WorldWideScience

Sample records for learning advocates student

  1. University students with learning disabilities advocating for change.

    Science.gov (United States)

    Roer-Strier, D

    2002-11-20

    In recent decades Western psychology has conceptualized learning disabilities (LD) in terms of deficits and such related 'social emotional issues' as insecurity, low self-esteem and social isolation that can be rehabilitated through combined remedial teaching and psychological intervention. With increasing advocacy and legislation on behalf of people with disabilities in the US, UK and Australia, more resources are being made available to students with LD in institutions of higher education. Due to this increase in the quantity of services, written programmes and accommodations made to their needs, increased numbers of students with LD have been graduating successfully from institutions of higher education. This paper describes an option for treating students with LD that is based on a theoretical perspective that understands these students as an excluded population and emphasizes the importance of their empowerment. A project involving social work students with LD at Hebrew University in Jerusalem is presented as a case study. Case-study investigation, one of the common methods of qualitative research, explores social and human problems in their natural context. A 6-year evaluation of this project was conducted based on questionnaires, focus groups, documentation of all activities related to the project, in-depth interviews and outcome measures. The results suggest that the project developed in three stages: raising awareness, building partnerships, and lobbying for rights and services. Outcome measures indicate that the project was successful in lowering dropout rates and improving students' academic achievement. Analysis of interviews with students suggests that the project positively affected the students' perceptions by helping them reframe the social and emotional connotations of their learning disability. Students reported marked social and emotional change, including reduced stress and anxiety levels and increased self-esteem. Empowerment practices that are

  2. Dental students--dental advocates.

    Science.gov (United States)

    Bensch, Brittany

    2010-01-01

    Student advocacy and involvement in the political process is built into the structure of the American Student Dental Association (ASDA), especially in its Legislative Grassroots Network and an internal communication network among students to ensure political awareness. Students are concerned with such issues as a universally accepted, non-patient-based licensure process, mid-level providers, loan availability and tax deductibility, financial support for schools, and service early in one's professional career (giving forward rather than giving back). Through collaboration with the American Dental Education Association and with many state associations, students participate in lobbying, awareness campaigns, and behind the scenes as legislative aids. Although students share the same love for the profession that animates established practitioners, they are perceived by legislators as being different. Students are involved in the legislative process because it represents their future.

  3. Phenomenological Study of the Experience of Parent Advocates of Students Diagnosed with ADHD

    Science.gov (United States)

    Peterson-Malen, Melissa

    2013-01-01

    Advocates of students with ADHD in the school system are usually parents who must become advocates in response to the child's need for support and a call for parental involvement from the school. Parent advocates are confronted with many challenges, the primary being the daunting, often solitary task of advocating for a child who is often viewed…

  4. Advocating for Standards in Student Affairs Departments in African ...

    African Journals Online (AJOL)

    The Student Affairs Departments have seen immense growth over the years, from a discourse which had no academic relevance in higher education, to that which ... the continent's transformation agenda towards socio-economic development.

  5. Information Literacy Advocates: developing student skills through a peer support approach.

    Science.gov (United States)

    Curtis, Ruth

    2016-12-01

    Since 2013/2014, an Information Literacy Advocates (ILA) scheme has been running at the University of Nottingham as an extracurricular module on the Nottingham Advantage Award programme. The Information Literacy Advocates scheme, which recruits medicine and health sciences students in their second year or above, aims to facilitate development of information literacy skills and confidence, as well as communication, organisation and teamwork, through the provision of peer support. Previous research indicates peer assistance effectively enhances such skills and is valued by fellow students who welcome the opportunity to approach more experienced students for help. This article, written by guest writer Ruth Curtis from the University of Nottingham, provides an overview of administering the ILA scheme and explores its impact on the Information Literacy Advocates, peers and librarians, and discusses future developments for taking the scheme forward. H. S. © 2016 Health Libraries Group.

  6. Choosing Wisely Canada Students and Trainees Advocating for Resource Stewardship (STARS) campaign: a descriptive evaluation.

    Science.gov (United States)

    Cardone, Franco; Cheung, Daphne; Han, Angela; Born, Karen B; Alexander, Lisa; Levinson, Wendy; Wong, Brian M

    2017-12-19

    Resource stewardship is being increasingly recognized as an essential competency for physicians, but medical schools are just beginning to integrate this into education. We describe the evaluation of Choosing Wisely Canada's Students and Trainees Advocating for Resource Stewardship (STARS) campaign, a student-led campaign to advance resource stewardship education in medical schools across Canada. We evaluated the campaign 6 months after its launch, in November 2015. STARS students were administered a telephone survey eliciting a description of the initiatives that they had implemented or planned to implement at their schools to promote resource stewardship, and exploring their perceptions of facilitators of and barriers to successful implementation of their initiatives. We used a mixed-methods approach to analyze and summarize the data. Twenty-seven (82%) of the 33 eligible students representing all 17 medical schools responded. In 14 schools (82%), students led various local activities (e.g., interest groups, campaign weeks) to raise awareness about resource stewardship among medical students and faculty. Students contributed to curriculum change (both planned and implemented) at 10 schools (59%). Thematic analysis revealed key program characteristics that facilitated success (e.g., pan-Canadian student network, local faculty champion) as well as barriers to implementing change (e.g., complex processes to change curriculum, hierarchical nature of medical school). This student-led campaign, with support from local faculty and Choosing Wisely Canada staff, led to awareness-building activities and early curricula change at medical schools across Canada. Future plans will build on the initial momentum created by the STARS campaign to sustain and spread local initiatives. Copyright 2017, Joule Inc. or its licensors.

  7. Reflections on the contributions of self-advocates to an interdisciplinary leadership development program for graduate students in health affairs.

    Science.gov (United States)

    Rosenberg, Angela; Zuver, Deborah; Kermon, McCafferty; Fernandez, Claudia; Margolis, Lewis H

    2018-04-01

    To advance equity and to enhance leadership skills, self-advocates with intellectual/developmental disabilities are now part of the cohort of trainees in the University of North Carolina LEND, which means that they fully participate in the Interdisciplinary Leadership Development Program, a collaboration among programs in public health, social work, and LEND, which meets monthly. Given this important new participation by self-advocates, this study analyzes the reflections of graduate students on the contributions of self-advocates to their leadership training. At the conclusion of the program each year, graduate students respond to a questionnaire about how self-advocates influenced the content and interactions/discussions of the monthly workshops and are asked to provide specific examples to explain their perceptions. The 12 MCH leadership competencies were used to guide the coding of the comments for this qualitative, directed content analysis. Forty-six of 58 students (79.3%) from two consecutive cohorts responded for this cross-sectional study. Interactions with self-advocates prompted comments on 8 of the 12 leadership competencies, including interdisciplinary team building (29% of the comments); developing others through teaching and mentoring (22%); and self-reflection (18%). The inclusion of self-advocates throughout an interdisciplinary leadership development program for graduate students in health affairs can strengthen MCH leadership competencies for all participants as they enter an increasingly interdisciplinary workforce. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. Incorrigible advocates

    NARCIS (Netherlands)

    Doornbos, N.; de Groot-van Leeuwen, L.E.

    2012-01-01

    Inspired by the work of Richard Abel, the authors conduct a N=1 study into the career path and disciplinary records of a Dutch immigration advocate. Their aim is to offer explanations as to why some lawyers seem so impervious to discipline. The authors analyse the case from three different angles:

  9. Students Engaged in Learning

    Science.gov (United States)

    Ismail, Emad A.; Groccia, James E.

    2018-01-01

    Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

  10. Advocating for Standards in Student Affairs Departments in African Institutions: University of Botswana Experience

    Science.gov (United States)

    Pansiri, Barbra M.; Sinkamba, Refilwe P.

    2017-01-01

    The Student Affairs Departments have seen immense growth over the years, from a discourse which had no academic relevance in higher education, to that which is expected to add value to the attraction, retention, and graduation of students. However, the latest developments have seen the role of Student Affairs Departments grow from "in-loco…

  11. Advocating for More Student-Centered Physical Education: The Case for Need-Supportive Instruction

    Science.gov (United States)

    Washburn, Nicholas; Richards, K. Andrew R.; Sinelnikov, Oleg

    2016-01-01

    The purpose of this article is to introduce the concept of need-supportive instruction as a practical means through which PE teachers can satisfy their students' psychological needs, leading to more self-determined student motivation in class and, ultimately, tangible benefits outside of school.

  12. Summer Matters: Advocating for Summer Learning That Can Weather Political Seasons

    Science.gov (United States)

    McQuade, Aaron

    2015-01-01

    Research has shown that an idle summer is not just boring; it can cost a student as much as two to three months of educational progress. Summer is critical to each child's development, both mind and body. Any meaningful attempts to get at America's equity divide and the consequent gap in opportunities for kids must include summer education as a…

  13. The Advocate.

    Science.gov (United States)

    Schnaiberg, Lynn

    2001-01-01

    Describes the experiences of a teacher who teaches in the Cook County, Illinois, Juvenile Temporary Detention Center, explaining how her many roles include that of teacher, social worker, and surrogate mother to the children. She also frequently deals with issues of race, since 65 percent of the students are African American. (SM)

  14. Preparation of Faculty Members and Students to Be Citizen Leaders and Pharmacy Advocates

    Science.gov (United States)

    Janke, Kristin K.; Boyle, Cynthia J.; Gianutsos, Gerald; Lindsey, Cameron C.; Moczygemba, Leticia R.; Whalen, Karen

    2013-01-01

    To identify characteristics and quality indicators of best practices for leadership and advocacy development in pharmacy education, a national task force on leadership development in pharmacy invited colleges and schools to complete a phone survey to characterize the courses, processes, and noteworthy practices for leadership and advocacy development at their institution. The literature was consulted to corroborate survey findings and identify additional best practices. Recommendations were derived from the survey results and literature review, as well as from the experience and expertise of task force members. Fifty-four institutions provided information about lecture-based and experiential curricular and noncurricular components of leadership and advocacy development. Successful programs have a supportive institutional culture, faculty and alumni role models, administrative and/or financial support, and a cocurricular thread of activities. Leadership and advocacy development for student pharmacists is increasingly important. The recommendations and suggestions provided can facilitate leadership and advocacy development at other colleges and schools of pharmacy. PMID:24371344

  15. Welding. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

  16. Sex workers as peer health advocates: community empowerment and transformative learning through a Canadian pilot program.

    Science.gov (United States)

    Benoit, Cecilia; Belle-Isle, Lynne; Smith, Michaela; Phillips, Rachel; Shumka, Leah; Atchison, Chris; Jansson, Mikael; Loppie, Charlotte; Flagg, Jackson

    2017-08-30

    Social marginalization and criminalization create health and safety risks for sex workers and reduce their access to health promotion and prevention services compared to the general population. Community empowerment-based interventions that prioritize the engagement of sex workers show promising results. Peer-to-peer interventions, wherein sex workers act as educators of their colleagues, managers, clients and romantic partners, foster community mobilization and critical consciousness among sex workers and equip them to exercise agency in their work and personal lives. A pilot peer health education program was developed and implemented, with and for sex workers in one urban centre in Canada. To explore how the training program contributed to community empowerment and transformative learning among participants, the authors conducted qualitative interviews, asked participants to keep personal journals and to fill out feedback forms after each session. Thematic analysis was conducted on these three data sources, with emerging themes identified, organized and presented in the findings. Five themes emerged from the analysis. Our findings show that the pilot program led to reduced internalized stigma and increased self-esteem in participants. Participants' critical consciousness increased concerning issues of diversity in cultural background, sexual orientation, work experiences and gender identity. Participants gained knowledge about how sex work stigma is enacted and perpetuated. They also became increasingly comfortable challenging negative judgments from others, including frontline service providers. Participants were encouraged to actively shape the training program, which fostered positive relationships and solidarity among them, as well as with colleagues in their social network and with the local sex worker organization housing the program. Resources were also mobilized within the sex worker community through skills building and knowledge acquisition. The peer

  17. Learning from Student Data

    Science.gov (United States)

    Pruitt, Kobie

    2016-01-01

    Just as adults' personal lives and data are increasingly inhabiting online spaces, so are students. While this shift brings many benefits and the possibility of learning tailored to individual students' needs, it is also brings new challenges. Students create an electronic trail of information that creates an obvious concern: How can they enjoy…

  18. Beyond Polls: Using Science and Student Data to Stimulate Learning

    Science.gov (United States)

    Loepp, Eric D.

