessment plays an extremely important role in the academic careers of ELL students, perhaps more so than for native speakers of English. Major changes and…

  12. System Approach to Pedagogical Discourse: CLD Learners

    Science.gov (United States)

    Rojas, Eliana D.; Avitia, Maria J.

    2017-01-01

    This paper examines the achievement gap for culturally and linguistically diverse (CLD) learners through the lens of Bronfenbrenner's bioecological theory of human development. The population of CLD students in the United States continues to grow. Across the nation, CLD students continue to struggle in an increasingly accountability-based…

  13. EFL Learner Collaborative Interaction in Second Life

    Science.gov (United States)

    Peterson, Mark

    2012-01-01

    This paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer…

  14. Translanguaging and the Writing of Bilingual Learners

    Science.gov (United States)

    Velasco, Patricia; García, Ofelia

    2014-01-01

    This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes…

  15. Topic Prominence in Chinese EFL Learners' Interlanguage

    Science.gov (United States)

    Li, Shaopeng; Yang, Lianrui

    2014-01-01

    The present study aims to investigate the general characteristics of topicprominent typological interlanguage development of Chinese learners of English in terms of acquiring subject-prominent English structures from a discourse perspective. Topic structures mainly appear in Chinese discourse in the form of topic chains (Wang, 2002; 2004). The…

  16. Correlates of parental influence, school environment, learners ...

    African Journals Online (AJOL)

    The study examined the predicting effects of parental influence, school environment, Learners\\' interest, and self–efficacy on academic performance of police children in Ibadan Metropolis, Oyo state, Nigeria. The sample consisted of 200 primary IV, V and VI pupils (Mean age = 9 years). The results of the multiple regression ...

  17. Teaching Vocabulary to English Language Learners

    Science.gov (United States)

    Daniels, Sharilyn Fox

    2009-01-01

    This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL…

  18. Working with Bilingual Learners: An Introduction

    Science.gov (United States)

    Willenberg, Ingrid

    2015-01-01

    This article seeks to provide a theoretical overview of bilingualism and discuss the key concepts and theories that inform classroom pedagogy with bilingual learners. Although some specific classroom strategies are introduced, the primary purpose is not to offer strategies, but rather to offer guiding principles based on theory and research to…

  19. Interface between problem-based learning and a learner-centered paradigm.

    Science.gov (United States)

    Karimi, Reza

    2011-01-01

    Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a

  20. Explaining Differences in Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2014-01-01

    In this paper we use a learner perspective on learning outcomes which reflects that some students taking accounting classes are also provided with on-the-job training in accounting firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators...

  1. Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

    Directory of Open Access Journals (Sweden)

    Tingfeng Fu

    2016-03-01

    Full Text Available The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997 coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

  2. Development of affective modelling competencies in primary school learners

    Directory of Open Access Journals (Sweden)

    Piera Biccard

    2011-09-01

    Full Text Available Learner affect and beliefs about mathematics are complex and multifaceted aspects of mathematical learning. Traditional teaching and learning approaches in mathematics education often result in problematic beliefs about mathematics. Since beliefs influence what learners learn and how they deal with learning mathematics, it is essential that the roles of beliefs and affect in mathematics classrooms are carefully examined. In solving modelling problems, learners and teachers take on new roles in the classroom: learners are placed in an active, self-directing situation in which they solve real-world problems. When learners engage in modelling tasks, they display and integrate cognitive, meta-cognitive and affective competencies. A modelling approach therefore allows one to detect learner beliefs in an authentic learning environment. Will this environment lead to students having more positive and productive dispositions towards mathematics? This article presents partial results of a study documenting the development of modelling competencies in learners working in groups over a period of 12 weeks. Through a design research approach, 12 learners working in groups solved three modelling problems, and transcriptions of learner interactions, questionnaires and informal interviews revealed that learner beliefs improved over this short period when exposed to modelling tasks. The results are encouraging, and may provide mathematics education with an avenue to develop more positive learner beliefs in mathematics.

