WorldWideScience

Sample records for learning activity based

  1. Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

    OpenAIRE

    Piyaluk Wongsri; Prasart Nuangchalerm

    2010-01-01

    Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research we...

  2. Group-Based Active Learning of Classification Models.

    Science.gov (United States)

    Luo, Zhipeng; Hauskrecht, Milos

    2017-05-01

    Learning of classification models from real-world data often requires additional human expert effort to annotate the data. However, this process can be rather costly and finding ways of reducing the human annotation effort is critical for this task. The objective of this paper is to develop and study new ways of providing human feedback for efficient learning of classification models by labeling groups of examples. Briefly, unlike traditional active learning methods that seek feedback on individual examples, we develop a new group-based active learning framework that solicits label information on groups of multiple examples. In order to describe groups in a user-friendly way, conjunctive patterns are used to compactly represent groups. Our empirical study on 12 UCI data sets demonstrates the advantages and superiority of our approach over both classic instance-based active learning work, as well as existing group-based active-learning methods.

  3. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    Science.gov (United States)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  4. Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

    Science.gov (United States)

    Sesen, Burcin Acar; Tarhan, Leman

    2011-01-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

  5. Active-learning versus teacher-centered instruction for learning acids and bases

    Science.gov (United States)

    Acar Sesen, Burcin; Tarhan, Leman

    2011-07-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

  6. Research-based active-learning instruction in physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2013-04-01

    The development of research-based active-learning instructional methods in physics has significantly altered the landscape of U.S. physics education during the past 20 years. Based on a recent review [D.E. Meltzer and R.K. Thornton, Am. J. Phys. 80, 478 (2012)], we define these methods as those (1) explicitly based on research in the learning and teaching of physics, (2) that incorporate classroom and/or laboratory activities that require students to express their thinking through speaking, writing, or other actions that go beyond listening and the copying of notes, or execution of prescribed procedures, and (3) that have been tested repeatedly in actual classroom settings and have yielded objective evidence of improved student learning. We describe some key features common to methods in current use. These features focus on (a) recognizing and addressing students' physics ideas, and (b) guiding students to solve problems in realistic physical settings, in novel and diverse contexts, and to justify or explain the reasoning they have used.

  7. Unsupervised active learning based on hierarchical graph-theoretic clustering.

    Science.gov (United States)

    Hu, Weiming; Hu, Wei; Xie, Nianhua; Maybank, Steve

    2009-10-01

    Most existing active learning approaches are supervised. Supervised active learning has the following problems: inefficiency in dealing with the semantic gap between the distribution of samples in the feature space and their labels, lack of ability in selecting new samples that belong to new categories that have not yet appeared in the training samples, and lack of adaptability to changes in the semantic interpretation of sample categories. To tackle these problems, we propose an unsupervised active learning framework based on hierarchical graph-theoretic clustering. In the framework, two promising graph-theoretic clustering algorithms, namely, dominant-set clustering and spectral clustering, are combined in a hierarchical fashion. Our framework has some advantages, such as ease of implementation, flexibility in architecture, and adaptability to changes in the labeling. Evaluations on data sets for network intrusion detection, image classification, and video classification have demonstrated that our active learning framework can effectively reduce the workload of manual classification while maintaining a high accuracy of automatic classification. It is shown that, overall, our framework outperforms the support-vector-machine-based supervised active learning, particularly in terms of dealing much more efficiently with new samples whose categories have not yet appeared in the training samples.

  8. The Influence of Problem Based Learning Model toward Students’ Activities and Learning Outcomes on Financial Management Subject

    Directory of Open Access Journals (Sweden)

    Han Tantri Hardini

    2016-12-01

    Full Text Available This research aims to know the influence of problem based learning model toward students’ activities and achievement on Financial Management subject for undergraduate program students of Accounting Education. It was a quantitative research that used true experimental design. Samples of this study were undergraduate program students of Accounting Education in the year of 2014. Class A were control class and class B were experimental class. Data were analyzed by using t-test in order to determine the differences of learning outcomes between control class and experimental class. Then, questionnaires were distributed to gather students’ activities information in their students’ learning model. Findings show that there is an influence of Problem Based Learning model toward students’ activities and learning outcomes on Financial Management subject for undergraduate program students of Accounting Education since t-count ≥ t-table. It is 6.120 ≥ 1.9904. Students’ learning activities with Problem Based Learning model are better than students who are taught by conventional learning model.

  9. From learning objects to learning activities

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

  10. Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Rongbutsri, Nikorn; Buus, Lillian

    2012-01-01

    and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable......This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem...... adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part...

  11. Effects of image-based and text-based active learning exercises on student examination performance in a musculoskeletal anatomy course.

    Science.gov (United States)

    Gross, M Melissa; Wright, Mary C; Anderson, Olivia S

    2017-09-01

    Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text-based and image-based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in-class exercises. Students also rated the helpfulness and difficulty of the in-class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image-based exercises were significantly less demanding, less hard and required less effort than text-based exercises (P active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444-455. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  12. Generalized query-based active learning to identify differentially methylated regions in DNA.

    Science.gov (United States)

    Haque, Md Muksitul; Holder, Lawrence B; Skinner, Michael K; Cook, Diane J

    2013-01-01

    Active learning is a supervised learning technique that reduces the number of examples required for building a successful classifier, because it can choose the data it learns from. This technique holds promise for many biological domains in which classified examples are expensive and time-consuming to obtain. Most traditional active learning methods ask very specific queries to the Oracle (e.g., a human expert) to label an unlabeled example. The example may consist of numerous features, many of which are irrelevant. Removing such features will create a shorter query with only relevant features, and it will be easier for the Oracle to answer. We propose a generalized query-based active learning (GQAL) approach that constructs generalized queries based on multiple instances. By constructing appropriately generalized queries, we can achieve higher accuracy compared to traditional active learning methods. We apply our active learning method to find differentially DNA methylated regions (DMRs). DMRs are DNA locations in the genome that are known to be involved in tissue differentiation, epigenetic regulation, and disease. We also apply our method on 13 other data sets and show that our method is better than another popular active learning technique.

  13. Effects of Image-Based and Text-Based Active Learning Exercises on Student Examination Performance in a Musculoskeletal Anatomy Course

    Science.gov (United States)

    Gross, M. Melissa; Wright, Mary C.; Anderson, Olivia S.

    2017-01-01

    Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination…

  14. Development of Speaking Skills through Activity Based Learning at the Elementary Level

    Science.gov (United States)

    Ul-Haq, Zahoor; Khurram, Bushra Ahmed; Bangash, Arshad Khan

    2017-01-01

    Purpose: This paper discusses an effective instructional method called "activity based learning" that can be used to develop the speaking skills of students in the elementary school level. The present study was conducted to determine the effect of activity based learning on the development of the speaking skills of low and high achievers…

  15. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

    NARCIS (Netherlands)

    Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

    2015-01-01

    BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

  16. Using Biomimicry to Engage Students in a Design-Based Learning Activity

    Science.gov (United States)

    Gardner, Grant E.

    2012-01-01

    I describe a design-based learning activity that utilizes the interdisciplinary content domain of biomimicry. Design-based learning requires student creativity and technological innovation to address novel science problems, characteristics of the nature of science not often addressed in schools. Alignment with national standards documents,…

  17. Problem-based Learning (PBL in Sociolinguistics as a Way of Encouraging Active Learning

    Directory of Open Access Journals (Sweden)

    Engku Ibrahim Engku Haliza

    2018-01-01

    Full Text Available The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

  18. An Activity-based Approach to the Learning and Teaching of Research Methods: Measuring Student Engagement and Learning

    Directory of Open Access Journals (Sweden)

    Eimear Fallon

    2013-05-01

    Full Text Available This paper discusses a research project carried out with 82 final and third year undergraduate students, learning Research Methods prior to undertaking an undergraduate thesis during the academic years 2010 and 2011. The research had two separate, linked objectives, (a to develop a Research Methods module that embraces an activity-based approach to learning in a group environment, (b to improve engagement by all students. The Research Methods module was previously taught through a traditional lecture-based format. Anecdotally, it was felt that student engagement was poor and learning was limited. It was believed that successful completion of the development of this Module would equip students with a deeply-learned battery of research skills to take into their further academic and professional careers. Student learning was achieved through completion of a series of activities based on different research methods. In order to encourage student engagement, a wide variety of activities were used. These activities included workshops, brainstorming, mind-mapping, presentations, written submissions, peer critiquing, lecture/seminar, and ‘speed dating’ with more senior students and self reflection. Student engagement was measured through a survey based on a U.S. National Survey of Student Engagement (2000. A questionnaire was devised to establish whether, and to what degree, students were engaged in the material that they were learning, while they were learning it. The results of the questionnaire were very encouraging with between 63% and 96% of students answering positively to a range of questions concerning engagement. In terms of the two objectives set, these were satisfactorily met. The module was successfully developed and continues to be delivered, based upon this new and significant level of student engagement.

  19. Bayes-Optimal Entropy Pursuit for Active Choice-Based Preference Learning

    OpenAIRE

    Pallone, Stephen N.; Frazier, Peter I.; Henderson, Shane G.

    2017-01-01

    We analyze the problem of learning a single user's preferences in an active learning setting, sequentially and adaptively querying the user over a finite time horizon. Learning is conducted via choice-based queries, where the user selects her preferred option among a small subset of offered alternatives. These queries have been shown to be a robust and efficient way to learn an individual's preferences. We take a parametric approach and model the user's preferences through a linear classifier...

  20. Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

    Science.gov (United States)

    Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

    2010-01-01

    This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

  1. Virk: An Active Learning-based System for Bootstrapping Knowledge Base Development in the Neurosciences

    Directory of Open Access Journals (Sweden)

    Kyle H. Ambert

    2013-12-01

    Full Text Available The frequency and volume of newly-published scientific literature is quickly making manual maintenance of publicly-available databases of primary data unrealistic and costly. Although machine learning can be useful for developing automated approaches to identifying scientific publications containing relevant information for a database, developing such tools necessitates manually annotating an unrealistic number of documents. One approach to this problem, active learning, builds classification models by iteratively identifying documents that provide the most information to a classifier. Although this approach has been shown to be effective for related problems, in the context of scientific databases curation, it falls short. We present Virk, an active learning system that, while being trained, simultaneously learns a classification model and identifies documents having information of interest for a knowledge base. Our approach uses a support vector machine classifier with input features derived from neuroscience-related publications from the primary literature. Using our approach, we were able to increase the size of the Neuron Registry, a knowledge base of neuron-related information, by a factor of 90%, a knowledge base of neuron-related information, in 3 months. Using standard biocuration methods, it would have taken between 1-2 years to make the same number of contributions to the Neuron Registry. Here, we describe the system pipeline in detail, and evaluate its performance against other approaches to sampling in active learning.

  2. Learning second language vocabulary: neural dissociation of situation-based learning and text-based learning.

    Science.gov (United States)

    Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

    2010-04-01

    Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used. Copyright 2009 Elsevier Inc. All rights reserved.

  3. An Active Learning Exercise for Introducing Agent-Based Modeling

    Science.gov (United States)

    Pinder, Jonathan P.

    2013-01-01

    Recent developments in agent-based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent-based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent-based…

  4. Inquiry-based Laboratory Activities on Drugs Analysis for High School Chemistry Learning

    Science.gov (United States)

    Rahmawati, I.; Sholichin, H.; Arifin, M.

    2017-09-01

    Laboratory activity is an important part of chemistry learning, but cookbook instructions is still commonly used. However, the activity with that way do not improve students thinking skill, especially students creativity. This study aims to improve high school students creativity through inquiry-based laboratory on drugs analysis activity. Acid-base titration is used to be method for drugs analysis involving a color changing indicator. The following tools were used to assess the activity achievement: creative thinking test on acid base titration, creative attitude and action observation sheets, questionnaire of inquiry-based lab activities, and interviews. The results showed that the inquiry-based laboratory activity improving students creative thinking, creative attitude and creative action. The students reacted positively to this teaching strategy as demonstrated by results from questionnaire responses and interviews. This result is expected to help teachers to overcome the shortcomings in other laboratory learning.

  5. Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

    Science.gov (United States)

    Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

    2015-01-01

    Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

  6. Problem Based Learning

    DEFF Research Database (Denmark)

    de Graaff, Erik; Guerra, Aida

    , the key principles remain the same everywhere. Graaff & Kolmos (2003) identify the main PBL principles as follows: 1. Problem orientation 2. Project organization through teams or group work 3. Participant-directed 4. Experiental learning 5. Activity-based learning 6. Interdisciplinary learning and 7...... model and in general problem based and project based learning. We apply the principle of teach as you preach. The poster aims to outline the visitors’ workshop programme showing the results of some recent evaluations.......Problem-Based Learning (PBL) is an innovative method to organize the learning process in such a way that the students actively engage in finding answers by themselves. During the past 40 years PBL has evolved and diversified resulting in a multitude in variations in models and practices. However...

  7. Developing design-based STEM education learning activities to enhance students' creative thinking

    Science.gov (United States)

    Pinasa, Siwa; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

    Creative thinking on applying science and mathematics knowledge is required by the future STEM career. The STEM education should be provided for the required skills of future STEM career. This paper aimed to clarify the developing STEM education learning activities to enhance students' creative thinking. The learning activities were developed for Grade 10 students who will study in the subject of independent study (IS) of Khon Kaen Wittayayon School, Khon Kaen, Thailand. The developing STEM education learning activities for enhancing students' creative thinking was developed regarding on 6 steps including (1) providing of understanding of fundamental STEM education concept, (2) generating creative thinking from prototype, (4) revised ideas, (5) engineering ability, and (6) presentation and discussion. The paper will clarify the 18 weeks activities that will be provided based these 6 steps of developing learning activities. Then, these STEM learning activities will be discussed to provide the chance of enhancing students' creative thinking. The paper may have implication for STEM education in school setting.

  8. Scene recognition based on integrating active learning with dictionary learning

    Science.gov (United States)

    Wang, Chengxi; Yin, Xueyan; Yang, Lin; Gong, Chengrong; Zheng, Caixia; Yi, Yugen

    2018-04-01

    Scene recognition is a significant topic in the field of computer vision. Most of the existing scene recognition models require a large amount of labeled training samples to achieve a good performance. However, labeling image manually is a time consuming task and often unrealistic in practice. In order to gain satisfying recognition results when labeled samples are insufficient, this paper proposed a scene recognition algorithm named Integrating Active Learning and Dictionary Leaning (IALDL). IALDL adopts projective dictionary pair learning (DPL) as classifier and introduces active learning mechanism into DPL for improving its performance. When constructing sampling criterion in active learning, IALDL considers both the uncertainty and representativeness as the sampling criteria to effectively select the useful unlabeled samples from a given sample set for expanding the training dataset. Experiment results on three standard databases demonstrate the feasibility and validity of the proposed IALDL.

  9. Ask-the-expert: Active Learning Based Knowledge Discovery Using the Expert

    Science.gov (United States)

    Das, Kamalika; Avrekh, Ilya; Matthews, Bryan; Sharma, Manali; Oza, Nikunj

    2017-01-01

    Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the backend. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

  10. Active learning approach in Moodle for the organization of student’s self-study practice-based learning activities

    Directory of Open Access Journals (Sweden)

    Ivanova Veronica

    2016-01-01

    Full Text Available Nowadays e-learning tools and delivery methods have been constantly expanding. Employs use e-learning to train their employees more often and often. New and experienced employees have the opportunity to improve upon their knowledge base and expand their skill sets. At home, individuals are granted the access to the programs that provided them with the ability to earn online degrees and enrich their lives through the expanded knowledge. The paper focuses on the analysis of the advantages and disadvantages of e- learning. The ways of applying on-line training used by employers are demonstrated. The experience of implementing active methods of e-learning is described as well as the conclusion about the possibility of their application is made. The paper also presents the results of the survey conducted among TPU teacher and students concerning the advisability of e-learning usage.

  11. "Sustainability on Earth" Webquests: Do They Qualify as Problem-Based Learning Activities?

    Science.gov (United States)

    Leite, Laurinda; Dourado, Luís; Morgado, Sofia

    2015-01-01

    Information and communication technologies (ICT), namely the Internet, can play a valuable educational role in several school subjects, including science education. The same applies to problem-based learning (PBL), that is, a student-centered active learning methodology that can prepare students for lifelong learning. WebQuests (WQs) combine PBL…

  12. Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

    Science.gov (United States)

    Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

    2018-04-01

    Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

  13. A Web-Based Learning Support System for Inquiry-Based Learning

    Science.gov (United States)

    Kim, Dong Won; Yao, Jingtao

    The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

  14. Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction

    Science.gov (United States)

    Gholson, Barry; Craig, Scotty D.

    2006-01-01

    This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge acquisition under conditions in which the learner is not the addressee and does not physically…

  15. An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

    Science.gov (United States)

    Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

    2014-01-01

    In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

  16. Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning

    Science.gov (United States)

    Hanell, Fredrik

    2016-01-01

    Introduction: This paper reports results from an ethnographic study of teacher trainees' information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment. Method: The participants in the present study are 249 pre-school teacher trainees in…

  17. From feedback- to response-based performance monitoring in active and observational learning.

    Science.gov (United States)

    Bellebaum, Christian; Colosio, Marco

    2014-09-01

    Humans can adapt their behavior by learning from the consequences of their own actions or by observing others. Gradual active learning of action-outcome contingencies is accompanied by a shift from feedback- to response-based performance monitoring. This shift is reflected by complementary learning-related changes of two ACC-driven ERP components, the feedback-related negativity (FRN) and the error-related negativity (ERN), which have both been suggested to signal events "worse than expected," that is, a negative prediction error. Although recent research has identified comparable components for observed behavior and outcomes (observational ERN and FRN), it is as yet unknown, whether these components are similarly modulated by prediction errors and thus also reflect behavioral adaptation. In this study, two groups of 15 participants learned action-outcome contingencies either actively or by observation. In active learners, FRN amplitude for negative feedback decreased and ERN amplitude in response to erroneous actions increased with learning, whereas observational ERN and FRN in observational learners did not exhibit learning-related changes. Learning performance, assessed in test trials without feedback, was comparable between groups, as was the ERN following actively performed errors during test trials. In summary, the results show that action-outcome associations can be learned similarly well actively and by observation. The mechanisms involved appear to differ, with the FRN in active learning reflecting the integration of information about own actions and the accompanying outcomes.

  18. Activity Based Learning in a Freshman Global Business Course: Analyses of Preferences and Demographic Differences

    Science.gov (United States)

    Levine, Mark F.; Guy, Paul W.

    2007-01-01

    The present study investigates pre-business students' reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico. The study investigates students' preference for Activity Based Learning in comparison to a more traditional…

  19. An activity theory perspective of how scenario-based simulations support learning: a descriptive analysis.

    Science.gov (United States)

    Battista, Alexis

    2017-01-01

    The dominant frameworks for describing how simulations support learning emphasize increasing access to structured practice and the provision of feedback which are commonly associated with skills-based simulations. By contrast, studies examining student participants' experiences during scenario-based simulations suggest that learning may also occur through participation. However, studies directly examining student participation during scenario-based simulations are limited. This study examined the types of activities student participants engaged in during scenario-based simulations and then analyzed their patterns of activity to consider how participation may support learning. Drawing from Engeström's first-, second-, and third-generation activity systems analysis, an in-depth descriptive analysis was conducted. The study drew from multiple qualitative methods, namely narrative, video, and activity systems analysis, to examine student participants' activities and interaction patterns across four video-recorded simulations depicting common motivations for using scenario-based simulations (e.g., communication, critical patient management). The activity systems analysis revealed that student participants' activities encompassed three clinically relevant categories, including (a) use of physical clinical tools and artifacts, (b) social interactions, and (c) performance of structured interventions. Role assignment influenced participants' activities and the complexity of their engagement. Importantly, participants made sense of the clinical situation presented in the scenario by reflexively linking these three activities together. Specifically, student participants performed structured interventions, relying upon the use of physical tools, clinical artifacts, and social interactions together with interactions between students, standardized patients, and other simulated participants to achieve their goals. When multiple student participants were present, such as in a

  20. A Development of Game-Based Learning Environment to Activate Interaction among Learners

    Science.gov (United States)

    Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

    Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

  1. [Verification of Learning Effects by Team-based Learning].

    Science.gov (United States)

    Ono, Shin-Ichi; Ito, Yoshihisa; Ishige, Kumiko; Inokuchi, Norio; Kosuge, Yasuhiro; Asami, Satoru; Izumisawa, Megumi; Kobayashi, Hiroko; Hayashi, Hiroyuki; Suzuki, Takashi; Kishikawa, Yukinaga; Hata, Harumi; Kose, Eiji; Tabata, Kei-Ichi

    2017-11-01

     It has been recommended that active learning methods, such as team-based learning (TBL) and problem-based learning (PBL), be introduced into university classes by the Central Council for Education. As such, for the past 3 years, we have implemented TBL in a medical therapeutics course for 4-year students. Based upon our experience, TBL is characterized as follows: TBL needs fewer teachers than PBL to conduct a TBL module. TBL enables both students and teachers to recognize and confirm the learning results from preparation and reviewing. TBL grows students' responsibility for themselves and their teams, and likely facilitates learning activities through peer assessment.

  2. Learning Design of Problem Based Learning Model Based on Recommendations of Sintax Study and Contents Issues on Physics Impulse Materials with Experimental Activities

    Directory of Open Access Journals (Sweden)

    Kristia Agustina

    2017-08-01

    Full Text Available This study aims to design learning Problem Based Learning Model based on syntax study recommendations and content issues on Physics Impulse materials through experiments. This research is a development research with Kemp model. The reference for making the learning design is the result of the syntax study and the content of existing PBL implementation problems from Agustina research. This instructional design is applied to the physics material about Impulse done through experimental activity. Limited trials were conducted on the SWCU Physics Education Study Program students group Salatiga, while the validity test was conducted by high school teachers and physics education lecturers. The results of the trial evaluation are limited and the validity test is used to improve the designs that have been made. The conclusion of this research is the design of learning by using PBL model on Impuls material by referring the result of syntax study and the problem content of existing PBL implementation can be produced by learning activity designed in laboratory experiment activity. The actual problem for Impuls material can be used car crash test video at factory. The results of validation tests and limited trials conducted by researchers assessed that the design of learning made by researchers can be used with small revisions. Suggestions from this research are in making learning design by using PBL model to get actual problem can by collecting news that come from newspaper, YouTube, internet, and television.

  3. D2.1 - An EA Active, Problem Based Learning Methodology - EAtrain2

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Georgsen, Marianne; Buus, Lillian

    This deliverable reports on the work undertaken in work package 2 with the key objective to develop a learning methodology for web 2.0 mediated Enterprise Architecture (EA) learning building on a problem based learning (PBL) approach. The deliverable reports not only on the methodology but also...... on the activities leading to its development (literature review, workshops, etc.) and on further outcomes of this work relevant to the platform specification and pilot courses preparation....

  4. Finance Students' Experiences of Lecture-Based Active Learning Tasks

    Science.gov (United States)

    McCullough, Kerry; Munro, Nicholas

    2018-01-01

    Consistent with current higher education concerns with student engagement and the student experience, this study explored third-year undergraduate Finance students' experiences of lecture-based active learning tasks. Finance students from the 2012 and 2014 cohorts from a South African university were invited to complete an anonymous questionnaire…

  5. Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education

    Science.gov (United States)

    Johns, Judith A.; Moyer, Matthew T.; Gasque, Lisa M.

    2017-01-01

    Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and…

  6. Impacts of the Problem-Based Learning Pedagogy on English Learners' Reading Comprehension, Strategy Use, and Active Learning Attitudes

    Science.gov (United States)

    Lin, Lu-Fang

    2017-01-01

    This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners' reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were…

  7. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

    Science.gov (United States)

    Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

    2015-08-26

    Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

  8. Active Reading Behaviors in Tablet-Based Learning

    Science.gov (United States)

    Palilonis, Jennifer; Bolchini, Davide

    2015-01-01

    Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…

  9. Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

    Science.gov (United States)

    Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

    2013-01-01

    This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

  10. Achievement of learning outcome after implemented physical modules based on problem based learning

    Science.gov (United States)

    Isna, R.; Masykuri, M.; Sukarmin

    2018-03-01

    Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

  11. A video-based learning activity is effective for preparing physiotherapy students for practical examinations.

    Science.gov (United States)

    Weeks, Benjamin K; Horan, Sean A

    2013-12-01

    To examine a video-based learning activity for engaging physiotherapy students in preparation for practical examinations and determine student performance outcomes. Multi-method employing qualitative and quantitative data collection procedures. Tertiary education facility on the Gold Coast, Queensland, Australia. Physiotherapy students in their first year of a two-year graduate entry program. Questionnaire-based surveys and focus groups were used to examine student perceptions and satisfaction. Surveys were analysed based on the frequency of responses to closed questions made on a 5-pont Likert scale, while a thematic analysis was performed on focus group transcripts. t-Tests were used to compare student awarded marks and examiner awarded marks and evaluate student performance. Sixty-two physiotherapy students participated in the study. Mean response rate for questionnaires was 93% and eight students (13%) participated in the focus group. Participants found the video resources effective to support their learning (98% positive) and rating the video examples to be an effective learning activity (96% positive). Themes emergent from focus group responses were around improved understanding, reduced performance anxiety, and enjoyment. Students were, however, critical of the predictable nature of the example performances. Students in the current cohort supported by the video-based preparation activity exhibited greater practical examination marks than those from the previous year who were unsupported by the activity (mean 81.6 SD 8.7 vs. mean 78.1 SD 9.0, p=0.01). A video-based learning activity was effective for preparing physiotherapy students for practical examinations and conferred benefits of reduced anxiety and improved performance. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  12. Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

    Science.gov (United States)

    Iwata, Kentaro; Doi, Asako

    2017-11-10

    The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

  13. Applying activity theory to computer-supported collaborative learning and work-based activities in corporate settings

    NARCIS (Netherlands)

    Collis, Betty; Margaryan, A.

    2004-01-01

    Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative

  14. Dimensions of problem based learning

    DEFF Research Database (Denmark)

    Nielsen, Jørgen Lerche; Andreasen, Lars Birch

    2013-01-01

    The article contributes to the literature on problem based learning and problem-oriented project work, building on and reflecting the experiences of the authors through decades of work with problem-oriented project pedagogy. The article explores different dimensions of problem based learning such...... and Learning (MIL). We discuss changes in the roles of the teachers as supervisors within this learning environment, and we explore the involvement of students as active participants and co-designers of how course and project activities unfold....

  15. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

    Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  16. Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

    Science.gov (United States)

    Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

    Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

  17. An active-learning strategies primer for achieving ability-based educational outcomes.

    Science.gov (United States)

    Gleason, Brenda L; Peeters, Michael J; Resman-Targoff, Beth H; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H

    2011-11-10

    Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences.

  18. Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method

    Science.gov (United States)

    Ekici, Didem Inel

    2016-01-01

    In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…

  19. Place-Based Science Teaching and Learning: 40 Activities for K-8 Classrooms

    Science.gov (United States)

    Buxton, Cory A.; Provenzo, Eugene F., Jr.

    2011-01-01

    Grounded in theory and best-practices research, this practical text provides elementary and middle school teachers with 40 place-based activities that will help them to make science learning relevant to their students. This text provides teachers with both a rationale and a set of strategies and activities for teaching science in a local context…

  20. Telling Active Learning Pedagogies Apart: From Theory to Practice

    Science.gov (United States)

    Cattaneo, Kelsey Hood

    2017-01-01

    Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

  1. Is Peer Interaction Necessary for Optimal Active Learning?

    Science.gov (United States)

    Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  2. STEM learning activity among home-educating families

    Science.gov (United States)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  3. Student Perceptions of Active Learning

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  4. Incorporating active learning in psychiatry education.

    Science.gov (United States)

    Kumar, Sonia; McLean, Loyola; Nash, Louise; Trigwell, Keith

    2017-06-01

    We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

  5. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

    Science.gov (United States)

    Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

    2012-03-12

    To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

  6. Exploring Characteristics of Fine-Grained Behaviors of Learning Mathematics in Tablet-Based E-Learning Activities

    Science.gov (United States)

    Yeung, Cheuk Yu; Shum, Kam Hong; Hui, Lucas Chi Kwong; Chu, Samuel Kai Wah; Chan, Tsing Yun; Kuo, Yung Nin; Ng, Yee Ling

    2017-01-01

    Attributes of teaching and learning contexts provide rich information about how students participate in learning activities. By tracking and analyzing snapshots of these attributes captured continuously throughout the duration of the learning activities, teachers can identify individual students who need special attention and apply different…

  7. Developing metacognition: a basis for active learning

    NARCIS (Netherlands)

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of Active Learning in Engineering (ALE) like project work, problem based learning, use of cases, etc., are mostly based on practical experience and sometimes from applied research on teaching and learning. Such research shows that students learn more and different

  8. Movement Actors in the Education Bureaucracy: The Figured World of Activity Based Learning in Tamil Nadu

    Science.gov (United States)

    Niesz, Tricia; Krishnamurthy, Ramchandar

    2014-01-01

    Tamil Nadu has gained international recognition for reforming its government school classrooms into active, child-centered learning environments. Our exploration of the history of the Activity Based Learning movement suggests that this reform was achieved by social movement actors serving in and through the state's administration. Participants in…

  9. Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

    Science.gov (United States)

    Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

    2018-01-01

    The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

  10. EA Training 2.0 Newsletter #3 - EA Active, Problem Based Learning Methodology

    DEFF Research Database (Denmark)

    Buus, Lillian; Ryberg, Thomas; Sroga, Magdalena

    2010-01-01

    The main products of the project are innovative, active problem-based learning methodology for EA education and training, EA courses for university students and private and public sector employees, and an Enterprise Architecture competence ontology including a complete specification of skills...

  11. GeoMapApp Learning Activities: Grab-and-go inquiry-based geoscience activities that bring cutting-edge technology to the classroom

    Science.gov (United States)

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

    NSF-funded GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) provide self-contained learning opportunities that are centred around the principles of guided inquiry. The activities allow students to interact with and analyse research-quality geoscience data to explore and enhance student understanding of underlying geoscience content and concepts. Each activity offers ready-to-use step-by-step student instructions and answer sheets that can be downloaded from the web page. Also provided are annotated teacher versions of the worksheets that include teaching tips, additional content and suggestions for further work. Downloadable pre- and post- quizzes tied to each activity help educators gauge the learning progression of their students. Short multimedia tutorials and details on content alignment with state and national teaching standards round out the package of material that comprises each "grab-and-go" activity. GeoMapApp Learning Activities expose students to content and concepts typically found at the community college, high school and introductory undergraduate levels. The activities are based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool that allows students to access a wide range of geoscience data sets in a virtual lab-like environment. Activities that have so far been created under this project include student exploration of seafloor spreading rates, a study of mass wasting as revealed through geomorphological evidence, and an analysis of plate motion and hotspot traces. The step-by-step instructions and guided inquiry approach lead students through each activity, thus reducing the need for teacher intervention whilst also boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities

  12. Prototype-based active learning for lemmatization

    CSIR Research Space (South Africa)

    Daelemans, W

    2009-09-01

    Full Text Available ] and Word Length [Long to Short] with the prototypical curves (e.g. Word Frequency [High to Low] and [Word Length Short to Long]). (With regard to the learning curves representing word frequency, refer to 4.1 for an explanation of why [High to Low... of language usage [15]. Secondly, in memory-based language processing [16] it has been argued, on the basis of com- parative machine learning experiments on natural lan- guage processing data, that exceptions are crucial for obtaining high generalization...