    2018-01-01

    In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies--experiments, simulations, etc.--that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to…

  19. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  20. Looking at OER with a Critical Eye: Strengthening OER Initiatives by Focusing on Student Learning

    Science.gov (United States)

    Pierce, Matthew

    2016-01-01

    This paper discusses aspects of adopting, adapting, and building Open Educational Resources (OER) that have the potential to influence student learning but are sometimes overlooked by OER advocates. The author makes recommendations for ensuring that OER initiatives have a positive impact on student learning and argues that librarians can be…

  1. Equity by Design: Using Peer-Mediated Learning to Advance Equity for All Students

    Science.gov (United States)

    Tan, Paulo; Macey, Erin M.; Thorius, Kathleen A. K.; Simon, Marsha

    2013-01-01

    The use of peer-mediated learning has emerged as a promising practice to transform the classroom experiences of both students with disabilities and their non-disabled peers. This brief summarizes the best practices for implementing peer-mediated learning and advocates situating peer-mediated learning in inclusive, interdependent learning…

  2. Student Modeling and Machine Learning

    OpenAIRE

    Sison , Raymund; Shimura , Masamichi

    1998-01-01

    After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine le...

  3. Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

    Science.gov (United States)

    Nwachukwu, Bethel C.

    There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

  4. Effect of Type of Curriculum on Educational Outcomes and Motivation among Marketing Students with Different Learning Styles

    Science.gov (United States)

    Ackerman, David S.; Hu, Jing

    2011-01-01

    Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the…

  5. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  6. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    Student perceptions were assessed using Mann–Whitney. U‑test and ... Keywords: Blended learning, Online learning, Students' perceptions. Access this article online ..... performance, EC: Educational counseling, MIB: Medical insurance billing, MT: .... distance in education at the harvard business school. Educ. Technol ...

  7. Learning Environment and Student Effort

    Science.gov (United States)

    Hopland, Arnt O.; Nyhus, Ole Henning

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

  8. Social Justice Leadership: Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools

    Science.gov (United States)

    Pounders, Cherise

    2017-01-01

    The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.…

  9. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  10. Using Active Learning Strategies to Investigate Student Learning and Attitudes in a Large Enrollment, Introductory Geology Course

    Science.gov (United States)

    Berry, Stacy Jane

    2013-01-01

    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…

  11. The Effect of Asian Origin, Culture and Learning Beliefs on High School Students' Physical Science Learning Beliefs

    Science.gov (United States)

    Li, Xiaolan

    2013-01-01

    Asian Americans have been recognized as the "model minority" in the United States since the 1960s. Students from Asian countries are winning in international competitions, especially in science and mathematics. Modern Western scholars working within the constructivist learning theory advocate malleable intelligence and effort, which…

  12. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  13. Internationalizing Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

  14. Learning Styles and Student Diversity.

    Science.gov (United States)

    Loper, Sue

    1989-01-01

    A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

  15. Mobile Learning and Student Retention

    Directory of Open Access Journals (Sweden)

    Bharat Inder Fozdar

    2007-06-01

    Full Text Available Student retention in open and distance learning (ODL is comparatively poor to traditional education and, in some contexts, embarrassingly low. Literature on the subject of student retention in ODL indicates that even when interventions are designed and undertaken to improve student retention, they tend to fall short. Moreover, this area has not been well researched. The main aim of our research, therefore, is to better understand and measure students’ attitudes and perceptions towards the effectiveness of mobile learning. Our hope is to determine how this technology can be optimally used to improve student retention at Bachelor of Science programmes at Indira Gandhi National Open University (IGNOU in India. For our research, we used a survey. Results of this survey clearly indicate that offering mobile learning could be one method improving retention of BSc students, by enhancing their teaching/ learning and improving the efficacy of IGNOU’s existing student support system. The biggest advantage of this technology is that it can be used anywhere, anytime. Moreover, as mobile phone usage in India explodes, it offers IGNOU easy access to a larger number of learners. This study is intended to help inform those who are seeking to adopt mobile learning systems with the aim of improving communication and enriching students’ learning experiences in their ODL institutions.

  16. Building Maintenance. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  17. 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…

  18. Working with Advocates

    Science.gov (United States)

    Doan, Kim

    2010-01-01

    Court appointed special advocates (CASAs) are volunteers who represent abused and neglected children in the court system. David Soukup, a judge in Washington State, created the first CASA program in 1977 to gather more information about the children whose cases were appearing before him. The likelihood of meeting a CASA may be equal to the…

  19. Questioning Clerkship: Applying Popper's Evolutionary Analysis of Learning to Medical Student Training

    Science.gov (United States)

    Chitpin, Jeremy Sebastian; Chitpin, Stephanie

    2017-01-01

    Purpose: Through a series of critical discussions on Karl Popper's evolutionary analysis of learning and the non-authoritarian values it promotes, the purpose of this paper is to advocate a Popperian approach for building medical student knowledge. Specifically, it challenges positivist assumptions that permeate the design and management of many…

  20. University Students' Perceptions of a Holistic Care Course through Cooperative Learning: Implications for Instructors and Researchers

    Science.gov (United States)

    Pan, Peter Jen Der; Pan, Gloria Huey-Ming; Lee, Ching-Yieh; Chang, Shona Shih Hua

    2010-01-01

    The benefits of cooperative learning have been advocated in a wide range of educational contexts in higher education. There is, however, rare information on the contributions of holistic education courses on college students. Using grounded theory methods, this preliminary study was to explore participants' perceptions of a holistic care course…

  1. Project-Based Learning: A Promising Approach to Improving Student Outcomes. Issue Focus

    Science.gov (United States)

    Quint, Janet; Condliffe, Barbara

    2018-01-01

    The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the "21st century competencies"--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from…

  2. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

  3. Learning profiles of Master students

    DEFF Research Database (Denmark)

    Sprogøe, Jonas; Hemmingsen, Lis

    2005-01-01

    at DPU in 2001 several evaluations and research have been carried out on several topics relating to form, content, and didactics, but one important focus is missing: the research about the psychological profile and learning style of the master student. Knowledge is lacking on how teaching methods......Master education as a part of lifelong learning/education has over the last years increased in Denmark. Danish Universities now offer more than110 different programmes. One of the characteristics of the master education is that the students get credits for their prior learning and practical work...... experiences, and during the study/education theory and practise is combined. At the Master of Adult Learning and Human Resource Development, one of DPU´s master programmes, the students have a very diverse background and have many different experiences and practises. Since the first programme was introduced...

  4. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  5. Sustaining Student Engagement in Learning Science

    Science.gov (United States)

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

    Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

  6. Student enthusiasm for learning in language classrooms

    OpenAIRE

    Tokunaga, Masahiko; 徳永, 昌彦

    2005-01-01

    Student enthusiasm would seem to be a fundamental aspect of learning, yet it is a difficult concept to define because it takes in a range of different behaviours on the part of students. Nevertheless, it is important to consider just what student enthusiasm for learning is. This concept will be explored before comparing how the various theories of learning treat it. Finally, theories that are most useful for maximising student enthusiasm for learning particularly related to language learning,...

  7. Teen Advocates for Community and Environmental Sustainability

    Science.gov (United States)

    Wunar, B.

    2017-12-01

    The Museum of Science and Industry, Chicago (MSI) is in the early stages of a NOAA supported Environmental Literacy Grant project that aims to engage high school age youth in the exploration of climate and Earth systems science. Participating youth are positioned as teen advocates for establishing resilient communities in the Midwest. The project utilizes a variety of resources, including NOAA Science On a Sphere® (SOS) technology and datasets, Great Lakes and local climate assets, and local municipal resiliency planning guides to develop museum-based youth programming. Teen participants in the project will share their learning through regular facilitated interactions with public visitors in the Museum and will bring learning experiences to Chicago Public Library sites throughout the city's neighborhoods. Project content will also be adapted for use in 100+ after-school science clubs to engage younger students from diverse communities across the Chicago area. Current strategies for supporting teen facilitation of public experiences, linkages to out of school time and summer learning programs, and connections to local resiliency planning agencies will be explored.

  8. Features Students Really Expect from Learning Analytics

    Science.gov (United States)

    Schumacher, Clara; Ifenthaler, Dirk

    2016-01-01

    In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

  9. Using Action Research to Assess and Advocate for Innovative School Library Design

    Science.gov (United States)

    Harper, Meghan; Deskins,Liz

    2015-01-01

    This article describes a collaborative project designed to use action research to assess and advocate for innovative design changes in a school library. The high school library was in its fifth year of service, and yet the layout of the library was not meeting the learning and technological needs of 21st-century high school students. The purpose…

  10. Attitudes of Sri Lankan medical students toward learning communication skills.

    Science.gov (United States)

    Marambe, Kosala N; Edussuriya, D H; Dayaratne, K M P L

    2012-01-01

    The General Medical Council of the UK, advocates that by the end of their undergraduate course, medical students should be proficient in communicating with patients. However, the attitude of some medical students toward formal training in communication skills seems lukewarm. Although several studies on assessing attitudes of medical students on learning communication skills have been carried out in Europe and America, Asian studies are very few and literature in the Sri Lankan context is lacking. To explore the attitudes of first to fourth year medical students of the Faculty of Medicine, University of Peradeniya (FOMUP), Sri Lanka on learning communication skills and to identify possible factors that may influence student attitudes. A total of 675 students from year 1 to 4 of the FOMUP were asked to complete a modified version of the Communication Skills Attitude Scale. Items of its positive attitude scale (PAS) were analyzed together while negative items were considered individually. Response rates ranged from 70% to 98% for the various year groups. There were no significant differences between the PAS for males and females and for those exposed to formal training and those who were not. The junior students scored significantly higher on the PAS than seniors. Most students of all the groups disagreed with the item "I don't see why I should learn communication skills". Approximately one-quarter of the students of each group endorsed the statement "Nobody is going to fail their medical degree for having poor communication skills". Out of the students who have undergone formal communication training, almost one-third agreed that they find it difficult to take communication skills learning seriously. Although medical students seem to have realized the importance of communication skills training for the practice of medicine, a significant minority have reservations on attending such sessions. Sri Lanka faculty will need to make a concerted effort to change this

  11. Service-learning in nursing: Integrating student learning and ...

    African Journals Online (AJOL)

    Service-learning in nursing: Integrating student learning and community-based service experience through reflective practice. ... the students' reflective journals, group project reports and a focus-group discussion as the primary data sources.

  12. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2018-02-01

    University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

  13. Learning Perl Student Workbook

    CERN Document Server

    foy, brian

    2012-01-01

    This is an ebook-only workbook to accompany the 6th Edition of Learning Perl ("the Llama"). If you're just getting started with Perl, this is the book you want-whether you're a programmer, system administrator, or web hacker. This 6th edition of Learning Perl covers recent changes to the language up to version 5.14. Exercises are presented in the first half of the workbook, with the answers in the second. Topics include: Scalar DataLists and ArraysSubroutinesInput and OutputHashesIn the World of Regular ExpressionsMatching with Regular ExpressionsProcessing Text with Regular Expressions10.

  14. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  15. Physiotherapy students' perceptions about the learning ...

    African Journals Online (AJOL)

    The clinical education introductory module provided valuable opportunities, where students learnt productively in a non-threatening learning environment. Junior students linked theoretical and practical concepts to clinical implementation. Peer mentoring and progressive mastering were valuable learning strategies.

  16. Accommodating Elementary Students' Learning Styles.

    Science.gov (United States)

    Wallace, James

    1995-01-01

    Examines the perceptual learning style preferences of sixth- and seventh-grade students in the Philippines. Finds that the visual modality was the most preferred and the auditory modality was the least preferred. Offers suggestions for accommodating visual, tactile, and kinesthetic preferences. (RS)

  17. Student Nutrition, Learning and Behavior.

    Science.gov (United States)

    Royster, Martha

    This discussion addresses several nutrition issues considered important to schools, students, and educators in the United States. Contents consist of a review of malnutrition and learning research and discussions of food additives and allergies, diet and hyperkinesia, the effects of caffeine and sugar on children's behavior, and the National…

  18. Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

    Science.gov (United States)

    Graf, Sabine; Kinshuk; Liu, Tzu-Chien

    2009-01-01

    In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

  19. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  20. Learning Style Preferences of Southeast Asian Students.

    Science.gov (United States)

    Park, Clara C.

    2000-01-01

    Investigated the perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual learning of Southeast Asian students compared to white students. Surveys indicated significant differences in learning style preferences between Southeast Asian and white students and between the diverse…

  1. Are Students' Learning Styles Discipline Specific?

    Science.gov (United States)

    Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

    2003-01-01

    This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

  2. Students' Views of Learning in Vocational Education.

    Science.gov (United States)

    Eklund-Myrskog, Gunilla

    1997-01-01

    Conceptions of learning and approaches to learning within vocational education were studied with 30 Finnish students of automotive mechanics. About half the students took a quantitative view of learning and favored a surface approach. Encouraging a qualitative view of learning and deeper approaches in vocational education is discussed. (SLD)

  3. Integrated learning through student goal development.

    Science.gov (United States)

    Price, Deborah; Tschannen, Dana; Caylor, Shandra

    2013-09-01

    New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

  4. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

  5. Understanding Learning Style Variations among Undergraduate Students

    Directory of Open Access Journals (Sweden)

    N. Jayakumar

    2017-09-01

    Full Text Available A study was conducted in Vellore district of Tamil Nadu state to understand the learning styles of students. The term learning style refers to the way or method or approach by which a student learns. The study explored the possible learning style variations among agricultural, horticultural, engineering and arts & science students and their association with academic achievement. One hundred and twelve students were randomly selected from the four streams and their learning styles were analyzed. In the agricultural and horticultural streams, a majority of the students were auditory learners. They were also found to be predominantly unimodal learners. Overall, it was found that majority of the students were visual learners followed by auditory and kinesthetic style. The highest percentage of kinesthetic learners was found among engineering students. Trimodal learners scored the highest mean percentage of marks. The influence of learning styles on the academic achievements of the students did not show a significant relationship.