  3. THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

    Directory of Open Access Journals (Sweden)

    Ervin Kovačević

    2016-03-01

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

  4. A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

    Directory of Open Access Journals (Sweden)

    Janak Adhikari

    2017-11-01

    Therefore, we have conducted a longitudinal study to investigate a BYOD initiative by a New Zealand School.  This study shares rich insights in the context of technology-mediated pedagogies and specifically BYOD classroom, as to how digital divides moved beyond access and skills to ensure inclusive learning outcomes. As a part of the five-year study of the technology-mediated teaching and learning initiative, we have been able to explain some of the unanswered questions around the issue of digital divides in the learning process. We investigated issues pertaining to digital divide in the context of BYOD classrooms to make the following revelations. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital tools and technologies, despite earlier studies indicating towards increase in gaps. Second, our analysis strongly indicated the changing nature of digital divides with the presence of gaps in terms of information literacy and critical thinking ability, as the BYOD classroom progressed to mature stage. This was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner self-efficacy has been identified as a determinant of learning outcomes. In the earlier phase of ICT adoption, learner self-efficacy is influenced by a combination of information literacy, critical thinking ability, and positive motivation; however subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual’s learning activities affecting how learners engage and apply technology to achieve learning outcomes.

  5. Proteoglycan-based diversification of disease outcome in head and neck cancer patients identifies NG2/CSPG4 and syndecan-2 as unique relapse and overall survival predicting factors.

    Science.gov (United States)

    Farnedi, Anna; Rossi, Silvia; Bertani, Nicoletta; Gulli, Mariolina; Silini, Enrico Maria; Mucignat, Maria Teresa; Poli, Tito; Sesenna, Enrico; Lanfranco, Davide; Montebugnoli, Lucio; Leonardi, Elisa; Marchetti, Claudio; Cocchi, Renato; Ambrosini-Spaltro, Andrea; Foschini, Maria Pia; Perris, Roberto

    2015-05-03

    Tumour relapse is recognized to be the prime fatal burden in patients affected by head and neck squamous cell carcinoma (HNSCC), but no discrete molecular trait has yet been identified to make reliable early predictions of tumour recurrence. Expression of cell surface proteoglycans (PGs) is frequently altered in carcinomas and several of them are gradually emerging as key prognostic factors. A PG expression analysis at both mRNA and protein level, was pursued on primary lesions derived from 173 HNSCC patients from whom full clinical history and 2 years post-surgical follow-up was accessible. Gene and protein expression data were correlated with clinical traits and previously proposed tumour relapse markers to stratify high-risk patient subgroups. HNSCC lesions were indeed found to exhibit a widely aberrant PG expression pattern characterized by a variable expression of all PGs and a characteristic de novo transcription/translation of GPC2, GPC5 and NG2/CSPG4 respectively in 36%, 72% and 71% on 119 cases. Importantly, expression of NG2/CSPG4, on neoplastic cells and in the intralesional stroma (Hazard Ratio [HR], 6.76, p = 0.017) was strongly associated with loco-regional relapse, whereas stromal enrichment of SDC2 (HR, 7.652, p = 0.007) was independently tied to lymphnodal infiltration and disease-related death. Conversely, down-regulated SDC1 transcript (HR, 0.232, p = 0.013) uniquely correlated with formation of distant metastases. Altered expression of PGs significantly correlated with the above disease outcomes when either considered alone or in association with well-established predictors of poor prognosis (i.e. T classification, previous occurrence of precancerous lesions and lymphnodal metastasis). Combined alteration of all three PGs was found to be a reliable predictor of shorter survival. An unprecedented PG-based prognostic portrait is unveiled that incisively diversifies disease course in HNSCC patients beyond the currently known clinical and molecular

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

    Directory of Open Access Journals (Sweden)

    Lawrence A. Tomei

    2011-10-01

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

  7. Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

    Science.gov (United States)

    Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

    2018-05-01

    Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

  8. Selection of magister learners in nursing science at the Rand Afrikaans University.

    Science.gov (United States)

    Botes, A

    2001-05-01

    Selection of learners implies that candidates are assessed according to criteria with the purpose of selecting the most suitable learners for the course. A magister qualification is on level 8A of the National Qualifications Framework (NQF). The purpose of a magister qualification in Nursing is the development of advanced research, clinical, professional, managerial, educational, leadership and consultative abilities (knowledge, skills, values and attitudes) for the promotion of individual, family, group and community health. From the above introduction it becomes clear that there is a high expectations of a person with a magister qualification. Such a person should be a specialist, scientist, leader and role model in the profession. A magister programme is human-power intensive as well as capital intensive for both the learner and higher education institutions. It is therefore important to select learners with the ability to achieve the outcomes of the programme. Limited research has been conducted on the selection of post graduate learners. This leads to the question whether the current selection criteria (undergraduate mark and the mark in Research Methodology) are reasonable predictors of success for the magister programmes. In order to answer this question, hypotheses with the following variables were formulated. Achievement/success in the magister programme as reflected by The mark for the dissertation or mini-dissertation. The level of input by the supervisor during the magister programme. The quality of the research article reflecting the research in the magister programme. Undergraduate mark Mark for Research Methodology In order to test the hypotheses a quantitative correlation design was used incorporating documented data of 74 magister graduates. Descriptive and inferential data analysis (Pearson's correlation coefficient, ANOVA and multivariate test) were used. The findings showed Research Methodology to be the best indicator of success in the magister

  9. Using an Online Dictionary for Identifying the Meanings of Verb ...

    African Journals Online (AJOL)

    This article reports on the results of a study which investigated the use of an online dictionary by Chinese EFL learners in identifying the meanings of verb phrases. Thirty-two stu-dents with English as major subject participated in a meaning determination task with and without the help of the Macmillan English Dictionary ...

  10. Identifying learning characteristics of the gifted Students in the ...

    African Journals Online (AJOL)

    The failure of schools, teachers and counsellors to identify gifted students as well as responding to their unique characteristics and learning needs give rise to this paper. Gifted learners possess high level of intelligence than their peers, but are disadvantaged in the sense that they are not given the opportunity to reach their ...

  11. Locally-Based Enterprise Training To Improve The Economic Empowerment Of The Learners Of Independent Enterprise Literacy

    Directory of Open Access Journals (Sweden)

    Dayat Hidayat

    2016-12-01

    Full Text Available Entrepreneurial skills of learners of Independent Enterprise Literacy at Community Learning Center (CLC Harapan Karawang Regency in developing locally-based enterprise, is still low. This study is aimed to analyze the planning, the implementation, the outcome, and the impact of locally-based enterprise training on improving the economic empowerment of the learners of Independent Enterprise Literacy. The approach uses in this study is a qualitative case study method. The subjects consist of four learners, a trainer, and an administrator of CLC. The data are obtained through the observation, in-depth interview, and documentation analysis. The data analysis involves the following stages: data collection, data reduction, data display, and conclusion drawing/verification. The locally-based enterprise training is designed through proper planning with the identification of learner needs, formulating objectives and preparing training curriculum that meets the needs and characteristics of the learners. The implementation of the training is conducted properly in accordance with a predetermined plan. The results of training assessment show an increase of knowledge, attitudes and behavior of learners’ entrepreneurial skills. The enterprise training gives impact and influence to increase the learners’ economic empowerment proved by the increasing income and wider business opportunities.