  13. Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

    Science.gov (United States)

    Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

    2014-01-01

    This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

  14. Geography Education Students' Experiences with a Problem-Based Learning Fieldwork Activity

    Science.gov (United States)

    Raath, Schalk; Golightly, Aubrey

    2017-01-01

    This article reports on a problem-based learning (PBL) fieldwork activity carried out by geography education students on the Mooi River in the North West province of South Africa. The value of doing practical fieldwork using a PBL approach in the training of geography teachers was researched by means of an interpretative multimethods approach.…

  15. Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

    Science.gov (United States)

    Ciraj, A M; Vinod, P; Ramnarayan, K

    2010-01-01

    Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

  16. Telling Active Learning Pedagogies Apart: from theory to practice

    Directory of Open Access Journals (Sweden)

    Kelsey Hood Cattaneo

    2017-07-01

    Full Text Available Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based, through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.

  17. The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

    Science.gov (United States)

    Foster, Aroutis; Shah, Mamta

    2015-01-01

    This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for…

  18. From Tootsie Rolls to Composites: Assessing a Spectrum of Active Learning Activities in Engineering Mechanics

    Science.gov (United States)

    2009-05-01

    The introduction of active learning exercises into a traditional lecture has been shown to improve students’ learning. Hands-on learning...opportunities in labs and projects provide are additional tools in the active learning toolbox. This paper presents a series of innovative hands-on active ... learning activities for mechanics of materials topics. These activities are based on a Methodology for Developing Hands-on Active Learning Activities, a

  19. Active learning for noisy oracle via density power divergence.

    Science.gov (United States)

    Sogawa, Yasuhiro; Ueno, Tsuyoshi; Kawahara, Yoshinobu; Washio, Takashi

    2013-10-01

    The accuracy of active learning is critically influenced by the existence of noisy labels given by a noisy oracle. In this paper, we propose a novel pool-based active learning framework through robust measures based on density power divergence. By minimizing density power divergence, such as β-divergence and γ-divergence, one can estimate the model accurately even under the existence of noisy labels within data. Accordingly, we develop query selecting measures for pool-based active learning using these divergences. In addition, we propose an evaluation scheme for these measures based on asymptotic statistical analyses, which enables us to perform active learning by evaluating an estimation error directly. Experiments with benchmark datasets and real-world image datasets show that our active learning scheme performs better than several baseline methods. Copyright © 2013 Elsevier Ltd. All rights reserved.

  20. Research on Mobile Learning Activities Applying Tablets

    Science.gov (United States)

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  1. A Comprehensive Review on Handcrafted and Learning-Based Action Representation Approaches for Human Activity Recognition

    Directory of Open Access Journals (Sweden)

    Allah Bux Sargano

    2017-01-01

    Full Text Available Human activity recognition (HAR is an important research area in the fields of human perception and computer vision due to its wide range of applications. These applications include: intelligent video surveillance, ambient assisted living, human computer interaction, human-robot interaction, entertainment, and intelligent driving. Recently, with the emergence and successful deployment of deep learning techniques for image classification, researchers have migrated from traditional handcrafting to deep learning techniques for HAR. However, handcrafted representation-based approaches are still widely used due to some bottlenecks such as computational complexity of deep learning techniques for activity recognition. However, approaches based on handcrafted representation are not able to handle complex scenarios due to their limitations and incapability; therefore, resorting to deep learning-based techniques is a natural option. This review paper presents a comprehensive survey of both handcrafted and learning-based action representations, offering comparison, analysis, and discussions on these approaches. In addition to this, the well-known public datasets available for experimentations and important applications of HAR are also presented to provide further insight into the field. This is the first review paper of its kind which presents all these aspects of HAR in a single review article with comprehensive coverage of each part. Finally, the paper is concluded with important discussions and research directions in the domain of HAR.

  2. The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

    Directory of Open Access Journals (Sweden)

    Benjamin L. Wiggins

    2017-05-01

    Full Text Available STEM classrooms (science, technology, engineering, and mathematics in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.

  3. Smartphone-Based Patients' Activity Recognition by Using a Self-Learning Scheme for Medical Monitoring.

    Science.gov (United States)

    Guo, Junqi; Zhou, Xi; Sun, Yunchuan; Ping, Gong; Zhao, Guoxing; Li, Zhuorong

    2016-06-01

    Smartphone based activity recognition has recently received remarkable attention in various applications of mobile health such as safety monitoring, fitness tracking, and disease prediction. To achieve more accurate and simplified medical monitoring, this paper proposes a self-learning scheme for patients' activity recognition, in which a patient only needs to carry an ordinary smartphone that contains common motion sensors. After the real-time data collection though this smartphone, we preprocess the data using coordinate system transformation to eliminate phone orientation influence. A set of robust and effective features are then extracted from the preprocessed data. Because a patient may inevitably perform various unpredictable activities that have no apriori knowledge in the training dataset, we propose a self-learning activity recognition scheme. The scheme determines whether there are apriori training samples and labeled categories in training pools that well match with unpredictable activity data. If not, it automatically assembles these unpredictable samples into different clusters and gives them new category labels. These clustered samples combined with the acquired new category labels are then merged into the training dataset to reinforce recognition ability of the self-learning model. In experiments, we evaluate our scheme using the data collected from two postoperative patient volunteers, including six labeled daily activities as the initial apriori categories in the training pool. Experimental results demonstrate that the proposed self-learning scheme for activity recognition works very well for most cases. When there exist several types of unseen activities without any apriori information, the accuracy reaches above 80 % after the self-learning process converges.

  4. Measuring the Differences between Traditional Learning and Game-Based Learning Using Electroencephalography (EEG) Physiologically Based Methodology

    Science.gov (United States)

    Chen, Ching-Huei

    2017-01-01

    Students' cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to evaluate students' levels of attention and relaxation, as well as their learning performance within a traditional and game-based learning context. While no…

  5. Learning through debate during problem-based learning: an active learning strategy.

    Science.gov (United States)

    Mumtaz, Sadaf; Latif, Rabia

    2017-09-01

    We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( n = 142). This series of debates helped 61% ( n = 111) of students to learn effectively about controversial issues. Seventy-one percent ( n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills. Copyright © 2017 the American Physiological Society.

  6. GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

    Science.gov (United States)

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

    GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

  7. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  8. Face-to-Face Activities in Blended Learning

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

  9. What students learn in problem-based learning: a process analysis

    NARCIS (Netherlands)

    E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

    2012-01-01

    textabstractThis study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine

  10. Interpretable Active Learning

    OpenAIRE

    Phillips, Richard L.; Chang, Kyu Hyun; Friedler, Sorelle A.

    2017-01-01

    Active learning has long been a topic of study in machine learning. However, as increasingly complex and opaque models have become standard practice, the process of active learning, too, has become more opaque. There has been little investigation into interpreting what specific trends and patterns an active learning strategy may be exploring. This work expands on the Local Interpretable Model-agnostic Explanations framework (LIME) to provide explanations for active learning recommendations. W...

  11. Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review

    Science.gov (United States)

    Abdul Jabbar, Azita Iliya; Felicia, Patrick

    2015-01-01

    In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general…

  12. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    2010-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

  13. Teaching Problem Based Learning as Blended Learning

    DEFF Research Database (Denmark)

    Kolbæk, Ditte; Nortvig, Anne-Mette

    2018-01-01

    Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...

  14. TEXT-BASED LEARNING (TBL TO ACTIVATE ADULT EFL LEARNERS IN LEARNING ENGLISH: A NARRATIVE INQUIRY

    Directory of Open Access Journals (Sweden)

    Erna Iftanti

    2017-06-01

    Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.

  15. StreamAR: incremental and active learning with evolving sensory data for activity recognition

    OpenAIRE

    Abdallah, Z.; Gaber, M.; Srinivasan, B.; Krishnaswamy, S.

    2012-01-01

    Activity recognition focuses on inferring current user activities by leveraging sensory data available on today’s sensor rich environment. Supervised learning has been applied pervasively for activity recognition. Typical activity recognition techniques process sensory data based on point-by-point approaches. In this paper, we propose a novel cluster-based classification for activity recognition Systems, termed StreamAR. The system incorporates incremental and active learning for mining user ...

  16. Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

    Science.gov (United States)

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2016-01-01

    This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

  17. Active teaching-learning methodologies: medical students' views of problem-based learning

    Directory of Open Access Journals (Sweden)

    José Roberto Bittencourt Costa

    Full Text Available The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED, and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE, promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS. In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL. Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

  18. Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

    Science.gov (United States)

    Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

    2014-01-01

    Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

  19. Active Learning Through Discussion in E-Learning

    OpenAIRE

    Daru Wahyuningsih

    2016-01-01

    Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to ...

  20. Do International Students Appreciate Active Learning in Lectures?

    Directory of Open Access Journals (Sweden)

    Mauricio Marrone

    2018-03-01

    Full Text Available Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

  1. Effects of team-based learning on self-regulated online learning.

    Science.gov (United States)

    Whittaker, Alice A

    2015-04-10

    Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

  2. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Alanah Mitchell

    2017-01-01

    Full Text Available Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners\t: This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful

  3. Active Learning and Teaching: Improving Postsecondary Library Instruction.

    Science.gov (United States)

    Allen, Eileen E.

    1995-01-01

    Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

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

    Science.gov (United States)

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

    2017-08-01

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

  5. Designing and Evaluating Conative Game-Based Learning Scenarios

    DEFF Research Database (Denmark)

    Schønau-Fog, Henrik

    2014-01-01

    It is an essential prerequisite to design for motivation in game-based learning applications, tools and activities. However, how is it possible to design and evaluate motivational game-based learning scenarios in a systematic process-oriented manner based on conation and player engagement? While...... of ‘continuation desire’ such as interfacing with the scenario, exploration and socialising. This paper aims to combine the concepts of Player Engagement, Conation and Continuation Desire by focusing on the conative aspects which are the essential drivers for the desire to continue any learning activity......-based learning scenarios....

  6. Semi-Supervised Active Learning for Sound Classification in Hybrid Learning Environments

    Science.gov (United States)

    Han, Wenjing; Coutinho, Eduardo; Li, Haifeng; Schuller, Björn; Yu, Xiaojie; Zhu, Xuan

    2016-01-01

    Coping with scarcity of labeled data is a common problem in sound classification tasks. Approaches for classifying sounds are commonly based on supervised learning algorithms, which require labeled data which is often scarce and leads to models that do not generalize well. In this paper, we make an efficient combination of confidence-based Active Learning and Self-Training with the aim of minimizing the need for human annotation for sound classification model training. The proposed method pre-processes the instances that are ready for labeling by calculating their classifier confidence scores, and then delivers the candidates with lower scores to human annotators, and those with high scores are automatically labeled by the machine. We demonstrate the feasibility and efficacy of this method in two practical scenarios: pool-based and stream-based processing. Extensive experimental results indicate that our approach requires significantly less labeled instances to reach the same performance in both scenarios compared to Passive Learning, Active Learning and Self-Training. A reduction of 52.2% in human labeled instances is achieved in both of the pool-based and stream-based scenarios on a sound classification task considering 16,930 sound instances. PMID:27627768

  7. Semi-Supervised Active Learning for Sound Classification in Hybrid Learning Environments.

    Science.gov (United States)

    Han, Wenjing; Coutinho, Eduardo; Ruan, Huabin; Li, Haifeng; Schuller, Björn; Yu, Xiaojie; Zhu, Xuan

    2016-01-01

    Coping with scarcity of labeled data is a common problem in sound classification tasks. Approaches for classifying sounds are commonly based on supervised learning algorithms, which require labeled data which is often scarce and leads to models that do not generalize well. In this paper, we make an efficient combination of confidence-based Active Learning and Self-Training with the aim of minimizing the need for human annotation for sound classification model training. The proposed method pre-processes the instances that are ready for labeling by calculating their classifier confidence scores, and then delivers the candidates with lower scores to human annotators, and those with high scores are automatically labeled by the machine. We demonstrate the feasibility and efficacy of this method in two practical scenarios: pool-based and stream-based processing. Extensive experimental results indicate that our approach requires significantly less labeled instances to reach the same performance in both scenarios compared to Passive Learning, Active Learning and Self-Training. A reduction of 52.2% in human labeled instances is achieved in both of the pool-based and stream-based scenarios on a sound classification task considering 16,930 sound instances.

  8. Observing and Understanding an On-Line Learning Activity: A Model-Based Approach for Activity Indicator Engineering

    Science.gov (United States)

    Djouad, Tarek; Mille, Alain

    2018-01-01

    Although learning indicators are now properly studied and published, it is still very difficult to manage them freely within most distance learning platforms. As all activity indicators need to collect and analyze properly traces of the learning activity, we propose to use these traces as a starting point for a platform independent Trace…

  9. Learning through Debate during Problem-Based Learning: An Active Learning Strategy

    Science.gov (United States)

    Mumtaz, Sadaf; Latif, Rabia

    2017-01-01

    We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016.…

  10. Nursing problem-based learning activity: song writing and singing.

    Science.gov (United States)

    Chan, Zenobia C Y

    2014-08-01

    The function of song is not only to deliver individual's messages, but also to serve as a learning approach to facilitate students' learning. To observe the effectiveness of songs in facilitating students' learning, a Problem-based Learning (PBL) class with twenty students was divided into four groups with five students per group. Each group was asked to write a song based on two given scenarios, to sing the song out loud, and to participate in a follow-up focus group interview afterwards. The four songs reflected the students' understanding of academic knowledge and their perspectives toward the protagonists in the presented scenarios. Two songs are presented in this paper to demonstrate how the approach was carried out in the nursing PBL class. This paper aims to show the implication of song writing and singing in PBL and shed some light on teaching and learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Su, Chung-Ho

    2017-01-01

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

  12. Brain-Based Teaching/Learning and Implications for Religious Education.

    Science.gov (United States)

    Weber, Jean Marie

    2002-01-01

    Argues that physical activity and water can increase brain activity, and hence, learning. Findings of neuroscientists regarding the brain can inform educators. Brain-based teaching emphasizes teamwork, cooperative learning, and global responsibility. Argues against gathering information without relevance. Connects brain-based learning concepts to…

  13. Active learning methods for interactive image retrieval.

    Science.gov (United States)

    Gosselin, Philippe Henri; Cord, Matthieu

    2008-07-01

    Active learning methods have been considered with increased interest in the statistical learning community. Initially developed within a classification framework, a lot of extensions are now being proposed to handle multimedia applications. This paper provides algorithms within a statistical framework to extend active learning for online content-based image retrieval (CBIR). The classification framework is presented with experiments to compare several powerful classification techniques in this information retrieval context. Focusing on interactive methods, active learning strategy is then described. The limitations of this approach for CBIR are emphasized before presenting our new active selection process RETIN. First, as any active method is sensitive to the boundary estimation between classes, the RETIN strategy carries out a boundary correction to make the retrieval process more robust. Second, the criterion of generalization error to optimize the active learning selection is modified to better represent the CBIR objective of database ranking. Third, a batch processing of images is proposed. Our strategy leads to a fast and efficient active learning scheme to retrieve sets of online images (query concept). Experiments on large databases show that the RETIN method performs well in comparison to several other active strategies.

  14. Effectiveness of Discovery Learning-Based Transformation Geometry Module

    Science.gov (United States)

    Febriana, R.; Haryono, Y.; Yusri, R.

    2017-09-01

    Development of transformation geometry module is conducted because the students got difficulties to understand the existing book. The purpose of the research was to find out the effectiveness of discovery learning-based transformation geometry module toward student’s activity. Model of the development was Plomp model consisting preliminary research, prototyping phase and assessment phase. The research was focused on assessment phase where it was to observe the designed product effectiveness. The instrument was observation sheet. The observed activities were visual activities, oral activities, listening activities, mental activities, emotional activities and motor activities. Based on the result of the research, it is found that visual activities, learning activities, writing activities, the student’s activity is in the criteria very effective. It can be concluded that the use of discovery learning-based transformation geometry module use can increase the positive student’s activity and decrease the negative activity.

  15. An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

    OpenAIRE

    Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

    2014-01-01

    This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

  16. Active Learning: The Importance of Developing a Comprehensive Measure

    Science.gov (United States)

    Carr, Rodney; Palmer, Stuart; Hagel, Pauline

    2015-01-01

    This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

  17. Distance learning, problem based learning and dynamic knowledge networks.

    Science.gov (United States)

    Giani, U; Martone, P

    1998-06-01

    This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.

  18. Evaluating Web-Based Learning Systems

    Science.gov (United States)

    Pergola, Teresa M.; Walters, L. Melissa

    2011-01-01

    Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning…

  19. Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

    Science.gov (United States)

    Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

    2015-03-07

    Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P example and completion example strategies to foster intervention selection.

  20. Active inference and learning.

    Science.gov (United States)

    Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O Doherty, John; Pezzulo, Giovanni

    2016-09-01

    This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  1. Design of learner-centred constructivism based learning process

    OpenAIRE

    Schreurs, Jeanne; Al-Huneidi, Ahmad

    2012-01-01

    A Learner-centered learning is constructivism based and Competence directed. We define general competencies, domain competencies and specific course competencies. Constructivism based learning activities are based on constructivism theory. For each course module the intended learning level will be defined. A model is built for the design of a learner centered constructivism based and competency directed learning process. The application of it in two courses are presented. Constructivism ba...

  2. eLearning techniques supporting problem based learning in clinical simulation.

    Science.gov (United States)

    Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

    2005-08-01

    This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

  3. Theoretical Foundations of Active Learning

    Science.gov (United States)

    2009-05-01

    I study the informational complexity of active learning in a statistical learning theory framework. Specifically, I derive bounds on the rates of...convergence achievable by active learning , under various noise models and under general conditions on the hypothesis class. I also study the theoretical...advantages of active learning over passive learning, and develop procedures for transforming passive learning algorithms into active learning algorithms

  4. Active Learning by Querying Informative and Representative Examples.

    Science.gov (United States)

    Huang, Sheng-Jun; Jin, Rong; Zhou, Zhi-Hua

    2014-10-01

    Active learning reduces the labeling cost by iteratively selecting the most valuable data to query their labels. It has attracted a lot of interests given the abundance of unlabeled data and the high cost of labeling. Most active learning approaches select either informative or representative unlabeled instances to query their labels, which could significantly limit their performance. Although several active learning algorithms were proposed to combine the two query selection criteria, they are usually ad hoc in finding unlabeled instances that are both informative and representative. We address this limitation by developing a principled approach, termed QUIRE, based on the min-max view of active learning. The proposed approach provides a systematic way for measuring and combining the informativeness and representativeness of an unlabeled instance. Further, by incorporating the correlation among labels, we extend the QUIRE approach to multi-label learning by actively querying instance-label pairs. Extensive experimental results show that the proposed QUIRE approach outperforms several state-of-the-art active learning approaches in both single-label and multi-label learning.

  5. Active Multi-Field Learning for Spam Filtering

    OpenAIRE

    Wuying Liu; Lin Wang; Mianzhu Yi; Nan Xie

    2015-01-01

    Ubiquitous spam messages cause a serious waste of time and resources. This paper addresses the practical spam filtering problem, and proposes a universal approach to fight with various spam messages. The proposed active multi-field learning approach is based on: 1) It is cost-sensitive to obtain a label for a real-world spam filter, which suggests an active learning idea; and 2) Different messages often have a similar multi-field text structure, which suggests a multi-field learning idea. The...

  6. Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

    Science.gov (United States)

    Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

    2015-01-01

    Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive learning hypothesis, the learners who received

  7. Team-based learning and ethics education in nursing.

    Science.gov (United States)

    Hickman, Susan E; Wocial, Lucia D

    2013-12-01

    This report describes the use of team-based learning concepts in an undergraduate nursing applied ethics course using established reporting guidelines. Team-based learning relies on actively engaging students in the learning process through small-group activities that facilitate the development of skills, including concept analysis, critical thinking, and problem solving. Students are divided into teams of five to seven members who collaborate throughout the semester to work through activities that build on ethics concepts introduced through reading and lectures. Nurse educators are challenged to develop educational approaches that will engage students and help them to apply what they learn from the study of ethics to the lived experience of clinical practice. The ultimate goal is to help students to develop into morally sensitive and competent professionals. Team-based learning represents a novel way to teach these skills to undergraduate nursing students. Copyright 2013, SLACK Incorporated.

  8. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

    Science.gov (United States)

    Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

    2016-03-20

    This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

  9. A Qualitative Research on Active Learning Practices in Pre-School Education

    Science.gov (United States)

    Pekdogan, Serpil; Kanak, Mehmet

    2016-01-01

    In educational environments prepared based on the active learning method, children learn with interest and pleasure, doing and experiencing, and directly through their own experiences. Considering the contributions of the active learning method and the educational environments designed based on it to children's development, it can be said that…

  10. Adopt a Bacterium - an active and collaborative learning experience in microbiology based on social media.

    Science.gov (United States)

    Piantola, Marco Aurélio Floriano; Moreno, Ana Carolina Ramos; Matielo, Heloísa Alonso; Taschner, Natalia Pasternak; Cavalcante, Rafael Ciro Marques; Khan, Samia; Ferreira, Rita de Cássia Café

    2018-04-24

    The "Adopt a Bacterium" project is based on the use of social network as a tool in Microbiology undergraduate education, improving student learning and encouraging students to participate in collaborative learning. The approach involves active participation of both students and teachers, emphasizing knowledge exchange, based on widely used social media. Students were organized in groups and asked to adopt a specific bacterial genus and, subsequently, submit posts about "adopted genus". The formative assessment is based on posting information on Facebook®, and the summative assessment involves presentation of seminars about the adopted theme. To evaluate the project, students filled out three anonymous and voluntary surveys. Most of the students enjoyed the activities and positively evaluated the experience. A large amount of students declared a change in their attitude towards the way they processed information, especially regarding the use of scientific sources. Finally, we evaluated knowledge retention six months after the end of the course and students were able to recall relevant Microbiology concepts. Our results suggest that the "Adopt a Bacterium" project represents a useful strategy in Microbiology learning and may be applied to other academic fields. Copyright © 2018 Sociedade Brasileira de Microbiologia. Published by Elsevier Editora Ltda. All rights reserved.

  11. The application of One Health concept to an outdoor problem-based learning activity for veterinary students

    Directory of Open Access Journals (Sweden)

    T. A. Tengku Rinalfi Putra

    2016-09-01

    Full Text Available Background: The One Health (OH approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3rd-year veterinary students in Malaysia. Materials and Methods: A total of 118 students, divided into two groups, completed the activity which spanned 1½ days at a deer park adjacent to a wilderness area. Students were asked to evaluate the activity using an online survey that had quantitative and qualitative components. Results: Response rate was 69.5%. The activity was rated excellent by 69.5% and good by 30.4%. Levels of satisfaction were high on a range of criteria. 97.5% of students intended to take action in their studies as a result of what they had learned. Conclusions: Delivery of an outdoor problem-based learning activity using OH approach was very successful in terms of participation, knowledge delivery and understanding, and the willingness of students to integrate OH into their future practice. For the improvement of future programs, the involvement of other disciplines (such as Medical, Biology, Biotechnology, Biomedical, and Public Health is being considered.

  12. Towards the Sigma Online Learning Model for crowdsourced recommendations of good web-based learning resources

    OpenAIRE

    Aaberg, Robin Garen

    2016-01-01

    The web based learning resources is believed to be playing an active role in the learning environment of higher education today. This qualitative study is exploring how students at Bergen University College incorporate web-based learning resources in their learning activities. At the core of this research is the problem of retrieving good web-resources after their first discovery. Usefull and knowledge granting web-resources are discovered within a context of topics, objectives. It is here ar...

  13. The Validation of the Active Learning in Health Professions Scale

    Science.gov (United States)

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  14. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

  15. Lectures Abandoned: Active Learning by Active Seminars

    DEFF Research Database (Denmark)

    Christensen, Henrik Bærbak; Corry, Aino Vonge

    2012-01-01

    Traditional lecture-based courses are widely criticised for be- ing less eective in teaching. The question is of course what should replace the lectures and various active learning tech- niques have been suggested and studied. In this paper, we report on our experiences of redesigning a software ......- tive seminars as a replacement of traditional lectures, an activity template for the contents of active seminars, an ac- count on how storytelling supported the seminars, as well as reports on our and the students' experiences....

  16. Re-imagining Active Learning

    DEFF Research Database (Denmark)

    Dall'Alba, Gloria; Bengtsen, Søren Smedegaard

    2018-01-01

    is largely lacking in the literature on active learning. In this article, we explore the possibility of re-imagining, or at least extending, the meaning of active learning by drawing out dimensions that are neither readily visible nor instrumental, as much of this literature implies. Drawing from educational......Ample attention is being paid in the higher education literature to promoting active learning among students. Where studies on active learning report student outcomes, they indicate improved or equivalent outcomes when compared with traditional lectures, which are considered more passive...... philosophy and, in particular, existential philosophies, we argue that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumentalsometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we...

  17. Web-Based Learning Support System

    Science.gov (United States)

    Fan, Lisa

    Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

  18. The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

    Science.gov (United States)

    Alseddiqi, M.; Mishra, R.; Pislaru, C.

    2012-05-01

    This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

  19. A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

    OpenAIRE

    Nur Rokhimah Hanik, Anwari Adi Nugroho

    2015-01-01

    Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

  20. Activity Development for Intersection Operations The National Transportation Curriculum Project : Developing Activity-Based Learning Modules for the Introductory Transportation Engineering Course

    Science.gov (United States)

    2012-05-01

    The goal of this work was to develop activity-based learning materials for the introductory transportation engineering course : with the purpose of increasing student understanding and concept retention. These materials were to cover intersection : o...

  1. How was the activity? A visualization support for a case of location-based learning design

    OpenAIRE

    Hernández Leo, Davinia; Melero Merino, Javier; Sun, Jing; Santos Rodríguez, Patrícia; Blat, Josep

    2014-01-01

    Over the last few years the use of mobile technologies has brought the formulation of location-based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the designs need to be aligned with the requirements of the specific educational settings. Yet, analysing the implementation of the activities with students is also critical, not only for assessment purposes but also for enabling the identifi...

  2. Development of Scientific Approach Based on Discovery Learning Module

    Science.gov (United States)

    Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.

    2018-04-01

    Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on

  3. Arts-Based Learning: A New Approach to Nursing Education Using Andragogy.

    Science.gov (United States)

    Nguyen, Megan; Miranda, Joyal; Lapum, Jennifer; Donald, Faith

    2016-07-01

    Learner-oriented strategies focusing on learning processes are needed to prepare nursing students for complex practice situations. An arts-based learning approach uses art to nurture cognitive and emotional learning. Knowles' theory of andragogy aims to develop the skill of learning and can inform the process of implementing arts-based learning. This article explores the use and evaluation of andragogy-informed arts-based learning for teaching nursing theory at the undergraduate level. Arts-based learning activities were implemented and then evaluated by students and instructors using anonymous questionnaires. Most students reported that the activities promoted learning. All instructors indicated an interest in integrating arts-based learning into the curricula. Facilitators and barriers to mainstreaming arts-based learning were highlighted. Findings stimulate implications for prospective research and education. Findings suggest that arts-based learning approaches enhance learning by supporting deep inquiry and different learning styles. Further exploration of andragogy-informed arts-based learning in nursing and other disciplines is warranted. [J Nurs Educ. 2016;55(7):407-410.]. Copyright 2016, SLACK Incorporated.

  4. Multiagent-Based Simulation of Temporal-Spatial Characteristics of Activity-Travel Patterns Using Interactive Reinforcement Learning

    Directory of Open Access Journals (Sweden)

    Min Yang

    2014-01-01

    Full Text Available We propose a multiagent-based reinforcement learning algorithm, in which the interactions between travelers and the environment are considered to simulate temporal-spatial characteristics of activity-travel patterns in a city. Road congestion degree is added to the reinforcement learning algorithm as a medium that passes the influence of one traveler’s decision to others. Meanwhile, the agents used in the algorithm are initialized from typical activity patterns extracted from the travel survey diary data of Shangyu city in China. In the simulation, both macroscopic activity-travel characteristics such as traffic flow spatial-temporal distribution and microscopic characteristics such as activity-travel schedules of each agent are obtained. Comparing the simulation results with the survey data, we find that deviation of the peak-hour traffic flow is less than 5%, while the correlation of the simulated versus survey location choice distribution is over 0.9.

  5. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

    Science.gov (United States)

    Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

    2016-01-01

    Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

  6. Incorporation of Socio-scientific Content into Active Learning Activities

    Science.gov (United States)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  7. [Purity Detection Model Update of Maize Seeds Based on Active Learning].

    Science.gov (United States)

    Tang, Jin-ya; Huang, Min; Zhu, Qi-bing

    2015-08-01

    Seed purity reflects the degree of seed varieties in typical consistent characteristics, so it is great important to improve the reliability and accuracy of seed purity detection to guarantee the quality of seeds. Hyperspectral imaging can reflect the internal and external characteristics of seeds at the same time, which has been widely used in nondestructive detection of agricultural products. The essence of nondestructive detection of agricultural products using hyperspectral imaging technique is to establish the mathematical model between the spectral information and the quality of agricultural products. Since the spectral information is easily affected by the sample growth environment, the stability and generalization of model would weaken when the test samples harvested from different origin and year. Active learning algorithm was investigated to add representative samples to expand the sample space for the original model, so as to implement the rapid update of the model's ability. Random selection (RS) and Kennard-Stone algorithm (KS) were performed to compare the model update effect with active learning algorithm. The experimental results indicated that in the division of different proportion of sample set (1:1, 3:1, 4:1), the updated purity detection model for maize seeds from 2010 year which was added 40 samples selected by active learning algorithm from 2011 year increased the prediction accuracy for 2011 new samples from 47%, 33.75%, 49% to 98.89%, 98.33%, 98.33%. For the updated purity detection model of 2011 year, its prediction accuracy for 2010 new samples increased by 50.83%, 54.58%, 53.75% to 94.57%, 94.02%, 94.57% after adding 56 new samples from 2010 year. Meanwhile the effect of model updated by active learning algorithm was better than that of RS and KS. Therefore, the update for purity detection model of maize seeds is feasible by active learning algorithm.