  6. Advocating for Arts in the Classroom

    Science.gov (United States)

    Bauerlein, Mark

    2010-01-01

    This article contends that every chairman of the National Endowment for the Arts must advocate for arts education. The arts need a voice in power, say people in the field, someone in the corridors of influence to argue the benefits of teaching the nation's students about classical and jazz music, ballet, and sculpture. With No Child Left Behind…

  7. The Effect of Situated Learning on Students Vocational English Learning

    Science.gov (United States)

    Özüdogru, Melike; Özüdogru, Fatma

    2017-01-01

    The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and…

  8. Student Involvement in Learning and School Achievement.

    Science.gov (United States)

    Anderson, Lorin W.

    The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…

  9. Students' Preferred Learning Styles in Graphic Communications

    Science.gov (United States)

    Ernst, Jeremy V.; Clark, Aaron C.

    2008-01-01

    The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

  10. Students' Plans for Lifelong Learning and Teaching

    Science.gov (United States)

    Plavšic, Marlena; Dikovic, Marina

    2015-01-01

    One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

  11. Will Flexible Learning Raise Student Achievement?

    Science.gov (United States)

    Guest, Ross

    2005-01-01

    This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

  12. Learning How to Learn: Implications for Non Traditional Adult Students

    Science.gov (United States)

    Tovar, Lynn A.

    2008-01-01

    In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence…

  13. Connecting Students and Policymakers through Science and Service-Learning

    Science.gov (United States)

    Szymanski, D. W.

    2017-12-01

    Successful collaborations in community science require the participation of non-scientists as advocates for the use of science in addressing complex problems. This is especially true, but particularly difficult, with respect to the wicked problems of sustainability. The complicated, unsolvable, and inherently political nature of challenges like climate change can provoke cynicism and apathy about the use of science. While science education is a critical part of preparing all students to address wicked problems, it is not sufficient. Non-scientists must also learn how to advocate for the role of science in policy solutions. Fortunately, the transdisciplinary nature of sustainability provides a venue for engaging all undergraduates in community science, regardless of major. I describe a model for involving non-science majors in a form of service-learning, where the pursuit of community science becomes a powerful pedagogical tool for civic engagement. Bentley University is one of the few stand-alone business schools in the United States and provides an ideal venue to test this model, given that 95% of Bentley's 4000 undergraduates major in a business discipline. The technology-focused business program is combined with an integrated arts & sciences curriculum and experiential learning opportunities though the nationally recognized Bentley Service-Learning and Civic Engagement Center. In addition to a required general education core that includes the natural sciences, students may opt to complete a second major in liberal studies with thematic concentrations like Earth, Environment, and Global Sustainability. In the course Science in Environmental Policy, students may apply to complete a service-learning project for an additional course credit. The smaller group of students then act as consultants, conducting research for a non-profit organization in the Washington, D.C. area involved in geoscience policy. At the end of the semester, students travel to D.C. and present

  14. Learning the Students' Names: Does it Matter?

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    2014-01-01

    on the effect of learning the students' names are sparse. Against this background, this paper reports on a method for learning all the students' names and two studies of the effect, based on my use of the method in my teaching. The two survey studies were carried in 2011 and in 2014. A survey was in the first...... sent to 50 students and I received 18 answers (38%). The second survey was sent to 86 students and I received 48 answers (56%). These figures provides a good indication.The answers showed a marked positive effect: the students felt welcome, accepted and respected; the learning environment was more......A key factor in successful teaching and learning is the relationship between the students and the teacher. A simple approach nurturing this relationship is learning the students' names. This is often suggested in the literature, but seems rarely practised. Substantial reports in the literature...

  15. Designing informal learning spaces using student perspectives

    OpenAIRE

    Matthew David Riddle; Kay Souter

    2012-01-01

    This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

  16. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  17. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  18. Robotic Cooperative Learning Promotes Student STEM Interest

    Science.gov (United States)

    Mosley, Pauline; Ardito, Gerald; Scollins, Lauren

    2016-01-01

    The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students' critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen…

  19. Students' learning processes during school-based learning and workplace learning in vocational education : a review

    NARCIS (Netherlands)

    Dr. Harmen Schaap; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

    2012-01-01

    This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles,

  20. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  1. Student Learning from Interactive Software

    Science.gov (United States)

    Lee, Kevin M.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    For several years at the University of Nebraska we have been developing interactive software to teach introductory astronomy. This software includes the simulations of the Nebraska Astronomy Applet Project, the computer database of visual Think-Pair-Share questions and resources for feedback known as ClassAction, and a library of animated ranking and sorting tasks. All of these projects are publicly available for use over the web or download at http://astro.unl.edu. This presentation will highlight examples of research into student learning using these materials. Results from a multi-institution study of ClassAction using the Light and Spectra Concept Inventory in a pre/post format will be shown. Results from a second study on student learning gains, practices, and attitudes from use of animated ranking tasks focusing on lunar phases will also be included. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  2. Student Activity and Learning Outcomes in a Virtual Learning Environment

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  3. Teacher Collaboration and Student Learning in a Professional Learning Community

    Science.gov (United States)

    Vaughan, Mary Elaine

    2013-01-01

    Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

  4. Functions of the learning portfolio in student teachers' learning process

    NARCIS (Netherlands)

    Mansvelder-Longayroux, D.D.; Beijaard, D.; Verloop, N.; Vermunt, J.D.

    2007-01-01

    In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of

  5. Functions of the learning portfolio in student teachers' learning process

    NARCIS (Netherlands)

    Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

    In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences Of

  6. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  7. Dental students' perceptions of an online learning.

    Science.gov (United States)

    Asiry, Moshabab A

    2017-10-01

    To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

  8. Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

    Science.gov (United States)

    Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

    2015-05-01

    The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

  9. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

    Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

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

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception...

  11. Helping Education Students Understand Learning through Designing

    Science.gov (United States)

    Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

    2008-01-01

    This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

  12. Digital Competence Model of Distance Learning Students

    Science.gov (United States)

    da Silva, Ketia Kellen A.; Behar, Patricia A.

    2017-01-01

    This article presents the development of a digital competency model of Distance Learning (DL) students in Brazil called CompDigAl_EAD. The following topics were addressed in this study: Educational Competences, Digital Competences, and Distance Learning students. The model was developed between 2015 and 2016 and is being validated in 2017. It was…

  13. Game On! Students' Perceptions of Gamified Learning

    Science.gov (United States)

    Buckley, Patrick; Doyle, Elaine; Doyle, Shane

    2017-01-01

    Gamification is presented in the literature as a pedagogical innovation that may increase student engagement and enhance learning. This study explores students' perceptions of a gamified learning intervention deployed in a large undergraduate module and a small postgraduate module. Given the dearth of previous empirical work, an exploratory…

  14. Learning space preferences of higher education students

    NARCIS (Netherlands)

    Beckers, R.; van der Voordt, Theo; Dewulf, G

    2016-01-01

    This paper aims to address higher education students' learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which

  15. Effects of Mental Health on Student Learning

    Science.gov (United States)

    VanderLind, Ren

    2017-01-01

    Learning can be hindered by students' mental health. Given the increased reports of mental health concerns among college students, it is imperative that we understand how best to provide supports to this population to help them learn and succeed. This is particularly significant given the body of research that demonstrates how mental illness may…

  16. Student Engagement: Key to Personalized Learning

    Science.gov (United States)

    Ferlazzo, Larry

    2017-01-01

    Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…

  17. Medical students' online learning technology needs.

    Science.gov (United States)

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

    This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

  18. Students' Perceptions and Experiences of Mobile Learning

    Science.gov (United States)

    Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

    2013-01-01

    This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

  19. Designing for Student-Facing Learning Analytics

    Science.gov (United States)

    Kitto, Kirsty; Lupton, Mandy; Davis, Kate; Waters, Zak

    2017-01-01

    Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

  20. Structured Learning Teams: Reimagining Student Group Work

    Science.gov (United States)

    Lendvay, Gregory C.

    2014-01-01

    Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

  1. Investigating Students' Perceptions on Mobile Learning Services

    Directory of Open Access Journals (Sweden)

    Mohammed Amin Almaiah

    2014-10-01

    Full Text Available M-learning is a form of learning, which has similarities and differences with the electronic learning (e-learning. It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.

  2. Student Learning: Education's Field of Dreams.

    Science.gov (United States)

    Blackwell, Peggy L.

    2003-01-01

    Discusses seven research-based benchmarks providing a framework for the student-learning-focused reform of teacher education: knowledge and understanding based on previous experience, usable content knowledge, transfer of learning/the learning context, strategic thinking, motivation and affect, development and individual differences, and standards…

  3. Student teachers' self-regulated learning

    NARCIS (Netherlands)

    Endedijk, M.D.

    2010-01-01

    The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

  4. Mobile Learning: Can Students Really Multitask?

    Science.gov (United States)

    Coens, Joke; Reynvoet, Bert; Clarebout, Geraldine

    2011-01-01

    The advent of mobile learning offers opportunities for students to do two things at once in an educational context: learning while performing another activity. The main aim of the reported studies is to address the effect of multitasking on learning with a mobile device. Two experiments were set up to examine the effect of performing a secondary…

  5. Learners for life : student approaches to learning

    NARCIS (Netherlands)

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

    2003-01-01

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

  6. Enhancing Students' Learning: Instant Feedback Cards

    Science.gov (United States)

    Mohrweis, Lawrence C.; Shinham, Kathe M.

    2015-01-01

    This study illustrates an active learning approach using instant feedback cards in the first course in accounting. The objectives of this study are to (1) describe instant feedback cards and (2) show how this tool, when used in an active learning environment, can enhance learning. We examined whether students exposed to immediate feedback…

  7. Healthcare Learning Community and Student Retention

    Science.gov (United States)

    Johnson, Sherryl W.

    2014-01-01

    Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention…

  8. Expert Students in Social Learning Management Systems

    Science.gov (United States)

    Avogadro, Paolo; Calegari, Silvia; Dominoni, Matteo Alessandro

    2016-01-01

    Purpose: A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a "normal" LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The…

  9. Language Learning Strategies of EFL College Students

    Directory of Open Access Journals (Sweden)

    Dewi Furwana

    2017-02-01

    Full Text Available The objectives of the research were (1 to investigate the most dominant language learning strategies (LLS used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2 to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1 metacognitive strategies was the most dominant LLS used, and (2 the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1 the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2 the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

  10. Understanding the Relationship between Student Attitudes and Student Learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-01-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study…

  11. Mathematics in Student-­Centred Inquiry Learning: Student Engagement

    Science.gov (United States)

    Calder, Nigel

    2013-01-01

    This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…

  12. The Future of Personalized Learning for Students with Disabilities

    Science.gov (United States)

    Worthen, Maria

    2016-01-01

    Personalized learning models can give each student differentiated learning experiences based on their needs, interests, and strengths, including students with disabilities. Personalized learning can pinpoint specific gaps in student learning, identify where a student is on his or her learning pathway, and provide the appropriate interventions to…

  13. Student Technology Use for Powerful Learning

    Science.gov (United States)

    Heidenrich, Carol

    2013-01-01

    Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

  14. Students' Media Preferences in Online Learning

    Science.gov (United States)

    Kobayashi, Michiko

    2017-01-01

    This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online…

  15. Preparing Student Nurses for the Future of Wound Management: Telemedicine in a Simulated Learning Enviroment

    DEFF Research Database (Denmark)

    Christiansen, Sytter; Rethmeier, Anita

    2015-01-01

    Background: The Danish Society for Wound Healing advocates for the use of telemedicine in chronic wound management. It is crucial that student nurses are prepared for the technological demands of the future so that they will be competent to manage chronic wounds. Aim: The aim of this project...... was to integrate the concept of telemedicine for wound care into a simulation-based class for undergraduate student nurses and to evaluate their experiences with this integrated learning method. Methods: Five medium-fidelity mannequins were used in a simulated learning environment consisting of a simulated......, the simulated learning environment seems to be a constructive didactic method. The simulated learning environment should also be tested with postgraduate nurses with less experience in telemedicine....

  16. The acculturation, language and learning experiences of international nursing students: Implications for nursing education.