  12. An Investigation into the Modality Specificity of L2 Learners' STM Abilities in Learning Vocabulary via PDAs

    Directory of Open Access Journals (Sweden)

    Saeed Khazaie

    2012-09-01

    Full Text Available Parallel with the rapid growth of wireless technology and potentials of mobile learning for language teaching/learning, employing mobile devices in language learning seems indispensable. To this end, designing learning materials suitable for different types of mobile devices regarding dual coding (DCT and cognitive load (CLT theories seems inevitable. In this study, multimedia were employed for designing two types of learning materials. Since short-term memory plays an important role in language learning, learners’ visual and verbal short-term memories were taken into consideration, too. 161 L2 Learners aged 19 and 23 years old participated in the major phases of an experiment via personal digital assistant (PDA. Based on their scores on the English vocabulary recognition and recall (EVRR tests and the statistical analysis of the results, it was revealed that delivery of learning materials with pictorial and written annotations combined rather than delivery of learning materials without such annotations to learners with high-visual and high-verbal abilities, learners with high-visual but low-verbal ability, and learners with low-visual but high-verbal ability results in better vocabulary learning outcomes. However, this was not the case for learners with low-visual and low-verbal abilities. This study acknowledges the relation between STM and the relevant modalities of materials presentation.

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

    Science.gov (United States)

    2014-01-01

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

  14. Integrative data mining of high-throughput in vitro screens, in vivo data, and disease information to identify Adverse Outcome Pathway (AOP) signatures:ToxCast high-throughput screening data and Comparative Toxicogenomics Database (CTD) as a case study.

    Science.gov (United States)

    The Adverse Outcome Pathway (AOP) framework provides a systematic way to describe linkages between molecular and cellular processes and organism or population level effects. The current AOP assembly methods however, are inefficient. Our goal is to generate computationally-pr...

  15. TOWARDS UNDERSTANDING THE SUCCESSFUL LEARNER: A Case Study of IGNOU

    Directory of Open Access Journals (Sweden)

    Sindhu P. NAIR

    2012-04-01

    Full Text Available The growth of enrolment in the ODL system has been considerable. However, another parameter of significance in the context of Open and Distance learning is the learner success rate. While enrolment rates have been very encouraging in distance education, the pass-out rates haven’t been similar. There is a need to focus on the dynamics involved after a learner enrols himself in an OU and what drives him to stay focussed and complete his academic pursuit successfully or alternatively what holds or slows his academic progress and eventually makes him drop out. The study highlights that there are both institution-based (that is OU-based and learner-centric factors that could facilitate learners to successfully complete their studies. There are both controllable and uncontrollable factors that affect the OU learners’ success rate. This study attempts to capture the learner-centric factors and OU-related factors that have facilitated the learners to successfully complete their study. The paper delves into those key aspects or factors which would have facilitated the passed out learners in successfully completing their programmes in the open system. The findings are of direct interest, both from an institution perspective and that of a distance learner. It provides inputs to the Open and distance learning system, towards formulating appropriate strategies that further facilitate learners to successfully pass out. Also the findings serve as indicators/guide rules for any learner in the open system.

  16. Proteoglycan-based diversification of disease outcome in head and neck cancer patients identifies NG2/CSPG4 and syndecan-2 as unique relapse and overall survival predicting factors

    International Nuclear Information System (INIS)

    Farnedi, Anna; Rossi, Silvia; Bertani, Nicoletta; Gulli, Mariolina; Silini, Enrico Maria; Mucignat, Maria Teresa; Poli, Tito; Sesenna, Enrico; Lanfranco, Davide; Montebugnoli, Lucio; Leonardi, Elisa; Marchetti, Claudio; Cocchi, Renato; Ambrosini-Spaltro, Andrea; Foschini, Maria Pia; Perris, Roberto