  8. Beyond Problem-Based Learning: Using Dynamic PBL in Chemistry

    Science.gov (United States)

    Overton, Tina L.; Randles, Christopher A.

    2015-01-01

    This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach…

  9. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

    Science.gov (United States)

    Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  10. The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students

    Science.gov (United States)

    Mudrich, Rachel Marie

    2017-01-01

    The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…

  11. An investigation of the impact of selected prereading activities on student content learning through laboratory activities

    Science.gov (United States)

    Kass, Jesse (Shaya)

    This study investigated whether two prereading activities impacted student learning from hands-on science activities. The study was based on constructivist learning theory. Based on the work of Piaget, it was hypothesized that students who activated prior knowledge would learn more from the activities. Based on the work of Vygotsky it was hypothesized that students who talk more and write more would learn more from the activity. The K-W-L chart and anticipation guide strategies were used with eighth grade students at Graves Middle School in Whittier, California before learning about levers and convection currents. D. M. Ogle (1986) created the three-column K-W-L chart to have students activate prior knowledge. In the first column, the students write what they already know about a subject, in the second column, the students write what they want to know about the subject, and the students complete the third column after learning about a subject by writing answers to the questions that they asked in the second column. Duffelmeyer (1994) created the anticipation guide based on Herber's (1978) reasoning guide. In the anticipation guide, the teacher creates three or four sentences that convey the major ideas of the topic and the students either agree or disagree with the statements. After learning about the topic, students revisit their answers and decide if they were correct or incorrect and they must defend their choices. This research used the Solomon (1947) four-square design and compared both the experimental groups to a control group that simply discussed the concepts before completing the activity. The research showed no significant difference between the control group and either of the treatment groups. The reasons for the lack of significant differences are considered. It was hypothesized that since the students were unfamiliar with the prereading activities and did not have much experience with using either writing-to-learn or talking-to-learn strategies, the

  12. Constructivism Based Learning: Design and Practice

    Directory of Open Access Journals (Sweden)

    Lia Kurniawati

    2016-06-01

    Full Text Available Abstract One of many problems in the madrasahs is that learning processes less-involve students actively (teacher-centered, thus, it affects to the improvement of learning outcomes and quality of the graduates. The purposes of this study are , firstly, to analyze what type of constructivism learning models, which can be developed to overcome madrasahs’ problems. Secondly, how to design and implement a learning plan based on the developed constructivism models. This research was conducted at Private Islamic Elementary School  (Madrasah Ad-Diyanah Ciputat, South Tangerang. Research method used in this study is descriptive-qualitative research. The results showed that the active learning models based on constructivism are suitable to be developed in the Madarasah, which were the models of Problem Based Learning (PBM, Realistic Learning, Inquiry Learning and Thematic Learning and also how the development of the learning processes from the lesson plans to the learning implementation showed a paradigm shifting from teacher-centered to student-centered. Abstrak Salah satu permasalahan di madrasah-madrasah adalah proses pembelajaran yang kurang melibatkan siswa secara aktif (berpusat pada guru, sehingga hal ini mengakibatkan pada peningkatan hasil belajar dan kualitas lulusan. Tujuan dari penelitian ini adalah, pertama, untuk menganalisis jenis model pembelajaran konstruktivisme apa yang dapat dikembangkan untuk mengatasi permasalahan di madrasah. Ke dua, bagaimana merancang dan melaksanakan rencana pembelajaran berdasarkan model konstruktivisme yang dikembangkan. Penelitian ini dilaksanakan di Sekolah Dasar Swasta (madrasah Ad-Diayanah Ciputat, Tangerang Selatan. Metode penelitian yang digunakan adalah metode deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa model pembelajaran aktif yang berbasis konstruktivisme sesuai untuk dikembangkan di madrasah, yakni model pembelajaran Problem Based Learning (PBL, Pembelajaran Realistis, Pembelajaran

  13. Active Learning Using Hint Information.

    Science.gov (United States)

    Li, Chun-Liang; Ferng, Chun-Sung; Lin, Hsuan-Tien

    2015-08-01

    The abundance of real-world data and limited labeling budget calls for active learning, an important learning paradigm for reducing human labeling efforts. Many recently developed active learning algorithms consider both uncertainty and representativeness when making querying decisions. However, exploiting representativeness with uncertainty concurrently usually requires tackling sophisticated and challenging learning tasks, such as clustering. In this letter, we propose a new active learning framework, called hinted sampling, which takes both uncertainty and representativeness into account in a simpler way. We design a novel active learning algorithm within the hinted sampling framework with an extended support vector machine. Experimental results validate that the novel active learning algorithm can result in a better and more stable performance than that achieved by state-of-the-art algorithms. We also show that the hinted sampling framework allows improving another active learning algorithm designed from the transductive support vector machine.

  14. CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

    Science.gov (United States)

    Jamhari, Wongkia, Wararat

    2018-01-01

    Currently, a manipulative is commonly used in mathematics education as a supported tool for teaching and learning. With engaging natural interaction of a concrete manipulative and advantages of a learning cycle approach, we proposed the concrete manipulative-based learning cycle unit to promote mathematics learning. Our main objectives are to observe possibilities on the use of a concrete manipulative in learning geometry, and to assess students' understanding of a specific topic, angle properties in a circle, of secondary level students. To meet the first objective, the concrete manipulative, called CricleBoard-Pro, was designed. CircleBoard-Pro is built for easy to writing on or deleting from, accurate angle measurement, and flexible movement. Besides, learning activities and worksheets were created for helping students to learn angle properties in a circle. Twenty eighth graders on a lower secondary school in Indonesia were voluntarily involved to learn mathematics using CircleBoard-Pro with the designed learning activities and worksheets. We informally observed students' performance by focusing on criteria of using manipulative tools in learning mathematics while the learning activities were also observed in terms of whether they work and which step of activities need to be improved. The results of this part showed that CircleBoard-Pro complied the criteria of the use of the manipulative in learning mathematics. Nevertheless, parts of learning activities and worksheets need to be improved. Based on the results of the observation, CircleBoard-Pro, learning activities, and worksheets were merged together and became the CircleBoardPro embedded on 5E (Engage - Explore - Explain - Elaborate - Evaluate) learning cycle unit. Then, students understanding were assessed to reach the second objective. Six ninth graders from an Indonesian school in Thailand were recruited to participate in this study. Conceptual tests for both pre-and post-test, and semi

  15. Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

    OpenAIRE

    García Martín, Javier; Pérez Martínez, Jorge Enrique

    2011-01-01

    The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The secon...

  16. Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students.

    Science.gov (United States)

    Schmidt, Henk G; Cohen-Schotanus, Janke; Arends, Lidia R

    2009-03-01

    We aimed to study the effects of active-learning curricula on graduation rates of students and on the length of time needed to graduate. Graduation rates for 10 generations of students enrolling in the eight Dutch medical schools between 1989 and 1998 were analysed. In addition, time needed to graduate was recorded. Three of the eight schools had curricula emphasising active learning, small-group instruction and limited numbers of lectures; the other five had conventional curricula to varying degrees. Overall, the active-learning curricula graduated on average 8% more students per year, and these students graduated on average 5 months earlier than their colleagues from conventional curricula. Four hypotheses potentially explaining the effect of active learning on graduation rate and study duration were considered: (i) active-learning curricula promote the social and academic integration of students; (ii) active-learning curricula attract brighter students; (iii) active-learning curricula retain more poor students, and (iv) the active engagement of students with their study required by active-learning curricula induces better academic performance and, hence, lower dropout rates. The first three hypotheses had to be rejected. It was concluded that the better-learning hypothesis provides the most parsimonious account for the data.

  17. Student Accountability in Team-Based Learning Classes

    Science.gov (United States)

    Stein, Rachel E.; Colyer, Corey J.; Manning, Jason

    2016-01-01

    Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the…

  18. Incorporating technology-based learning tools into teaching and learning of optimization problems

    Science.gov (United States)

    Yang, Irene

    2014-07-01

    The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.

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

    Science.gov (United States)

    Nogaj, Luiza A.

    2013-01-01

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

  20. Maintaining collaborative, democratic and dialogue-based learning processes in virtual and game-based learning environments

    DEFF Research Database (Denmark)

    Gyldendahl Jensen, Camilla; Sorensen, Elsebeth Korsgaard

    2017-01-01

    The incorporation and use of virtual learning platforms, including computer games, in the education sector, challenge these years the complexity of the learning environment regarding maintaining collaborative, democratic and dialogue-based learning processes that support a high degree of reflection....... When virtual learning platforms are used in an educational context, a fundamental paradox appears as the student needs an active and practice-oriented participation identity to learn while at the same time needing to learn to acquire a participation identity. This identity is raised and trained...... by being a continuous part of a community that recalls the scenarios of reality. It is therefore crucial that the learning environment reflects the reality of which the students' professionalism is unfolded. Learning is, therefore, something more and not just the acquisition of knowledge and past actions...

  1. Discussing Active Learning from the Practitioner's Perspective

    Science.gov (United States)

    Bamba, Priscilla

    2015-01-01

    The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

  2. Active Learning Methods

    Science.gov (United States)

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  3. Teaching for Engagement: Part 3: Designing for Active Learning

    Science.gov (United States)

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

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

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

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

  5. Reinforcement active learning in the vibrissae system: optimal object localization.

    Science.gov (United States)

    Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

    2013-01-01

    Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  7. Community Based Learning and Civic Engagement: Informal Learning among Adult Volunteers in Community Organizations

    Science.gov (United States)

    Mundel, Karsten; Schugurensky, Daniel

    2008-01-01

    Many iterations of community based learning employ models, such as consciousness raising groups, cultural circles, and participatory action research. In all of them, learning is a deliberate part of an explicit educational activity. This article explores another realm of community learning: the informal learning that results from volunteering in…

  8. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

    OpenAIRE

    Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both c...

  9. Enhancing learning in geosciences and water engineering via lab activities

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

    This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

  10. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

    Science.gov (United States)

    Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to…

  11. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment

    Science.gov (United States)

    Laurent, Mark A.

    2013-01-01

    This narrative study examines using a real life simulated problem base learning activity during education of clinical staff, which is expected to design and develop clinically correct electronic charting systems. Expertise in healthcare does not readily transcend to the realm of manipulating software to collect patient data that is pertinent to…

  12. Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

    Science.gov (United States)

    Çakiroglu, Ünal; Öztürk, Mücahit

    2017-01-01

    This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

  13. Active learning: a step towards automating medical concept extraction.

    Science.gov (United States)

    Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

    2016-03-01

    This paper presents an automatic, active learning-based system for the extraction of medical concepts from clinical free-text reports. Specifically, (1) the contribution of active learning in reducing the annotation effort and (2) the robustness of incremental active learning framework across different selection criteria and data sets are determined. The comparative performance of an active learning framework and a fully supervised approach were investigated to study how active learning reduces the annotation effort while achieving the same effectiveness as a supervised approach. Conditional random fields as the supervised method, and least confidence and information density as 2 selection criteria for active learning framework were used. The effect of incremental learning vs standard learning on the robustness of the models within the active learning framework with different selection criteria was also investigated. The following 2 clinical data sets were used for evaluation: the Informatics for Integrating Biology and the Bedside/Veteran Affairs (i2b2/VA) 2010 natural language processing challenge and the Shared Annotated Resources/Conference and Labs of the Evaluation Forum (ShARe/CLEF) 2013 eHealth Evaluation Lab. The annotation effort saved by active learning to achieve the same effectiveness as supervised learning is up to 77%, 57%, and 46% of the total number of sequences, tokens, and concepts, respectively. Compared with the random sampling baseline, the saving is at least doubled. Incremental active learning is a promising approach for building effective and robust medical concept extraction models while significantly reducing the burden of manual annotation. © The Author 2015. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  14. Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

    Science.gov (United States)

    Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

    2016-01-01

    There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

  15. Active Learning to Develop Motor Skills and Teamwork

    Directory of Open Access Journals (Sweden)

    Johanna Lorena Aristizabal-Almanza

    2017-12-01

    Full Text Available This action-research project was conducted to determine how the use of principles of active learning, specifically collaboration, had an effect on psychomotor performance and achievement in teamwork. The research setting included 20 students of first grade from a private school located in Bogota, Colombia. The students were selected through not randomized sampling based on criteria. The methodological process included observation, interviews, and a scale based on standardized tests to measure skills; the latter was applied before and after the intervention. Data analysis was performed using a triangulation of qualitative data, and through comparative analysis of the initial and final student profile for quantitative inputs. The results showed that, after the intervention with collaborative techniques based on action learning, students achieved a positive variation in their performance. Being part of a team positively affected the achievement of the objectives. Systematical reflection on their practices fostered their capacity to identify strengths and weaknesses to build knowledge in interaction with others. Knowledge construction was nurtured based in their previous experiences. Students showed more accountability and self-directed learning behaviors, according to their age. Overall the experience showed the importance of research and innovation in the classroom in order to provide meaningful data, so teachers and researchers can engage in providing learning experiences based in active learning.

  16. Informed Systems: Enabling Collaborative Evidence Based Organizational Learning

    Directory of Open Access Journals (Sweden)

    Mary M. Somerville

    2015-12-01

    Full Text Available Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original

  17. Competency and an active learning program in undergraduate nursing education.

    Science.gov (United States)

    Shin, Hyunsook; Sok, Sohyune; Hyun, Kyung Sun; Kim, Mi Ja

    2015-03-01

    To evaluate the effect of an active learning program on competency of senior students. Active learning strategies have been used to help students achieve desired nursing competency, but their effectiveness has not been systematically examined. A descriptive, cross-sectional comparative design was used. Two cohort group comparisons using t-test were made: one in an active learning group and the other in a traditional learning group. A total of 147 senior nursing students near graduation participated in this study: 73 in 2010 and 74 in 2013. The active learning program incorporated high-fidelity simulation, situation-based case studies, standardized patients, audio-video playback, reflective activities and technology such as a SmartPad-based program. The overall scores of the nursing competency in the active group were significantly higher than those in the traditional group. Of five overall subdomains, the scores of the special and general clinical performance competency, critical thinking and human understanding were significantly higher in the active group than in the traditional group. Importance-performance analysis showed that all five subdomains of the active group clustered in the high importance and high performance quadrant, indicating significantly better achievements. In contrast, the students in the traditional group showed scattered patterns in three quadrants, excluding the low importance and low performance quadrants. This pattern indicates that the traditional learning method did not yield the high performance in most important areas. The findings of this study suggest that an active learning strategy is useful for helping undergraduate students to gain competency. © 2014 John Wiley & Sons Ltd.

  18. Project-based learning in the teaching-learning process university. A longitudinal study

    Directory of Open Access Journals (Sweden)

    Sandoval Hamón Leyla Angélica

    2017-01-01

    Full Text Available The European Higher Education Area promotes the change in teaching-learning, where students have a more active role in their educational process. The main objective of this work is to analyse the use of an alternative proposal, focus in student-based teamwork activities, who seek to favour the acquisition and deepening of knowledge and skills. The implementation of this research was carried out by means of a longitudinal study in the subject of the degree of Economics, with the development of the methodology of Project Based Learning integrating the ICTs and improving the evaluation process (e.g. establishing headings and psychometric analysis of knowledge tests. The results of the research showed an improvement in the learning process from the observation, collection of works, analysis of knowledge tests and the official survey by students to assess the activity and the development of their competitors.

  19. PENGEMBANGAN CASE BASE LEARNING PADA MATA KULIAH PEREKONOMIAN INDONESIA

    Directory of Open Access Journals (Sweden)

    Hastarini Dwi Atmani

    2011-05-01

    Full Text Available In this time, teacher centered learning is a methods in part of higher education in Indonsia. This method, students passively receive information.Case base learning is an instructional design model that is a variant of project oriented learning. Cases are factually-based, complex problems written to stimulate classroom discussion and collaborative analysis. This one, students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving. Key words : active learning, case base learning.

  20. Robot soccer action selection based on Q learning

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    This paper researches robot soccer action selection based on Q learning . The robot learn to activate particular behavior given their current situation and reward signal. We adopt neural network to implementations of Q learning for their generalization properties and limited computer memory requirements

  1. MLS student active learning within a "cloud" technology program.

    Science.gov (United States)

    Tille, Patricia M; Hall, Heather

    2011-01-01

    In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

  2. INTEGRATION OF GAMIFICATION AND ACTIVE LEARNING IN THE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Sergio Zepeda-Hernández

    2016-07-01

    Full Text Available Teachers who currently use the traditional method teacher-centered learning, are having various difficulties with the new generations of students. New learning methods are required to allow students to focus more positive attitudes towards their learning. In this paper, we show how the evaluation and activities based on Active Learning and Gamification, can be an alternative to generate a more positive attitude of students and create a more friendly environment in the classroom. This research was conducted using the qualitative research and ethnographic method as technique.

  3. DASL-Data and Activities for Solar Learning

    Science.gov (United States)

    Jones, Harrison P.; Henney, Carl; Hill, Frank; Gearen, Michael; Pompca, Stephen; Stagg, Travis; Stefaniak, Linda; Walker, Connie

    2004-01-01

    DASL-Data and Activities for Solar Learning Data and Activities for Solar Learning (DASL) provides a classroom learning environment based on a twenty-five year record of solar magnetograms from the National Solar Observatory (NSO) at Kitt Peak, AZ. The data, together with image processing software for Macs or PCs, can be used to learn basic facts about the Sun and astronomy at the middle school level. At the high school level, students can study properties of the Sun's magnetic cycle with classroom exercises emphasizing data and error analysis and can participate in a new scientific study, Research in Active Solar Longitudes (RASL), in collaboration with classrooms throughout the country and scientists at NSO and NASA. We present a half-day course to train teachers in the scientific content of the project and its classroom use. We will provide a compact disc with the data and software and will demonstrate software installation and use, classroom exercises, and participation in RASL with computer projection.

  4. Learning plan applicability through active mental entities

    International Nuclear Information System (INIS)

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-01-01

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles

  5. TBAL: Technology-Based Active Learning in Higher Education

    Science.gov (United States)

    Ghilay, Yaron; Ghilay, Ruth

    2015-01-01

    In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called…

  6. Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

    Science.gov (United States)

    Smith, C. Veronica; Cardaciotto, LeeAnn

    2011-01-01

    Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

  7. Project-Based Learning in Programmable Logic Controller

    Science.gov (United States)

    Seke, F. R.; Sumilat, J. M.; Kembuan, D. R. E.; Kewas, J. C.; Muchtar, H.; Ibrahim, N.

    2018-02-01

    Project-based learning is a learning method that uses project activities as the core of learning and requires student creativity in completing the project. The aims of this study is to investigate the influence of project-based learning methods on students with a high level of creativity in learning the Programmable Logic Controller (PLC). This study used experimental methods with experimental class and control class consisting of 24 students, with 12 students of high creativity and 12 students of low creativity. The application of project-based learning methods into the PLC courses combined with the level of student creativity enables the students to be directly involved in the work of the PLC project which gives them experience in utilizing PLCs for the benefit of the industry. Therefore, it’s concluded that project-based learning method is one of the superior learning methods to apply on highly creative students to PLC courses. This method can be used as an effort to improve student learning outcomes and student creativity as well as to educate prospective teachers to become reliable educators in theory and practice which will be tasked to create qualified human resources candidates in order to meet future industry needs.

  8. USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Yavuz SAMUR

    2011-04-01

    Full Text Available In computer-supported collaborative learning (CSCL environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students’ collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL environments, and second using wikis as an assessment tool in DGBL are suggested.

  9. Applying active learning to supervised word sense disambiguation in MEDLINE.

    Science.gov (United States)

    Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

    2013-01-01

    This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models.

  10. Active Learning with Statistical Models.

    Science.gov (United States)

    1995-01-01

    Active Learning with Statistical Models ASC-9217041, NSF CDA-9309300 6. AUTHOR(S) David A. Cohn, Zoubin Ghahramani, and Michael I. Jordan 7. PERFORMING...TERMS 15. NUMBER OF PAGES Al, MIT, Artificial Intelligence, active learning , queries, locally weighted 6 regression, LOESS, mixtures of gaussians...COMPUTATIONAL LEARNING DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES A.I. Memo No. 1522 January 9. 1995 C.B.C.L. Paper No. 110 Active Learning with

  11. Team-Based Learning Enhances Performance in Introductory Biology

    Science.gov (United States)

    Carmichael, Jeffrey

    2009-01-01

    Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

  12. The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

    Science.gov (United States)

    Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

    2016-01-01

    Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

  13. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

    Science.gov (United States)

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

  14. Is engagement with a purpose the essence of active learning?

    OpenAIRE

    Álvarez Mesa, Mauricio

    2009-01-01

    In the 2009 edition of the conference on “Active Learning in Engineering Education”, there were several and fruitful discussions within a small workgroup about the essence of active learning. At the end we came with an attempt to sum up our whole discussion with one question. Our question is the same as the title of this essay. Taking this question as a starting point this article propose a specific purpose from which active learning can be based. Peer Reviewed

  15. An Active Learning Activity to Reinforce the Design Components of the Corticosteroids.

    Science.gov (United States)

    Slauson, Stephen R; Mandela, Prashant

    2018-02-05

    Despite the popularity of active learning applications over the past few decades, few activities have been reported for the field of medicinal chemistry. The purpose of this study is to report a new active learning activity, describe participant contributions, and examine participant performance on the assessment questions mapped to the objective covered by the activity. In this particular activity, students are asked to design two novel corticosteroids as a group (6-8 students per group) based on the design characteristics of marketed corticosteroids covered in lecture coupled with their pharmaceutics knowledge from the previous semester and then defend their design to the class through an interactive presentation model. Although class performance on the objective mapped to this material on the assessment did not reach statistical significance, use of this activity has allowed fruitful discussion of misunderstood concepts and facilitated multiple changes to the lecture presentation. As pharmacy schools continue to emphasize alternative learning pedagogies, publication of previously implemented activities demonstrating their use will help others apply similar methodologies.

  16. Evaluation of a Learning Object Based Learning Environment in Different Dimensions

    Directory of Open Access Journals (Sweden)

    Ünal Çakıroğlu

    2009-11-01

    Full Text Available Learning Objects (LOs are web based learning resources presented by Learning Object Repositories (LOR. For recent years LOs have begun to take place on web and it is suggested that appropriate design of LOs can make positive impact on learning. In order to support learning, research studies recommends LOs should have been evaluated pedagogically and technologically, and the content design created by using LOs should have been designed through appropriate instructional models. Since the use of LOs have recently begun, an exact pedagogical model about efficient use of LOs has not been developed. In this study a LOR is designed in order to be used in mathematics education. The LOs in this LOR have been evaluated pedagogically and technologically by mathematics teachers and field experts. In order to evaluate the designed LO based environment, two different questionnaires have been used. These questionnaires are developed by using the related literature about web based learning environments evaluation criteria and also the items are discussed with the field experts for providing the validity. The reliability of the questionnaires is calculated cronbach alpha = 0.715 for the design properties evaluation survey and cronbach alpha =0.726 for pedagogic evaluation. Both of two questionnaires are five point Likert type. The first questionnaire has the items about “Learning Support of LOs, Competency of LOR, The importance of LOs in mathematics education, the usability of LOs by students”. “The activities on LOs are related to outcomes of subjects, there are activities for students have different learning styles. There are activities for wondering students.” are examples for items about learning support of LOs. “System helps for exploration of mathematical relations”, “I think teaching mathematics with this system will be enjoyable.” are example items for importance of LOs in mathematics education. In the competency of LOR title,

  17. Adding Social Elements to Game-Based Learning

    Directory of Open Access Journals (Sweden)

    Chien-Hung Lai

    2014-05-01

    Full Text Available Game-based learning is to present the instruction by games in learning, with the main purpose of triggering learners’ motives instead of instructing the courses. Thus, increasing learning motive by game-based learning becomes a common instructional strategy to enhance learning achievement. However, it is not easy to design interesting games combined with courses. In 2011, Echeverria proposed a design to combine characteristics of games with elements of courses by matching the virtual scenarios in games with proper courses. However, in the past game-based learning, students were gathered in regular places for several times of game-based learning. Students’ learning was limited by time and space. Therefore, for students’ game-based learning at any time and in any places, based on theories of design elements of online community game Aki Järvinen, this study treats Facebook as the platform of games. The development by online community game is easier, faster and cheaper than traditional video games. In 2006, Facebook allowed API program of the third party. Therefore, by Facebook, this study provides the platform for students to learn in social lives to explore students’ activities in online community games. Questionnaire survey is conducted to find out if the design of non-single user game is attractive for students to participate in game-based learning. In order to make sure that the questionnaires can be the criteria to investigate students’ intention to play games, by statistical program of social science; this study validates reliability and validity of items of questionnaire to effectively control the effect of online community games on students’ learning intention.

  18. Active-constructive-interactive: a conceptual framework for differentiating learning activities.

    Science.gov (United States)

    Chi, Michelene T H

    2009-01-01

    Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. Copyright © 2009 Cognitive Science Society, Inc.

  19. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

    Science.gov (United States)

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

  20. The analysis of student’s critical thinking ability on discovery learning by using hand on activity based on the curiosity

    Science.gov (United States)

    Sulistiani, E.; Waluya, S. B.; Masrukan

    2018-03-01

    This study aims to determine (1) the effectiveness of Discovery Learning model by using Hand on Activity toward critical thinking abilities, and (2) to describe students’ critical thinking abilities in Discovery Learning by Hand on Activity based on curiosity. This study is mixed method research with concurrent embedded design. Sample of this study are students of VII A and VII B of SMP Daarul Qur’an Ungaran. While the subject in this study is based on the curiosity of the students groups are classified Epistemic Curiosity (EC) and Perceptual Curiosity (PC). The results showed that the learning of Discovery Learning by using Hand on Activity is effective toward mathematics critical thinking abilities. Students of the EC type are able to complete six indicators of mathematics critical thinking abilities, although there are still two indicators that the result is less than the maximum. While students of PC type have not fully been able to complete the indicator of mathematics critical thinking abilities. They are only strong on indicators formulating questions, while on the other five indicators they are still weak. The critical thinking abilities of EC’s students is better than the critical thinking abilities of the PC’s students.

  1. Resource-based learning strategies: implications for students and institutions

    Directory of Open Access Journals (Sweden)

    Malcolm Ryan

    1996-12-01

    Full Text Available In its strategic plan, the University of Greenwich envisages a significant shift to resource-based learning (RBL. Enterprise in Higher Education (EHE has funded five pilot RBL projects during the past year, including one in introductory economics. The project was managed by three lecturers in the School of Social Sciences, supported by an Academic Development Officer. Learning outcomes were completely revised, and a range of assessment strategies, including computer-based tests, was identified. A resources guide was produced which identified the materials and activities that would enable students to achieve the learning outcomes. A number of innovations were adopted, including: • computer-based curriculum delivery, assessment, and student evaluation of the course; • an open approach to assessment; • abolishing lectures in favour of a diverse range of teaching and learning activities.

  2. Dopamine, reward learning, and active inference.

    Science.gov (United States)

    FitzGerald, Thomas H B; Dolan, Raymond J; Friston, Karl

    2015-01-01

    Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  3. Unpacking Activities-Based Learning in Kindergarten Classrooms: Insights from Teachers' Perspectives

    Science.gov (United States)

    Annobil, Charles Nyarko; Thompson, Mumuni

    2018-01-01

    Even though previous research points to the significance of kindergarten teachers' practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children's development. To address this gap in literature, a qualitative multi-case study into teachers' perceptions of…

  4. Active sensing associated with spatial learning reveals memory-based attention in an electric fish.

    Science.gov (United States)

    Jun, James J; Longtin, André; Maler, Leonard

    2016-05-01

    Active sensing behaviors reveal what an animal is attending to and how it changes with learning. Gymnotus sp, a gymnotiform weakly electric fish, generates an electric organ discharge (EOD) as discrete pulses to actively sense its surroundings. We monitored freely behaving gymnotid fish in a large dark "maze" and extracted their trajectories and EOD pulse pattern and rate while they learned to find food with electrically detectable landmarks as cues. After training, they more rapidly found food using shorter, more stereotyped trajectories and spent more time near the food location. We observed three forms of active sensing: sustained high EOD rates per unit distance (sampling density), transient large increases in EOD rate (E-scans) and stereotyped scanning movements (B-scans) were initially strong at landmarks and food, but, after learning, intensified only at the food location. During probe (no food) trials, after learning, the fish's search area and intense active sampling was still centered on the missing food location, but now also increased near landmarks. We hypothesize that active sensing is a behavioral manifestation of attention and essential for spatial learning; the fish use spatial memory of landmarks and path integration to reach the expected food location and confine their attention to this region. Copyright © 2016 the American Physiological Society.

  5. Authoring and Enactment of Mobile Pyramid-Based Collaborative Learning Activities

    Science.gov (United States)

    Manathunga, Kalpani; Hernández-Leo, Davinia

    2018-01-01

    Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning…

  6. Minimax bounds for active learning

    NARCIS (Netherlands)

    Castro, R.M.; Nowak, R.

    2008-01-01

    This paper analyzes the potential advantages and theoretical challenges of "active learning" algorithms. Active learning involves sequential sampling procedures that use information gleaned from previous samples in order to focus the sampling and accelerate the learning process relative to "passive

  7. Applying active learning to supervised word sense disambiguation in MEDLINE

    Science.gov (United States)

    Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

    2013-01-01

    Objectives This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. Methods We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Results Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. Conclusions This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models. PMID:23364851

  8. Activating teaching methods, studying responses and learning

    OpenAIRE

    Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy

    2009-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed

  9. Effect of students' learning styles on classroom performance in problem-based learning.

    Science.gov (United States)

    Alghasham, Abdullah A

    2012-01-01

    Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

  10. Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

    Directory of Open Access Journals (Sweden)

    Lyn Brodie

    2011-05-01

    Full Text Available Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect, a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

  11. Active Learning Using Arbitrary Binary Valued Queries

    Science.gov (United States)

    1990-10-01

    active learning in the sense that the learner has complete choice in the information received. Specifically, we allow the learner to ask arbitrary yes...no questions. We consider both active learning under a fixed distribution and distribution-free active learning . In the case of active learning , the...a concept class is actively learnable iff it is finite, so that active learning is in fact less powerful than the usual passive learning model. We

  12. Goiania radiation accident: activities carried out and lessons learned based on personal experience

    International Nuclear Information System (INIS)

    Silva, F.C.A. da

    2017-01-01

    Goiânia Radiological Accident, on September 13, 1987, with a radioactive source of cesium-137 with 50.9 TBq, used in radiotherapy, is one of the most important accidents in the scientific area, representing a milestone for all workers in the areas of radiation protection and radiological emergency that worked during the event. A personal view of the Goiânia Radiological Accident is presented, showing some activities carried out in contaminated areas and lessons learned based on own experience during the event

  13. Machine learning of molecular properties: Locality and active learning

    Science.gov (United States)

    Gubaev, Konstantin; Podryabinkin, Evgeny V.; Shapeev, Alexander V.