    Science.gov (United States)

    Mitchell, Creina; Del Fabbro, Letitia; Shaw, Julie

    2017-09-01

    International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing

  17. Forum: The Lecture and Student Learning. What Is the Place of Lecture in Student Learning Today?

    Science.gov (United States)

    Stearns, Susan

    2017-01-01

    The author of this brief forum article argues that it is time to encourage faculty members to rethink student learning: encourage the scholarship of teaching and expose faculty to key research articles about student learning. Then, building on this knowledge, the academy needs to offer assistance to faculty in designing student-centered…

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

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  19. Exploring students learning approaches in MOOCs

    OpenAIRE

    Faucon, Louis Pierre

    2017-01-01

    This study aims at understanding different students approaches for solving assignments in MOOCs. It makes use of a large dataset of logs from students interaction with the MOOC platform Coursera on a course about functional programming with Scala. In total more than 10.000 students participated in the assignments. Learning approaches are divided in two categories: starting with video lectures (V) and start- ing with the assignment (A); and students are divided in three groups: those applying ...

  20. Investigating alternative conceptions in learning disabled students

    Science.gov (United States)

    Cole, Terry Stokes

    Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

  1. Student Learning Projects in Electric Vehicle Engineering

    DEFF Research Database (Denmark)

    Ritchie, Ewen; Leban, Krisztina Monika

    2012-01-01

    This paper presents the didactic problem based learning method in general use at Aalborg University as applied to Electric Mobility. Advantage is taken of this method to link student learning to current research projects. This offers advantages to the students and the researchers. The paper...... introduces the subject, presents the research of the Department of Energy Technology and describes the relevant syllabus. It continues to present a range of titles of previous research linked student project projects, and to fill in some of the detail, an example of such a student project. The paper...

  2. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...... for the theory have focussed specifically on learning designs that constitute students as learning designers of digital productions (both multimodal and coded productions). This includes learning designs that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks...

  3. Students as Learning Designers in Innovation Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Sørensen, Birgitte Holm

    2014-01-01

    This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing...... and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the Edu......TechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case...

  4. Learning Environment as Correlates of Chemistry Students ...

    African Journals Online (AJOL)

    gold

    2012-07-26

    Jul 26, 2012 ... The study aimed at assessing how 13 learning environment variables taken ... chemistry education programmes for optimum achievement of students in ... The contribution of chemistry and chemists to social, industrial and.

  5. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

  6. Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

    Science.gov (United States)

    Cheng, Zijia; Southcott, Jane

    2016-01-01

    Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

  7. Understanding the relationship between student attitudes and student learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-02-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

  8. Assessment for Learning as Support for Student Self-Regulation

    Science.gov (United States)

    Heritage, Margaret

    2018-01-01

    Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

  9. Learning to Map and Mapping to Learn Our Students' Worlds

    Science.gov (United States)

    Rubel, Laurie H.; Chu, Haiwen; Shookhoff, Lauren

    2011-01-01

    The National Council of Teachers of Mathematics (NCTM), through its Connections Standard, highlights the importance of "the opportunity for students to experience mathematics in a context." Seeing how mathematics can be used to describe real-world phenomena can motivate students to learn more mathematics. Connecting mathematics to the real world…

  10. Using reflective learning journals to improve students learning and awareness

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2008-01-01

    students are working in teams together and given special help to develop team and project work skills. When Danish and foreign students are grouped in mixed teams on the 2nd semester, still the Danish students are experts in project work and they are not familiar with taking in less skilled newcomers...... examples from the learning journals, proving that the students reach the learning goals of the course being able to discuss a more professional approach to their team work and they plan how to help foreigners entering their team.......This paper addresses the problem of mixing Danish engineering students having 3 years of experience with project work in teams (PBL setting at Aalborg University), with foreign students starting on Master Engineering educations with close to zero PBL experience. The first semester the foreign...

  11. Exploring Situated Ambiguity in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2017-01-01

    Purpose: Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to…

  12. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  13. Increasing Student Engagement Using Asynchronous Learning

    Science.gov (United States)

    Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

    2015-01-01

    Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…

  14. Counselling strategies for students learning and career ...

    African Journals Online (AJOL)

    The aim of this paper was to identify counselling strategies applicable in classroom where teaching and learning take place. The concepts guidance and counselling were defined to show meaning and relevance towards promoting learning and career development of students in secondary school. This paper also ...

  15. Learning space preferences of higher education students

    NARCIS (Netherlands)

    Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

    2016-01-01

    This paper aims to address higher education students’ learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which require

  16. Teaching machine learning to design students

    NARCIS (Netherlands)

    Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.

    2008-01-01

    Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We

  17. Involvement of Students in E-Learning

    Science.gov (United States)

    Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

    2017-01-01

    The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

  18. Teacher-Student Interaction and Learning.

    Science.gov (United States)

    Hall, Joan Kelly; Walsh, Meghan

    2002-01-01

    Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

  19. High Ability Students' Voice on Learning Motivation

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2014-01-01

    This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures…

  20. Civic Engagement and Organizational Learning Strategies for Student Success

    Science.gov (United States)

    Moore, Tami L.; Mendez, Jesse P.

    2014-01-01

    Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

  1. Korczak, an Advocate for Children.

    Science.gov (United States)

    Bear, Donald; Merrill, Connie

    1994-01-01

    Profiles the life and writings of Janusz Korczak, who lived in Poland from 1878 until his execution by the Nazis in 1942. Korczak was trained as a pediatrician but devoted his life to running an orphanage, advocating children's rights, and educating teacher apprentices and children about the principles of democracy. (LP)

  2. Nuclear physicist, arms control advocate

    CERN Multimedia

    Chang, K

    2002-01-01

    Victor F. Weisskopf, a nuclear physicist who worked on the Manhattan Project to build the first atomic bomb in World War II and later became an ardent advocate of arms control, died Monday at his home in Newton, MA, USA. He was 93 (1 page).

  3. District Governance and Student Learning in Indonesia

    OpenAIRE

    Pradhan, Menno; de Ree, Joppe

    2014-01-01

    We document the likely importance of district governance and teacher management policies in relation to student learning in Indonesian primary schools. As the responsibility to deliver primary education has been decentralized to district governments, we expect district specific variations in teacher management policies. Consequently, we also expect variations in learning trajectories across districts. We document substantial heterogeneity in learning gains across districts. Furthermore, we sh...

  4. Using Machine Learning to Predict Student Performance

    OpenAIRE

    Pojon, Murat

    2017-01-01

    This thesis examines the application of machine learning algorithms to predict whether a student will be successful or not. The specific focus of the thesis is the comparison of machine learning methods and feature engineering techniques in terms of how much they improve the prediction performance. Three different machine learning methods were used in this thesis. They are linear regression, decision trees, and naïve Bayes classification. Feature engineering, the process of modification ...

  5. Music during Lectures: Will Students Learn Better?

    Science.gov (United States)

    Dosseville, Fabrice; Laborde, Sylvain; Scelles, Nicolas

    2012-01-01

    We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the…

  6. Malaysian Students' Motivation towards Physics Learning

    Science.gov (United States)

    Saleh, Salmiza

    2014-01-01

    The purpose of this survey study was to examine the level of Malaysian students' motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on 337 Form Four students who took Physics as a subject, from six schools in a northern state of Malaysia--three from urban areas,…

  7. Relationship between student preparedness, learning experiences ...

    African Journals Online (AJOL)

    Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher ...

  8. Undergraduate Research as Engaged Student Learning

    Science.gov (United States)

    Wolf, Lorraine W.

    2018-01-01

    This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

  9. Personalized Learning for Every Student Every Day

    Science.gov (United States)

    Childress, Stacey; Benson, Scott

    2014-01-01

    The best hope for accelerating much needed improvement in student achievement is by using a range of pedagogical and technological innovations that deliver personalized learning to each student. The authors examine three school initiatives across the country that are using technology and new teaching methods successfully to drive student…

  10. Students' Ideas on Cooperative Learning Method

    Science.gov (United States)

    Yoruk, Abdulkadir

    2016-01-01

    Aim of this study is to investigate students' ideas on cooperative learning method. For that purpose students who are studying at elementary science education program are distributed into two groups through an experimental design. Factors threaten the internal validity are either eliminated or reduced to minimum value. Data analysis is done…

  11. High School Students' Views on Blended Learning

    Science.gov (United States)

    Yapici, Ibrahim Umit; Akbayin, Hasan

    2012-01-01

    In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…

  12. Does Clicker Technology Improve Student Learning?

    Science.gov (United States)

    Fike, David; Fike, Renea; Lucio, Krystal

    2012-01-01

    This prospective, intervention-based study was conducted to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. Students were tested on midterm and end-of-term exams comprised of questions similar to…

  13. Pizza and Pasta Help Students Learn Metabolism

    Science.gov (United States)

    Passos, Renato M.; Se, Alexandre B.; Wolff, Vanessa L.; Nobrega, Yanna K. M.; Hermes-Lima, Marcelo

    2006-01-01

    In this article, we report on an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students. Twelve students participated in a monitored lunch and had their blood extracted for analysis: (1) before lunch; (2) 30 min after lunch; and (3) 3 h after lunch. The subjects were divided in two…

  14. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

    The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

  15. Students Preferred Characteristics of Learning Environments in Vocational Secondary Education

    OpenAIRE

    Placklé, Ingeborg

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure studentsâ preferences on characteristics of powerful learning environments in voca-tional education. ...

  16. Effect of Instruction Using Students' Prior Knowledge and Conceptual Change Strategies on Science Learning. Part I: Development, Application and Evaluation of Instruction.

    Science.gov (United States)

    Hewson, Mariana G.

    Reported is the development, use, and evaluation of an instructional technique based upon: (1) the assessment of students' prior knowledge; and (2) a theoretical perspective advocated by Ausubel and others which emphasizes the importance of existing knowledge in influencing subsequent concept learning. The experimental group of 46 South African…

  17. Amplifying Student Learning through Volunteering

    Science.gov (United States)

    McFadden, Amanda; Smeaton, Kathleen

    2017-01-01

    Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students' perspective and the relationship these experiences have…

  18. Fostering Interdisciplinary Collaboration to Improve Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron Jr.

    2014-08-01

    Full Text Available The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A's and B's and fewer D's and F's in courses where faculty members were mentored as compared to courses where faculty members were not.

  19. Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

    Science.gov (United States)

    Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

    2014-01-01

    This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

  20. 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

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

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  2. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  3. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  4. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning...

  5. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

    Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

  6. e-Learning readiness amongst nursing students at the Durban ...

    African Journals Online (AJOL)

    e-Learning readiness amongst nursing students at the Durban University of ... make the shift from traditional learning to the technological culture of e-Learning at a ... equipment and technological readiness for the change in learning method.

  7. The contexts for student learning: international students in Denmark

    DEFF Research Database (Denmark)

    Hammershøy, Anna; Simonsen, Berit Elsebeth; Miller, Tanja

    The paper focuses on Service, Hospitality and Tourism management education programme at the University College of Northern Denmark. The English-taught international stream is developed in a local context, following a Danish curriculum and employing Danish instructors. The students originate...... primarily from Eastern and Central Europe and are not socialised in the North European educational culture. It takes these students more attempts to pass examinations compared to the Danish students, and their GPA is lower compared to the Danish students. The paper addresses the immediate learning context...

  8. Automotive Mechanics. Student Learning Guides.

    Science.gov (United States)

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

  9. EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

    OpenAIRE

    Hayati .; Retno Dwi Suyanti

    2013-01-01

    The objective in this research: (1) Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2) Determine the level of motivation to learn in affects physics student learning outcomes. (3) Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all s...

  10. Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review.

    Science.gov (United States)

    Mikkonen, Kristina; Elo, Satu; Tuomikoski, Anna-Maria; Kääriäinen, Maria

    2016-05-01

    Globalisation has brought new possibilities for international growth in education and professional mobility among healthcare professionals. There has been a noticeable increase of international degree programmes in non-English speaking countries in Europe, creating clinical learning challenges for healthcare students. The aim of this systematic review was to describe mentors' experiences of international healthcare students' learning in a clinical environment. The objective of the review was to identify what influences the success or failure of mentoring international healthcare students when learning in the clinical environment, with the ultimate aim being to promote optimal mentoring practice. A systematic review was conducted according to the guidelines of the Centre for Reviews and Dissemination. Seven electronic databases were used to search for the published results of previous research: CINAHL, Medline Ovid, Scopus, the Web of Science, Academic Search Premiere, Eric, and the Cochrane Library. Search inclusion criteria were planned in the PICOS review format by including peer-reviewed articles published in any language between 2000 and 2014. Five peer-reviewed articles remained after the screening process. The results of the original studies were analysed using a thematic synthesis. The results indicate that a positive intercultural mentor enhanced reciprocal learning by improving the experience of international healthcare students and reducing stress in the clinical environment. Integrating international healthcare students into work with domestic students was seen to be important for reciprocal learning and the avoidance of discrimination. Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and

  11. Student Achievement in Basic College Mathematics: Its Relationship to Learning Style and Learning Method

    Science.gov (United States)

    Gunthorpe, Sydney

    2006-01-01

    From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more…

  12. Analyses of Student Learning in Global Change

    Science.gov (United States)

    Takle, E. S.; Moser, H.; Sorensen, E. K.