    2015-01-01

    Tumour relapse is recognized to be the prime fatal burden in patients affected by head and neck squamous cell carcinoma (HNSCC), but no discrete molecular trait has yet been identified to make reliable early predictions of tumour recurrence. Expression of cell surface proteoglycans (PGs) is frequently altered in carcinomas and several of them are gradually emerging as key prognostic factors. A PG expression analysis at both mRNA and protein level, was pursued on primary lesions derived from 173 HNSCC patients from whom full clinical history and 2 years post-surgical follow-up was accessible. Gene and protein expression data were correlated with clinical traits and previously proposed tumour relapse markers to stratify high-risk patient subgroups. HNSCC lesions were indeed found to exhibit a widely aberrant PG expression pattern characterized by a variable expression of all PGs and a characteristic de novo transcription/translation of GPC2, GPC5 and NG2/CSPG4 respectively in 36%, 72% and 71% on 119 cases. Importantly, expression of NG2/CSPG4, on neoplastic cells and in the intralesional stroma (Hazard Ratio [HR], 6.76, p = 0.017) was strongly associated with loco-regional relapse, whereas stromal enrichment of SDC2 (HR, 7.652, p = 0.007) was independently tied to lymphnodal infiltration and disease-related death. Conversely, down-regulated SDC1 transcript (HR, 0.232, p = 0.013) uniquely correlated with formation of distant metastases. Altered expression of PGs significantly correlated with the above disease outcomes when either considered alone or in association with well-established predictors of poor prognosis (i.e. T classification, previous occurrence of precancerous lesions and lymphnodal metastasis). Combined alteration of all three PGs was found to be a reliable predictor of shorter survival. An unprecedented PG-based prognostic portrait is unveiled that incisively diversifies disease course in HNSCC patients beyond the currently known clinical and molecular

  17. The Writing Portfolio: an alternative assessment tool with young learners of English

    Directory of Open Access Journals (Sweden)

    Melpomeni Barabouti

    2012-02-01

    Full Text Available This paper presents the implementation of a portfolio for assessment purposes, with a group of primary school learners of English, aged 11-12. The focus of the portfolio is specific, concentrating on a purposeful and systematic collection of samples of students’ written language. The paper explores theories on portfolios as an alternative method of assessment and the benefits deriving from their use in the classroom. Moreover, it analyses all the stages of the organization of the learner portfolios from beginning to end. The findings shed light not only on positive outcomes but also possible problems. The paper discusses the implications of the study for classroom practice and provides suggestions for further experimentation.

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

    Science.gov (United States)

    Abdous, M.

    2015-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Nailul Morad MOHD NOR

    2011-07-01

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

  20. “TOTTO-CHAN”: INSIGHTS INTO MULTIPLE INTELLIGENCES-BASED ENGLISH TEACHING TO YOUNG LEARNERS

    Directory of Open Access Journals (Sweden)

    K. M. Widi Hadiyanti

    2017-04-01

    Full Text Available Children are unique individuals who have their own ways to learn about the world and solve problems. It is supported by Gardner‘s ideas about multiple intelligences. Gardner (1993, 1998 suggested several kinds of intelligences. In their attempt to learn about the world, children make use of all resources, including their multiple intelligences. The application of multiple intelligences in teaching young learner seems to be apparent in Tetsuko Kuroyanagi‘s autobiographical memoir, ―Totto-chan: The Little Girl at the Window‖. This study identified and analyzed the techniques used to apply multiple intelligences in teaching young learners in Totto-chan‘s elementary school, Tomoe Gakuen. Based on the identification and analysis conducted in ―Totto-chan‖, this study elaborated the techniques in teaching English for young learners. In particular, this study proposed teaching techniques for four language skills. This study will be of great benefit for English teachers for young learners to enrich their teaching techniques that accord with the children nature of development.

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

    Directory of Open Access Journals (Sweden)

    Thien Sao Bui

    2016-07-01

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

  2. Teachers’ Pastoral Role in Response to the Needs of Orphaned Learners

    Directory of Open Access Journals (Sweden)

    Teresa Auma Ogina

    2010-12-01

    Full Text Available This article discusses a study that explored the way teachers perceive and describe their roles in responding to the needs of orphaned learners. The participants in the study comprised three secondary and two primary school teachers. The data on the teachers’ experiences were collected through semi-structured interviews, and the findings revealed that, although some of the teachers attempted to fulfill some of the orphaned learners’ needs, most were unable to cope with the combined roles of teaching and learning and care giving. The study identified a lack of material, social, and emotional support for grieving learners. The findings indicate that there is a need for teacher development in terms of preparing teachers to provide pastoral care for orphaned learners. For the teachers’ efforts to be more fruitful, there is also an urgent need for supportive school leadership. In addition, the study highlights the need for counsellors and social workers to be appointed to work in collaboration with the teachers in providing for the needs of the learners.