    2018-06-01

    In recent years, the machine learning techniques have shown great potent1ial in various problems from a multitude of disciplines, including materials design and drug discovery. The high computational speed on the one hand and the accuracy comparable to that of density functional theory on another hand make machine learning algorithms efficient for high-throughput screening through chemical and configurational space. However, the machine learning algorithms available in the literature require large training datasets to reach the chemical accuracy and also show large errors for the so-called outliers—the out-of-sample molecules, not well-represented in the training set. In the present paper, we propose a new machine learning algorithm for predicting molecular properties that addresses these two issues: it is based on a local model of interatomic interactions providing high accuracy when trained on relatively small training sets and an active learning algorithm of optimally choosing the training set that significantly reduces the errors for the outliers. We compare our model to the other state-of-the-art algorithms from the literature on the widely used benchmark tests.

  14. The Effectiveness of Project Based Learning in Trigonometry

    Science.gov (United States)

    Gerhana, M. T. C.; Mardiyana, M.; Pramudya, I.

    2017-09-01

    This research aimed to explore the effectiveness of Project-Based Learning (PjBL) with scientific approach viewed from interpersonal intelligence toward students’ achievement learning in mathematics. This research employed quasi experimental research. The subjects of this research were grade X MIPA students in Sleman Yogyakarta. The result of the research showed that project-based learning model is more effective to generate students’ mathematics learning achievement that classical model with scientific approach. This is because in PjBL model students are more able to think actively and creatively. Students are faced with a pleasant atmosphere to solve a problem in everyday life. The use of project-based learning model is expected to be the choice of teachers to improve mathematics education.

  15. ICT-Supported Problem-Based Learning: Possibilities of Applying Problem-Based Learning from Primary School to Higher Education

    Directory of Open Access Journals (Sweden)

    Czékmán Balázs

    2016-06-01

    Full Text Available Problem Based Learning was originally created for medical students to better diagnose new illnesses; this methodology can be used in almost all the fields of education. Teachers can teach by appealing to students’ natural instincts to create, and they can improve the students’ performance in different disciplines. So, we can say that it is an easy way of the acquisition and integration of new knowledge. While the content and structure of PBL courses may differ, the general goals and learning objectives tend to be similar. It begins with the assumption that learning is an active, integrated, and constructive process influenced by social and contextual factors. The task of our paper is to show how Problem-Based Learning can be used from primary to university level education in teaching different subjects.

  16. The roles of lesson study in the development of mathematics learning instrument based on learning trajectory

    Science.gov (United States)

    Misnasanti; Dien, C. A.; Azizah, F.

    2018-03-01

    This study is aimed to describe Lesson Study (LS) activity and its roles in the development of mathematics learning instruments based on Learning Trajectory (LT). This study is a narrative study of teacher’s experiences in joining LS activity. Data collecting in this study will use three methods such as observation, documentations, and deep interview. The collected data will be analyzed with Milles and Huberman’s model that consists of reduction, display, and verification. The study result shows that through LS activity, teachers know more about how students think. Teachers also can revise their mathematics learning instrument in the form of lesson plan. It means that LS activity is important to make a better learning instruments and focus on how student learn not on how teacher teach.

  17. Designing Online Teaching and Learning Activities for Higher Education in Hong Kong

    Directory of Open Access Journals (Sweden)

    Kevin Downing

    2008-06-01

    Full Text Available Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004 and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges (Boettcher, 1999; McNaught & Lam, 2005. Many teachers and researchers (Wood, 1997; Littlejohn et al., 1999 point out that the organization and reflection necessary to effectively teach online often improves an instructor’s traditional teaching. This is a theme continued by Downing (2001 who identifies the eventual success or failure of online teaching as largely due to the same factors that have always been central to the provision of a quality learning experience. These factors include the energy, commitment and imagination of those responsible for providing the teaching and learning environment, whether it is virtual or actual. It is within this context that the authors of this paper set themselves the task of designing innovative online teaching and learning activities which add value to the student experience and genuinely assist learning traditionally difficult and dynamic concepts. The increasing adoption of outcomes based teaching and learning environments in universities around the world has provided wide-ranging opportunities to reflect on current learning and teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999, many academic colleagues are actively seeking ways to leverage information technology solutions to design constructively aligned online teaching and learning activities which add value to the student learning experience and significantly assist in the understanding of difficult concepts and processes. This paper will describe and demonstrate the innovative development of online teaching and learning activities which adhere to the principles of both outcomes based

  18. Maximize the Mobile Learning Interaction through Project-Based Learning Activities

    Science.gov (United States)

    Sulisworo, Dwi; Santyasa, I. Wayan

    2018-01-01

    Mobile learning implementation at school is a must and meets what students currently need. To facilitate those conditions, teachers also need to have competencies in managing online learning. This research is a descriptive research to find out the experience of students who are prospective teachers when attending the mobile learning course…

  19. Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

    Science.gov (United States)

    Thornton, Ronald

    2010-10-01

    Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

  20. Dopamine, reward learning, and active inference

    Directory of Open Access Journals (Sweden)

    Thomas eFitzgerald

    2015-11-01

    Full Text Available Temporal difference learning models propose phasic dopamine signalling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behaviour. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  1. PROCESS-BASED LEARNING: TOWARDS THEORETICAL AND LECTURE-BASED COURSEWORK IN STUDIO STYLE

    Directory of Open Access Journals (Sweden)

    Hatem Ezzat Nabih

    2010-07-01

    Full Text Available This article presents a process-based learning approach to design education where theoretical coursework is taught in studio-style. Lecture-based coursework is sometimes regarded as lacking in challenge and broadening the gap between theory and practice. Furthermore, lecture-based curricula tend to be detached from the studio and deny students from applying their theoretically gained knowledge. Following the belief that student motivation is increased by establishing a higher level of autonomy in the learning process, I argue for a design education that links theory with applied design work within the studio setting. By synthesizing principles of Constructivist Learning and Problem-Based Learning, PBL students are given greater autonomy by being actively involved in their education. Accordingly, I argue for a studio setting that incorporates learning in studio style by presenting three design applications involving students in investigation and experimentation in order to self-experience the design process.

  2. Active Learning of Markov Decision Processes for System Verification

    DEFF Research Database (Denmark)

    Chen, Yingke; Nielsen, Thomas Dyhre

    2012-01-01

    deterministic Markov decision processes from data by actively guiding the selection of input actions. The algorithm is empirically analyzed by learning system models of slot machines, and it is demonstrated that the proposed active learning procedure can significantly reduce the amount of data required...... demanding process, and this shortcoming has motivated the development of algorithms for automatically learning system models from observed system behaviors. Recently, algorithms have been proposed for learning Markov decision process representations of reactive systems based on alternating sequences...... of input/output observations. While alleviating the problem of manually constructing a system model, the collection/generation of observed system behaviors can also prove demanding. Consequently we seek to minimize the amount of data required. In this paper we propose an algorithm for learning...

  3. Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

    Science.gov (United States)

    Ching, Yu-Hui

    2014-01-01

    This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher…

  4. Active learning strategies for the deduplication of electronic patient data using classification trees.

    Science.gov (United States)

    Sariyar, M; Borg, A; Pommerening, K

    2012-10-01

    Supervised record linkage methods often require a clerical review to gain informative training data. Active learning means to actively prompt the user to label data with special characteristics in order to minimise the review costs. We conducted an empirical evaluation to investigate whether a simple active learning strategy using binary comparison patterns is sufficient or if string metrics together with a more sophisticated algorithm are necessary to achieve high accuracies with a small training set. Based on medical registry data with different numbers of attributes, we used active learning to acquire training sets for classification trees, which were then used to classify the remaining data. Active learning for binary patterns means that every distinct comparison pattern represents a stratum from which one item is sampled. Active learning for patterns consisting of the Levenshtein string metric values uses an iterative process where the most informative and representative examples are added to the training set. In this context, we extended the active learning strategy by Sarawagi and Bhamidipaty (2002). On the original data set, active learning based on binary comparison patterns leads to the best results. When dropping four or six attributes, using string metrics leads to better results. In both cases, not more than 200 manually reviewed training examples are necessary. In record linkage applications where only forename, name and birthday are available as attributes, we suggest the sophisticated active learning strategy based on string metrics in order to achieve highly accurate results. We recommend the simple strategy if more attributes are available, as in our study. In both cases, active learning significantly reduces the amount of manual involvement in training data selection compared to usual record linkage settings. Copyright © 2012 Elsevier Inc. All rights reserved.

  5. Learning shapes spontaneous activity itinerating over memorized states.

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

    Full Text Available Learning is a process that helps create neural dynamical systems so that an appropriate output pattern is generated for a given input. Often, such a memory is considered to be included in one of the attractors in neural dynamical systems, depending on the initial neural state specified by an input. Neither neural activities observed in the absence of inputs nor changes caused in the neural activity when an input is provided were studied extensively in the past. However, recent experimental studies have reported existence of structured spontaneous neural activity and its changes when an input is provided. With this background, we propose that memory recall occurs when the spontaneous neural activity changes to an appropriate output activity upon the application of an input, and this phenomenon is known as bifurcation in the dynamical systems theory. We introduce a reinforcement-learning-based layered neural network model with two synaptic time scales; in this network, I/O relations are successively memorized when the difference between the time scales is appropriate. After the learning process is complete, the neural dynamics are shaped so that it changes appropriately with each input. As the number of memorized patterns is increased, the generated spontaneous neural activity after learning shows itineration over the previously learned output patterns. This theoretical finding also shows remarkable agreement with recent experimental reports, where spontaneous neural activity in the visual cortex without stimuli itinerate over evoked patterns by previously applied signals. Our results suggest that itinerant spontaneous activity can be a natural outcome of successive learning of several patterns, and it facilitates bifurcation of the network when an input is provided.

  6. Teacher feedback during active learning: current practices in primary schools.

    Science.gov (United States)

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-06-01

    Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

  7. Employability and work-related learning activities in higher education

    DEFF Research Database (Denmark)

    Magnell, Marie; Kolmos, Anette

    2017-01-01

    The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies...

  8. Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

    Science.gov (United States)

    Grant-Vallone, E. J.

    2011-01-01

    This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

  9. Active semi-supervised learning method with hybrid deep belief networks.

    Science.gov (United States)

    Zhou, Shusen; Chen, Qingcai; Wang, Xiaolong

    2014-01-01

    In this paper, we develop a novel semi-supervised learning algorithm called active hybrid deep belief networks (AHD), to address the semi-supervised sentiment classification problem with deep learning. First, we construct the previous several hidden layers using restricted Boltzmann machines (RBM), which can reduce the dimension and abstract the information of the reviews quickly. Second, we construct the following hidden layers using convolutional restricted Boltzmann machines (CRBM), which can abstract the information of reviews effectively. Third, the constructed deep architecture is fine-tuned by gradient-descent based supervised learning with an exponential loss function. Finally, active learning method is combined based on the proposed deep architecture. We did several experiments on five sentiment classification datasets, and show that AHD is competitive with previous semi-supervised learning algorithm. Experiments are also conducted to verify the effectiveness of our proposed method with different number of labeled reviews and unlabeled reviews respectively.

  10. Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

    Science.gov (United States)

    Kaddoura, Mahmoud A.

    2011-01-01

    In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different…

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

    Science.gov (United States)

    Samur, Yavuz

    2011-01-01

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

  12. E-learning to supplement and synergise practice-based learning in the emergency department

    Institute of Scientific and Technical Information of China (English)

    Fatimah Lateef

    2012-01-01

    Practice-based learning involves on- the-job learning as well as learning ‘of-the job’ in its realistic setting. It gives trainees and interns the exposure to a diversity of encounters as well as an understanding of the different workplace models, strategies and capabilities. It is now very commonly utilized in teaching and training in medical disciplines. The whole process emphasizes active learning, with collaboration between learners and supervisors, for the eventual delivery of best clinical care to patients.

  13. E-learning to supplement and synergise practice–based learning in the emergency department

    Directory of Open Access Journals (Sweden)

    Fatimah Lateef

    2012-01-01

    Full Text Available Practice-based learning involves on- the-job learning as well as learning ‘of-the job’ in its realistic setting. It gives trainees and interns the exposure to a diversity of encounters as well as an understanding of the different workplace models, strategies and capabilities. It is now very commonly utilized in teaching and training in medical disciplines. The whole process emphasizes active learning, with collaboration between learners and supervisors, for the eventual delivery of best clinical care to patients.

  14. Active Learning in a Large General Physics Classroom.

    Science.gov (United States)

    Trousil, Rebecca

    2008-04-01

    In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.

  15. Strengths-based Learning

    DEFF Research Database (Denmark)

    Ledertoug, Mette Marie

    -being. The Ph.D.-project in Strength-based learning took place in a Danish school with 750 pupils age 6-16 and a similar school was functioning as a control group. The presentation will focus on both the aware-explore-apply processes and the practical implications for the schools involved, and on measurable......Strength-based learning - Children͛s Character Strengths as Means to their Learning Potential͛ is a Ph.D.-project aiming to create a strength-based mindset in school settings and at the same time introducing strength-based interventions as specific tools to improve both learning and well...

  16. Implementation and Evaluation of Web-Based Learning Activities on Bonding and the Structure of Matter for 10-th Grade Chemistry

    Science.gov (United States)

    Frailich, Marcel

    This study deals with the development, implementation, and evaluation of web-based activities associated with the topic of chemical bonding , as taught in 10th grade chemistry. A website was developed entitled: "Chemistry and the Chemical Industry in the Service of Mankind", its URL is: http://stwww.weizmann.ac.il/g-chem/learnchem (Kesner, Frailich, & Hofstein, 2003). The main goal of this study was to assess the educational effectiveness of website activities dealing with the chemical bonding concept. These activities include visualization tools, as well as topics relevant to daily life and industrial applications. The study investigated the effectiveness of a web-based learning environment regarding the understanding of chemical bonding concepts, students' perceptions of the classroom learning environment, their attitudes regarding the relevance of learning chemistry to everyday life, and their interest in chemistry studies. As mentioned before, in the present study we focused on activities (from the website), all of which deal with chemical bonding concept. The following are the reasons for the decision to focus on this topic: (1) Chemical bonding is a key concept that is taught in 10th grade chemistry in high school. It provides the basis for many other chemistry topics that are taught later, and (2) Chemical bonding is a difficult for students using existing tools (e. g., static models in books, ball-and- stick models), which are insufficient to demonstrate the abstract nature phenomena associated with this topic. The four activities developed for this study are (1) models of the atomic structure, (2) metals -- structure and properties, (3) ionic substances in everyday life and in industry, and (4) molecular substances -- structure, properties, and uses. The study analyzed both quantitative and qualitative research. The quantitative tools of the study included: A Semantic Differential questionnaire and a Chemistry Classroom Web-Based Learning Environment

  17. Reward-based spatial learning in unmedicated adults with obsessive-compulsive disorder.

    Science.gov (United States)

    Marsh, Rachel; Tau, Gregory Z; Wang, Zhishun; Huo, Yuankai; Liu, Ge; Hao, Xuejun; Packard, Mark G; Peterson, Bradley S; Simpson, H Blair

    2015-04-01

    The authors assessed the functioning of mesolimbic and striatal areas involved in reward-based spatial learning in unmedicated adults with obsessive-compulsive disorder (OCD). Functional MRI blood-oxygen-level-dependent response was compared in 33 unmedicated adults with OCD and 33 healthy, age-matched comparison subjects during a reward-based learning task that required learning to use extramaze cues to navigate a virtual eight-arm radial maze to find hidden rewards. The groups were compared in their patterns of brain activation associated with reward-based spatial learning versus a control condition in which rewards were unexpected because they were allotted pseudorandomly to experimentally prevent learning. Both groups learned to navigate the maze to find hidden rewards, but group differences in neural activity during navigation and reward processing were detected in mesolimbic and striatal areas. During navigation, the OCD group, unlike the healthy comparison group, exhibited activation in the left posterior hippocampus. Unlike healthy subjects, participants in the OCD group did not show activation in the left ventral putamen and amygdala when anticipating rewards or in the left hippocampus, amygdala, and ventral putamen when receiving unexpected rewards (control condition). Signal in these regions decreased relative to baseline during unexpected reward receipt among those in the OCD group, and the degree of activation was inversely associated with doubt/checking symptoms. Participants in the OCD group displayed abnormal recruitment of mesolimbic and ventral striatal circuitry during reward-based spatial learning. Whereas healthy comparison subjects exhibited activation in this circuitry in response to the violation of reward expectations, unmedicated OCD participants did not and instead over-relied on the posterior hippocampus during learning. Thus, dopaminergic innervation of reward circuitry may be altered, and future study of anterior/posterior hippocampal

  18. Learning through role-playing games: an approach for active learning and teaching

    Directory of Open Access Journals (Sweden)

    Marco Antonio Ferreira Randi

    Full Text Available This study evaluates the use of role-playing games (RPGs as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group or a lecture (lecture-based group on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later, the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

  19. EFFECTS OF COOPERATIVE LEARNING MODEL TYPE STAD JUST-IN TIME BASED ON THE RESULTS OF LEARNING TEACHING PHYSICS COURSE IN PHYSICS SCHOOL IN PHYSICS PROGRAM FACULTY UNIMED

    Directory of Open Access Journals (Sweden)

    Teguh Febri Sudarma

    2013-06-01

    Full Text Available Research was aimed to determine: (1 Students’ learning outcomes that was taught with just in time teaching based STAD cooperative learning method and STAD cooperative learning method (2 Students’ outcomes on Physics subject that had high learning activity compared with low learning activity. The research sample was random by raffling four classes to get two classes. The first class taught with just in time teaching based STAD cooperative learning method, while the second class was taught with STAD cooperative learning method. The instrument used was conceptual understanding that had been validated with 7 essay questions. The average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,47 higher than average gain values of students learning results with STAD cooperative learning method. The high learning activity and low learning activity gave different learning results. In this case the average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,48 higher than average gain values of students learning results with STAD cooperative learning method. There was interaction between learning model and learning activity to the physics learning result test in students

  20. Autonomous Motion Learning for Intra-Vehicular Activity Space Robot

    Science.gov (United States)

    Watanabe, Yutaka; Yairi, Takehisa; Machida, Kazuo

    Space robots will be needed in the future space missions. So far, many types of space robots have been developed, but in particular, Intra-Vehicular Activity (IVA) space robots that support human activities should be developed to reduce human-risks in space. In this paper, we study the motion learning method of an IVA space robot with the multi-link mechanism. The advantage point is that this space robot moves using reaction force of the multi-link mechanism and contact forces from the wall as space walking of an astronaut, not to use a propulsion. The control approach is determined based on a reinforcement learning with the actor-critic algorithm. We demonstrate to clear effectiveness of this approach using a 5-link space robot model by simulation. First, we simulate that a space robot learn the motion control including contact phase in two dimensional case. Next, we simulate that a space robot learn the motion control changing base attitude in three dimensional case.

  1. Cognitive components underpinning the development of model-based learning.

    Science.gov (United States)

    Potter, Tracey C S; Bryce, Nessa V; Hartley, Catherine A

    2017-06-01

    Reinforcement learning theory distinguishes "model-free" learning, which fosters reflexive repetition of previously rewarded actions, from "model-based" learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9-25, we examined whether the abilities to infer sequential regularities in the environment ("statistical learning"), maintain information in an active state ("working memory") and integrate distant concepts to solve problems ("fluid reasoning") predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  2. Positivity effect in healthy aging in observational but not active feedback-learning.

    Science.gov (United States)

    Bellebaum, Christian; Rustemeier, Martina; Daum, Irene

    2012-01-01

    The present study investigated the impact of healthy aging on the bias to learn from positive or negative performance feedback in observational and active feedback learning. In active learning, a previous study had already shown a negative learning bias in healthy seniors older than 75 years, while no bias was found for younger seniors. However, healthy aging is accompanied by a 'positivity effect', a tendency to primarily attend to stimuli with positive valence. Based on recent findings of dissociable neural mechanisms in active and observational feedback learning, the positivity effect was hypothesized to influence older participants' observational feedback learning in particular. In two separate experiments, groups of young (mean age 27) and older participants (mean age 60 years) completed an observational or active learning task designed to differentially assess positive and negative learning. Older but not younger observational learners showed a significant bias to learn better from positive than negative feedback. In accordance with previous findings, no bias was found for active learning. This pattern of results is discussed in terms of differences in the neural underpinnings of active and observational learning from performance feedback.

  3. Working Together: Librarian and Student Collaboration for Active Learning in a Library Eclassroom

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2010-06-01

    Full Text Available Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully involved students in the learning process ensuring that the experiences were appropriate and effective. The researchers found that, as a result of these strategies (e.g. teaching moments based on the emerging needs of students students’ interest in learning information literacy was increased and students interacted with information given to them as well as with their peers. Collaboration between the Librarians, Co-op Student and Senior Lab Instructor helped to enhance the learning experience for students and also revealed new aspects of the active learning experiences. The primary learning objective, which was to increase the students’ information skills in the Biological Sciences, was realized. The advantages of active learning were realized by both instructors and students. Advantages for students attained during these sessions include having their diverse learning styles addressed; increased interaction with and retention of information; increased responsibility for their own learning; the opportunity to value not only the instructors, but also themselves and their peers as sources of authority and knowledge; improved problem solving abilities; increased interest and opportunities for critical thinking, as a result of the actively exchanging information in a group. The primary advantage enjoyed by the instructors was the opportunity to collaborate with colleagues to reduce the preparation required to create effective library instruction sessions

  4. Active learning in practice: Implementation of the principles of active learning in an engineering course

    DEFF Research Database (Denmark)

    Rützou, C.

    2017-01-01

    The most common form of teaching is still the form where a teacher presents the subject of the lecture to a listening audience. During teaching history this has proved to be an effective way of teaching, however the probability of students being inactive is high and the learning outcome may...... through the same curriculum as usual during a term? • Will Active Learning reduce failure rate? • Will Active Learning give a higher learning outcome than traditional teaching? This paper deals with the results of this experiment, answers the mentioned questions and presents a way to implement Active...

  5. Active learning for semi-supervised clustering based on locally linear propagation reconstruction.

    Science.gov (United States)

    Chang, Chin-Chun; Lin, Po-Yi

    2015-03-01

    The success of semi-supervised clustering relies on the effectiveness of side information. To get effective side information, a new active learner learning pairwise constraints known as must-link and cannot-link constraints is proposed in this paper. Three novel techniques are developed for learning effective pairwise constraints. The first technique is used to identify samples less important to cluster structures. This technique makes use of a kernel version of locally linear embedding for manifold learning. Samples neither important to locally linear propagation reconstructions of other samples nor on flat patches in the learned manifold are regarded as unimportant samples. The second is a novel criterion for query selection. This criterion considers not only the importance of a sample to expanding the space coverage of the learned samples but also the expected number of queries needed to learn the sample. To facilitate semi-supervised clustering, the third technique yields inferred must-links for passing information about flat patches in the learned manifold to semi-supervised clustering algorithms. Experimental results have shown that the learned pairwise constraints can capture the underlying cluster structures and proven the feasibility of the proposed approach. Copyright © 2014 Elsevier Ltd. All rights reserved.

  6. Changing University Students’ Alternative Conceptions of Optics by Active Learning

    Directory of Open Access Journals (Sweden)

    Zalkida Hadžibegović

    2013-01-01

    Full Text Available Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of theSCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000. In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1 helping students to learn from interactive lecture experiment; (2 guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3 developing a conceptual question sequencedesigned for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4 evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session.The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures.

  7. The Importance of Computer Based Active Learning for Basic Chemistry in Vocational High Schools

    Directory of Open Access Journals (Sweden)

    Tuğçe GÜNTER

    2011-01-01

    Full Text Available Chemistry is a very comprehensive discipline that researches atoms; molecules; the structure of matter in the form of element or compound; combinations, and physical and chemical properties of matter; macroscopic and microscopic transformations of matters; the energy and entropy released or absorbed in the course of these transformations; the structures and functions of carbohydrates, lipids, proteins, enzymes, vitamins and minerals in the body. This discipline includes numerous reactions at the macroscopic, microscopic and particulate levels, abstract concepts, three-dimensional structure of molecules, mathematics, and graphics. It is important for students to be trained as scientists to internalize -with meaningful learning - chemistry having much abstract concepts. Especially for students in associate degree programs in Vocational High Schools, taking this integrated course will provide them to be more creative in their future professional work; to cope with and overcome analytical problems; to be self-learners; to fill the gaps concerning chemical analysis originated from secondary education; and to gain critical thinking and self-evaluation skills regarding chemical problems. In the age of developing science and technology, “Computer-Based Active Learning Method” emerged with the introduction of multi-media into education and training. In this context, students will learn difficult and complex mathematical operations and graphics interpretations more meaningfully with computer-based simulations and analogies.

  8. Technology transfer and technological learning through CERN's procurement activity

    CERN Document Server

    Autio, Erkko; Hameri, Ari-Pekka; CERN. Geneva

    2003-01-01

    This report analyses the technological learning and innovation benefits derived from CERN's procurement activity during the period 1997-2001. The base population of our study, the technology-intensive suppliers to CERN, consisted of 629 companies out of 6806 companies during the same period, representing 1197 MCHF in procurement. The main findings from the study can be summarized as follows: the various learning and innovation benefits (e.g., technological learning, organizational capability development, market learning) tend to occur together. Learning and innovation benefits appear to be regulated by the quality of the supplier's relationship with CERN: the greater the amount of social capital built into the relationship, the greater the learning and innovation benefits. Regardless of relationship quality, virtually all suppliers derived significant marketing reference benefits from CERN. Many corollary benefits are associated with procurement activity. As an example, as many as 38% of the respondents devel...

  9. Instructional Utility and Learning Efficacy of Common Active Learning Strategies

    Science.gov (United States)

    McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

    2017-01-01

    The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

  10. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

    Science.gov (United States)

    Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

    2018-04-10

    While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

  11. Multimedia Based E-learning : Design and Integration of Multimedia Content in E-learning

    Directory of Open Access Journals (Sweden)

    Abdulaziz Omar Alsadhan

    2014-05-01

    Full Text Available The advancement in multimedia and information technologies also have impacted the way of imparting education. This advancement has led to rapid use of e learning systems and has enabled greater integration of multimedia content into e learning systems. This paper present a model for development of e learning systems based on multimedia content. The model is called “Multimedia based e learning” and is loosely based on waterfall software development model. This model consists of three distinct phases; Multimedia Content Modelling, Multimedia content Development, Multimedia content Integration. These three phases are further sub divided into 7 different activities which are analysis, design, technical requirements, content development, content production & integration, implementation and evaluation. This model defines a general framework that can be applied for the development of e learning systems across all disciplines and subjects.

  12. Teaching Sport Psychology to the XBox Generation: Further evidence for game-based learning

    OpenAIRE

    Manley, A; Whitaker, L; Patterson, L

    2012-01-01

    Objective: To extend recent research examining the impact of game-based activities on the learning experience of undergraduate psychology students. Design: A counterbalanced repeated measures design was employed to evaluate students’ learning experiences following their involvement in active game-based learning activities. Method: Students on a Level 5 sport psychology module (N=134) were asked to participate in four practical classes demonstrating the impact of psychological factors (e.g. an...

  13. Unpacking the Revised Bloom's Taxonomy: Developing Case-Based Learning Activities

    Science.gov (United States)

    Nkhoma, Mathews Zanda; Lam, Tri Khai; Sriratanaviriyakul, Narumon; Richardson, Joan; Kam, Booi; Lau, Kwok Hung

    2017-01-01

    Purpose: The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom's taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom's taxonomy on students' incremental learning,…

  14. Lights, Camera, Project-Based Learning!

    Science.gov (United States)

    Cox, Dannon G.; Meaney, Karen S.

    2018-01-01

    A physical education instructor incorporates a teaching method known as project-based learning (PBL) in his physical education curriculum. Utilizing video-production equipment to imitate the production of a televisions show, sixth-grade students attending a charter school invited college students to share their stories about physical activity and…

  15. Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal.

    Science.gov (United States)

    Vaitsis, Christos; Stathakarou, Natalia; Barman, Linda; Zary, Nabil; McGrath, Cormac

    2016-07-07

    Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts.

  16. Wearable Sensor Data Classification for Human Activity Recognition Based on an Iterative Learning Framework

    Directory of Open Access Journals (Sweden)

    Juan Carlos Davila

    2017-06-01

    Full Text Available The design of multiple human activity recognition applications in areas such as healthcare, sports and safety relies on wearable sensor technologies. However, when making decisions based on the data acquired by such sensors in practical situations, several factors related to sensor data alignment, data losses, and noise, among other experimental constraints, deteriorate data quality and model accuracy. To tackle these issues, this paper presents a data-driven iterative learning framework to classify human locomotion activities such as walk, stand, lie, and sit, extracted from the Opportunity dataset. Data acquired by twelve 3-axial acceleration sensors and seven inertial measurement units are initially de-noised using a two-stage consecutive filtering approach combining a band-pass Finite Impulse Response (FIR and a wavelet filter. A series of statistical parameters are extracted from the kinematical features, including the principal components and singular value decomposition of roll, pitch, yaw and the norm of the axial components. The novel interactive learning procedure is then applied in order to minimize the number of samples required to classify human locomotion activities. Only those samples that are most distant from the centroids of data clusters, according to a measure presented in the paper, are selected as candidates for the training dataset. The newly built dataset is then used to train an SVM multi-class classifier. The latter will produce the lowest prediction error. The proposed learning framework ensures a high level of robustness to variations in the quality of input data, while only using a much lower number of training samples and therefore a much shorter training time, which is an important consideration given the large size of the dataset.

  17. Wearable Sensor Data Classification for Human Activity Recognition Based on an Iterative Learning Framework.

    Science.gov (United States)

    Davila, Juan Carlos; Cretu, Ana-Maria; Zaremba, Marek

    2017-06-07

    The design of multiple human activity recognition applications in areas such as healthcare, sports and safety relies on wearable sensor technologies. However, when making decisions based on the data acquired by such sensors in practical situations, several factors related to sensor data alignment, data losses, and noise, among other experimental constraints, deteriorate data quality and model accuracy. To tackle these issues, this paper presents a data-driven iterative learning framework to classify human locomotion activities such as walk, stand, lie, and sit, extracted from the Opportunity dataset. Data acquired by twelve 3-axial acceleration sensors and seven inertial measurement units are initially de-noised using a two-stage consecutive filtering approach combining a band-pass Finite Impulse Response (FIR) and a wavelet filter. A series of statistical parameters are extracted from the kinematical features, including the principal components and singular value decomposition of roll, pitch, yaw and the norm of the axial components. The novel interactive learning procedure is then applied in order to minimize the number of samples required to classify human locomotion activities. Only those samples that are most distant from the centroids of data clusters, according to a measure presented in the paper, are selected as candidates for the training dataset. The newly built dataset is then used to train an SVM multi-class classifier. The latter will produce the lowest prediction error. The proposed learning framework ensures a high level of robustness to variations in the quality of input data, while only using a much lower number of training samples and therefore a much shorter training time, which is an important consideration given the large size of the dataset.