    2004-12-01

    The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog

  13. Systemic Assessment as a new tool for assessing students learning ...

    African Journals Online (AJOL)

    Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

  14. Learning Styles and Student Performance in Introductory Economics

    Science.gov (United States)

    Brunton, Bruce

    2015-01-01

    Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

  15. Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Science.gov (United States)

    Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning…

  16. Learning Styles and the Online Classroom: Implications for Business Students

    Science.gov (United States)

    Nastanski, Michael; Slick, Thomas

    2008-01-01

    This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

  17. Student Approaches to Learning and Studying. Research Monograph.

    Science.gov (United States)

    Biggs, John B.

    A common thread in contemporary research in student learning refers to the ways in which students go about learning. A theory of learning is presented that accentuates the interaction between the person and the situation. Research evidence implies a form of meta-cognition called meta-learning, the awareness of students of their own learning…

  18. [Learning strategies of autonomous medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Ortega B, Javiera; Bustamante D, Carolina; Pérez V, Cristhian; Ibáñez G, Pilar; Ortiz M, Liliana; Espinoza P, Camila; Bastías V, Nancy

    2015-12-01

    Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. The learning process of autonomous students is intentional and planned.

  19. Motivating medical students to learn teamwork skills.

    Science.gov (United States)

    Aarnio, Matti; Nieminen, Juha; Pyörälä, Eeva; Lindblom-Ylänne, Sari

    2010-01-01

    This study examined teaching teamwork skills to first-year medical students. Teamwork skills focused on verbal communication in PBL-tutorial sessions and in healthcare teams. The aim was to find out how to teach teamwork skills to first-year medical students and how to motivate them to learn these skills. Three consecutive classes of first-year medical students (N = 342) participated in teamwork skills module in the years 2006, 2007 and 2008. After the first year, the introduction to the topic was revised in order to be more motivating to medical students. After each module data were collected with a feedback questionnaire containing numerical and open questions. By analyzing the students' numerical answers and the content of students' open answers regarding the module, we examined how the revised introduction affected students' perceptions of the usefulness of the module. Medical students' feedback in the years 1 (n = 81), 2 (n = 99) and 3 (n = 95) showed that the students found the module in the second and third years significantly more useful than in the first year. These results support earlier findings that clearly stated clinical relevance motivates medical students. When introducing multidisciplinary subjects to medical students, it is important to think through the clinical relevance of the topic and how it is introduced to medical students.

  20. Learning from WebQuests

    Science.gov (United States)

    Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

    2006-01-01

    WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed…

  1. Designing a Mobile Application: The Case of iAdvocate

    Directory of Open Access Journals (Sweden)

    Alan R. Foley

    2012-01-01

    Full Text Available In this article, the design of a mobile application (app called iAdvocate is illustrated. The goal of iAdvocate is to share and develop specific strategies with parents of children with disabilities for working collaboratively with a school team to improve their children’s education. iAdvocate uses problem-based learning strategies, simulations, and provides contextual access resources to build parental advocacy skills and knowledge. iAdvocate provides parents with both information and strategies regarding their educational rights and getting their child’s needs met. The goal of iAdvocate is to share and develop specific strategies with parents for working collaboratively with a school team to improve their children’s education. iAdvocate contains three sections: strategies, a compilation of approaches that parents can pursue as advocates; resources, which lists and, where possible, links to such references as laws, books, articles, web sites, video presentations, and organizations that provide information on inclusive education; and, responses, which features simulated interactions, such as replies to common statements made by school professionals regarding services and accommodations for children. This case illustrates the design processes and techniques used to develop an instructional mobile application by presenting the background and context of the project, initial design and design iterations, negative case analysis, and prototyping. Additional documents illustrating the project background, and design process are also included.

  2. Selection of Learning Media Mathematics for Junior School Students

    Science.gov (United States)

    Widodo, Sri Adi; Wahyudin

    2018-01-01

    One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school…

  3. Training Tribal Lay Advocates at Sitting Bull College

    Science.gov (United States)

    Shelley, W. L.

    2015-01-01

    Students in Sitting Bull College's lay advocate program develop a well-rounded understanding of the law, enabling them to represent defendants in tribal courts. The program offers legal training for its students--and illustrates how American Indian nations can broaden legal representation for Native defendants in tribal courts. It is one of only…

  4. Preference Learning Style in Engineering Mathematics: Students' Perception of E-Learning

    Science.gov (United States)

    Tawil, Norngainy Mohd; Ismail, Nur Arzilah; Asshaari, Izamarlina; Othman, Haliza; Zaharim, Azami; Bahaludin, Hafizah

    2013-01-01

    Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning.…

  5. Problem Based Learning - Linking Students and Industry

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2006-01-01

    WG2_G4 Problem based learning – linking students and industry: a case study from Aalborg, Denmark Flemming K. Flink ELITE Aalborg University In Aalborg University, Denmark, all study programmes are organised around inter-disciplinary project work in groups. Up to 50% of the study work is problem-...... is essentially problem solving. The presentation looks into on campus POPBL and the Facilitated Work Based Learning (FBL) for continuing education. It also presents case examples of POPBL work....

  6. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21......This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

  7. Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

    Science.gov (United States)

    Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

    2017-01-01

    This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

  8. Learning experience in endodontics: Brazilian students' perceptions.

    Science.gov (United States)

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

  9. How do openers contribute to student learning?

    Directory of Open Access Journals (Sweden)

    Amber Zertuche

    2012-11-01

    Full Text Available Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact of teacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation. Results suggest that students who participate in a researcher-designed Opener are more likely to revisit and refine their work, and to make significant learning gains, than students who do not participate in an Opener. Students make the greatest gains when they revisit key evidence in the technology-enhanced curriculum unit prior to revision. Engaging students in processes that promote knowledge integration during the Opener motivate students to revise their ideas. The results suggest design principles for Openers in technology-enhanced instruction.

  10. The Learning Styles of Students Related to Individualized Typewriting Instruction

    Science.gov (United States)

    Schmidt, B. June

    1983-01-01

    Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

  11. A blended learning program on undergraduate nursing students' learning of electrocardiography.

    Science.gov (United States)

    Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

    2006-01-01

    This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.

  12. Learning styles: The learning methods of air traffic control students

    Science.gov (United States)

    Jackson, Dontae L.

    In the world of aviation, air traffic controllers are an integral part in the overall level of safety that is provided. With a number of controllers reaching retirement age, the Air Traffic Collegiate Training Initiative (AT-CTI) was created to provide a stronger candidate pool. However, AT-CTI Instructors have found that a number of AT-CTI students are unable to memorize types of aircraft effectively. This study focused on the basic learning styles (auditory, visual, and kinesthetic) of students and created a teaching method to try to increase memorization in AT-CTI students. The participants were asked to take a questionnaire to determine their learning style. Upon knowing their learning styles, participants attended two classroom sessions. The participants were given a presentation in the first class, and divided into a control and experimental group for the second class. The control group was given the same presentation from the first classroom session while the experimental group had a group discussion and utilized Middle Tennessee State University's Air Traffic Control simulator to learn the aircraft types. Participants took a quiz and filled out a survey, which tested the new teaching method. An appropriate statistical analysis was applied to determine if there was a significant difference between the control and experimental groups. The results showed that even though the participants felt that the method increased their learning, there was no significant difference between the two groups.

  13. Developing School Counseling Students' Social Justice Orientation through Service Learning

    Science.gov (United States)

    Ockerman, Melissa S.; Mason, Erin C. M.

    2012-01-01

    Counselor educators must examine the quality and intentionality of coursework and field experiences offered to their students as the role of school counselors continues to transform. The emphasis in the field on school counselors as social justice agents and advocates should be reflected in school counselor training programs. The authors present a…

  14. Communicating Learning Outcomes and Student Performance through the Student Transcript

    Science.gov (United States)

    Kenyon, George; Barnes, Cynthia

    2010-01-01

    The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

  15. Students' Engagement with Learning Technologies

    Science.gov (United States)

    Larkin, Derek; Huett, Kim C.

    2013-01-01

    This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…

  16. Can undergraduate students learn effectuation?

    DEFF Research Database (Denmark)

    Robinson, Sarah; Günzel-Jensen, Franziska

    effectuation it must be considered as a critical element from the initial meeting with the students. Teaching undergraduate students presents a range of challenges and teachers of entrepreneurship need to carefully consider how they approach teaching of effectuation in the classroom. Value....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

  17. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

    Science.gov (United States)

    Çolak, Esma

    2015-01-01

    Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

  18. Students learning across differences in a multi-disciplinary virtual ...

    African Journals Online (AJOL)

    Despite desegregation, and educational policies calling for increased inclusivity in higher education, students in South Africa generally continue to have homogenous social and learning experiences. This article reports on a collaborative student learning community across three disciplines at two universities.

  19. Teaching chemistry to students with learning difficulties: exemplary ...

    African Journals Online (AJOL)

    Teaching chemistry to students with learning difficulties: exemplary adaptive instructional practices of experienced teachers. ... Arguably, today's science classrooms are witnessing a situation in which students experience a special learning ...

  20. University of Limpopo student nurses' clinical learning experiences ...

    African Journals Online (AJOL)

    University of Limpopo student nurses' clinical learning experiences in a public hospital at ... was applied to explore and describe the experiences of student nurses' clinical learning ... The ethical principles relevant to the study were observed.

  1. Can teachers motivate students to learn?

    NARCIS (Netherlands)

    Thoonen, E.E.J.; Sleegers, P.J.C.; Peetsma, T.T.D.; Oort, F.J.

    2011-01-01

    Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were

  2. Learning experiences of physiotherapy students during primary ...

    African Journals Online (AJOL)

    Background. Primary healthcare (PHC) is necessary to address the health needs of communities. It creates the opportunity for the attainment of curricular outcomes through community-based education. Appropriate learning opportunities are needed to enable students to develop the necessary skills to attain these outcomes ...

  3. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  4. Some Factors Effected Student's Calculus Learning Outcome

    Science.gov (United States)

    Rajagukguk, Wamington

    2016-01-01

    The purpose of this study is to determine the factors effected calculus learning outcome of the student. This study was conducted with 176 respondents, which were selected randomly. The data were obtained by questionnaire, and then analyzed by using multiple regressions, and correlation, at level of a = 0.05. The findings showed there is the…

  5. Relationship between learning resources and student's academic ...

    African Journals Online (AJOL)

    The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

  6. Capstone Portfolios and Geography Student Learning Outcomes

    Science.gov (United States)

    Mossa, Joann

    2014-01-01

    Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

  7. Students' Pressure, Time Management and Effective Learning

    Science.gov (United States)

    Sun, Hechuan; Yang, Xiaolin

    2009-01-01

    Purpose: This paper aims to survey the status quo of the student pressure and the relationship between their daily time management and their learning outcomes in three different types of higher secondary schools at Shenyang, the capital city of Liaoning Province in mainland China. Design/methodology/approach: An investigation was carried out in 14…

  8. Testing Methodology in the Student Learning Process

    Science.gov (United States)

    Gorbunova, Tatiana N.

    2017-01-01

    The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid…

  9. Educating Students with Learning Disabilities in Taiwan

    Science.gov (United States)

    Hsiao, Yun-Ju

    2011-01-01

    In East Asia, Taiwan is one of only a few countries that has a clear definition of learning disabilities (LD) as well as operational criteria for the identification of LD. In Taiwan, special education services for students with LD are mandated in the Special Education Act of 1984. According to the official statistics from the Taiwanese Special…

  10. School Improvement Model to Foster Student Learning

    Science.gov (United States)

    Rulloda, Rudolfo Barcena

    2011-01-01

    Many classroom teachers are still using the traditional teaching methods. The traditional teaching methods are one-way learning process, where teachers would introduce subject contents such as language arts, English, mathematics, science, and reading separately. However, the school improvement model takes into account that all students have…

  11. Enhancing Student Learning through Scaffolded Client Projects

    Science.gov (United States)

    Tomlinson, Elizabeth

    2017-01-01

    This article reports on the current status of client projects (CPs) in business communication courses, provides a scaffolded model for implementing CP, and assesses student learning in CPs. Using a longitudinal mixed method research design, survey data and qualitative materials from six semesters are presented. The instructor survey indicated need…

  12. Scaffolding student engagement via online peer learning

    International Nuclear Information System (INIS)

    Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A

    2014-01-01

    We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)

  13. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  14. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke, PhD

    2007-08-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  15. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke

    2007-01-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  16. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

    Science.gov (United States)

    Herpratiwi; Darsono; Sasmiati; Pujiyatli

    2018-01-01

    Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

  17. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

    Science.gov (United States)

    Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

    2015-01-01

    This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

  18. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Science.gov (United States)

    Irzawati, Ira

    2013-01-01

    Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

  19. Preparing Students for Flipped or Team-Based Learning Methods

    Science.gov (United States)

    Balan, Peter; Clark, Michele; Restall, Gregory

    2015-01-01

    Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

  20. Original Science-Based Music and Student Learning

    Science.gov (United States)

    Smolinski, Keith

    2010-01-01

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

  1. Attendance Policies, Instructor Communication, Student Attendance, and Learning

    Science.gov (United States)

    Snyder, Jason; Frank, Lisa A. C.