  3. Conversational elements of online chatting: speaking practice for distance language learners?

    Directory of Open Access Journals (Sweden)

    Vincenza Tudini

    2003-12-01

    Full Text Available A critical issue in the delivery of language courses at a distance is to provide adequate scaffolding and monitoring1 of learners to assist them in the development of their interlanguage. As well as being one of the main reasons students enroll in language courses, oral interaction is considered beneficial to interlanguage development since it provides opportunities for negotiation of meaning. In the case of campus-based students, learners' progress in speaking the target language is supported and monitored mainly in the classroom. If non campus-based or online students do not attend face-to-face classes, how do they find opportunities for oral interaction? Using a Conversational Analysis and Second Language Acquisition perspective, the author considers elements which are common to both face-to-face oral interactions and chatting via a computer, with a view to assessing the potential of synchronous text-based communication tools to support the development of the speaking skills and interlanguage of distance language learners. This is done by reviewing findings of previous studies on synchronous text-based communication tools and identifying selected characteristics of oral interaction which are present in the chat sessions of two groups of campus-based intermediate level learners of Italian. In particular, the study focuses on repairs and incorporation of target forms, variety of speech acts, particularly questions and clarification requests, and the presence of discourse markers.

  4. Quality indicators for learner-centered postgraduate medical e-learning.

    Science.gov (United States)

    de Leeuw, Robert A; Westerman, Michiel; Scheele, Fedde

    2017-04-27

    The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group, and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King's template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team. The final template consisted of three domains of positive e-learning influencers (motivators, learning enhancers, and real-world translation) and three domains of negatively influential parameters (barriers, learning discouragers, and poor preparation). The interpretation of the final template showed three subjects which form the basis of e-learning, namely, Motivate, Learn and Apply. This study forms a basis for learning in general and could be applied to many educational instruments. Individual characteristics should be adapted to the target audience. Three subjects form the basis of, and six themes cover all items needed for, good (enough) postgraduate e-learning. Further research should be carried out with learners and real-world e-learning to validate this template.

  5. Concept mapping for learners of all ages

    Directory of Open Access Journals (Sweden)

    Nancy L. Gallenstein

    2013-02-01

    Full Text Available Concept mapping is an inquiry technique that provides students at all ages with opportunities to demonstrate learning through performance. A concept map refers to a graphic/visual representation of concepts with linking connections that show various relationships between concepts (Novak & Gowin, 1984. Assessment is an ongoing process integrated with instruction across subject areas. The National Council of Teachers of Mathematics (NCTM emphasizes that assessment should focus on both the enhancement of student learning as well as serve as a valuable tool for making instructional decisions (NCTM, 2000. Assessment activities can take on a variety of forms, one being performance tasks. In this manuscript, an explanation of concept mapping is provided for learners ages 3 – 12 along with several examples of concept maps for young learners, including examples from an assessment project in the subject area of mathematics. Also presented are the numerous benefits of the concept mapping technique for both students and teachers.

  6. WORD-ATTACK SKILLS FOR INDONESIAN LEARNERS

    Directory of Open Access Journals (Sweden)

    Joko Pranowo

    2006-01-01

    Full Text Available The typical drawbacks that affect most Indonesian learners studying English as the target language concern the strategies in dealing with new dictions. The rule of thumb is that the learners are usually tempted to directly look up the meaning in a dictionary when other ways such as guessing the meaning from the context or by dissecting the words into smaller units so that they are able to get a hint from the base word cannot be engineered. As a result of this activity then, they miss crucial points in the realm of word enrichment. This article will shed some light on how to deal with new words and claim that it is not the meaning of a new word that should be the first priority.