  18. Doing physical activity – not learning

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2017-01-01

    Introduction In recent years there have been a raising critique concerning PE as a subject which is more concerned with keeping pupils physically active than insuring that they learn something (Annerstedt, 2008). In Denmark, this issue has been actualized in a new sense. In 2014, a new school...... reform with 45 minutes of daily physical activity was introduced to enhance the pupils’ health, well-being and learning capabilities. Instead of focusing on learning bodily skills, physical activities has become an instrument to improve learning in the academic subjects. Physical activities.......g. Biesta, 2010; Standal, 2015) I will argue that the focus on learning outcome and effects on physical activity has gone too far in order to reach the objectives. If the notion of ‘keeping pupils physically active’ is understood as a representation of the core quality of physical activity, it seems...

  19. The Effect of Teaching Activities Done by Using Activity Based Posters on the Students' Academic Achievements, Retention Levels in Their Learning

    Science.gov (United States)

    Coskun, Ismail; Eker, Cevat

    2018-01-01

    The aim of the study is to investigate whether the activity based posters have an effect of on the ninth class students' academic achievements and the retention levels in their learning. The research was carried out with 60 students at one of the state schools in The Central Anatolia Region of Turkey in 2015-2016 academic year.…

  20. The Effects of the Use of Activity-Based Costing Software in the Learning Process: An Empirical Analysis

    Science.gov (United States)

    Tan, Andrea; Ferreira, Aldónio

    2012-01-01

    This study investigates the influence of the use of accounting software in teaching activity-based costing (ABC) on the learning process. It draws upon the Theory of Planned Behaviour and uses the end-user computer satisfaction (EUCS) framework to examine students' satisfaction with the ABC software. The study examines students' satisfaction with…

  1. Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

    Science.gov (United States)

    Huang, Yueh-Min; Liu, Chien-Hung

    2009-01-01

    One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…

  2. PROBLEM-BASED LEARNING IN THE DIGITAL AGE

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    Problem-based and project-organized learning (PBL) was originally developed to facilitate collaboration between physically present students; however, due to digitalization, collaboration, dialogues, and other PBL activities should take place online as well. With a theoretical point of departure...... from Dewey and a methodological point of departure from netnography, this study focused on a blended learning module at Aalborg University, where teaching is based on PBL. A primary research question was investigated: “How can IT support collaborative learning among learner communities in a PBL Master......’s program at Aalborg University?” The ways teachers and groups of students could benefit from utilizing IT as a platform for learning were examined. Netnography was the chosen methodology, and the data consisted of the course materials, the reflections, and the dialogues available online. The study showed...

  3. Active Learning Strategies in Physics Teaching

    Science.gov (United States)

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  4. Text-based Learning (Tbl) to Activate Adult Efl Learners in Learning English: a Narrative Inquiry

    OpenAIRE

    Iftanti, Erna

    2017-01-01

    In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Po...

  5. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  6. Integration of problem-based learning and innovative technology into a self-care course.

    Science.gov (United States)

    McFalls, Marsha

    2013-08-12

    To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

  7. THE EFFECTIVENESS OF CTL MODEL GUIDED INQUIRI-BASED IN THE TOPIC OF CHEMICALS IN DAILY LIFE TO IMPROVE STUDENTS’ LEARNING OUTCOMES AND ACTIVENESS

    OpenAIRE

    N. R. Fitriani; A. Widiyatmoko; M. Khusniati

    2016-01-01

    Science learning in school can be applied by connecting the material in the learning with real life. However in fact science learning process in SMP Negeri 10 Magelang has not emphasized students’ activity to relate science to real life. Learning science using CTL guided inquiry-based model implement the learning in where teacher provides initial questions related issues or events in everyday life, then students do experiments to prove concepts of science guided by teacher.The purpose of this...

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

    Science.gov (United States)

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

    2017-08-01

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

  9. An Empirical Study of Instructor Adoption of Web-Based Learning Systems

    Science.gov (United States)

    Wang, Wei-Tsong; Wang, Chun-Chieh

    2009-01-01

    For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor…

  10. Active learning increases student performance in science, engineering, and mathematics.

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

  11. Integrating interprofessional education in community-based learning activities: case study.

    Science.gov (United States)

    Hosny, Somaya; Kamel, Mohamed H; El-Wazir, Yasser; Gilbert, John

    2013-01-01

    Faculty of Medicine/Suez Canal University (FOM/SCU) students are exposed to clinical practice in primary care settings within the community, in which they encounter patients and begin to work within interprofessional health teams. However, there is no planned curricular interaction with learners from other professions at the learning sites. As in other schools, FOM/SCU faces major challenges with the coordination of community-based education (CBE) program, which include the complexity of the design required for Interprofessional Education (IPE) as well as the attitudinal barriers between professions. The aim of the present review is to: (i) describe how far CBE activities match the requirements of IPE, (ii) explore opinions of graduates about the effectiveness of IPE activities, and (iii) present recommendations for improvement. Graduates find the overall outcome of their IPE satisfactory and believe that it produces physicians who are familiar with the roles of other professions and can work in synergy for the sake of better patient care. However, either a specific IPE complete module needs to be developed or more IPE specific objectives need to be added to current modules. Moreover, coordination with stakeholders from other health profession education institutes needs to be maximized to achieve more effective IPE.

  12. Active Learning Strategies for Introductory Light and Optics

    Science.gov (United States)

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…

  13. Active Collaborative Learning through Remote Tutoring

    Science.gov (United States)

    Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

    2017-01-01

    An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

  14. Making Work-Based Learning Work

    Science.gov (United States)

    Cahill, Charlotte

    2016-01-01

    Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

  15. Less is more: Sampling chemical space with active learning

    Science.gov (United States)

    Smith, Justin S.; Nebgen, Ben; Lubbers, Nicholas; Isayev, Olexandr; Roitberg, Adrian E.

    2018-06-01

    The development of accurate and transferable machine learning (ML) potentials for predicting molecular energetics is a challenging task. The process of data generation to train such ML potentials is a task neither well understood nor researched in detail. In this work, we present a fully automated approach for the generation of datasets with the intent of training universal ML potentials. It is based on the concept of active learning (AL) via Query by Committee (QBC), which uses the disagreement between an ensemble of ML potentials to infer the reliability of the ensemble's prediction. QBC allows the presented AL algorithm to automatically sample regions of chemical space where the ML potential fails to accurately predict the potential energy. AL improves the overall fitness of ANAKIN-ME (ANI) deep learning potentials in rigorous test cases by mitigating human biases in deciding what new training data to use. AL also reduces the training set size to a fraction of the data required when using naive random sampling techniques. To provide validation of our AL approach, we develop the COmprehensive Machine-learning Potential (COMP6) benchmark (publicly available on GitHub) which contains a diverse set of organic molecules. Active learning-based ANI potentials outperform the original random sampled ANI-1 potential with only 10% of the data, while the final active learning-based model vastly outperforms ANI-1 on the COMP6 benchmark after training to only 25% of the data. Finally, we show that our proposed AL technique develops a universal ANI potential (ANI-1x) that provides accurate energy and force predictions on the entire COMP6 benchmark. This universal ML potential achieves a level of accuracy on par with the best ML potentials for single molecules or materials, while remaining applicable to the general class of organic molecules composed of the elements CHNO.

  16. Active Learning through Online Quizzes: Better Learning and Less (Busy) Work

    Science.gov (United States)

    Cook, Brian Robert; Babon, Andrea

    2017-01-01

    Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage…

  17. Registered nurses' perception of self-efficacy and competence in smoking cessation after participating in a web-based learning activity.

    Science.gov (United States)

    Rosvall, Annica; Carlson, Elisabeth

    2017-12-01

    To describe how registered nurses having undergone a web-based learning activity perceive their self-efficacy and competence to support patients with smoking cessation in connection with surgery. Smoking cessation in connection with surgery reduces postoperative complications, and the support patients get from registered nurses may be important in helping them become smoke-free in connection with their surgery. Therefore, registered nurses are in need of enhanced understanding about which kind of counselling is the most effective for smoking cessation. Educating large groups of registered nurses in a digital environment appears to be a flexible and cost-effective way. A convergent mixed-method design with data collection was done using questionnaires (n = 47) and semistructured interviews (n = 11). Inclusion criteria were registered nurses in surgical wards. The samples were nonprobability and modified nested. Descriptive statistics and content analysis were used for data analysis. After completing the web-based learning activity, the registered nurses perception was that of good self-efficacy and increased competence in supporting patients with smoking cessation in connection with surgery. They improved their understanding of how to talk about smoking cessation with patients in dialogue using open-ended questions. Nevertheless, the registered nurses requested opportunities for dialogue and interaction with colleagues or topic experts. The results indicate that registered nurses can enhance their competence in supporting patients to embrace smoking cessation by learning in a digital environment. Self-efficacy and understanding of the topic seems to motivate registered nurses to counsel patients about smoking cessation. Findings from this study will be of particular interest to educators in healthcare settings who can devise further development of web-based learning activities. © 2017 John Wiley & Sons Ltd.

  18. Why do Team-Based Learning educators use TBL?

    Directory of Open Access Journals (Sweden)

    Sean Wu

    2018-01-01

    Full Text Available Aim: Evidence suggests that Team Based Learning (TBL is an effective teaching method for promoting student learning. Many people have also suggested that TBL supports other complex curriculum objectives, such as teamwork and communication skills. However, there is limited rigorous, substantive data to support these claims. Therefore, the purpose of this study was to assess medical educators’ perceptions of the outcomes affected by TBL, thereby highlighting the specific areas of TBL in need of research. Methods: We reviewed the published research on TBL in medical education, and identified 21 unique claims from authors regarding the outcomes of TBL. The claims centred on 4 domains: learning, behaviours, skills, and wellbeing. We created a questionnaire that asked medical educators to rate their support for each claim. The survey was distributed to the medical educators with experience teaching via TBL and who were active users of the Team Based Learning Collaborative listserv. Results: Fifty responses were received. Respondents strongly supported claims that TBL positively impacts behaviours and skills over traditional, lecture based teaching methods, including the promotion of self-directed learning, active learning, peer-to-peer learning, and teaching. In addition, respondents strongly supported claims that TBL promotes teamwork, collaboration, communication and problem solving. Most participants reported that TBL is more effective in promoting interpersonal, accountability, leadership and teaching skills. Conclusion: Medical educators that use TBL have favourable perceptions of the practice across a variety of domains. Future research should examine the actual effects of TBL on these domains.

  19. Active Learning Strategies for Phenotypic Profiling of High-Content Screens.

    Science.gov (United States)

    Smith, Kevin; Horvath, Peter

    2014-06-01

    High-content screening is a powerful method to discover new drugs and carry out basic biological research. Increasingly, high-content screens have come to rely on supervised machine learning (SML) to perform automatic phenotypic classification as an essential step of the analysis. However, this comes at a cost, namely, the labeled examples required to train the predictive model. Classification performance increases with the number of labeled examples, and because labeling examples demands time from an expert, the training process represents a significant time investment. Active learning strategies attempt to overcome this bottleneck by presenting the most relevant examples to the annotator, thereby achieving high accuracy while minimizing the cost of obtaining labeled data. In this article, we investigate the impact of active learning on single-cell-based phenotype recognition, using data from three large-scale RNA interference high-content screens representing diverse phenotypic profiling problems. We consider several combinations of active learning strategies and popular SML methods. Our results show that active learning significantly reduces the time cost and can be used to reveal the same phenotypic targets identified using SML. We also identify combinations of active learning strategies and SML methods which perform better than others on the phenotypic profiling problems we studied. © 2014 Society for Laboratory Automation and Screening.

  20. Towards a Web-Based Handbook of Generic, Process-Oriented Learning Designs

    Science.gov (United States)

    Marjanovic, Olivera

    2005-01-01

    Process-oriented learning designs are innovative learning activities that include a set of inter-related learning tasks and are generic (could be used across disciplines). An example includes a problem-solving process widely used in problem-based learning today. Most of the existing process-oriented learning designs are not documented, let alone…

  1. Problem Based Learning as a Cultural Tool for Health and Safety Learning in a Multi-national Company

    DEFF Research Database (Denmark)

    Adam, Henrik; Petersson, Eva

    2013-01-01

    The general background of this study is an interest in how cultural tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine employees’ problem solving actions in health, safety and environment (HSE) training activities in a multi...... learn to organise HSE actions in the context of using Problem Based Learning (PBL) applied as a cultural tool. More specifically, our interest is in how PBL promotes adult learning by drawing on learners’ experience and involving them in reflective and social processes in the given context......-national company context. Theoretically, the research takes its point of departure in a socio-cultural perspective on the role of cultural tools in learning, and in a complementary interest in the role of communicative framing of learning activities. In the research reported here, the focus is on how employees...

  2. Presence in a Collaborative Science Learning Activity in Second Life

    DEFF Research Database (Denmark)

    Vrellis, Ioannis; Papachristos, Nikiforos; Natsis, Antonios

    2012-01-01

    interacting with and via virtual environments and seems to play an important role in learning. This chapter presents empirical data gathered from an exploratory study regarding a problem-based physics learning activity in Second Life (SL). Our aim is to gain knowledge and experience about the sense...

  3. Active Learning versus Traditional Teaching

    Directory of Open Access Journals (Sweden)

    L.A. Azzalis

    2009-05-01

    Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

  4. Web-based Collaborative learning in secondary education: Teachers’ reflection

    Directory of Open Access Journals (Sweden)

    Hsi-Chi Hsiao

    2010-06-01

    Full Text Available This article is based on the researchers’ reflections after twice participating in a Web-based Collaborative Learning Program Contest. The contests were held by Asia-Pacific Economic Cooperation (APEC Cyber Academy (ACA. In collaborative learning, teachers are expected to provide participants with scaffolding assistance. The ACA is designed to provide student-centered activities for enhancing skills in information and communication technologies. Students are expected to find data, prepare presentations, and report their topics in English to communicate with other teams from other countries. During these processes, the researcher tried to apply theoretical models such as computerized instruction and topic based learning. The results of this study show the various benefits of Web-based Collaborative Learning for students and teachers. This study also includes several recommendations for primary and secondary schools.

  5. Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

    Science.gov (United States)

    Demirci, Cavide; Düzenli, Halil

    2017-01-01

    Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores…

  6. Mobile Inquiry Based Learning

    NARCIS (Netherlands)

    Specht, Marcus

    2012-01-01

    Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

  7. Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey.

    Science.gov (United States)

    Edelbring, Samuel; Wahlström, Rolf

    2016-04-23

    Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. A cross-sectional study (n = 150) comparing students' study strategies and perceived benefit of a virtual patient learning activity in a clinical clerkship preparatory course. Teacher regulation varied among three settings and was classified from shared to strong. These settings were compared regarding their respective relations between regulation strategies and perceived benefit of the virtual patient activity. Self-regulation learning strategy was generally associated with perceived benefit of the VP activities (rho 0.27, p strategies can increase the value of flexible web-based learning resources to students.

  8. Differentiating case-based learning from problem-based learning after a twoday introductory workshop on case-based learning

    Directory of Open Access Journals (Sweden)

    Aqil Mohammad Daher

    2017-12-01

    Full Text Available Background Considerable overlap exists between case-based learning (CBL and problem-based learning (PBL and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL curriculum, to differentiate between case-based learning (CBL and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL. Conclusion It seems that majority of the respondents failed to adequately differentiate between CBL and PBL and didn’t favour CBL over PBL.

  9. Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

    Science.gov (United States)

    El-Maaddawy, Tamer; Deneen, Christopher

    2017-01-01

    This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The…

  10. Active learning for clinical text classification: is it better than random sampling?

    Science.gov (United States)

    Figueroa, Rosa L; Ngo, Long H; Goryachev, Sergey; Wiechmann, Eduardo P

    2012-01-01

    Objective This study explores active learning algorithms as a way to reduce the requirements for large training sets in medical text classification tasks. Design Three existing active learning algorithms (distance-based (DIST), diversity-based (DIV), and a combination of both (CMB)) were used to classify text from five datasets. The performance of these algorithms was compared to that of passive learning on the five datasets. We then conducted a novel investigation of the interaction between dataset characteristics and the performance results. Measurements Classification accuracy and area under receiver operating characteristics (ROC) curves for each algorithm at different sample sizes were generated. The performance of active learning algorithms was compared with that of passive learning using a weighted mean of paired differences. To determine why the performance varies on different datasets, we measured the diversity and uncertainty of each dataset using relative entropy and correlated the results with the performance differences. Results The DIST and CMB algorithms performed better than passive learning. With a statistical significance level set at 0.05, DIST outperformed passive learning in all five datasets, while CMB was found to be better than passive learning in four datasets. We found strong correlations between the dataset diversity and the DIV performance, as well as the dataset uncertainty and the performance of the DIST algorithm. Conclusion For medical text classification, appropriate active learning algorithms can yield performance comparable to that of passive learning with considerably smaller training sets. In particular, our results suggest that DIV performs better on data with higher diversity and DIST on data with lower uncertainty. PMID:22707743

  11. Active Learning in Engineering Education: a (re)introduction

    DEFF Research Database (Denmark)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE...... were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can...

  12. Characteristics of workplace-based learning across higher health sciences education

    DEFF Research Database (Denmark)

    Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette

    the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...

  13. Applying Active Learning to Assertion Classification of Concepts in Clinical Text

    Science.gov (United States)

    Chen, Yukun; Mani, Subramani; Xu, Hua

    2012-01-01

    Supervised machine learning methods for clinical natural language processing (NLP) research require a large number of annotated samples, which are very expensive to build because of the involvement of physicians. Active learning, an approach that actively samples from a large pool, provides an alternative solution. Its major goal in classification is to reduce the annotation effort while maintaining the quality of the predictive model. However, few studies have investigated its uses in clinical NLP. This paper reports an application of active learning to a clinical text classification task: to determine the assertion status of clinical concepts. The annotated corpus for the assertion classification task in the 2010 i2b2/VA Clinical NLP Challenge was used in this study. We implemented several existing and newly developed active learning algorithms and assessed their uses. The outcome is reported in the global ALC score, based on the Area under the average Learning Curve of the AUC (Area Under the Curve) score. Results showed that when the same number of annotated samples was used, active learning strategies could generate better classification models (best ALC – 0.7715) than the passive learning method (random sampling) (ALC – 0.7411). Moreover, to achieve the same classification performance, active learning strategies required fewer samples than the random sampling method. For example, to achieve an AUC of 0.79, the random sampling method used 32 samples, while our best active learning algorithm required only 12 samples, a reduction of 62.5% in manual annotation effort. PMID:22127105

  14. PENGEMBANGAN MODEL COMPUTER-BASED E-LEARNING UNTUK MENINGKATKAN KEMAMPUAN HIGH ORDER MATHEMATICAL THINKING SISWA SMA

    OpenAIRE

    Jarnawi Afgani Dahlan; Yaya Sukjaya Kusumah; Mr Heri Sutarno

    2011-01-01

    The focus of this research is on the development of mathematics teaching and learning activity which is based on the application of computer software. The aim of research is as follows : 1) to identify some mathematics topics which feasible to be presented by computer-based e-learning, 2) design, develop, and implement computer-based e-learning on mathematics, and 3) analyze the impact of computer-based e-learning in the enhancement of SMA students’ high order mathematical thinking. All activ...

  15. Active Learning in the Era of Big Data

    Energy Technology Data Exchange (ETDEWEB)

    Jamieson, Kevin [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Davis, IV, Warren L. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2015-10-01

    Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.

  16. USING PCU-CAMEL, A WEB-BASED LEARNING ENVIRONMENT, IN EVALUATING TEACHING-LEARNING PROCESS

    Directory of Open Access Journals (Sweden)

    Arlinah Imam Rahardjo

    2008-01-01

    Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results

  17. Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

    Science.gov (United States)

    Palsole, S.; Serpa, L. F.

    2014-12-01

    Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

  18. The Use of Problem-Based Learning Model to Improve Quality Learning Students Morals

    Science.gov (United States)

    Nurzaman

    2017-01-01

    Model of moral cultivation in MTsN Bangunharja done using three methods, classical cultivation methods, extra-curricular activities in the form of religious activities, scouting, sports, and Islamic art, and habituation of morals. Problem base learning models in MTsN Bangunharja applied using the following steps: find the problem, define the…

  19. An active learning curriculum improves fellows' knowledge and faculty teaching skills.

    Science.gov (United States)

    Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

    2017-01-01

    Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

  20. Modelization of cognition, activity and motivation as indicators for Interactive Learning Environment

    Directory of Open Access Journals (Sweden)

    Asmaa Darouich

    2017-06-01

    Full Text Available In Interactive Learning Environment (ILE, the cognitive activity and behavior of learners are the center of the researchers’ concerns. The improvement of learning through combining these axes as a structure of indicators for well-designed learning environment, encloses the measurement of the educational activity as a part of the learning process. In this paper, we propose a mathematical modeling approach based on learners actions to estimate the cognitive activity, learning behavior and motivation, in accordance with a proposed course content structure. This Cognitive indicator includes the study of knowledge, memory and reasoning. While, activity indicator aims to study effort, resistance and intensity. The results recovered on a sample of students with different levels of education, assume that the proposed approach presents a relation among all these indicators which is relatively reliable in the term of cognitive system.

  1. The effects of case-based team learning on students' learning, self regulation and self direction.

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-26

    The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.

  2. The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-01

    Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

  3. Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

    Science.gov (United States)

    Burguillo, Juan C.

    2010-01-01

    This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

  4. Effective collaborative learning in biomedical education using a web-based infrastructure.

    Science.gov (United States)

    Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

    2012-01-01

    This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

  5. "Heart Shots": a classroom activity to instigate active learning.

    Science.gov (United States)

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-09-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning. Copyright © 2015 The American Physiological Society.

  6. [Problem-based learning in cardiopulmonary resuscitation: basic life support].

    Science.gov (United States)

    Sardo, Pedro Miguel Garcez; Dal Sasso, Grace Terezinha Marcon

    2008-12-01

    Descriptive and exploratory study, aimed to develop an educational practice of Problem-Based Learning in CPR/BLS with 24 students in the third stage of the Nursing Undergraduate Course in a University in the Southern region of Brazil. The study used the PBL methodology, focused on problem situations of cardiopulmonary arrest, and was approved by the CONEP. The methodological strategies for data collection, such as participative observation and questionnaires to evaluate the learning, the educational practices and their methodology, allowed for grouping the results in: students' expectations; group activities; individual activities; practical activities; evaluation of the meetings and their methodology. The study showed that PBL allows the educator to evaluate the academic learning process in several dimensions, functioning as a motivating factor for both the educator and the student, because it allows the theoretical-practical integration in an integrated learning process.

  7. Collective learning modeling based on the kinetic theory of active particles

    Science.gov (United States)

    Burini, D.; De Lillo, S.; Gibelli, L.

    2016-03-01

    This paper proposes a systems approach to the theory of perception and learning in populations composed of many living entities. Starting from a phenomenological description of these processes, a mathematical structure is derived which is deemed to incorporate their complexity features. The modeling is based on a generalization of kinetic theory methods where interactions are described by theoretical tools of game theory. As an application, the proposed approach is used to model the learning processes that take place in a classroom.

  8. Are students' impressions of improved learning through active learning methods reflected by improved test scores?

    Science.gov (United States)

    Everly, Marcee C

    2013-02-01

    To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

  9. Measuring presence in a collaborative physics learning activity in Second Life

    DEFF Research Database (Denmark)

    Vrellis, Ioannis; Papachristos, Nikiforos; Natsis, Antonios

    2010-01-01

    interacting with and via virtual environments and seems to play an important role in learning. This paper presents empirical data gathered from an exploratory study regarding a problem-based physics learning activity in Second Life (SL). Our aim is to gain knowledge and experience about the sense of presence...... found between dimensions of presence, subjective computer expertise and tendency to become involved in activities....

  10. Active Learning in the Middle Grades

    Science.gov (United States)

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  11. Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

    Science.gov (United States)

    Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

    2015-01-01

    Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

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

    Science.gov (United States)

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

    2011-01-01

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

  13. The Impact of Students' Temporal Perspectives on Time-on-Task and Learning Performance in Game Based Learning

    Science.gov (United States)

    Romero, Margarida; Usart, Mireia

    2013-01-01

    The use of games for educational purposes has been considered as a learning methodology that attracts the students' attention and may allow focusing individuals on the learning activity through the [serious games] SG game dynamic. Based on the hypothesis that students' Temporal Perspective has an impact on learning performance and time-on-task,…

  14. Instructional methods and cognitive and learning styles in web-based learning: report of two randomised trials.

    Science.gov (United States)

    Cook, David A; Gelula, Mark H; Dupras, Denise M; Schwartz, Alan

    2007-09-01

    Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools. Parallel versions of a WB course in complementary medicine used either active or reflective questions and different end-of-module review activities ('create and study a summary table' or 'study an instructor-created table'). Participants were matched or mismatched to question type based on active or reflective learning style. Participants used each review activity for 1 course module (crossover design). Outcome measurements included the Index of Learning Styles, the Cognitive Styles Analysis test, knowledge post-test, course rating and preference. Post-test scores were similar for matched (mean +/- standard error of the mean 77.4 +/- 1.7) and mismatched (76.9 +/- 1.7) learners (95% confidence interval [CI] for difference - 4.3 to 5.2l, P = 0.84), as were course ratings (P = 0.16). Post-test scores did not differ between active-type questions (77.1 +/- 2.1) and reflective-type questions (77.2 +/- 1.4; P = 0.97). Post-test scores correlated with course ratings (r = 0.45). There was no difference in post-test subscores for modules completed using the 'construct table' format (78.1 +/- 1.4) or the 'table provided' format (76.1 +/- 1.4; CI - 1.1 to 5.0, P = 0.21), and wholist and analytic styles had no interaction (P = 0.75) or main effect (P = 0.18). There was no association between activity preference and wholist or analytic scores (P = 0.37). Cognitive and learning styles had no apparent influence on learning outcomes. There were no differences in outcome between these instructional methods.

  15. ANALYTiC: An Active Learning System for Trajectory Classification.

    Science.gov (United States)

    Soares Junior, Amilcar; Renso, Chiara; Matwin, Stan

    2017-01-01

    The increasing availability and use of positioning devices has resulted in large volumes of trajectory data. However, semantic annotations for such data are typically added by domain experts, which is a time-consuming task. Machine-learning algorithms can help infer semantic annotations from trajectory data by learning from sets of labeled data. Specifically, active learning approaches can minimize the set of trajectories to be annotated while preserving good performance measures. The ANALYTiC web-based interactive tool visually guides users through this annotation process.

  16. Translanguaging Space and Creative Activity: Theorising Collaborative Arts-Based Learning

    Science.gov (United States)

    Bradley, Jessica; Moore, Emilee; Simpson, James; Atkinson, Louise

    2018-01-01

    This paper focuses on an innovative transdisciplinary educational arts-based learning project, LangScape Curators, which links to and leads from research conducted for the AHRC-funded "Translation and Translanguaging" project. Here, we describe how we work collaboratively with creative practitioners to use a variety of creative arts…

  17. Faculty motivations to use active learning among pharmacy educators.

    Science.gov (United States)

    Rockich-Winston, Nicole; Train, Brian C; Rudolph, Michael J; Gillette, Chris

    2018-03-01

    Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p active learning methods used in the last year (r = 0.259, p active learning use. Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Generalized SMO algorithm for SVM-based multitask learning.

    Science.gov (United States)

    Cai, Feng; Cherkassky, Vladimir

    2012-06-01

    Exploiting additional information to improve traditional inductive learning is an active research area in machine learning. In many supervised-learning applications, training data can be naturally separated into several groups, and incorporating this group information into learning may improve generalization. Recently, Vapnik proposed a general approach to formalizing such problems, known as "learning with structured data" and its support vector machine (SVM) based optimization formulation called SVM+. Liang and Cherkassky showed the connection between SVM+ and multitask learning (MTL) approaches in machine learning, and proposed an SVM-based formulation for MTL called SVM+MTL for classification. Training the SVM+MTL classifier requires the solution of a large quadratic programming optimization problem which scales as O(n(3)) with sample size n. So there is a need to develop computationally efficient algorithms for implementing SVM+MTL. This brief generalizes Platt's sequential minimal optimization (SMO) algorithm to the SVM+MTL setting. Empirical results show that, for typical SVM+MTL problems, the proposed generalized SMO achieves over 100 times speed-up, in comparison with general-purpose optimization routines.

  19. Active and Passive Technology Integration: A Novel Approach for Managing Technology's Influence on Learning Experiences in Context-Aware Learning Spaces

    Science.gov (United States)

    Laine, Teemu H.; Nygren, Eeva

    2016-01-01

    Technology integration is the process of overcoming different barriers that hinder efficient utilisation of learning technologies. The authors divide technology integration into two components based on technology's role in the integration process. In active integration, the technology integrates learning resources into a learning space, making it…

  20. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    Science.gov (United States)

    Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

    2012-01-16

    The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

  1. An efficient cardiac mapping strategy for radiofrequency catheter ablation with active learning.

    Science.gov (United States)

    Feng, Yingjing; Guo, Ziyan; Dong, Ziyang; Zhou, Xiao-Yun; Kwok, Ka-Wai; Ernst, Sabine; Lee, Su-Lin

    2017-07-01

    A major challenge in radiofrequency catheter ablation procedures is the voltage and activation mapping of the endocardium, given a limited mapping time. By learning from expert interventional electrophysiologists (operators), while also making use of an active-learning framework, guidance on performing cardiac voltage mapping can be provided to novice operators or even directly to catheter robots. A learning from demonstration (LfD) framework, based upon previous cardiac mapping procedures performed by an expert operator, in conjunction with Gaussian process (GP) model-based active learning, was developed to efficiently perform voltage mapping over right ventricles (RV). The GP model was used to output the next best mapping point, while getting updated towards the underlying voltage data pattern as more mapping points are taken. A regularized particle filter was used to keep track of the kernel hyperparameter used by GP. The travel cost of the catheter tip was incorporated to produce time-efficient mapping sequences. The proposed strategy was validated on a simulated 2D grid mapping task, with leave-one-out experiments on 25 retrospective datasets, in an RV phantom using the Stereotaxis Niobe ® remote magnetic navigation system, and on a tele-operated catheter robot. In comparison with an existing geometry-based method, regression error was reduced and was minimized at a faster rate over retrospective procedure data. A new method of catheter mapping guidance has been proposed based on LfD and active learning. The proposed method provides real-time guidance for the procedure, as well as a live evaluation of mapping sufficiency.