    2016-01-01

    The authors utilized a quasiexperimental design across five sections of a managerial communication course (N = 150) to test the role of course policies and student perceptions of the instructor in influencing student absenteeism and three indicators of student learning: grades, affective learning, and cognitive learning. The experimental group…

  2. Students' Perceptions on Intrapreneurship Education--Prerequisites for Learning Organisations

    Science.gov (United States)

    Kansikas, Juha; Murphy, Linda

    2010-01-01

    The aim of this qualitative study is to understand the prerequisites for learning organisations (LO) as perceived by university students. Intrapreneurship education offers possibilities to increase student's adaptation of learning organisation's climate and behaviour. By analysing students' perceptions, more information about learning organisation…

  3. Using Scaffolding to Improve Student Learning in Legal Environment Courses

    Science.gov (United States)

    May, Diane

    2014-01-01

    Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new…

  4. Strategies to Improve Learning of All Students in a Class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-01-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

  5. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Science.gov (United States)

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

  6. Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

    Science.gov (United States)

    Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

    2017-01-01

    Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

  7. Width, Length, and Height Conceptions of Students with Learning Disabilities

    Science.gov (United States)

    Güven, N. Dilsad; Argün, Ziya

    2018-01-01

    Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…

  8. Effect Of Inquiry Learning Model And Motivation On Physics Outcomes Learning Students

    OpenAIRE

    Pardede, Dahlia Megawati; Manurung, Sondang Rina

    2016-01-01

    The purposes of the research are: (a) to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b) to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c) to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a) there are differences in physical students learning outcomes are taugh...

  9. Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

    Science.gov (United States)

    Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

    2014-01-01

    In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

  10. Measuring Teaching Effectiveness: Correspondence between Students' Evaluations of Teaching and Different Measures of Student Learning

    Science.gov (United States)

    Stehle, Sebastian; Spinath, Birgit; Kadmon, Martina

    2012-01-01

    Relating students' evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to…

  11. Documenting the Experiences of Special Education Advocates

    Science.gov (United States)

    Burke, Meghan M.; Goldman, Samantha E.

    2017-01-01

    Many parents struggle to advocate for their children with disabilities to obtain services at school. Subsequently, parents may turn to special education advocates to help ensure that their children receive appropriate services. However, it is unclear how special education advocates support families and secure services for children with…

  12. Learning assessment for students with mental and behavioral disorders

    DEFF Research Database (Denmark)

    Dræby, Anders

    The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students...

  13. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  14. Accommodating Students' Sensory Learning Modalities in Online Formats

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2016-01-01

    Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

  15. Learning Styles: A Comparison between Indian and German Business Students

    Science.gov (United States)

    Bhatnagar, Tushar; Sinha, Vinita

    2018-01-01

    Every individual is characterized by a learning style which an individual develops over a course of time. The learning style may be shaped by different cultural environment. This study aims to find and compare the learning style of Indian and German business students by examining the learning styles of 81 students from India and Germany. The study…

  16. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    2017-01-01

    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…

  17. EFFECT OF INQUIRY LEARNING MODEL AND MOTIVATION ON PHYSICS OUTCOMES LEARNING STUDENTS

    Directory of Open Access Journals (Sweden)

    Dahlia Megawati Pardede

    2016-06-01

    Full Text Available The purposes of the research are: (a to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a there are differences in physical students learning outcomes are taught by Inquiry Training models and conventional models. (b learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with conventional model. (c there is a difference in student's learning outcomes that have high motivation and low motivation. (d Student learning outcomes that have a high motivation better than student learning outcomes than have a low motivation. (e there is interaction between learning and motivation to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the motivation, while learning outcomes of students who are taught with conventional models are not affected by motivation.

  18. E-Learning Experiences of Hong Kong Students

    OpenAIRE

    J. Lam; R. Chan

    2013-01-01

    The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

  19. Training the next generation of global health advocates through experiential education: A mixed-methods case study evaluation.

    Science.gov (United States)

    Hoffman, Steven J; Silverberg, Sarah L

    2015-10-15

    This case study evaluates a global health education experience aimed at training the next generation of global health advocates. Demand and interest in global health among Canadian students is well documented, despite the difficulty in integrating meaningful experiences into curricula. Global health advocacy was taught to 19 undergraduate students at McMaster University through an experiential education course, during which they developed a national advocacy campaign on global access to medicines. A quantitative survey and an analysis of social network dynamics were conducted, along with a qualitative analysis of written work and course evaluations. Data were interpreted through a thematic synthesis approach. Themes were identified related to students' learning outcomes, experience and class dynamics. The experiential education format helped students gain authentic, real-world experience in global health advocacy and leadership. The tangible implications for their course work was a key motivating factor. While experiential education is an effective tool for some learning outcomes, it is not suitable for all. As well, group dynamics and evaluation methods affect the learning environment. Real-world global health issues, public health practice and advocacy approaches can be effectively taught through experiential education, alongside skills like communication and professionalism. Students developed a nuanced understanding of many strategies, challenges and barriers that exist in advocating for public health ideas. These experiences are potentially empowering and confidence-building despite the heavy time commitment they require. Attention should be given to how such experiences are designed, as course dynamics and grading structure significantly influence students' experience.

  20. Closing Gaps in Open Distance Learning for Theology Students ...

    African Journals Online (AJOL)

    UNISA's policy documents state clearly that the Open Distance Learning (ODL) concept aims to bridge the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware as well as student and peers. Blended learning and ...

  1. The Experience of Deep Learning by Accounting Students

    Science.gov (United States)

    Turner, Martin; Baskerville, Rachel

    2013-01-01

    This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

  2. Review of Mathematics Interventions for Secondary Students with Learning Disabilities

    Science.gov (United States)

    Marita, Samantha; Hord, Casey

    2017-01-01

    Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

  3. Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

    Science.gov (United States)

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

  4. Lessons Learned in Student Venture Creation

    Science.gov (United States)

    Caner, Edward

    The Physics Entrepreneurship Master's Program (PEP) at Case Western Reserve University is now in its 15th year of operation. PEP is a 27 credit-hour Master of Science in Physics, Entrepreneurship Track. The curriculum can be tailored to the needs of each student. Coursework consists of graduate-level classes in science, business, intellectual property law, and innovation. A master's thesis is required that is based on a real-world project in innovation or entrepreneurship within an existing company or startup (possibly the student's). PEP faculty help students connect with mentors, advisors, partners, funding sources and job opportunities. In this talk I will chronicle several pitfalls that we have encountered with our ''real world'' student projects and start-up businesses, several of which met their complete demise despite showing great promise for success. I will discuss how we have learned to avoid most of these pitfalls by taking surprisingly simple actions.

  5. Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning

    Science.gov (United States)

    Hussein-Farraj, Rania; Barak, Miri; Dori, Yehudit Judy

    2012-01-01

    This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: on-campus students (N=70) and DL students (N=35). These two groups…

  6. Early clinical experience: do students learn what we expect?

    Science.gov (United States)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    2011-07-01

    Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

  7. GSA's Teacher Advocate Program - getting teachers to be advocates for Earth Science

    Science.gov (United States)

    Lewis, G. B.

    2011-12-01

    After parents, teachers are they most influential people when it comes to students leaning about their world. However, when it comes to Earth science, the vast majority of our teachers have little to no Earth science training and lack the resources to run exciting and challenging classes on Earth science topics for their students. The Geological Society of America (GSA) is committed to reversing that trend by developing easy to use resources and training teachers on how to use them in their classrooms. Through a program called the Teacher Advocate Program (TAP), GSA has already had teachers using Earth science materials with over 6 million students (1.3 million a year). Formally established in 2003, TAP aims to raise the number of teachers who are advocates for geoscience in their classrooms, schools and school districts by providing those teachers with: Low cost teaching resources that provide them with teaching notes, teaching materials (images, models etc) and usable class room activities. Low cost training opportunities for teachers on how to use TAP materials. In-field experiences for teachers to provide them with teaching materials and insights.

  8. The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

    Science.gov (United States)

    Zhou, Jiangyuan

    2012-01-01

    Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

  9. Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

    Science.gov (United States)

    Yerizon, Y.; Putra, A. A.; Subhan, M.

    2018-04-01

    Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

  10. A Turkish study of medical student learning styles.

    Science.gov (United States)

    Kalaca, S; Gulpinar, M

    2011-12-01

    A good understanding of the learning styles of students is necessary for optimizing the quality of the learning process. There are few studies in Turkey on the subject of the learning characteristics of medical students. The aim of this study was to define the learning patterns of Turkish medical students based on the Turkish version of Vermunts Inventory of Learning Styles (ILS). The Turkish version of the ILS was developed and administered to 532 medical students. Learning patterns were investigated using factor analysis. Internal consistencies of scales ranged from 0.43 to 0.80. The Turkish version of the ILS identified four learning styles among medical students. In comparing the pre-clinical and clinical phases of medical students related to mental models of learning, statistically significant differences (p learning characteristics: lack of regulation; certificate; self-test and ambivalent orientation; intake of knowledge; and use of knowledge. The Turkish version of the ILS can be used to identify learning styles of medical students. Our findings indicate an intermediate position for our students on a teacher-regulated to student-regulated learning continuum. A variety of teaching methods and learning activities should be provided in medical schools in order to address the range of learning styles.

  11. Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

    Science.gov (United States)

    Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

    2016-12-03

    To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

  12. Variables influencing medical student learning in the operating room.

    Science.gov (United States)

    Schwind, Cathy J; Boehler, Margaret L; Rogers, David A; Williams, Reed G; Dunnington, Gary; Folse, Roland; Markwell, Stephen J

    2004-02-01

    The operating room (OR) is an important venue where surgeons do much of medical student teaching and yet there has been little work evaluating variables that influence learning in this unique environment. We designed this study to identify variables that affected medical student learning in the OR. We developed a questionnaire based on surgery faculty observations of learning in the OR. The medical students completed the questionnaire on 114 learning episodes in the OR. Pearson correlation coefficient was used to establish the strength of association between various variables and the student's overall perception of learning. The students evaluated 27 variables that might impact their learning in the OR. Strong correlations were identified between the attending physician's attitude, interactions and teaching ability in the OR and the environment being conducive to learning. Surgical faculty behavior is a powerful determinant of student perceptions of what provides for a favorable learning environment in the OR.

  13. Strategies to improve learning of all students in a class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-05-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

  14. Learning style preferences among pre-clinical medical students

    Directory of Open Access Journals (Sweden)

    Aye Aye Mon

    2014-02-01

    Full Text Available Generally, different students employ different learning styles dur-ing their studies and medical students are exposed to diverse methods of teaching. Therefore, understanding students’ learning style preference is an important consideration for a high quality and effective teaching and learning process.The aim of the study was to study the variation of learning styles among pre-clinical medical students of SEGi University, Malaysia. A cross-sectional study was performed by using VARK (Visual, Audio, Reading and Kinaesthetic questionnaire version 7.2 to assess the learning style preference of 98 (n=98 pre-clinical medical students in SEGi University. The questionnaire consists of 16 items which identify four different learning styles: visual, aural, reading/writing and kin-esthetic. Descriptive statistics were used to identify the learning styles of students. 61 students preferred multimodal as their learning style, out of which 43 (70% of them were female stu-dents and 18 (30% were male students. 37 students preferred unimodal as their learning style out of which 22 (59% of them were female students and 15 (41% were male students. In addi-tion, female students had more diverse preferences than male students by having 10 out of the other 11 possible combinations in multimodal learning style of preference, whereas the male stu-dents only had 5 out of the 11 combinations. In this study, there was no significant gender difference in the percentages of males and female students who preferred unimodal and multimodal styles of information presentation (P= 0.263; α=0.05. To con-clude, the majority of students of both genders had chosen quad-modal as their learning style preference. The results of this study can provide useful information for improving the quality of the teaching and learning experiences of students.

  15. EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS

    Directory of Open Access Journals (Sweden)

    Vika Andini

    2014-12-01

    Full Text Available This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models and Inquiry Training as a second grade class learning model Conventional control applied. The instrument used in this study is the result of learning physics instruments in the form of 20 multiple-choice questions and motivation questionnaire  by 25 statements has been declared valid and reliable. From the results of this study concluded that the learning outcomes of students who are taught by Training Inquiry learning model is better than conventional models of learning outcomes. Learning outcomes of students who have high motivation to learn is better than the learning outcomes of students who have a low learning motivation. Inquiry learning model training and motivation interact in affecting student learning outcomes.

  16. The Economic Impact of Education. Facts for Education Advocates

    Science.gov (United States)

    Alliance for Excellent Education, 2008

    2008-01-01

    Investing in a good education for all of America's students benefits both individuals and the nation as a whole. Some advantages are immediate; others pay off over the longer term. The benefits range from personal wealth to lower health care costs to increased tax revenue. The "Facts for Education Advocates" feature in this edition discusses some…

  17. Student-generated instructional videos facilitate learning through positive emotions

    OpenAIRE

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

    The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an ...