  7. Classroom Grammar Teaching for Adult Learners

    Institute of Scientific and Technical Information of China (English)

    石怡

    2014-01-01

    As Wight (1999, p.33) pointed out to“know a language was to know the grammar of it”, hence grammar teaching is usually the main approach in second or foreign language teaching. This paper presents an analysis from three aspects to il-lustrate why classroom grammar teaching benefits adult learners. However, if grammar is overstated, some negative results will occur. Therefore a balance between grammar teaching and communicative skill teaching is need, as is a balance between accuracy and fluency.

  8. Handing over ownership of schools to learners

    CSIR Research Space (South Africa)

    Dlodlo, N

    2012-03-01

    Full Text Available uses the concept of crowd sourcing for social activism and public accountability, serving as a model for what is coined ?activist mapping? ? the combination of social activism, citizenship and geospatial information. It uses social media and mobile... phone coverage in South Africa is fast approaching 100%. Therefore irrespective of where the school is based, the learners are more likely to have access and use the system developed. This is about bridging the digital gap in access to technology...

  9. Marshaling Resources: A Classic Grounded Theory Study of Online Learners

    Directory of Open Access Journals (Sweden)

    Barbara Yalof

    2014-06-01

    Full Text Available Classic grounded theory (CGT was used to identify a main concern of online students in higher education. One of the main impediments to studying online is a sense of isolation and lack of access to support systems as students navigate through complex requirements of their online programs. Hypothetical probability statements illustrate the imbalance between heightened needs of virtual learners and perceived inadequate support provided by educational institutions. The core variable, marshaling resources, explains how peer supports sustain motivation toward successful program completion. Understanding the critical contribution virtual interpersonal networks make towards maximizing resources by group problem solving is a significant aspect of this theory. Keywords: Online learning, e-learning, personal learning networks, peer networks

  10. The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

    Directory of Open Access Journals (Sweden)

    Ebrahim Azimi Mohammad Abadi

    2013-05-01

    Full Text Available Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. The researcher investigated whether there is any statistically significant relationship between learner autonomy and vocabulary learning strategies use in Iranian EFL learners with different language proficiency levels. To meet the above purpose, a total number of 190 male and female EFL learners participated in this study. The methodology underlying this study was quantitative (thorough the administration of two questionnaires and two language proficiency test – TOEFL for advanced group, and Nelson for intermediate level. The quantitative data was analyzed using a set of correlational analysis revealing a significant positive correlation between learner autonomy and vocabulary learning strategies use in high proficient group, and a significant positive relationship between these two constructs in low proficient group, however not as strong as in the advanced group.

  11. Overview English Asa Second Language for Young Learners

    OpenAIRE

    Rini, Setia

    2016-01-01

    Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...

  12. Learner Autonomy in Language Education : A Cross-Cultural Perspective

    OpenAIRE

    Kojima, Hideo

    2006-01-01

    In recent years, the importance of developing learner autonomy in language education hasbeen one of its more prominent themes in Japan as well as in the West. In spite of agreementconcerning its importance, there remains a good deal of uncertainty about its meaning inteaching and learning English as a foreign language (EFL). This paper aims to consider theconcept of learner autonomy amongst different cultures. Autonomy has a social as well as anindividual dimension. The promotion of learner a...

  13. A study on online learner profile for supporting personalized learning

    Directory of Open Access Journals (Sweden)

    Jie Yang

    2013-09-01

    Full Text Available Digital learning as a popular learning approach has received increasing attention in modern education. The learner profile in online learning plays a critical role in supporting personalized learning. This article uses an information flow-based approach to build the learner profile for supporting personalized learning. The learner profile includes the individual profile to capture the personal features and the community profile to capture the social features in online learning environment.