  2. Model brain based learning (BBL and whole brain teaching (WBT in learning

    Directory of Open Access Journals (Sweden)

    Baiq Sri Handayani

    2017-08-01

    Full Text Available The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL and the model of Whole Brain Teaching (WBT. The purposes of this article are to obtain information related to (1 the brain’s natural learning system, (2 analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3 explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1 the brain’s natural learning system are: (a the nerves in each hemisphere do not work independently, (b doing more activities can connect more brain nerves, (c the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2 the characteristics of BBL and WBT are: (a BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3 the typical

  3. Active Learning in Engineering Education: A (Re)Introduction

    Science.gov (United States)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

  4. A Lecture Supporting System Based on Real-Time Learning Analytics

    Science.gov (United States)

    Shimada, Atsushi; Konomi, Shin'ichi

    2017-01-01

    A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

  5. Peer Feedback to Facilitate Project-Based Learning in an Online Environment

    Science.gov (United States)

    Ching, Yu-Hui; Hsu, Yu-Chang

    2013-01-01

    There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

  6. The double-loop feedback for active learning with understanding

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical...... findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built...... on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important...

  7. A New Approach to Teaching Biomechanics Through Active, Adaptive, and Experiential Learning.

    Science.gov (United States)

    Singh, Anita

    2017-07-01

    Demand of biomedical engineers continues to rise to meet the needs of healthcare industry. Current training of bioengineers follows the traditional and dominant model of theory-focused curricula. However, the unmet needs of the healthcare industry warrant newer skill sets in these engineers. Translational training strategies such as solving real world problems through active, adaptive, and experiential learning hold promise. In this paper, we report our findings of adding a real-world 4-week problem-based learning unit into a biomechanics capstone course for engineering students. Surveys assessed student perceptions of the activity and learning experience. While students, across three cohorts, felt challenged to solve a real-world problem identified during the simulation lab visit, they felt more confident in utilizing knowledge learned in the biomechanics course and self-directed research. Instructor evaluations indicated that the active and experiential learning approach fostered their technical knowledge and life-long learning skills while exposing them to the components of adaptive learning and innovation.

  8. Effectiveness of students worksheet based on mastery learning in genetics subject

    Science.gov (United States)

    Megahati, R. R. P.; Yanti, F.; Susanti, D.

    2018-05-01

    Genetics is one of the subjects that must be followed by students in Biology education department. Generally, students do not like the genetics subject because of genetics concepts difficult to understand and the unavailability of a practical students worksheet. Consequently, the complete learning process (mastery learning) is not fulfilled and low students learning outcomes. The aim of this study develops student worksheet based on mastery learning that practical in genetics subject. This research is a research and development using 4-D models. The data analysis technique used is the descriptive analysis that describes the results of the practicalities of students worksheets based on mastery learning by students and lecturer of the genetic subject. The result is the student worksheet based on mastery learning on genetics subject are to the criteria of 80,33% and 80,14%, which means that the students worksheet practical used by lecturer and students. Student’s worksheet based on mastery learning effective because it can increase the activity and student learning outcomes.

  9. A Balanced Scorecard-Based Model for Evaluating E-Learning and Conventional Pedagogical Activities in Nursing

    Science.gov (United States)

    Hovelja, Tomaž; Vavpotic, Damjan; Žvanut, Boštjan

    2016-01-01

    The evaluation of e-learning and conventional pedagogical activities in nursing programmes has focused either on a single pedagogical activity or the entire curriculum, and only on students' or teachers' perspective. The goal of this study was to design and test a novel approach for evaluation of e-learning and conventional pedagogical activities…

  10. Learning based in projects to promote interdisciplinarity in Secondary School

    Directory of Open Access Journals (Sweden)

    Daniela Boff

    2016-02-01

    Full Text Available The project-based learning is an active learning strategy that helps break the paradigm of traditional teaching methods. The student is involved in the learning proposal that includes the PiBL, on which one is not passive and becomes the main actor in one's own teaching learning process. Within this learning strategy, the teacher becomes a mediator between theory and practice thus each different subject interact with one another in order to develop a topic that is mutual to all areas because the learning environment is naturally interdisciplinary. The idea of this kind of learning strategy was applied during a workshop that took place with primary and secondary schoolteachers in order to help them approach the strategy in the classroom, contributing with experiences and ideas towards the interdisciplinary based project.

  11. Personalized E- learning System Based on Intelligent Agent

    Science.gov (United States)

    Duo, Sun; Ying, Zhou Cai

    Lack of personalized learning is the key shortcoming of traditional e-Learning system. This paper analyzes the personal characters in e-Learning activity. In order to meet the personalized e-learning, a personalized e-learning system based on intelligent agent was proposed and realized in the paper. The structure of system, work process, the design of intelligent agent and the realization of intelligent agent were introduced in the paper. After the test use of the system by certain network school, we found that the system could improve the learner's initiative participation, which can provide learners with personalized knowledge service. Thus, we thought it might be a practical solution to realize self- learning and self-promotion in the lifelong education age.

  12. Simulation-based medical teaching and learning

    Directory of Open Access Journals (Sweden)

    Abdulmohsen H Al-Elq

    2010-01-01

    Full Text Available One of the most important steps in curriculum development is the introduction of simulation- based medical teaching and learning. Simulation is a generic term that refers to an artificial representation of a real world process to achieve educational goals through experiential learning. Simulation based medical education is defined as any educational activity that utilizes simulation aides to replicate clinical scenarios. Although medical simulation is relatively new, simulation has been used for a long time in other high risk professions such as aviation. Medical simulation allows the acquisition of clinical skills through deliberate practice rather than an apprentice style of learning. Simulation tools serve as an alternative to real patients. A trainee can make mistakes and learn from them without the fear of harming the patient. There are different types and classification of simulators and their cost vary according to the degree of their resemblance to the reality, or ′fidelity′. Simulation- based learning is expensive. However, it is cost-effective if utilized properly. Medical simulation has been found to enhance clinical competence at the undergraduate and postgraduate levels. It has also been found to have many advantages that can improve patient safety and reduce health care costs through the improvement of the medical provider′s competencies. The objective of this narrative review article is to highlight the importance of simulation as a new teaching method in undergraduate and postgraduate education.

  13. A study of active learning methods for named entity recognition in clinical text.

    Science.gov (United States)

    Chen, Yukun; Lasko, Thomas A; Mei, Qiaozhu; Denny, Joshua C; Xu, Hua

    2015-12-01

    Named entity recognition (NER), a sequential labeling task, is one of the fundamental tasks for building clinical natural language processing (NLP) systems. Machine learning (ML) based approaches can achieve good performance, but they often require large amounts of annotated samples, which are expensive to build due to the requirement of domain experts in annotation. Active learning (AL), a sample selection approach integrated with supervised ML, aims to minimize the annotation cost while maximizing the performance of ML-based models. In this study, our goal was to develop and evaluate both existing and new AL methods for a clinical NER task to identify concepts of medical problems, treatments, and lab tests from the clinical notes. Using the annotated NER corpus from the 2010 i2b2/VA NLP challenge that contained 349 clinical documents with 20,423 unique sentences, we simulated AL experiments using a number of existing and novel algorithms in three different categories including uncertainty-based, diversity-based, and baseline sampling strategies. They were compared with the passive learning that uses random sampling. Learning curves that plot performance of the NER model against the estimated annotation cost (based on number of sentences or words in the training set) were generated to evaluate different active learning and the passive learning methods and the area under the learning curve (ALC) score was computed. Based on the learning curves of F-measure vs. number of sentences, uncertainty sampling algorithms outperformed all other methods in ALC. Most diversity-based methods also performed better than random sampling in ALC. To achieve an F-measure of 0.80, the best method based on uncertainty sampling could save 66% annotations in sentences, as compared to random sampling. For the learning curves of F-measure vs. number of words, uncertainty sampling methods again outperformed all other methods in ALC. To achieve 0.80 in F-measure, in comparison to random

  14. Collective learning modeling based on the kinetic theory of active particles.

    Science.gov (United States)

    Burini, D; De Lillo, S; Gibelli, L

    2016-03-01

    This paper proposes a systems approach to the theory of perception and learning in populations composed of many living entities. Starting from a phenomenological description of these processes, a mathematical structure is derived which is deemed to incorporate their complexity features. The modeling is based on a generalization of kinetic theory methods where interactions are described by theoretical tools of game theory. As an application, the proposed approach is used to model the learning processes that take place in a classroom. Copyright © 2015 Elsevier B.V. All rights reserved.

  15. Enhancing Students’ Higher Order Thinking Skills through Computer-based Scaffolding in Problem-based Learning

    OpenAIRE

    Kim, Nam Ju

    2017-01-01

    This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaf...

  16. Automatic Earthquake Detection by Active Learning

    Science.gov (United States)

    Bergen, K.; Beroza, G. C.

    2017-12-01

    In recent years, advances in machine learning have transformed fields such as image recognition, natural language processing and recommender systems. Many of these performance gains have relied on the availability of large, labeled data sets to train high-accuracy models; labeled data sets are those for which each sample includes a target class label, such as waveforms tagged as either earthquakes or noise. Earthquake seismologists are increasingly leveraging machine learning and data mining techniques to detect and analyze weak earthquake signals in large seismic data sets. One of the challenges in applying machine learning to seismic data sets is the limited labeled data problem; learning algorithms need to be given examples of earthquake waveforms, but the number of known events, taken from earthquake catalogs, may be insufficient to build an accurate detector. Furthermore, earthquake catalogs are known to be incomplete, resulting in training data that may be biased towards larger events and contain inaccurate labels. This challenge is compounded by the class imbalance problem; the events of interest, earthquakes, are infrequent relative to noise in continuous data sets, and many learning algorithms perform poorly on rare classes. In this work, we investigate the use of active learning for automatic earthquake detection. Active learning is a type of semi-supervised machine learning that uses a human-in-the-loop approach to strategically supplement a small initial training set. The learning algorithm incorporates domain expertise through interaction between a human expert and the algorithm, with the algorithm actively posing queries to the user to improve detection performance. We demonstrate the potential of active machine learning to improve earthquake detection performance with limited available training data.

  17. Lasers. Technology Learning Activity. Teacher Edition. Technology Education Series.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of laser technology. The guide uses a series of hands-on exploratory experiences into which activities to help students develop…

  18. Strategies for active learning in online continuing education.

    Science.gov (United States)

    Phillips, Janet M

    2005-01-01

    Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

  19. Iranian Clinical Nurses' Activities for Self-Directed Learning: A Qualitative Study.

    Science.gov (United States)

    Ghiyasvandian, Shahrzad; Malekian, Morteza; Cheraghi, Mohammad Ali

    2015-09-01

    Clinical nurses need lifelong learning skills for responding to the rapid changes of clinical settings. One of the best strategies for lifelong learning is self-directed learning. The aim of this study was to explore Iranian clinical nurses' activities for self-directed learning. In this qualitative study, 23 semi-structured personal interviews were conducted with nineteen clinical nurses working in all four hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran. Study data were analyzed by using the content analysis approach. The study was conducted from June 2013 to October 2014. Study participants' activities for self-directed learning fell into two main categories of striving for knowledge acquisition and striving for skill development. The main theme of the study was 'Revising personal performance based on intellectual-experiential activities'. Study findings suggest that Iranian clinical nurses continually revise their personal performance by performing self-directed intellectual and experiential activities to acquire expertise. The process of acquiring expertise is a linear process which includes two key steps of knowledge acquisition and knowledge development. In order to acquire and advance their knowledge, nurses perform mental learning activities such as sensory perception, self-evaluation, and suspended judgment step-by-step. Moreover, they develop their skills through doing activities like apprenticeship, masterly performance, and self-regulation. The absolute prerequisite to expertise acquisition is that a nurse needs to follow these two steps in a sequential manner.

  20. Role-playing in the problem-based learning class.

    Science.gov (United States)

    Chan, Zenobia C Y

    2012-01-01

    Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students' learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students' autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class. Copyright © 2011 Elsevier Ltd. All rights reserved.

  1. E-Learning-Based Occupational Therapy Education Leads to Committed Students

    DEFF Research Database (Denmark)

    Bensen, Maria; Kolbæk, Ditte

    2017-01-01

    as Adobe Connect? How do the Occupational Therapy e-learning students experience their engagement in learning activities in Adobe Connect? Findings Students find that the sense of belonging to both their fellow students and the education is crucial to their engagement in activities in Adobe Connect......-learning student in an OT-education. On the basis of the interviews, a modified memory-work was conducted on two students from another semester, writing down a memory from an activity in Adobe Connect. Value This paper is the first to investigate the lessons learnt from the e-learning students in OT...... in its use of Adobe Connect in a practical education as Occupational Therapy and in the use of memory-work as a phenomenological approach. Furthermore the findings are interesting, as the students experience how a meaningful and helpful online learning-environment is based on self-regulated engagement....

  2. Active learning of Pareto fronts.

    Science.gov (United States)

    Campigotto, Paolo; Passerini, Andrea; Battiti, Roberto

    2014-03-01

    This paper introduces the active learning of Pareto fronts (ALP) algorithm, a novel approach to recover the Pareto front of a multiobjective optimization problem. ALP casts the identification of the Pareto front into a supervised machine learning task. This approach enables an analytical model of the Pareto front to be built. The computational effort in generating the supervised information is reduced by an active learning strategy. In particular, the model is learned from a set of informative training objective vectors. The training objective vectors are approximated Pareto-optimal vectors obtained by solving different scalarized problem instances. The experimental results show that ALP achieves an accurate Pareto front approximation with a lower computational effort than state-of-the-art estimation of distribution algorithms and widely known genetic techniques.

  3. Intelligent Web-Based Learning System with Personalized Learning Path Guidance

    Science.gov (United States)

    Chen, C. M.

    2008-01-01

    Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

  4. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

    Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

  5. Policy, Pedagogy, and Priorities: Exploring Stakeholder Perspectives on Active Learning in the Maldives

    Science.gov (United States)

    Di Biase, Rhonda

    2015-01-01

    Challenges of implementing active-learning reform have been reported across a range of countries and include the need for greater attention to contextual factors and practical realities in the reform process. This study investigates how teachers enact active-learning pedagogy within the Maldives. Using design-based research, it explores--through…

  6. Teaching Plate Tectonic Concepts using GeoMapApp Learning Activities

    Science.gov (United States)

    Goodwillie, A. M.; Kluge, S.

    2012-12-01

    GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) can help educators to expose undergraduate students to a range of earth science concepts using high-quality data sets in an easy-to-use map-based interface called GeoMapApp. GeoMapApp Learning Activities require students to interact with and analyse research-quality geoscience data as a means to explore and enhance their understanding of underlying content and concepts. Each activity is freely available through the SERC-Carleton web site and offers step-by-step student instructions and answer sheets. Also provided are annotated educator versions of the worksheets that include teaching tips, additional content and suggestions for further work. The activities can be used "off-the-shelf". Or, since the educator may require flexibility to tailor the activities, the documents are provided in Word format for easy modification. Examples of activities include one on the concept of seafloor spreading that requires students to analyse global seafloor crustal age data to calculate spreading rates in different ocean basins. Another activity has students explore hot spots using radiometric age dating of rocks along the Hawaiian-Emperor seamount chain. A third focusses upon the interactive use of contours and profiles to help students visualise 3-D topography on 2-D computer screens. A fourth activity provides a study of mass wasting as revealed through geomorphological evidence. The step-by-step instructions and guided inquiry approach reduce the need for teacher intervention whilst boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are funded through the NSF GeoEd program and are aimed at students in the introductory undergraduate, community college and high school levels. The activities are

  7. Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students.

    Science.gov (United States)

    LaDage, Lara D; Tornello, Samantha L; Vallejera, Jennilyn M; Baker, Emily E; Yan, Yue; Chowdhury, Anik

    2018-03-01

    There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.

  8. A Problem Solving Active-Learning Course in Pharmacotherapy.

    Science.gov (United States)

    Delafuente, Jeffrey C.; And Others

    1994-01-01

    A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)

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

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

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

  10. Memristive device based learning for navigation in robots.

    Science.gov (United States)

    Sarim, Mohammad; Kumar, Manish; Jha, Rashmi; Minai, Ali A

    2017-11-08

    Biomimetic robots have gained attention recently for various applications ranging from resource hunting to search and rescue operations during disasters. Biological species are known to intuitively learn from the environment, gather and process data, and make appropriate decisions. Such sophisticated computing capabilities in robots are difficult to achieve, especially if done in real-time with ultra-low energy consumption. Here, we present a novel memristive device based learning architecture for robots. Two terminal memristive devices with resistive switching of oxide layer are modeled in a crossbar array to develop a neuromorphic platform that can impart active real-time learning capabilities in a robot. This approach is validated by navigating a robot vehicle in an unknown environment with randomly placed obstacles. Further, the proposed scheme is compared with reinforcement learning based algorithms using local and global knowledge of the environment. The simulation as well as experimental results corroborate the validity and potential of the proposed learning scheme for robots. The results also show that our learning scheme approaches an optimal solution for some environment layouts in robot navigation.

  11. Problem-centric Process for Research-based Learning

    Directory of Open Access Journals (Sweden)

    Khaled Shaban

    2015-05-01

    Full Text Available Research-based Learning (RbL extends Inquiry and Project-based Learning by facilitating an early stage exposure and training for future scientists through authentic research activities. In this paper, an iterative problem-centric RbL process is introduced, and its activities and management aspects are described. The process helps implement course-integrated research systematically and practically. Furthermore, the novel process follows constructivist methods in incorporating inquiry, scaffolding, open-ended projects, as well as a goal oriented learning approach. The RbL process is adopted in two advanced computing courses, at two different universities: a leading comprehensive Western university and a new university in a developing country. The paper summarizes new lessons learned in these rewarding experiences. In particular, the instructor should help students start their projects, by providing them with previous work or data and pre-approving the papers to review by students. He should also maintain a continuous feedback to and from students to keep the students motivated and help the instructor refine and adapt the RBL process. We note that research collaborators can help students in identifying the research topics early. The paper also shows how to alleviate difficulties that may be encountered by students who find the novel approach demanding, and consequently it also helps the instructors better manage the course contents.

  12. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi, RPh, PhD

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

  13. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

  14. Case study of a problem-based learning course of physics in a telecommunications engineering degree

    Science.gov (United States)

    Macho-Stadler, Erica; Jesús Elejalde-García, Maria

    2013-08-01

    Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

  15. Game Based Language Learning for Bilingual Adults

    DEFF Research Database (Denmark)

    Hautopp, Heidi; Hanghøj, Thorkild

    2014-01-01

    experiences with the central goals in communicative language teaching (CLT). The paper is based on a study of The Danish Simulator when integrated in a game‐based language course with 15 students at a language center in Copenhagen during spring, 2013. The Danish Simulator consists of language drills......, the analysis presents preliminary findings in relation to students’ different experiences of The Danish Simulator and the teacher’s redesign of the game based teaching. It is concluded that the meaningful use of The Danish Simulator in a game‐based language course for bilingual adults depends on the students......What happens when a single‐player training game enters a classroom context? The use of training activities in game‐based learning (GBL) has often been criticized for letting players perform mechanical operations with no reflection upon the learning experiences involved (e.g. Egenfeldt‐Nielsen, 2005...

  16. Exploring a Narrative Game-based Learning Platform as a Vehicle for Inclusion

    DEFF Research Database (Denmark)

    Gjedde, Lisa

    2015-01-01

    for all types of learners irrespective of their capabilities or their challenges. Within the framework of a research project in Denmark, learning designs were developed that incorporated the entire curriculum for grade 9-10 in a narrative, game-based framework and based on this, design models were...... the opportunity to develop and experience new roles in the classroom that allowed for greater activity, joy of learning and learning experiences. This paper will report on aspects and implications of this type of narrarive game-based design for inclusion in the class-room. keywords: narrative learning, game...

  17. Innovative Training of In-Service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

    Science.gov (United States)

    Zavala, Genaro; Alarcon, Hugo; Benegas, Julio

    2007-01-01

    In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy "Tutorials in Introductory Physics," developed by…

  18. Geophysics field school: A team-based learning experience for students and faculty

    Science.gov (United States)

    Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

    2016-12-01

    The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

  19. Blended learning models for directing the self-learning activity of “Software Engineering” specialty students

    Directory of Open Access Journals (Sweden)

    Vera V. Lyubchenko

    2014-12-01

    Full Text Available The adoption of Law of Ukraine “On Higher Education” (2014 involves the increase in students’ self-learning activity part in the curriculum. Therefore the self-learning activities’ arrangement in a way augmenting the result quality becomes a top priority task. This research objective consists in elaborating the scenario for organization of the students’ qualitative self-study, based on blended learning models. The author analyzes four blended learning models: the rotation model, flex-model, self-blend model and online driver model, and gives examples of their use. It is shown that first two models are the most suitable for full-time students. A general scenario for the use of blended learning models is described. Although the use of blended learning models causes several difficulties, it also essentially contributes into students’ self-study monitoring and control support.

  20. Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-08-01

    To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate

  1. Active learning for ontological event extraction incorporating named entity recognition and unknown word handling.

    Science.gov (United States)

    Han, Xu; Kim, Jung-jae; Kwoh, Chee Keong

    2016-01-01

    Biomedical text mining may target various kinds of valuable information embedded in the literature, but a critical obstacle to the extension of the mining targets is the cost of manual construction of labeled data, which are required for state-of-the-art supervised learning systems. Active learning is to choose the most informative documents for the supervised learning in order to reduce the amount of required manual annotations. Previous works of active learning, however, focused on the tasks of entity recognition and protein-protein interactions, but not on event extraction tasks for multiple event types. They also did not consider the evidence of event participants, which might be a clue for the presence of events in unlabeled documents. Moreover, the confidence scores of events produced by event extraction systems are not reliable for ranking documents in terms of informativity for supervised learning. We here propose a novel committee-based active learning method that supports multi-event extraction tasks and employs a new statistical method for informativity estimation instead of using the confidence scores from event extraction systems. Our method is based on a committee of two systems as follows: We first employ an event extraction system to filter potential false negatives among unlabeled documents, from which the system does not extract any event. We then develop a statistical method to rank the potential false negatives of unlabeled documents 1) by using a language model that measures the probabilities of the expression of multiple events in documents and 2) by using a named entity recognition system that locates the named entities that can be event arguments (e.g. proteins). The proposed method further deals with unknown words in test data by using word similarity measures. We also apply our active learning method for the task of named entity recognition. We evaluate the proposed method against the BioNLP Shared Tasks datasets, and show that our method

  2. Active Learning for Player Modeling

    DEFF Research Database (Denmark)

    Shaker, Noor; Abou-Zleikha, Mohamed; Shaker, Mohammad

    2015-01-01

    Learning models of player behavior has been the focus of several studies. This work is motivated by better understanding of player behavior, a knowledge that can ultimately be employed to provide player-adapted or personalized content. In this paper, we propose the use of active learning for player...... experience modeling. We use a dataset from hundreds of players playing Infinite Mario Bros. as a case study and we employ the random forest method to learn mod- els of player experience through the active learning approach. The results obtained suggest that only part of the dataset (up to half the size...... that the method can be used online during the content generation process where the mod- els can improve and better content can be presented as the game is being played....

  3. A Critical Review of 13 Years of Mobile Game-Based Learning

    Science.gov (United States)

    Giannakas, Filippos; Kambourakis, Georgios; Papasalouros, Andreas; Gritzalis, Stefanos

    2018-01-01

    With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus,…

  4. Project Management Methodology for the Development of M-Learning Web Based Applications

    Directory of Open Access Journals (Sweden)

    Adrian VISOIU

    2010-01-01

    Full Text Available M-learning web based applications are a particular case of web applications designed to be operated from mobile devices. Also, their purpose is to implement learning aspects. Project management of such applications takes into account the identified peculiarities. M-learning web based application characteristics are identified. M-learning functionality covers the needs of an educational process. Development is described taking into account the mobile web and its influences over the analysis, design, construction and testing phases. Activities building up a work breakdown structure for development of m-learning web based applications are presented. Project monitoring and control techniques are proposed. Resources required for projects are discussed.

  5. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    Directory of Open Access Journals (Sweden)

    Nilsson Mikael

    2012-01-01

    Full Text Available Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training, was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76% out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59% were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96. Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical

  6. Active Learning with Irrelevant Examples

    Science.gov (United States)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  7. EFFECT OF PROBLEM BASED LEARNING IN COMPARISION WITH LECTURE BASED LEARNING IN FORENSIC MEDICINE

    Directory of Open Access Journals (Sweden)

    Padmakumar

    2015-09-01

    Full Text Available BACKGROUND: Problem based learning (PBL is an approach to learning and instruction in which students tackle problems in small groups under the supervision of a teacher. This style of learning assumed to foster increased retention of knowledge, improve student’s gene ral problem solving skills, enhance integration of basic science concepts in to clinical problems, foster the development of self - directed learning skills and strengthen student’s intrinsic motivation. AIM: The study was conducted to compare the effect of Problem based learning in comparison with lecture based learning. SETTING: A cross - sectional study was conducted among 2nd year MBBS students of Jubilee Mission Medical College and Research Institute, Thrissur during the period of December 2014 to March 20 15. METHODOLOGY: The batch is divided into two groups (A & B, 45 in each group. By using PBL method, blunt force injuries were taught to Group - A and sharp weapon injuries to group - B. By using lecture based learning (LBL method blunt force injuries were t aught to Group - B and sharp weapon injuries to group - A. At the end of the session a test in the form of MCQ was conducted on the students to evaluate their learning outcome. OBSERVATION AND RESU LTS: In session I, the average test score of LBL group was 8.16 and PBL group was 12. The difference was statistically significant. In session - II also 45 students has participated each in LBL and PBL classes. The average of test score of LBL group was 7.267 and PBL was 11.289, which was highly significant statistical ly . CONCLUSION: Study has proven that problem based learning is an effective teaching learning method when compared to conventional lecture based learning.

  8. Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

    OpenAIRE

    Anazifa, R. D; Djukri, D

    2017-01-01

    The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

  9. Extendable supervised dictionary learning for exploring diverse and concurrent brain activities in task-based fMRI.

    Science.gov (United States)

    Zhao, Shijie; Han, Junwei; Hu, Xintao; Jiang, Xi; Lv, Jinglei; Zhang, Tuo; Zhang, Shu; Guo, Lei; Liu, Tianming

    2018-06-01

    Recently, a growing body of studies have demonstrated the simultaneous existence of diverse brain activities, e.g., task-evoked dominant response activities, delayed response activities and intrinsic brain activities, under specific task conditions. However, current dominant task-based functional magnetic resonance imaging (tfMRI) analysis approach, i.e., the general linear model (GLM), might have difficulty in discovering those diverse and concurrent brain responses sufficiently. This subtraction-based model-driven approach focuses on the brain activities evoked directly from the task paradigm, thus likely overlooks other possible concurrent brain activities evoked during the information processing. To deal with this problem, in this paper, we propose a novel hybrid framework, called extendable supervised dictionary learning (E-SDL), to explore diverse and concurrent brain activities under task conditions. A critical difference between E-SDL framework and previous methods is that we systematically extend the basic task paradigm regressor into meaningful regressor groups to account for possible regressor variation during the information processing procedure in the brain. Applications of the proposed framework on five independent and publicly available tfMRI datasets from human connectome project (HCP) simultaneously revealed more meaningful group-wise consistent task-evoked networks and common intrinsic connectivity networks (ICNs). These results demonstrate the advantage of the proposed framework in identifying the diversity of concurrent brain activities in tfMRI datasets.

  10. Integrating collaborative concept mapping in case based learning

    Directory of Open Access Journals (Sweden)

    Alfredo Tifi

    2013-03-01

    Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.

  11. E-learning Based Occupational Therapy Education Leads to Engaged Students

    DEFF Research Database (Denmark)

    Bensen, Maria; Kolbæk, Ditte

    2017-01-01

    students engagement in e-learning based professional bachelor educations such as Occupational Therapy (OT). Research questions The research questions in this paper is: On the basis of the OT-students experiences, how can learning activities be supported in a synchronous, virtual learning environment......-education in Denmark. Providers of similar educations can use the results of this study to form the design of e-learning/blended learning in their programme in order to enhance students’ engagement. It also includes a modified, phenomenological way of using memory-work. Why is this interesting? This paper is unique...

  12. An e-Learning environment for algorithmic: toward an active construction of skills

    Directory of Open Access Journals (Sweden)

    Abdelghani Babori

    2016-07-01

    Full Text Available Assimilating an algorithmic course is a persistent problem for many undergraduate students. The major problem faced by students is the lack of problem solving ability and flexibility. Therefore, students are generally passive, unmotivated and unable to mobilize all the acquired knowledge (loops, test, variables, etc. to deal with new encountered problems. Our study is structured around building, step by step, problem solving skills among novice learners. Our approach is based on the use of problem based learning in an e-Learning environment. We begin by establishing a cognitive model which represents knowledge elements, grouped into categories of skills, judged necessary to be appropriated. We then propose a problem built on a concrete situation which aims to actively construct a skill category. We conclude by presenting around the proposed problem a pedagogical scenario for the set of learning activities designed to be incorporated in an E-learning platform.

  13. Active Learning for Discovery and Innovation in Criminology with Chinese Learners

    Science.gov (United States)

    Li, Jessica C. M.; Wu, Joseph

    2015-01-01

    Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active…

  14. Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

    Directory of Open Access Journals (Sweden)

    Yu-Hui Ching

    2014-07-01

    Full Text Available This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.

  15. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

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

  16. The International Active Learning Space

    DEFF Research Database (Denmark)

    Manners, Ian James

    2015-01-01

    -Danish students receive the basic international and intercultural skills and knowledge they need in current society. The English-language masters’ seminars I teach at the Department of Political Science are international in terms of students and teacher, but they are also Active Learning seminars......-Danish students (and sometimes teachers) rarely speak to each other or learn each other’s names. In the international AL spaces I create, students must work together on joint tasks which require interaction to address tasks and integration in order to benefit from the multinational activity groups. Planning AL...... that complete the seminar soon become vocal advocates of international AL. Ultimately, enriching student learning through immersing Danish and international students in an international AL space is, for me, the best way of ensuring an internationalised learning outcome, rather than just international mobility....