  18. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  19. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

    Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

  20. Rubrics and the enhancement of student learning

    Directory of Open Access Journals (Sweden)

    Malini Y Reddy

    2007-06-01

    Full Text Available Empirical research on the effectiveness of rubrics has primarily concentrated on its contribution towards improvement in academic performance, as reflected in attainment of higher grades. Its role in assessing the other dimensions of SL such as attitudes, behaviors and perceptions that affect students’ inclination and ability to learn has been largely unexplored. There is also a paucity of literature on how the tool can be used for informing course delivery and course design. The objectives of the study are derived from these gaps in literature. The proposed study seeks to explore the usefulness of rubrics from the perspective of students, drawing motivation from two recent studies – the study by Andrade & Du (2005, which examined the usage of rubrics by students to support their own learning and academic performance and the study by Petkov & Petkova(2006, which explored the possibility of developing curriculum wide rubrics at post-graduate level. This study intends to investigate the contribution of rubrics referenced feedback towards enhancement of motivation, development of self- regulation characteristics and improvement in academic performance. It seeks to achieve this by assessing student-learning outcomes in a multiple courses of general Masters in Business Administration (MBA program in two or more business schools in Hyderabad including, ICFAI Business School, Hyderabad.

  1. Improving student learning in calculus through applications

    Science.gov (United States)

    Young, C. Y.; Georgiopoulos, M.; Hagen, S. C.; Geiger, C. L.; Dagley-Falls, M. A.; Islas, A. L.; Ramsey, P. J.; Lancey, P. M.; Straney, R. A.; Forde, D. S.; Bradbury, E. E.

    2011-07-01

    Nationally only 40% of the incoming freshmen Science, Technology, Engineering and Mathematics (STEM) majors are successful in earning a STEM degree. The University of Central Florida (UCF) EXCEL programme is a National Science Foundation funded STEM Talent Expansion Programme whose goal is to increase the number of UCF STEM graduates. One of the key requirements for STEM majors is a strong foundation in Calculus. To improve student learning in calculus, the EXCEL programme developed two special courses at the freshman level called Applications of Calculus I (Apps I) and Applications of Calculus II (Apps II). Apps I and II are one-credit classes that are co-requisites for Calculus I and II. These classes are teams taught by science and engineering professors whose goal is to demonstrate to students where the calculus topics they are learning appear in upper level science and engineering classes as well as how faculty use calculus in their STEM research programmes. This article outlines the process used in producing the educational materials for the Apps I and II courses, and it also discusses the assessment results pertaining to this specific EXCEL activity. Pre- and post-tests conducted with experimental and control groups indicate significant improvement in student learning in Calculus II as a direct result of the application courses.

  2. EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

    Directory of Open Access Journals (Sweden)

    Hayati .

    2013-06-01

    Full Text Available The objective in this research: (1 Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2 Determine the level of motivation to learn in affects physics student learning outcomes. (3 Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all students in class XI SMA Negeri 1 T.P Sunggal Semester I 2012/2013. The sample of this research was consisted of two classes with a sample of 70 peoples who are determined by purposive sampling, the IPA XI-2 as a class experiment using a model-based multimedia learning Training Inquiry as many as 35 peoples and XI IPA-3 as a control class using learning model Inquiry Training 35 peoples. Hypotheses were analyzed using the GLM at significant level of 0.05 using SPSS 17.0 for Windows. Based on data analysis and hypothesis testing conducted found that: (1 Training Inquiry-based multimedia learning model in improving student learning outcomes rather than learning model physics Inquiry Training. (2 The results of studying physics students who have high motivation to learn better than students who have a low learning motivation. (3 From this research there was an interaction between learning model inquiry-based multimedia training and motivation to study on learning outcomes of students.

  3. Blogs: Enhancing the Learning Experience for Technology Students

    OpenAIRE

    Birney, Rosanne

    2006-01-01

    Weblogs can be used to enhance the learning experience for technology students, by providing them with several features that are often absent in Learning Management Systems (LMSs). This research aims to demonstrate that weblogs can improve the learning experience by allowing students to reflect on their learning, and by allowing them to easily collaborate with their tutors and with one another. The incorporation of weblogs into the existing learning environment can provide several enhancemen...

  4. Blended synchronous learning environment: Student perspectives

    Directory of Open Access Journals (Sweden)

    Conklina Sheri

    2017-06-01

    Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

  5. Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production

    Science.gov (United States)

    Vekkaila, Jenna; Pyhältö, Kirsi

    2016-01-01

    Doctoral studies are about learning to create new knowledge and to become a researcher. Yet surprisingly little is known about the individual learning patterns of doctoral students. The study aims to explore learning patterns among natural science doctoral students. The participants included 19 doctoral students from a top-level natural science…

  6. 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…

  7. [Relationship between self-directed learning with learning styles and strategies in medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-11-01

    Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

  8. Students' views of cooperative learning and group testing.

    Science.gov (United States)

    Hicks, Jay

    2007-01-01

    Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

  9. Does Service-Learning Increase Student Learning?: A Meta-Analysis

    Science.gov (United States)

    Warren, Jami L.

    2012-01-01

    Research studies reflect mixed results on whether or not service-learning increases student learning outcomes. The current study seeks to reconcile these findings by extending a meta-analysis conducted by Novak, Markey, and Allen (2007) in which these authors examined service-learning and student learning outcomes. In the current study, 11…

  10. Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

    Science.gov (United States)

    Belaineh, Matheas Shemelis

    2017-01-01

    Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

  11. Do Science Teachers Distinguish between Their Own Learning and the Learning of Their Students?

    Science.gov (United States)

    Brauer, Heike; Wilde, Matthias

    2018-01-01

    Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to…

  12. Nursing students' perceptions of learning in practice environments: a review.

    Science.gov (United States)

    Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

    2012-04-01

    Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

  13. Learning motivation and student achievement : description analysis and relationships both

    Directory of Open Access Journals (Sweden)

    Ari Riswanto

    2017-03-01

    Full Text Available Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

  14. Improving self-regulated learning junior high school students through computer-based learning

    Science.gov (United States)

    Nurjanah; Dahlan, J. A.

    2018-05-01

    This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

  15. Assessing the impact of blended learning on student performance

    OpenAIRE

    Do Won Kwak; Flavio Menezes; Carl Sherwood

    2013-01-01

    This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

  16. 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.

  17. Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

    Science.gov (United States)

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

    The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

  18. Looking at Learning Approaches from the Angle of Student Profiles

    Science.gov (United States)

    Kyndt, Eva; Dochy, Filip; Struyven, Katrien; Cascallar, Eduardo

    2012-01-01

    This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students' approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results…

  19. Blended Learning and Student Engagement in an Urban High School

    Science.gov (United States)

    Johnson, Courtney

    2017-01-01

    A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

  20. Explaining University Students' Effective Use of E-Learning Platforms

    Science.gov (United States)

    Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

    2017-01-01

    Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes,…

  1. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  2. Transparency in Teaching: Faculty Share Data and Improve Students' Learning

    Science.gov (United States)

    Winkelmes, Mary-Ann

    2013-01-01

    The Illinois Initiative on Transparency in Learning and Teaching is a grassroots assessment project designed to promote students' conscious understanding of how they learn and to enable faculty to gather, share, and promptly benefit from data about students' learning by coordinating their efforts across disciplines, institutions, and countries.…

  3. Teacher Identification of Student Learned Helplessness in Mathematics

    Science.gov (United States)

    Yates, Shirley

    2009-01-01

    Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…

  4. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  5. Self-Access Language Learning for Malaysian University Students

    Science.gov (United States)

    Tse, Andrew Yau Hau

    2012-01-01

    Just a few Malaysian universities offer self-access language learning activities to students. The objective of this study is to investigate if self-access learning can promote self-directed or autonomous learning in a public Malaysian technical university. Data collection is by means of interviewing the Director, lecturers, and students in a…

  6. Student Engagement and Blended Learning: Making the Assessment Connection

    Science.gov (United States)

    Vaughan, Norman

    2014-01-01

    There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

  7. Research on Model of Student Engagement in Online Learning

    Science.gov (United States)

    Peng, Wang

    2017-01-01

    In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…

  8. Validating a Technology Enhanced Student-Centered Learning Model

    Science.gov (United States)

    Kang, Myunghee; Hahn, Jungsun; Chung, Warren

    2015-01-01

    The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

  9. Blending Student Technology Experiences in Formal and Informal Learning

    Science.gov (United States)

    Lai, K.-W.; Khaddage, F.; Knezek, Gerald

    2013-01-01

    In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

  10. The Role of Peripherality in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2018-01-01

    Purpose: The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students'…

  11. Malaysian Gifted Students' Use of English Language Learning Strategies

    Science.gov (United States)

    Yunus, Melor Md; Sulaiman, Nur Ainil; Embi, Mohammed Amin

    2013-01-01

    Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they…

  12. Learning Styles of Radiography Students during Clinical Practice

    Science.gov (United States)

    Ward, L. Patrice

    2009-01-01

    The purpose of this study was to identify and describe the common learning styles of radiography students during clinical practice. Quantitative, descriptive research methodology identified the learning styles of radiography students. A single self-report questionnaire, developed to assess learning styles in clinical practice, was administered…

  13. Student Perceptions of Facebook as a Learning Aid

    Science.gov (United States)

    Daniel, Michael Aubrey

    2018-01-01

    Hybrid learning has been shown to enhance students' experiences in the classroom and can promote deeper learning when the tools used meet the students' particular learning needs. Many digital natives are familiar with Facebook and are able to navigate it with little difficulty. When used in an education setting in the place of traditional…

  14. Mapping Students Use of Technologies in Problem Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

  15. How clerkship students learn from real patients in practice settings

    NARCIS (Netherlands)

    Steven, Kathryn; Wenger, Etienne; Boshuizen, Els; Scherpbier, Albert; Dornan, Tim

    2018-01-01

    Purpose To explore how undergraduate medical students learn from real patients in practice settings, the factors that affect their learning, and how clerkship learning might be enhanced. Method In 2009, 22 medical students in the three clerkship years of an undergraduate medical program in the

  16. Inter-Judge Agreement in Classifying Students as Learning Disabled.

    Science.gov (United States)

    Epps, Susan; And Others

    Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled (LD) and non-learning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD…

  17. The Effect of Flipped Learning (Revised Learning) on Iranian Students' Learning Outcomes

    Science.gov (United States)

    Yousefzadeh, Malahat; Salimi, Asghar

    2015-01-01

    The purpose of this study was to investigate whether the flipped (revised) learning had effect on student learning outcome. Lage et al (2000) describes the flipped classroom as " Inverting the classroom means that events that have traditionally take place inside the classroom now take place outside the class and vice versa" (p.32). The…

  18. Embracing Service-Learning Opportunities: Student Perceptions of Service-Learning as an Aid to Effectively Learn Course Material

    Science.gov (United States)

    Currie-Mueller, Jenna L.; Littlefield, Robert S.

    2018-01-01

    Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not view the assignment as beneficiary. This study examined student perceptions of service learning to determine if students'…

  19. Teacher and Student Intrinsic Motivation in Project-Based Learning

    Science.gov (United States)

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  20. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  1. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  2. The Effect of Cooperative Learning on Middle School Math Students

    Science.gov (United States)

    Remillard, Heather A.

    2015-01-01

    The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

  3. Middle School Students' Motivation for Learning Technology in South Korea

    Science.gov (United States)

    Kwon, Hyuksoo

    2016-01-01

    This study aims to develop a feasible instrument for determining middle school students' motivation to learn technology in South Korea. The authors translated Glynn's motivational instrument and modified it to measure Korean middle school students' motivation to learn technology. The instrument was applied to 441 students of grade 8 and 9 from six…

  4. Learning English: Experiences and Needs of Saudi Engineering Students

    Science.gov (United States)

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

    In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

  5. The Value of Service-Learning: The Student Perspective

    Science.gov (United States)

    Caspersz, Donella; Olaru, Doina

    2017-01-01

    The aim of this paper is to discuss the value of service-learning to students. There currently exists a gap in this understanding. We apply mixed-methods research using a sample of higher education students to develop this discussion. We found that students valued service-learning for the opportunity that it provides to increase their personal…

  6. The Goat Portage: Students' Stories and Learning from Canoe Trips.

    Science.gov (United States)

    Horwood, Bert

    This study explores how high school students learn from their experiences in an extracurricular adventure program and illustrates how students' narrative inquiries relate to experiential learning. Twelve canoe trips were studied by participant observation methods. Data were collected from recorded interviews with students and staff, field notes,…

  7. School Libraries and Student Learning: A Guide for School Leaders

    Science.gov (United States)

    Morris, Rebecca J.

    2015-01-01

    Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

  8. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  9. Preparing Students for Future Learning with Teachable Agents

    Science.gov (United States)

    Chin, Doris B.; Dohmen, Ilsa M.; Cheng, Britte H.; Oppezzo, Marily A.; Chase, Catherine C.; Schwartz, Daniel L.

    2010-01-01

    One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by…

  10. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  11. Blended learning: how can we optimise undergraduate student engagement?