  14. HOW TO MOTIVATE ENGLISH LEARNERS FACED WITH PSYCHOLOGICAL BURDEN

    Directory of Open Access Journals (Sweden)

    Himpun Panggabean

    2007-01-01

    Full Text Available The misleading assumptions of Indonesian-speaking learners of English on the nature of English results in psychological burden inhibiting the process of teaching and learning. The assumptions should be eliminated at the beginning of English class. Besides, the instructor should extensively motivate and encourage the learners to maximize their potentials in learning process. Such approach will gradually lead the learners to self-confidence and self-discovery.

  15. Factors Contributing Decreased Performance Of Slow Learners

    Directory of Open Access Journals (Sweden)

    Dr. L. Kannan

    2015-03-01

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

  16. Kokugo Dictionaries as Tools for Learners: Problems and Potential

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    Tom GALLY

    2012-10-01

    Full Text Available For second-language learners, monolingual dictionaries can be useful tools because they often provide more detailed explanations of meanings and more extensive vocabulary coverage than bilingual dictionaries do. While learners of English have access to many monolingual dictionaries designed specifically to meet their needs, learners of Japanese must make do with Kokugo dictionaries, that is, monolingual dictionaries intended for native Japanese speakers. This paper, after briefly describing Kokugo dictionaries in general, analyzes a typical entry from such a dictionary to illustrate the advantages and challenges of the use of Kokugo dictionaries by learners of Japanese.

  17. 'n Evaluasie van Pharos Aanleerderwoordeboek vir skole/ Learner's ...

    African Journals Online (AJOL)

    'n Evaluasie van Pharos Aanleerderwoordeboek vir skole/ Learner's Dictionary for Schools en Longman-HAT Afrikaans Dictionary and Grammar for English Speakers in 'n Afrikaanse taalverwerwingskursus op universiteitsvlak.

  18. Issues of promoting learner autonomy in EFL context

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    Pichugova Inna L.

    2016-01-01

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

  19. Acquisition of Speech Acts by Second Language Learners : Suggestion for future research on Japanese language education

    OpenAIRE

    畑佐, 由紀子

    2014-01-01

    This paper examines previous studies on the use and acquisition of speech acts by second language learners in order to identify issues that are yet to be investigated. The paper begins with a brief overview of the theoretical background for L2 speech act theory. Then, factors that affect native speakers’ choice of expressions are explained and the extent to which they are investigated in L2 pragmatic studies is considered. Thirdly, the strengths and weaknesses of methodology employed are disc...

  20. Peer Tutoring as a Remedial Measure for Slow Learners in a Medical School

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    Ray (Arora Suranjana

    2015-01-01

    Full Text Available Background: A Slow Learner (SL is one who has the ability to learn necessary academic skills but at a rate and depth below average of the same age peers. Aims: To identify SL we have to judge them not just by their grade level, but by the fact that they master skills slowly, have difficulty following multistep directives, live in the present and do not have long term goals. The remedial measures for these SL were repetition, peer tutoring, enhancing their self-esteem and improve confidence. With correct monitoring, support and feedback from a teacher facilitator peer tutoring can provide deeper learning, reduce dropout, and improve social behavior. Objective: The aim was to identify SL and to peer tutor them. Material and Methods: In a group of 106 students in the first year of MBBS in a college in Mauritius 20 students were identified as SL, out of the other 86 students 2 to 3 students were selected as peer tutors. The sample size on which the questionnaire was used to determine slow learners were 106 out of which 20 were found to be slow learners. The peer tutors were selected among the 106 students. The facilitator trained the tutors. Conclusion: In our Institute we found an alarming 15-18% of SL. The SL responded positively to the peer tutoring and a significant number improved their academic performance. Peer tutoring has significant cognitive gains for both tutor and tutees. Peer tutoring improves selfconfidence, academic achievement, improves their attitude towards the subject matter and encourages greater persistence in completing tasks. Identifying SL has many pitfalls as we should confirm that they are not 'reluctant' or 'struggling' learners but SL.