  17. Content-based VLE designs improve learning efficiency in constructivist statistics education.

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

    We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a

  18. Content-based VLE designs improve learning efficiency in constructivist statistics education.

    Directory of Open Access Journals (Sweden)

    Patrick Wessa

    Full Text Available BACKGROUND: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses, which required us to develop a specific-purpose Statistical Learning Environment (SLE based on Reproducible Computing and newly developed Peer Review (PR technology. OBJECTIVES: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. METHODS: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. RESULTS: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student

  19. Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

    Background We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under

  20. Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

    Science.gov (United States)

    Chang, Ching; Chang, Chih-Kai

    2014-01-01

    The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

  1. Embedding responses in spontaneous neural activity shaped through sequential learning.

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

    Full Text Available Recent experimental measurements have demonstrated that spontaneous neural activity in the absence of explicit external stimuli has remarkable spatiotemporal structure. This spontaneous activity has also been shown to play a key role in the response to external stimuli. To better understand this role, we proposed a viewpoint, "memories-as-bifurcations," that differs from the traditional "memories-as-attractors" viewpoint. Memory recall from the memories-as-bifurcations viewpoint occurs when the spontaneous neural activity is changed to an appropriate output activity upon application of an input, known as a bifurcation in dynamical systems theory, wherein the input modifies the flow structure of the neural dynamics. Learning, then, is a process that helps create neural dynamical systems such that a target output pattern is generated as an attractor upon a given input. Based on this novel viewpoint, we introduce in this paper an associative memory model with a sequential learning process. Using a simple hebbian-type learning, the model is able to memorize a large number of input/output mappings. The neural dynamics shaped through the learning exhibit different bifurcations to make the requested targets stable upon an increase in the input, and the neural activity in the absence of input shows chaotic dynamics with occasional approaches to the memorized target patterns. These results suggest that these dynamics facilitate the bifurcations to each target attractor upon application of the corresponding input, which thus increases the capacity for learning. This theoretical finding about the behavior of the spontaneous neural activity is consistent with recent experimental observations in which the neural activity without stimuli wanders among patterns evoked by previously applied signals. In addition, the neural networks shaped by learning properly reflect the correlations of input and target-output patterns in a similar manner to those designed in

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

    Science.gov (United States)

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

    2017-01-01

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

  3. The Development of Media Activities by Undergraduate Students in Order to Promote Agricultural Tourism Community Enterprise According to the Principles of Social Service Learning and Community-Based Leaning

    Science.gov (United States)

    Thamwipat, Kuntida; Princhankol, Pornpapatsorn; Yampinij, Sakesun; Meejaleurn, Sopon

    2018-01-01

    This research was aimed to develop media activities by undergraduate students to promote agricultural tourism community enterprise according to the principles of social service learning and community-based learning, 2) to evaluate the quality of such media activities, 3) to measure the income of the community after the development of media…

  4. IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING

    Data.gov (United States)

    National Aeronautics and Space Administration — IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING ISAAC PERSING AND VINCENT NG Abstract. Active learning has been successfully applied to many natural language...

  5. How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

    Science.gov (United States)

    Brassler, Mirjam; Dettmers, Jan

    2017-01-01

    Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize…

  6. Problem-based learning and radiology

    International Nuclear Information System (INIS)

    Thurley, P.; Dennick, R.

    2008-01-01

    The Royal College of Radiologists recently published documents setting out guidelines to improve the teaching of radiology to medical students. These included recommendations that clinicians who teach radiology should be aware of newer educational techniques, such as problem-based learning, and should be involved in the development of curricula and assessment in medical schools. This review aims to introduce the educational theories behind problem-based learning and describe how a problem-based learning tutorial is run. The relevance of problem-based learning to radiology and the potential advantages and disadvantages are discussed

  7. Aligning professional skills and active learning methods: an application for information and communications technology engineering

    Science.gov (United States)

    Llorens, Ariadna; Berbegal-Mirabent, Jasmina; Llinàs-Audet, Xavier

    2017-07-01

    Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and communications technology (ICT) market. The theoretical foundations of the study are based on the specific literature on active learning methodologies. The Delphi method is used to establish the fit between learning methods and generic skills required by the ICT sector. An innovative proposition is therefore presented that groups the required skills in relation to the teaching method that best develops them. The qualitative research suggests that a combination of project-based learning and the learning contract is sufficient to ensure a satisfactory skills level for this profile of engineers.

  8. Student-Centered Modules to Support Active Learning in Hydrology: Development Experiences and Users' Perspectives

    Science.gov (United States)

    Tarboton, D. G.; Habib, E. H.; Deshotel, M.; Merck, M. F.; Lall, U.; Farnham, D. J.

    2016-12-01

    Traditional approaches to undergraduate hydrology and water resource education are textbook based, adopt unit processes and rely on idealized examples of specific applications, rather than examining the contextual relations in the processes and the dynamics connecting climate and ecosystems. The overarching goal of this project is to address the needed paradigm shift in undergraduate education of engineering hydrology and water resources education to reflect parallel advances in hydrologic research and technology, mainly in the areas of new observational settings, data and modeling resources and web-based technologies. This study presents efforts to develop a set of learning modules that are case-based, data and simulation driven and delivered via a web user interface. The modules are based on real-world case studies from three regional hydrologic settings: Coastal Louisiana, Utah Rocky Mountains and Florida Everglades. These three systems provide unique learning opportunities on topics such as: regional-scale budget analysis, hydrologic effects of human and natural changes, flashflood protection, climate-hydrology teleconnections and water resource management scenarios. The technical design and contents of the modules aim to support students' ability for transforming their learning outcomes and skills to hydrologic systems other than those used by the specific activity. To promote active learning, the modules take students through a set of highly engaging learning activities that are based on analysis of hydrologic data and model simulations. The modules include user support in the form of feedback and self-assessment mechanisms that are integrated within the online modules. Module effectiveness is assessed through an improvement-focused evaluation model using a mixed-method research approach guiding collection and analysis of evaluation data. Both qualitative and quantitative data are collected through student learning data, product analysis, and staff interviews

  9. The Activity Theory Approach to Learning

    Directory of Open Access Journals (Sweden)

    Ritva Engeström

    2014-12-01

    Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

  10. History and Evolution of Active Learning Spaces

    Science.gov (United States)

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  11. Active Learning by Design: An Undergraduate Introductory Public Health Course

    Directory of Open Access Journals (Sweden)

    Karin eYeatts

    2014-12-01

    Full Text Available Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an experience trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they cover key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities.

  12. The Use of Student Consulting Projects as an Active Learning Pedagogy: A Case Study in a Production/Operations Management Course

    Science.gov (United States)

    Heriot, Kirk C.; Cook, Ron; Jones, Rita C.; Simpson, Leo

    2008-01-01

    Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the…

  13. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    Tural, Güner

    2015-01-01

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

  14. Learning With E-books and Project-based Strategy in a Community Health Nursing Course.

    Science.gov (United States)

    Sung, Tien-Wen; Wu, Ting-Ting

    2018-03-01

    With advances in information technology, "information-assisted instruction" has been gradually introduced to nursing education curricula. Specifically, the integration of an e-book system can effectively enhance nursing students' attention and interest. Most studies on nursing education that incorporated e-books have focused on the advantages of convenience and assistance provided by e-books. Few studies have addressed community health nursing and off-campus practice activities in relation to suitable teaching strategies for learning activities. This study involved designing and planning a multimedia e-book learning system with a project-based learning activity that conforms to the curriculum and practical requirements of a community health nursing course. The purpose was to reduce the gap between theory and practice and realize an effective learning process. For learning evaluations, a final examination analysis with an independent sample t test; a scoring scheme with intrateam, interteam, and expert ratings; and Bloom's taxonomy-based analysis were conducted. The evaluation results indicated that the comprehension and learning abilities of the experimental group using the e-book system with a mobile device were effectively improved. In addition, the exploratory process involved in project-based learning can develop multiple cognitive skills and problem-solving ability, thereby realizing effective learning.

  15. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    Science.gov (United States)

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

  16. Collegewide Promotion of E-Learning/Active Learning and Faculty Development

    Science.gov (United States)

    Ogawa, Nobuyuki; Shimizu, Akira

    2016-01-01

    Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…

  17. THE GAME TECHNIQUE NTCHNIQUE STIMULATING LEARNING ACTIVITY OF JUNIOR STUDENTS SPECIALIZING IN ECONOMICS

    Directory of Open Access Journals (Sweden)

    Juri. S. Ezrokh

    2014-01-01

    Full Text Available The research is aimed at specifying and developing the modern control system of current academic achievements of junior university students; and the main task is to find the adequate ways for stimulating the junior students’ learning activities, and estimating their individual achievements.Methods: The author applies his own assessment method for estimating and stimulating students’ learning outcomes, based on the rating-point system of gradually obtained points building up a student’s integrated learning outcomes.Results: The research findings prove that implementation of the given method can increase the motivational, multiplicative and controlling components of the learning process.Scientific novelty: The method in question is based on the new original game approach to controlling procedures and stimulation of learning motivation of the economic profile students.Practical significance: The recommended technique can intensify the incentivebased training activities both in and outside a classroom, developing thereby students’ professional and personal qualities.

  18. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    Science.gov (United States)

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  19. A Learning Object Approach To Evidence based learning

    Directory of Open Access Journals (Sweden)

    Zabin Visram

    2005-06-01

    Full Text Available This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has meant increasingly, there is a desperate need to adopt wireless schemes, whereby bespoke courses can be developed to help practitioners keep up with expanding knowledge base. Evidently, without current best evidence, practice risks becoming rapidly out of date, to the detriment of the patient. There is a need to provide a tactical, operational and effective environment, which allows professional to update their education, and complete specialised training, just-in-time, in their own time and location. Following this demand in the marketplace the information engineering group, in combination with several medical and dental schools, set out to develop and design a conceptual framework which form the basis of pioneering research, which at last, enables practitioner's to adopt a philosophy of life long learning. The body and structure of this framework is subsumed under the term Object oriented approach to Evidence Based learning, Just-in-time, via Internet sustained by Reusable Learning Objects (The OEBJIRLO Progression. The technical pillars which permit this concept of life long learning are pivoted by the foundations of object oriented technology, Learning objects, Just-in-time education, Data Mining, intelligent Agent technology, Flash interconnectivity and remote wireless technology, which allow practitioners to update their professional skills, complete specialised training which leads to accredited qualifications. This paper sets out to develop and

  20. Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

    Science.gov (United States)

    Harland, Tony

    2002-01-01

    This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of…

  1. An interplay of fusiform gyrus and hippocampus enables prototype- and exemplar-based category learning.

    Science.gov (United States)

    Lech, Robert K; Güntürkün, Onur; Suchan, Boris

    2016-09-15

    The aim of the present study was to examine the contributions of different brain structures to prototype- and exemplar-based category learning using functional magnetic resonance imaging (fMRI). Twenty-eight subjects performed a categorization task in which they had to assign prototypes and exceptions to two different families. This test procedure usually produces different learning curves for prototype and exception stimuli. Our behavioral data replicated these previous findings by showing an initially superior performance for prototypes and typical stimuli and a switch from a prototype-based to an exemplar-based categorization for exceptions in the later learning phases. Since performance varied, we divided participants into learners and non-learners. Analysis of the functional imaging data revealed that the interaction of group (learners vs. non-learners) and block (Block 5 vs. Block 1) yielded an activation of the left fusiform gyrus for the processing of prototypes, and an activation of the right hippocampus for exceptions after learning the categories. Thus, successful prototype- and exemplar-based category learning is associated with activations of complementary neural substrates that constitute object-based processes of the ventral visual stream and their interaction with unique-cue representations, possibly based on sparse coding within the hippocampus. Copyright © 2016 Elsevier B.V. All rights reserved.

  2. Manifold Regularized Experimental Design for Active Learning.

    Science.gov (United States)

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  3. The Intercollegiate Ethics Bowl: An Active Learning Experience

    Science.gov (United States)

    Meyer, Tracy

    2012-01-01

    This paper introduces the Intercollegiate Ethics Bowl (IEB) as a means of promoting active learning in the realm of marketing ethics. The cases discussed in the competition are based on current ethical issues and require students to provide a coherent analysis of what are generally complex, ambiguous, and highly viewpoint dependent issues. The…

  4. Web Support for Activating Use of Theory in Group based Learning

    NARCIS (Netherlands)

    van der Veen, Johan (CTIT); van Riemsdijk, Maarten; Laagland, Eelko; Gommer, E.M.; Jones, Valerie M.; Davies, Gordon; Owen, Charles B.

    2000-01-01

    This paper describes a series of experiments conducted within the context of a course on organisational theory which is taught at the Department of Management Sciences at the University of Twente. In 1997 a group-based learning approach was adopted but after the first year it was apparent that

  5. A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

    Science.gov (United States)

    MacDougall, Conan

    2017-03-25

    Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

  6. A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

    Science.gov (United States)

    Branney, Jonathan; Priego-Hernández, Jacqueline

    2018-02-01

    It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those

  7. Agnostic Active Learning Without Constraints

    OpenAIRE

    Beygelzimer, Alina; Hsu, Daniel; Langford, John; Zhang, Tong

    2010-01-01

    We present and analyze an agnostic active learning algorithm that works without keeping a version space. This is unlike all previous approaches where a restricted set of candidate hypotheses is maintained throughout learning, and only hypotheses from this set are ever returned. By avoiding this version space approach, our algorithm sheds the computational burden and brittleness associated with maintaining version spaces, yet still allows for substantial improvements over supervised learning f...

  8. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  9. E-Learning-Based Occupational Therapy Education Leads to Committed Students

    DEFF Research Database (Denmark)

    Bensen, Maria; Kolbæk, Ditte

    2017-01-01

    students engagement in e-learning based professional bachelor educations such as Occupational Therapy (OT). The research questions in this study are: On the basis of the OT-students experiences, how can learning activities be supported in a synchronous, virtual learning environment as Adobe Connect? How do...... the results of this study to form the design of e-learning/blended learning in their programme in order to enhance students’ engagement. It also includes a modified, phenomenological way of using memory-work. This study is unique in its use of Adobe Connect in a practical education as Occupational Therapy...

  10. Using Oceanography to Support Active Learning

    Science.gov (United States)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  11. Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

    Science.gov (United States)

    Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

    2017-08-01

    A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.

  12. Introduction of active learning method in learning physiology by MBBS students.

    Science.gov (United States)

    Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

    2016-01-01

    Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. To introduce active learning methodology, i.e., "jigsaw technique" in undergraduate medical education and assess the student and faculty response to it. This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques.

  13. Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

    Science.gov (United States)

    Bolton, Elizabeth B.; Brennan, M. A.; Terry, Bryan D.

    2009-01-01

    This article highlights how undergraduate students implemented inquiry-based learning strategies to learn how nonprofit organizations utilize volunteers. In inquiry-based learning, students begin with a problem or question with some degree of focus or structure provided by the professor. The student inquiry showcased in this article was based on a…

  14. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    International Nuclear Information System (INIS)

    Georgiou, H; Sharma, M D

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

  15. Active Math Learning

    DEFF Research Database (Denmark)

    The presentation is concerned with general course planning philosophy and a specific case study (boomerang flight geometro-dynamics) for active learning of mathematics via computer assisted and hands-on unfolding of first principles - in this case the understanding of rotations and Eulers equatio...

  16. Topographical memory for newly-learned maps is differentially affected by route-based versus landmark-based learning

    DEFF Research Database (Denmark)

    Beatty, Erin L.; Muller-Gass, Alexandra; Wojtarowicz, Dorothy

    2018-01-01

    on their ability to distinguish previously studied 'old' maps from completely unfamiliar 'new' maps under conditions of high and low working memory load in the functional MRI scanner. Viewing old versus new maps was associated with relatively greater activation in a distributed set of regions including bilateral...... inferior temporal gyrus - an important region for recognizing visual objects. Critically, whereas the performance of participants who had followed a route-based strategy dropped to chance level under high working memory load, participants who had followed a landmark-based strategy performed at above chance...... levels under both high and low working memory load - reflected by relatively greater activation in the left inferior parietal lobule (i.e. rostral part of the supramarginal gyrus known as area PFt). Our findings suggest that landmark-based learning may buffer against the effects of working memory load...

  17. Evaluating Listening and Speaking Skills in a Mobile Game-Based Learning Environment with Situational Contexts

    Science.gov (United States)

    Hwang, Wu-Yuin; Shih, Timothy K.; Ma, Zhao-Heng; Shadiev, Rustam; Chen, Shu-Yu

    2016-01-01

    Game-based learning activities that facilitate students' listening and speaking skills were designed in this study. To participate in learning activities, students in the control group used traditional methods, while students in the experimental group used a mobile system. In our study, we looked into the feasibility of mobile game-based learning…

  18. Architecture for Collaborative Learning Activities in Hybrid Learning Environments

    OpenAIRE

    Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

    2012-01-01

    3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...

  19. Context matters when striving to promote active and lifelong learning in medical education.

    Science.gov (United States)

    Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

    2018-01-01

    WHERE DO WE STAND NOW?: In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering 'self-directed and independent study' as propagated in this declaration, of which one prime example is research carried out on problem-based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self-regulated learning (SRL), as well as situated learning, workplace affordances, self-determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. ENTRY TO PRACTICE, VOCATIONAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT: Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self-regulated learning in undergraduate medical education

  20. Learning to Grasp Unknown Objects Based on 3D Edge Information

    DEFF Research Database (Denmark)

    Bodenhagen, Leon; Kraft, Dirk; Popovic, Mila

    2010-01-01

    In this work we refine an initial grasping behavior based on 3D edge information by learning. Based on a set of autonomously generated evaluated grasps and relations between the semi-global 3D edges, a prediction function is learned that computes a likelihood for the success of a grasp using either...... an offline or an online learning scheme. Both methods are implemented using a hybrid artificial neural network containing standard nodes with a sigmoid activation function and nodes with a radial basis function. We show that a significant performance improvement can be achieved....

  1. Place-based Learning About Climate with Elementary GLOBE

    Science.gov (United States)

    Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

    2017-12-01

    Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides

  2. Learning Activity Predictors from Sensor Data: Algorithms, Evaluation, and Applications.

    Science.gov (United States)

    Minor, Bryan; Doppa, Janardhan Rao; Cook, Diane J

    2017-12-01

    Recent progress in Internet of Things (IoT) platforms has allowed us to collect large amounts of sensing data. However, there are significant challenges in converting this large-scale sensing data into decisions for real-world applications. Motivated by applications like health monitoring and intervention and home automation we consider a novel problem called Activity Prediction , where the goal is to predict future activity occurrence times from sensor data. In this paper, we make three main contributions. First, we formulate and solve the activity prediction problem in the framework of imitation learning and reduce it to a simple regression learning problem. This approach allows us to leverage powerful regression learners that can reason about the relational structure of the problem with negligible computational overhead. Second, we present several metrics to evaluate activity predictors in the context of real-world applications. Third, we evaluate our approach using real sensor data collected from 24 smart home testbeds. We also embed the learned predictor into a mobile-device-based activity prompter and evaluate the app for 9 participants living in smart homes. Our results indicate that our activity predictor performs better than the baseline methods, and offers a simple approach for predicting activities from sensor data.

  3. Problem-based learning

    NARCIS (Netherlands)

    Loyens, Sofie; Kirschner, Paul A.; Paas, Fred

    2010-01-01

    Loyens, S. M. M., Kirschner, P. A., & Paas, F. (2011). Problem-based learning. In S. Graham (Editor-in-Chief), A. Bus, S. Major, & L. Swanson (Associate Editors), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 403-425). Washington, DC: American Psychological

  4. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    Science.gov (United States)

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  5. [Flipped classroom as a strategy to enhance active learning].

    Science.gov (United States)

    Wakabayashi, Noriyuki

    2015-03-01

    This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

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

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

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

  7. The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

    Science.gov (United States)

    Miatun, A.; Muntazhimah

    2018-01-01

    The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

  8. Renewed roles for librarians in problem-based learning in the medical curriculum.

    Science.gov (United States)

    Mi, Misa

    2011-01-01

    Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.

  9. Exposure to activity-based anorexia impairs contextual learning in weight-restored rats without affecting spatial learning, taste, anxiety, or dietary-fat preference.

    Science.gov (United States)

    Boersma, Gretha J; Treesukosol, Yada; Cordner, Zachary A; Kastelein, Anneke; Choi, Pique; Moran, Timothy H; Tamashiro, Kellie L

    2016-02-01

    Relapse rates are high amongst cases of anorexia nervosa (AN) suggesting that some alterations induced by AN may remain after weight restoration. To study the consequences of AN without confounds of environmental variability, a rodent model of activity-based anorexia (ABA) can be employed. We hypothesized that exposure to ABA during adolescence may have long-term consequences in taste function, cognition, and anxiety-like behavior after weight restoration. To test this hypothesis, we exposed adolescent female rats to ABA (1.5 h food access, combined with voluntary running wheel access) and compared their behavior to that of control rats after weight restoration was achieved. The rats were tested for learning/memory, anxiety, food preference, and taste in a set of behavioral tests performed during the light period. Our data show that ABA exposure leads to reduced performance during the novel object recognition task, a test for contextual learning, without altering performance in the novel place recognition task or the Barnes maze, both tasks that test spatial learning. Furthermore, we do not observe alterations in unconditioned lick responses to sucrose nor quinine (described by humans as "sweet" and "bitter," respectively). Nor Do we find alterations in anxiety-like behavior during an elevated plus maze or an open field test. Finally, preference for a diet high in fat is not altered. Overall, our data suggest that ABA exposure during adolescence impairs contextual learning in adulthood without altering spatial leaning, taste, anxiety, or fat preference. © 2015 Wiley Periodicals, Inc.

  10. Effectiveness of teaching and learning mathematics for Thai university engineering students through a combination of activity and lecture based classroom

    Directory of Open Access Journals (Sweden)

    Parinya S. Ngiamsunthorn

    2014-04-01

    Full Text Available There are concerns of developing effective pedagogical practices for teaching mathematics for engineering students as many engineering students experience difficulties in learning compulsory mathematics subjects in their first and second years of the degree. This paper aims to investigate the effectiveness of using a variety of teaching and learning approaches including lecture based learning, activity based learning, e-learning via learning management system (LMS and practice or tutorial session in mathematics subjects for engineering students. This study was carried out on 160 students who need to enroll three basic mathematics subjects (MTH101, MTH102 and MTH201 for an engineering degree during academic year 2011 – 2012. The students were divided into three groups according to their majors of study. The first two groups of students were given a combination of various teaching approaches for only one semester (either MTH102 or MTH201, while the last group was given a combination of various teaching approaches for two semesters (both MTH102 and MTH201. To evaluate the effectiveness of teaching and learning, examination results, questionnaires on attitude towards teaching and learning, and a formal university teaching evaluation by students were collected and analyzed. It is found that different students perceive mathematics contents from different teaching methods according to their preferred learning styles. Moreover, most students in all groups performed at least the same or better in their final subject (MTH201. However, there is an interesting finding that low proficiency students in earlier mathematics subjects who received a combination of various teaching approaches for two semesters can improve their examination results better than other groups, on average. This is also reflected from an increasing average score on teaching evaluation from this group of students about teaching techniques.

  11. ict and quality of teaching–learning related activities in primary ...

    African Journals Online (AJOL)

    Irene

    (ICT) enhance teaching learning related activities in primary schools in Ogoja education zone of Cross. River State ... A sample of six hundred and twenty ... Based on the findings of the study, it was recommended that ... video conferencing).

  12. The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

    Science.gov (United States)

    Sultan, Amber Shamim

    2018-04-01

    Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

  13. Research and Practice of Active Learning in Engineering Education

    NARCIS (Netherlands)

    Graaf, de Erik; Saunders-Smits, Gillian; Nieweg, Michael

    2005-01-01

    Since 2001, the international network Active Learning in Engineering education (ALE) organized a series of international workshops on innovation of engineering education. The papers in this book are selected to reflect the state of the art, based on contributions to the 2005 ALE workshop in Holland.

  14. Flipping my environmental geochemistry classroom using Team-Based Learning

    Science.gov (United States)

    Griffith, E. M.

    2016-02-01

    Recent studies indicate that active learning disproportionately benefits STEM students from disadvantaged backgrounds and women in male-dominated fields (Lorenzo et al., 2006; Haak et al., 2011). Freeman et al. (2014) went so far as to suggest that increasing the number of STEM graduates could be done, at least in part, by "abandoning traditional lecturing in favor of active learning". Motivated in part by these previous studies and working at a Hispanic-Serving Institution, I decided to flip my environmental geochemistry course, using Team-Based Learning (TBL) - an instructional strategy for using active learning in small groups (Michaelsen et al., 1982). The course is taught over a 3 hour long class period (once a week) with a mix of upper division undergraduate and graduate students from environmental science, geology, engineering, chemistry, and biological sciences. One of the major learning outcomes of my course is that students "will be able to explain and discuss environmental geochemical data and its significance with their peers." This is practiced each class period throughout the course using TBL, where both undergraduate and graduate students learn from each other and uncover misconceptions. It is essentially one version of a flipped classroom where the students' experience changes from acquiring course content in the classroom to applying course content in the classroom in teams. I will share an overview of the teaching and learning strategy and my experience as well as examples of activities done in the classroom. Cited references: Freeman et al. (2014) PNAS 111: 8410-8415; Haak et al. (2011) Science 332: 1213-1216; Lorenzo et al. (2006) Am J Phys 74: 118-122; Michaelsen et al. (1982) Organ Behav Teaching 7: 13-22.

  15. Learning for Sustainability Among Faith-Based Organizations in Kenya

    Science.gov (United States)

    Moyer, Joanne M.; Sinclair, A. John; Diduck, Alan P.

    2014-08-01

    The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

  16. EFL LEARNERS’ READING LEARNING IN WEB BASED INSTRUCTION SETTING

    OpenAIRE

    Yusup Supriyono

    2018-01-01

    This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps:  orientation, discussion, material exploration, action, test, and reflection.  Two data collecting methods—journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individua...

  17. Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

    Science.gov (United States)

    Yusop, Farrah Dina; Sumari, Melati

    2015-01-01

    The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…

  18. Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Arthur Shelley

    2014-01-01

    Full Text Available Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

  19. Learning Object Retrieval and Aggregation Based on Learning Styles

    Science.gov (United States)

    Ramirez-Arellano, Aldo; Bory-Reyes, Juan; Hernández-Simón, Luis Manuel

    2017-01-01

    The main goal of this article is to develop a Management System for Merging Learning Objects (msMLO), which offers an approach that retrieves learning objects (LOs) based on students' learning styles and term-based queries, which produces a new outcome with a better score. The msMLO faces the task of retrieving LOs via two steps: The first step…

  20. Features and characteristics of problem based learning

    Directory of Open Access Journals (Sweden)

    Eser Ceker

    2016-12-01

    Full Text Available Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning. This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods, Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to “problem based learning” areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.

  1. One-Class Classification-Based Real-Time Activity Error Detection in Smart Homes.

    Science.gov (United States)

    Das, Barnan; Cook, Diane J; Krishnan, Narayanan C; Schmitter-Edgecombe, Maureen

    2016-08-01

    Caring for individuals with dementia is frequently associated with extreme physical and emotional stress, which often leads to depression. Smart home technology and advances in machine learning techniques can provide innovative solutions to reduce caregiver burden. One key service that caregivers provide is prompting individuals with memory limitations to initiate and complete daily activities. We hypothesize that sensor technologies combined with machine learning techniques can automate the process of providing reminder-based interventions. The first step towards automated interventions is to detect when an individual faces difficulty with activities. We propose machine learning approaches based on one-class classification that learn normal activity patterns. When we apply these classifiers to activity patterns that were not seen before, the classifiers are able to detect activity errors, which represent potential prompt situations. We validate our approaches on smart home sensor data obtained from older adult participants, some of whom faced difficulties performing routine activities and thus committed errors.

  2. Active learning reduces annotation time for clinical concept extraction.

    Science.gov (United States)

    Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

    2017-10-01

    To investigate: (1) the annotation time savings by various active learning query strategies compared to supervised learning and a random sampling baseline, and (2) the benefits of active learning-assisted pre-annotations in accelerating the manual annotation process compared to de novo annotation. There are 73 and 120 discharge summary reports provided by Beth Israel institute in the train and test sets of the concept extraction task in the i2b2/VA 2010 challenge, respectively. The 73 reports were used in user study experiments for manual annotation. First, all sequences within the 73 reports were manually annotated from scratch. Next, active learning models were built to generate pre-annotations for the sequences selected by a query strategy. The annotation/reviewing time per sequence was recorded. The 120 test reports were used to measure the effectiveness of the active learning models. When annotating from scratch, active learning reduced the annotation time up to 35% and 28% compared to a fully supervised approach and a random sampling baseline, respectively. Reviewing active learning-assisted pre-annotations resulted in 20% further reduction of the annotation time when compared to de novo annotation. The number of concepts that require manual annotation is a good indicator of the annotation time for various active learning approaches as demonstrated by high correlation between time rate and concept annotation rate. Active learning has a key role in reducing the time required to manually annotate domain concepts from clinical free text, either when annotating from scratch or reviewing active learning-assisted pre-annotations. Copyright © 2017 Elsevier B.V. All rights reserved.

  3. ICT support for students’ collaboration in problem and project based learning

    DEFF Research Database (Denmark)

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

    2011-01-01

    This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....

  4. Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning

    Science.gov (United States)

    Koh, Jansen

    2016-01-01

    Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning. PMID:27446767

  5. Dimensions of problem based learning - dialogue and online collaboration in projects

    DEFF Research Database (Denmark)

    Andreasen, Lars Birch; Nielsen, Jørgen Lerche

    2013-01-01

    -based learning approach developed in Denmark historically and theoretically, and how it unfolds today discussed through a case of the Danish Master programme in ICT and Learning (MIL), focusing on changes in the roles of teachers as supervisors, and the involvement of students in course and project activities....

  6. Individual activities as an integrated part of project work - an innovative approach to project oriented and problem-based learning POPBL

    DEFF Research Database (Denmark)

    Moesby, Egon; Winther, Hans Henrik; Kørnøv, Lone

    2006-01-01

    in an individual activity to subsequently be separately assessed. The results of the individually oriented project work form the platform for final work with the project as a team. The students in each team are expected to evaluate the individual solutions and select the one solution to work on in the final phases......In this paper, the authors describe and, on the basis of a recently conducted survey, evaluate a way to increase student learning through the introduction of an individual project activity to the project oriented and problem-based and team-based project work - POPBL. This can be achieved not just...... by adding an individual activity outside or parallel to the project work, but by having the individual activity embedded as an integrated part of the overall team-based project work. In what the authors have deemed the extended project model, students work individually in the solution phase of the project...

  7. Problem Based Learning Online

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    “How do two online learning designs affect student engagement in the PBL online modules?” The empirical data were collected and analyzed using a netnographic approach. The study finds that concepts such as self-directed learning and active involvement may be perceived very differently from the students...

  8. Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

    Science.gov (United States)

    Kim, Nam Ju

    This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

  9. Effectiveness of design-based learning in engineering education

    NARCIS (Netherlands)

    Gomez Puente, S.M.; Eijck, van M.W.; Jochems, W.M.G.

    2011-01-01

    Design-based learning (DBL) has been introduced as an educational concept at Eindhoven University of Technology (TU/e) in 1997, in which students work co-operatively and actively on multidisciplinary design tasks (Wijnen, 2000). Theoretically DBL is not well underpinned. It has been researched

  10. The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

    Directory of Open Access Journals (Sweden)

    Kemal Özgen

    2014-04-01

    Full Text Available The aim of this study was to identify the effects of learning activities according to students’ learning styles on students’ academic success and attitude towards mathematics within a scope of constructivist learning approach. The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in the 2010-2011 academic year. As part of the study, activities which were suitable to the students’ learning styles were developed within the scope of constructivist learning approach in line with McCarthy’s 4MAT system with 8 steps of learning and used for the learning of the concepts of function and derivative. Data were collected using data collection tools such as a personal information form, non-routine problems, and a mathematics attitude scale. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Data analysis indicated that, the learning process in which activities appropriate for students’ learning styles were used to contribute to an increase in the students’ academic success and problem solving skills. Yet, there was no statistically significant difference in students’ attitudes towards mathematics.Key Words:    Constructivist learning approach, learning style, learning activity, success, attitude

  11. TECHNOLOGIES OF INITIATING STUDENTS INTO INDEPENDENT (SELF-GUIDED ACTIVITY IN SUPPLEMENTARY DISTANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Irina V. Abakumova

    2016-12-01

    Full Text Available The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors’ classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students’ cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided activity varies. It’s emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.

  12. Effective, Active Learning Strategies for the Oceanography Classroom

    Science.gov (United States)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  13. Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

    Science.gov (United States)

    Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

    2015-02-01

    Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

  14. White blood cells identification system based on convolutional deep neural learning networks.

    Science.gov (United States)

    Shahin, A I; Guo, Yanhui; Amin, K M; Sharawi, Amr A

    2017-11-16

    White blood cells (WBCs) differential counting yields valued information about human health and disease. The current developed automated cell morphology equipments perform differential count which is based on blood smear image analysis. Previous identification systems for WBCs consist of successive dependent stages; pre-processing, segmentation, feature extraction, feature selection, and classification. There is a real need to employ deep learning methodologies so that the performance of previous WBCs identification systems can be increased. Classifying small limited datasets through deep learning systems is a major challenge and should be investigated. In this paper, we propose a novel identification system for WBCs based on deep convolutional neural networks. Two methodologies based on transfer learning are followed: transfer learning based on deep activation features and fine-tuning of existed deep networks. Deep acrivation featues are extracted from several pre-trained networks and employed in a traditional identification system. Moreover, a novel end-to-end convolutional deep architecture called "WBCsNet" is proposed and built from scratch. Finally, a limited balanced WBCs dataset classification is performed through the WBCsNet as a pre-trained network. During our experiments, three different public WBCs datasets (2551 images) have been used which contain 5 healthy WBCs types. The overall system accuracy achieved by the proposed WBCsNet is (96.1%) which is more than different transfer learning approaches or even the previous traditional identification system. We also present features visualization for the WBCsNet activation which reflects higher response than the pre-trained activated one. a novel WBCs identification system based on deep learning theory is proposed and a high performance WBCsNet can be employed as a pre-trained network. Copyright © 2017. Published by Elsevier B.V.

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

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  16. Use of Handwriting Recognition Technologies in Tablet-Based Learning Modules for First Grade Education

    Science.gov (United States)

    Yanikoglu, Berrin; Gogus, Aytac; Inal, Emre

    2017-01-01

    Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application…

  17. Adapting Team-Based Learning for Application in the Basic Electric Circuit Theory Sequence

    Science.gov (United States)

    O'Connell, Robert M.

    2015-01-01

    Team-based learning (TBL) is a form of student-centered active learning in which students independently study new conceptual material before it is treated in the classroom, and then subsequently spend considerable classroom time working in groups on increasingly challenging problems and applications based on that new material. TBL provides…

  18. Innovative teaching: Using multimedia in a problem-based learning environment

    Directory of Open Access Journals (Sweden)

    Mai Neo

    2001-10-01

    Full Text Available Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students’ skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.

  19. Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

    Directory of Open Access Journals (Sweden)

    Ching Chang

    2014-03-01

    Full Text Available The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2. The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs. Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction.

  20. Inquiry-Based Learning in China: Lesson Learned for School Science Practices

    Science.gov (United States)

    Nuangchalerm, Prasart

    2014-01-01

    Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

  1. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

    Science.gov (United States)

    Paulson, Donald R.

    1999-08-01

    Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

  2. Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

    Science.gov (United States)

    Kizito, Rita Ndagire

    2016-01-01

    This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism--an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical…

  3. The colloquial approach: An active learning technique

    Science.gov (United States)

    Arce, Pedro

    1994-09-01

    This paper addresses the very important problem of the effectiveness of teaching methodologies in fundamental engineering courses such as transport phenomena. An active learning strategy, termed the colloquial approach, is proposed in order to increase student involvement in the learning process. This methodology is a considerable departure from traditional methods that use solo lecturing. It is based on guided discussions, and it promotes student understanding of new concepts by directing the student to construct new ideas by building upon the current knowledge and by focusing on key cases that capture the essential aspects of new concepts. The colloquial approach motivates the student to participate in discussions, to develop detailed notes, and to design (or construct) his or her own explanation for a given problem. This paper discusses the main features of the colloquial approach within the framework of other current and previous techniques. Problem-solving strategies and the need for new textbooks and for future investigations based on the colloquial approach are also outlined.

  4. Comparative analysis of machine learning methods in ligand-based virtual screening of large compound libraries.

    Science.gov (United States)

    Ma, Xiao H; Jia, Jia; Zhu, Feng; Xue, Ying; Li, Ze R; Chen, Yu Z

    2009-05-01

    Machine learning methods have been explored as ligand-based virtual screening tools for facilitating drug lead discovery. These methods predict compounds of specific pharmacodynamic, pharmacokinetic or toxicological properties based on their structure-derived structural and physicochemical properties. Increasing attention has been directed at these methods because of their capability in predicting compounds of diverse structures and complex structure-activity relationships without requiring the knowledge of target 3D structure. This article reviews current progresses in using machine learning methods for virtual screening of pharmacodynamically active compounds from large compound libraries, and analyzes and compares the reported performances of machine learning tools with those of structure-based and other ligand-based (such as pharmacophore and clustering) virtual screening methods. The feasibility to improve the performance of machine learning methods in screening large libraries is discussed.

  5. Passing the baton: Mentoring for adoption of active-learning pedagogies by research-active junior faculty.

    Science.gov (United States)

    Grimes, Catherine Leimkuhler; White, Harold B

    2015-01-01

    There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup, teaching) that accompany the position and normally do not have the time to consider novel teaching approaches. This case study documents how over a three-year period, the responsibility for teaching a nontraditional "Introduction to Biochemistry" course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We describe our apprenticeship project involving modeling, scaffolding, fading, and coaching. We suggest that involving faculty in active-learning pedagogy early in their career with mentoring by senior faculty overcomes barriers to adopting these methods. This case describes a specific example from which potentially useful elements can be adopted and adapted wherever biochemistry is taught. © 2015 The International Union of Biochemistry and Molecular Biology.

  6. Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

    Science.gov (United States)

    Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

    2017-01-01

    Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

  7. A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

    Science.gov (United States)

    Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray; Huang, Iwen

    2013-01-01

    Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing…

  8. A pilot use of team-based learning in graduate public health education.

    Science.gov (United States)

    Van der Putten, Marc; Vichit-Vadakan, Nuntavarn

    2010-05-01

    This pilot study was undertaken to determine the impact of team-based learning (TBL) on graduate students of public health in a Thai context. The pilot project adopted Michaelsen's approach with the aim of improving learning among Thai graduate students enrolled in public health ethics. This TBL approach attempted to motivate students to do pre-class reading and be active "in-class" learners. Pre-class preparation allowed teachers to address and concentrate on learning gaps, while team work promoted peer interaction and active learning. TBL was found to be useful in fostering student preparedness and to transform "passive" into "active" learning, which especially benefited students "academically at risk" through peer teaching opportunities. With TBL, students valued the relevance of the course content and learning materials. They had positive opinions regarding the effect of TBL on individual and group learning. TBL was perceived to be instrumental in translating conceptual into applicable knowledge, and stimulated individual efforts as well as accountability. This study should be useful to those considering using TBL for public health education.

  9. A Multi-Faceted Approach to Inquiry-Based Learning

    Science.gov (United States)

    Brudzinski, M. R.; Sikorski, J.

    2009-12-01

    In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.

  10. Problem based learning in acoustics at Aalborg University

    DEFF Research Database (Denmark)

    Hammershøi, Dorte; Ordoñez, Rodrigo Pizarro; Christensen, Flemming

    2010-01-01

    in the project work, or are defining for the candidate's professional profile. This presentation gives an overview of Problem Based Learning organized in groups in the M. Sc. in Acoustics program of Aalborg University. Examples of projects and course activities are presented to illustrate the relation...

  11. Project-Based Learning: A Review of the Literature

    Science.gov (United States)

    Kokotsaki, Dimitra; Menzies, Victoria; Wiggins, Andy

    2016-01-01

    Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students' autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices. It has been explored in various contexts and in different phases of schooling, from primary to higher…

  12. An Active Learning Classifier for Further Reducing Diabetic Retinopathy Screening System Cost

    Directory of Open Access Journals (Sweden)

    Yinan Zhang

    2016-01-01

    Full Text Available Diabetic retinopathy (DR screening system raises a financial problem. For further reducing DR screening cost, an active learning classifier is proposed in this paper. Our approach identifies retinal images based on features extracted by anatomical part recognition and lesion detection algorithms. Kernel extreme learning machine (KELM is a rapid classifier for solving classification problems in high dimensional space. Both active learning and ensemble technique elevate performance of KELM when using small training dataset. The committee only proposes necessary manual work to doctor for saving cost. On the publicly available Messidor database, our classifier is trained with 20%–35% of labeled retinal images and comparative classifiers are trained with 80% of labeled retinal images. Results show that our classifier can achieve better classification accuracy than Classification and Regression Tree, radial basis function SVM, Multilayer Perceptron SVM, Linear SVM, and K Nearest Neighbor. Empirical experiments suggest that our active learning classifier is efficient for further reducing DR screening cost.

  13. Ready to learn physics: a team-based learning model for first year university

    Science.gov (United States)

    Parappilly, Maria; Schmidt, Lisa; De Ritter, Samantha

    2015-09-01

    Team-based learning (TBL) is an established model of group work which aims to improve students' ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept-based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer-peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

  14. Reflections on Students’ Projects with Motion Sensor Technologies in a Problem-Based Learning Environment

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga; Triantafyllidis, George

    2014-01-01

    Game-based learning (GBL) has been applied in many fields to enhance learning motivations. In recent years, motion sensor technologies have been also introduced in GBL with the aim of using active, physical modalities to facilitate the learning process, while fostering social development...... and collaboration (when these activities involve more than one student at a time). The approaches described in literature, which used motion sensors in GBL, cover a broad spectrum of educational fields. These approaches investigated the effect of learning games using motion sensors on the development of specific...... skills or on the learning experience. This paper presents our experiences on the educational use of motion sensor technologies. Our research was conducted at the department of Medialogy in Aalborg University Copenhagen. Aalborg University applies a problem-based, project-organized model of teaching...

  15. Intergenerational service learning: to promote active aging, and occupational therapy gerontology practice.

    Science.gov (United States)

    Horowitz, Beverly P; Wong, Stephanie Dapice; Dechello, Karen

    2010-01-01

    Americans are living longer, and the meaning of age has changed, particularly for Boomers and seniors. These demographic changes have economic and social ramifications with implications for health care, including rehabilitation services, and health science education. Service learning is an experiential learning pedagogy that integrates traditional higher education with structured active learning experiences. This article reports on one intergenerational service learning program spanning 3 years. It was designed to facilitate community dialogue on fall prevention and active aging, and to provide intergenerational educational community-based experiences in occupational therapy professional education. The program additionally sought to promote students' understanding of aging and issues related to aging in place, students' professional development and civic engagement, and to encourage students to consider pursuing a career in occupational therapy gerontology practice.

  16. Active-learning laboratory session to teach the four M's of diabetes care.

    Science.gov (United States)

    Darbishire, Patricia L; Plake, Kimberly S; Nash, Christiane L; Shepler, Brian M

    2009-04-07

    To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.

  17. DIRECTIONS OF PREPARATION OF FUTURE TEACHERS TO THE USE OF DISTANCE LEARNING TECHNOLOGIES IN PROFESSIONAL ACTIVITY (PRAXIOLOGICAL ASPECT OF THE ACTIVITY APPROACH

    Directory of Open Access Journals (Sweden)

    Tatyana A. Boronenko

    2015-01-01

    Full Text Available The aim of the article is to demonstrate the need of preparing future teachers to use distance learning technologies in the professional activities. Introduction in educational process of distance learning technologies contributes to improving the quality of education. Methods. The authors’ technique of preparation of students of pedagogical specialities to work in the information-educational environment is designed on the basis of the analysis and generalisation of numerous scientific publications. Results. The system of training to implementation of the distance learning technologies in the teaching activity is developed and described, consisting of the following directions: realisation within the program of the principal educational program of specialised training courses in variable-based curriculum parts; the organisation of educational and research activity of students with the use of distance learning technologies; classroom-based and extracurricular independent work of students directed to designing of teaching and learning aids and materials on the basis of distance learning technologies; application of elements of distance learning technologies for students’ teaching; attraction of students to formation of corpus of multimedia educational resources of university. The purposes, the content and expected results of each direction are specified. Scientific novelty. The authors point out that concrete scientifically wellfounded methodical recommendations for the future teachers on implementation of distance learning technologies haven’t been presented in the Russian literature till now; despite an abundance of scientifically-information sources of distance learning technologies and sufficiently high-leveled degree knowledge of the issues of its efficiency in educational activity, conditions of introduction of such technologies in high school, construction of models of distance training. Authors of article have tried to close this

  18. Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts

    Science.gov (United States)

    Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

    2017-12-01

    Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms - viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.

  19. Using active learning strategies to investigate student learning and attitudes in a large enrollment, introductory geology course

    Science.gov (United States)

    Berry, Stacy Jane

    There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the modification of traditional instructional techniques to allow students the opportunity to be more cooperative (Task Group on General Education, 1988). This has guided educators and facilitators into shifting teaching paradigms from a teacher centered to a more student-centered curriculum. The present study investigated achievement outcomes and attitudes of learners in a large enrollment (n ~ 200), introductory geology course using a student centered learning cycle format of instruction versus another similar section that used a traditional lecture format. Although the course is a recruiting class for majors, over 95% of the students that enroll are non-majors. Measurements of academic evaluation were through four unit exams, classroom communication systems, weekly web-based homework, in-class activities, and a thematic collaborative poster/paper project and presentation. The qualitative methods to investigate the effectiveness of the teaching design included: direct observation, self-reporting about learning, and open-ended interviews. By disaggregating emerging data, we tried to concentrate on patterns and causal relationships between achievement performance and attitudes regarding learning geology. Statistical analyses revealed positive relationships between student engagement in supplemental activities and achievement mean scores within and between the two sections. Completing weekly online homework had the most robust relationship with overall achievement performance. Contrary to expectations, a thematic group project only led to modest gains in achievement performance, although the social and professional gains could be

  20. Public health genetic counselors: activities, skills, and sources of learning.

    Science.gov (United States)

    McWalter, Kirsty M; Sdano, Mallory R; Dave, Gaurav; Powell, Karen P; Callanan, Nancy

    2015-06-01

    Specialization within genetic counseling is apparent, with 29 primary specialties listed in the National Society of Genetic Counselors' 2012 Professional Status Survey (PSS). PSS results show a steady proportion of genetic counselors primarily involved in public health, yet do not identify all those performing public health activities. Little is known about the skills needed to perform activities outside of "traditional" genetic counselor roles and the expertise needed to execute those skills. This study aimed to identify genetic counselors engaging in public health activities, the skills used, and the most influential sources of learning for those skills. Participants (N = 155) reported involvement in several public health categories: (a) Education of Public and/or Health Care Providers (n = 80, 52 %), (b) Population-Based Screening Programs (n = 70, 45 %), (c) Lobbying/Public Policy (n = 62, 40 %), (d) Public Health Related Research (n = 47, 30 %), and (e) State Chronic Disease Programs (n = 12, 8 %). Regardless of category, "on the job" was the most common primary source of learning. Genetic counseling training program was the most common secondary source of learning. Results indicate that the number of genetic counselors performing public health activities is likely higher than PSS reports, and that those who may not consider themselves "public health genetic counselors" do participate in public health activities. Genetic counselors learn a diverse skill set in their training programs; some skills are directly applicable to public health genetics, while other public health skills require additional training and/or knowledge.

  1. Animals, Emperors, Senses: Exploring a Story-Based Learning Design in a Museum Setting

    Science.gov (United States)

    Murmann, Mai; Avraamidou, Lucy

    2014-01-01

    The aim of this qualitative case study was to explore the use of stories as tools for learning within formal and informal learning environments. The design was based on three areas of interest: (a) the story as a tool for learning; (b) the student as subjects engaging with the story; and (c) the context in which the story learning activity takes…

  2. Empathy and feedback processing in active and observational learning.

    Science.gov (United States)

    Rak, Natalia; Bellebaum, Christian; Thoma, Patrizia

    2013-12-01

    The feedback-related negativity (FRN) and the P300 have been related to the processing of one's own and other individuals' feedback during both active and observational learning. The aim of the present study was to elucidate the role of trait-empathic responding with regard to the modulation of the neural correlates of observational learning in particular. Thirty-four healthy participants completed an active and an observational learning task. On both tasks, the participants' aim was to maximize their monetary gain by choosing from two stimuli the one that showed the higher probability of reward. Participants gained insight into the stimulus-reward contingencies according to monetary feedback presented after they had made an active choice or by observing the choices of a virtual partner. Participants showed a general improvement in learning performance on both learning tasks. P200, FRN, and P300 amplitudes were larger during active, as compared with observational, learning. Furthermore, nonreward elicited a significantly more negative FRN than did reward in the active learning task, while only a trend was observed for observational learning. Distinct subcomponents of trait cognitive empathy were related to poorer performance and smaller P300 amplitudes for observational learning only. Taken together, both the learning performance and event-related potentials during observational learning are affected by different aspects of trait cognitive empathy, and certain types of observational learning may actually be disrupted by a higher tendency to understand and adopt other people's perspectives.

  3. PENGGUNAAN METODE TASK-BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN MENULIS MAHASISWA

    Directory of Open Access Journals (Sweden)

    Tri Kusnawati

    2014-04-01

    Full Text Available This study aims to increase the writing skills of students of French Education Department of Language and Art Faculty of Yogyakarta State University by using the task-based learning method in Expression Ecrite IV teaching. This is a classroom action research project consisting of two cycles. The subjects’ of the study were 15 students who took Writing IV (Expression Ecrite IV including the lecturer. Data were collected using a test, an observation, and a questionnaire. The data of the use of teaching method of task-based learning in Expression Ecrite IV obtained by using an observation and a questionnaire was interpreted qualitatively, while the data of students’ learning achievement in writing was analyzed quantitatively. Findings show that the use of learning method of task-based learning in Expression Ecrite IV could increase writing skills of the students. It was shown by the better comprehension and the mastery of materials. It was proven by the increase of the means in the posttest, that were 6.3 in cycle 1 and 7.2 in cycle 2. Besides, there was an improvement of learning process of writing skill IV as indicated by decreasing students’ passivity and increasing participation in meaningful learning activities.

  4. Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

    Science.gov (United States)

    Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

    2016-01-01

    The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

  5. Model-based machine learning.

    Science.gov (United States)

    Bishop, Christopher M

    2013-02-13

    Several decades of research in the field of machine learning have resulted in a multitude of different algorithms for solving a broad range of problems. To tackle a new application, a researcher typically tries to map their problem onto one of these existing methods, often influenced by their familiarity with specific algorithms and by the availability of corresponding software implementations. In this study, we describe an alternative methodology for applying machine learning, in which a bespoke solution is formulated for each new application. The solution is expressed through a compact modelling language, and the corresponding custom machine learning code is then generated automatically. This model-based approach offers several major advantages, including the opportunity to create highly tailored models for specific scenarios, as well as rapid prototyping and comparison of a range of alternative models. Furthermore, newcomers to the field of machine learning do not have to learn about the huge range of traditional methods, but instead can focus their attention on understanding a single modelling environment. In this study, we show how probabilistic graphical models, coupled with efficient inference algorithms, provide a very flexible foundation for model-based machine learning, and we outline a large-scale commercial application of this framework involving tens of millions of users. We also describe the concept of probabilistic programming as a powerful software environment for model-based machine learning, and we discuss a specific probabilistic programming language called Infer.NET, which has been widely used in practical applications.

  6. UICEE Centre for Problem Based Learning (UCPBL) at Aalborg University

    DEFF Research Database (Denmark)

    Fink, Flemming Kobberøe; Enemark, Stig; Moesby, Egon

    2002-01-01

    University is considered to have a strong position in Problem-Based Learning (PBL) with many years of experience. Within engineering education co-operation with industry has also always been a field of high importance for Aalborg University and part of the PBL concept. An increasing number of universities...... and engineering schools worldwide are consequently seeking consultancy and cooperation with Aalborg University. The establishment of UCPBL is therefore welcomed as a possibility to merge these activities into one organisational structure and to strengthen the effort of improving engineering education......UICEE Centre for Problem-Based Learning (UCPBL) is a global centre for Problem-Based Learning located at Aalborg University, Denmark UCPBL is established as a partner to the UNESCO International Centre for Engineering Education (UICEE) located at Monash University, Melbourne, Australia. Aalborg...

  7. AN INDUCTIVE, INTERACTIVE AND ADAPTIVE HYBRID PROBLEM-BASED LEARNING METHODOLOGY: APPLICATION TO STATISTICS

    Directory of Open Access Journals (Sweden)

    ADA ZHENG

    2011-10-01

    Full Text Available We have developed an innovative hybrid problem-based learning (PBL methodology. The methodology has the following distinctive features: i Each complex question was decomposed into a set of coherent finer subquestions by following the carefully designed criteria to maintain a delicate balance between guiding the students and inspiring them to think independently. This learning methodology enabled the students to solve the complex questions progressively in an inductive context. ii Facilitated by the utilization of our web-based learning systems, the teacher was able to interact with the students intensively and could allocate more teaching time to provide tailor-made feedback for individual student. The students were actively engaged in the learning activities, stimulated by the intensive interaction. iii The answers submitted by the students could be automatically consolidated in the report of the Moodle system in real-time. The teacher could adjust the teaching schedule and focus of the class to adapt to the learning progress of the students by analysing the automatically generated report and log files of the web-based learning system. As a result, the attendance rate of the students increased from about 50% to more than 90%, and the students’ learning motivation have been significantly enhanced.

  8. A learning-based agent for home neurorehabilitation.

    Science.gov (United States)

    Lydakis, Andreas; Meng, Yuanliang; Munroe, Christopher; Wu, Yi-Ning; Begum, Momotaz

    2017-07-01

    This paper presents the iterative development of an artificially intelligent system to promote home-based neurorehabilitation. Although proper, structured practice of rehabilitation exercises at home is the key to successful recovery of motor functions, there is no home-program out there which can monitor a patient's exercise-related activities and provide corrective feedback in real time. To this end, we designed a Learning from Demonstration (LfD) based home-rehabilitation framework that combines advanced robot learning algorithms with commercially available wearable technologies. The proposed system uses exercise-related motion information and electromyography signals (EMG) of a patient to train a Markov Decision Process (MDP). The trained MDP model can enable an agent to serve as a coach for a patient. On a system level, this is the first initiative, to the best of our knowledge, to employ LfD in an health-care application to enable lay users to program an intelligent system. From a rehabilitation research perspective, this is a completely novel initiative to employ machine learning to provide interactive corrective feedback to a patient in home settings.

  9. Captivate: Building Blocks for Implementing Active Learning

    Science.gov (United States)

    Kitchens, Brent; Means, Tawnya; Tan, Yinliang

    2018-01-01

    In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…

  10. The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

    Science.gov (United States)

    Balci, Özgül

    2017-01-01

    This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

  11. Virtual Reality Learning Activities for Multimedia Students to Enhance Spatial Ability

    Directory of Open Access Journals (Sweden)

    Rafael Molina-Carmona

    2018-04-01

    Full Text Available Virtual Reality is an incipient technology that is proving very useful for training different skills. Our hypothesis is that it is possible to design virtual reality learning activities that can help students to develop their spatial ability. To prove the hypothesis, we have conducted an experiment consisting of training the students using an on-purpose learning activity based on a virtual reality application and assessing the possible improvement of the students’ spatial ability through a widely accepted spatial visualization test. The learning activity consists of a virtual environment where some simple polyhedral shapes are shown and manipulated by moving, rotating and scaling them. The students participating in the experiment are divided into a control and an experimental group, carrying out the same learning activity with the only difference of the device used for the interaction: a traditional computer with screen, keyboard and mouse for the control group, and virtual reality goggles with a smartphone for the experimental group. To assess the experience, all the students have completed a spatial visualization test twice: just before performing the activities and four weeks later, once all the activities were performed. Specifically, we have used the well-known and widely used Purdue Spatial Visualization Test—Rotation (PSVT-R, designed to test rotational visualization ability. The results of the test show that there is an improvement in the test results for both groups, but the improvement is significantly higher in the case of the experimental group. The conclusion is that the virtual reality learning activities have shown to improve the spatial ability of the experimental group.

  12. Active Learning for Directed Exploration of Complex Systems

    Science.gov (United States)

    Burl, Michael C.; Wang, Esther

    2009-01-01

    Physics-based simulation codes are widely used in science and engineering to model complex systems that would be infeasible to study otherwise. Such codes provide the highest-fidelity representation of system behavior, but are often so slow to run that insight into the system is limited. For example, conducting an exhaustive sweep over a d-dimensional input parameter space with k-steps along each dimension requires k(sup d) simulation trials (translating into k(sup d) CPU-days for one of our current simulations). An alternative is directed exploration in which the next simulation trials are cleverly chosen at each step. Given the results of previous trials, supervised learning techniques (SVM, KDE, GP) are applied to build up simplified predictive models of system behavior. These models are then used within an active learning framework to identify the most valuable trials to run next. Several active learning strategies are examined including a recently-proposed information-theoretic approach. Performance is evaluated on a set of thirteen synthetic oracles, which serve as surrogates for the more expensive simulations and enable the experiments to be replicated by other researchers.

  13. Cortical ensemble activity increasingly predicts behaviour outcomes during learning of a motor task

    Science.gov (United States)

    Laubach, Mark; Wessberg, Johan; Nicolelis, Miguel A. L.

    2000-06-01

    When an animal learns to make movements in response to different stimuli, changes in activity in the motor cortex seem to accompany and underlie this learning. The precise nature of modifications in cortical motor areas during the initial stages of motor learning, however, is largely unknown. Here we address this issue by chronically recording from neuronal ensembles located in the rat motor cortex, throughout the period required for rats to learn a reaction-time task. Motor learning was demonstrated by a decrease in the variance of the rats' reaction times and an increase in the time the animals were able to wait for a trigger stimulus. These behavioural changes were correlated with a significant increase in our ability to predict the correct or incorrect outcome of single trials based on three measures of neuronal ensemble activity: average firing rate, temporal patterns of firing, and correlated firing. This increase in prediction indicates that an association between sensory cues and movement emerged in the motor cortex as the task was learned. Such modifications in cortical ensemble activity may be critical for the initial learning of motor tasks.

  14. Evolution of project-based learning in small groups in environmental engineering courses

    Directory of Open Access Journals (Sweden)

    Jesús M. Requies

    2018-03-01

    Full Text Available This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning –PBL- implemented on the course “Unit Operations in Environmental Engineering”, within the bachelor’s degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial design and implementation of this methodology during the first academic year (12/13, different modifications were adopted in the following ones (13-14, 14-15 & 15-16 in order to optimize the student’s and professor’s work load as well as correct some malfunctions observed in the initial design of the PBL. This active methodology seeks to make students the main architects of their own learning processes. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. The results obtained show that working in small teams (cooperative work enhances each group member’s self–learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as project-based learning, in small groups has certain specific characteristics. In this case it has been implemented simultaneously in two different groups of 10 students each one. Such small groups are more heterogeneoussince the presence of two highly motivated students or not can vary or affect the whole group’s attitude and academic results.

  15. The use of active learning strategies in the instruction of Reactor Physics concepts

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

  16. The use of active learning strategies in the instruction of Reactor Physics concepts

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

  17. Faculty Perceptions about Barriers to Active Learning

    Science.gov (United States)

    Michael, Joel

    2007-01-01

    Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

  18. Simulation and case-based learning

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Guralnick, David

    2008-01-01

    Abstract- This paper has its origin in the authors' reflection on years of practical experiences combined with literature readings in our preparation for a workshop on learn-by-doing simulation and case-based learning to be held at the ICELW 2008 conference (the International Conference on E-Learning...... in the Workplace). The purpose of this paper is to describe the two online learning methodologies and to raise questions for future discussion. In the workshop, the organizers and participants work with and discuss differences and similarities within the two pedagogical methodologies, focusing on how...... they are applied in workplace related and e-learning contexts. In addition to the organizers, a small number of invited presenters will attend, giving demonstrations of their work within learn-by-doing simulation and cases-based learning, but still leaving ample of time for discussion among all participants....

  19. Design for game based learning platforms

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Meyer, Bente

    2010-01-01

    This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... of web 2.0 and integrates theories of learning, didactics, games, play, communication, multimodality and different pedagogical approaches. In relation to the introduced model the teacher role is discussed.......This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... Council for Strategic Research, in which an online game-based platform for English as a foreign language in primary school is studied. The paper presents a model for designing for game based learning platforms. This design is based on cultural and ethnographic based research on children's leisure time use...

  20. The Desired Learning Outcomes of School-Based Nutrition/Physical Activity Health Education: A Health Literacy Constructed Delphi Survey of Finnish Experts

    Science.gov (United States)

    Ormshaw, Michael James; Kokko, Sami Petteri; Villberg, Jari; Kannas, Lasse

    2016-01-01

    Purpose: The purpose of this paper is to utilise the collective opinion of a group of Finnish experts to identify the most important learning outcomes of secondary-level school-based health education, in the specific domains of physical activity and nutrition. Design/ Methodology/ Approach: The study uses a Delphi survey technique to collect the…