    Science.gov (United States)

    Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

    2016-08-04

    Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

  12. The Influence of Cognitive Learning Style and Learning Independence on the Students' Learning Outcomes

    Science.gov (United States)

    Prayekti

    2018-01-01

    Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis…

  13. Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    , or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...... another. The study found that the students benefitted from this way of learning as a valid variation to more conventional teaching approaches, and teachers found that the students learned at least the same amount or more compared to traditional teaching processes. The students were able to think outside...

  14. Correlation Between Blended Learning Model With The Perspective Of Learning Effectiveness For Nursing Student

    Directory of Open Access Journals (Sweden)

    Susila Sumartiningsih

    2015-06-01

    Full Text Available ABSTRACT The learning model is one of the enabling factors that influence the achievement of students. That students have a good learning outcomes the lecturer must choose appropriate learning models. But in fact not all lecturers choose the most appropriate learning model with the demands of learning outcomes and student characteristics.The study design was descriptive quantitative correlation. Total population of 785 the number of samples are 202 were taken by purposive sampling. Techniques of data collection is done by cross-sectional and then processed through the Spearman test. The results showed no significant relationship between classroom lecture method in the context of blended learning models to study the effectiveness perspective the p value of 0.001. There is a significant relationship between e-learning methods in the context of blended learning models with perspective of activities study of nursing students the p value of 0.028. There is a significant relationship between learning model of blended learning with the perspective of nursing students learning effectiveness p value 0.167. Researchers recommend to future researchers conduct more research on the comparison between the effectiveness of the learning model based on student learning centers with the e-learning models and its impact on student achievement of learning competencies as well as to the implications for other dimensions of learning outcomes and others.

  15. Student-generated e-learning for clinical education.

    Science.gov (United States)

    Isaacs, Alex N; Nisly, Sarah; Walton, Alison

    2017-04-01

    Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

  16. Responding to Students' Learning Preferences in Chemistry

    Science.gov (United States)

    Lewthwaite, Brian; Wiebe, Rick

    2014-04-01

    This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49-55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher's development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36-61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher's teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students' preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students' voice in triggering teachers' pedagogical change and the adjustments in `teachering' and `studenting' required by such curricula are considered.

  17. Using Service-Learning to Educate Students about Stakeholder Involvement

    Directory of Open Access Journals (Sweden)

    Beth Walter Honadle

    2012-04-01

    Full Text Available Using Lee’s definition of service-learning as “an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to that content”, this article offers a case of action-oriented service- learning. It shows one way to combine traditional teaching methods with an action-oriented approach to service-learning that benefits both the community and imparts critical know-how into the education of planning students. Through service-learning students acquire valuable skills and also increase their competence as practitioners and increase their confidence in their field in a way that nurtures their abilities and provides minimal risk to the clientele because the students are working under the guidance of faculty. As previous research from diverse fields have shown, service-learning benefits the students and the groups they encounter through their projects. KEYWORDSservice-learning, civic engagement, community development

  18. In Defense of the Sage on the Stage: Escaping from the "Sorcery" of Learning Styles and Helping Students Learn How to Learn

    Science.gov (United States)

    Jennings, Marianne M.

    2012-01-01

    Beginning in the late 1980s and early 1990s, higher education was swept up in the theoretical phenomena of mastery learning, cooperative learning, and small-group learning. Professors, instructors, and teachers at the K-12 level became facilitators, guides, supervisors, counselors, and advocates for all things team and group. The thought of a…

  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. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  1. Sport students' perception of their learning experience: Amazing ...

    African Journals Online (AJOL)

    Learning environments and activities that focus on learners being active participants can enrich the students' learning experience and in this regard, outdoor adventure education programmes are utilised effectively to enhance the quality and scope of learning. This study investigated the perceived learning experience ...

  2. An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning

    Science.gov (United States)

    Orawiwatnakul, Wiwat; Wichadee, Saovapa

    2017-01-01

    The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some…

  3. An Ethnic Cultural Study on Asian Students' Learning Statuses

    Science.gov (United States)

    Liu, Bo

    2010-01-01

    This paper describes the learning statuses of Asian students, and connects their individual learning status with their cultures, attitudes, histories, family relations, etc. It also focuses on a wide range of aspects as academic performances, learning attitudes, cultures, race relations, schoolings, learning strategies, obstacles, etc., thus…

  4. Nigerian Dental Students' Assessment of their Clinical Learning ...

    African Journals Online (AJOL)

    Clinical learning in medical and dental education provides students with ... clinical learning opportunities and environment, level of patient care experience and ... the stress of fulfilling procedural requirements were identified as weaknesses of ...

  5. Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

    Science.gov (United States)

    Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

    2016-01-01

    This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…

  6. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    OpenAIRE

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

    2015-01-01

    Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested...

  7. Learning design thinking online : studying students' learning experience in shared virtual reality

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

    Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

  8. Learning Style Preferences of Iranian EFL High School Students

    OpenAIRE

    Reza Vaseghi; Hamed Barjesteh; Sedigheh Shakib

    2013-01-01

    The current study examined the learning style preferences of 75 Iranian students at Marefat high school in Kuala Lumpur of which, 41 are females and 34 are males. As there are very few researches in which the learning style preferences of Iranian high school students investigated, this study attempts to fulfil this gap. To this end, in order to identify the students’ preferred learning styles (Visual, Auditory, Kinesthetic, Tactile, Group, and Individual) Reid’s Perceptual Learning Style Pref...

  9. Sibling advocates of people with intellectual disabilities.

    Science.gov (United States)

    Ying Li, Eria Ping

    2006-06-01

    The aim of this study was to examine the experience of the first generation of sibling advocates in Hong Kong. A qualitative approach was adopted and six sibling advocates of people with intellectual disabilities from one non-government organization were interviewed. Data were analyzed using a constant comparative method and content analysis. Findings revealed that the six participants were reactive in the process of taking up the caregiver responsibility and they performed three functions: to advocate for more service provision, to improve service quality, and to facilitate communication between individual service units and family members of people with intellectual disabilities. All of the participants expressed that they needed support from service providers when they tried to function as the sibling advocates. Strategies to promote the involvement of siblings of people with intellectual disabilities as advocates are discussed and it is expected that more siblings of people with intellectual disabilities will be supported to have a higher level of involvement in advocacy.

  10. College Preparation for Students with Learning Disabilities: A Curriculum Approach.

    Science.gov (United States)

    Whinnery, Keith W.

    1992-01-01

    A college preparation curriculum relevant to the needs of students with learning disabilities is presented, focusing on early planning, instructional modifications, strategy instruction, and support services. (JDD)

  11. Questioning Student Learning: An Exploration of Student's Views on Learning to Become Independent Nurse Prescribers

    Science.gov (United States)

    Banning, Maggi; Cortazzi, Martin

    2004-01-01

    This illuminative evaluation study gives insights into attitudes to learning, interaction and the perceived roles of theory, evidence, reading and previous experience. These insights lead us to question some aspects of the course as currently presented. Students indicated that they found the course material stimulating but prior guidance on the…

  12. common difficulties experienced by grade 12 students in learning

    African Journals Online (AJOL)

    Temechegn

    difficult topic student's experiences in learning chemistry is chemical bonding because ... students cooperative enterprise in science, organizing field trips, science ... related to organic, inorganic and physical chemistry that are to be learnt and ...

  13. Self-perceived halitosis among students of higher learning ...

    African Journals Online (AJOL)

    SPH), its effects and associated factors among students of higher learning institutions in Kigali, Rwanda. Materials and methods: A self-administered structured questionnaire was distributed to 354 students. Data was entered into excel sheet and ...

  14. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Directory of Open Access Journals (Sweden)

    Ira Irzawati

    2013-01-01

    Full Text Available Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students’ perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect the data. The data were analyzed quantitatively and qualitatively. The result of this study revealed that students had positive perceptions toward the use of Webquest in learning grammar. They believed that Webquest can be used as one of effective internet based learning tools in studying grammar.

  15. 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.

  16. Do dental hygiene students fit the learning profile of the millennial student?

    Science.gov (United States)

    Blue, Christine M

    2009-12-01

    Differences in learning and the cultural context of our students' life experiences are important variables that faculty members need to understand in order to be effective in the classroom. Faculty members are finding that millennial students' approaches to learning are often vastly different from their own and as a result feel frustrated in their ability to help these students with their learning needs. Cultivating awareness of how today's dental hygiene student learns as well as the millennial learner profile can help faculty members address this educational challenge. The purpose of this study was to identify the learning styles of three groups of dental hygiene students and determine if they fit the learning profile of the millennial student as measured by the Learning Type Measure. Given this new generation of learners, it was hypothesized that dental hygiene students' learning style preferences would fit the learning profile of the millennial student. The Learning Type Measure was administered to 101 dental hygiene students at the University of Minnesota, University of Arizona, and Virginia Commonwealth University. The results from the study revealed that dental hygiene students do exhibit learning style preferences consistent with the millennial learner profile.

  17. Relationship between self-directed learning with learning styles and strategies in medical students

    OpenAIRE

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-01-01

    Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direc...

  18. Comparing Learning Outcomes of Blended Learning and Traditional Face-to-Face Learning of University Students in ESL Courses

    Science.gov (United States)

    Zhang, Wei; Zhu, Chang

    2018-01-01

    Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English…

  19. 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…

  20. Replacing Lecture with Peer-led Workshops Improves Student Learning

    OpenAIRE

    Preszler, Ralph W.

    2009-01-01

    Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop versio...

  1. Interdisciplinary project-based learning: technology for improving student cognition

    OpenAIRE

    Natalia Stozhko; Boris Bortnik; Ludmila Mironova; Albina Tchernysheva; Ekaterina Podshivalova

    2015-01-01

    The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemi...

  2. Assessing High School Student Learning on Science Outreach Lab Activities

    Science.gov (United States)

    Thomas, Courtney L.

    2012-01-01

    The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

  3. The Impact of Problem Sets on Student Learning

    Science.gov (United States)

    Kim, Myeong Hwan; Cho, Moon-Heum; Leonard, Karen Moustafa

    2012-01-01

    The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with…

  4. Disaggregating Assessment to Close the Loop and Improve Student Learning

    Science.gov (United States)

    Rawls, Janita; Hammons, Stacy

    2015-01-01

    This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were…

  5. Roles of Technology in Student Learning of University Level Biostatistics

    Science.gov (United States)

    Xu, Weili; Zhang, Yuchen; Su, Cheng; Cui, Zhuang; Qi, Xiuying

    2014-01-01

    This study explored threshold concepts and areas of troublesome knowledge among students enrolled in a basic biostatistics course at the university level. The main area of troublesome knowledge among students was targeted by using technology to improve student learning. A total of 102 undergraduate students who responded to structured…

  6. Learning styles of medical students - implications in education.

    Science.gov (United States)

    Buşan, Alina-Mihaela

    2014-01-01

    The term "learning style" refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. In this study, a number of 230 medical students were questioned in order to determine their learning style. We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning.

  7. Engaging students in a community of learning: Renegotiating the learning environment.

    Science.gov (United States)

    Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

    2018-03-01

    Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. Best practices for measuring students' attitudes toward learning science.

    Science.gov (United States)

    Lovelace, Matthew; Brickman, Peggy

    2013-01-01

    Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.

  9. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Angela Lumpkin, PhD

    2015-08-01

    Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

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

    Science.gov (United States)

    Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo

    2016-03-01

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

  11. Mislabeled Reading and Learning Disabilities: Assessment and Treatment for Reading Difficulties in Students with Learning Disabilities

    Science.gov (United States)

    Sze, Susan

    2009-01-01

    Reading affects a plethora of areas in life. Students with learning disabilities often fall into this category due to a lack of practice with reading and less time to focus on building skills. This paper examines the background, the relationship between reading and learning disabilities, the characteristics of students with learning disabilities…

  12. Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

    Science.gov (United States)

    Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

  13. Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

    Science.gov (United States)

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

    Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

  14. Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

    Science.gov (United States)

    Mitee, Telimoye Leesi; Obaitan, Georgina N.

    2015-01-01

    The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

  15. Student Attitudes toward Learning Analytics in Higher Education: "The Fitbit Version of the Learning World".

    Science.gov (United States)

    Roberts, Lynne D; Howell, Joel A; Seaman, Kristen; Gibson, David C

    2016-01-01

    Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups ( N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, "Uninformed and Uncertain," represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; "Help or Hindrance to Learning," "More than a Number," and "Impeding Independence"; represented students' perceptions of the likely impact of learning analytics on their learning. "Driving Inequality" and "Where Will it Stop?" represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how "personal" vs. "collective" purposes or principles can intersect with "uniform" vs. "autonomous" activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

  16. Effect of Worksheet Scaffolds on Student Learning in Problem-Based Learning

    Science.gov (United States)

    Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G.

    2011-01-01

    The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…

  17. 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…

  18. Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

    Science.gov (United States)

    Mossuto, Mark

    2009-01-01

    The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

  19. International Students in American Pathway Programs: Learning English and Culture through Service-Learning

    Science.gov (United States)

    Miller, Julie; Berkey, Becca; Griffin, Francis

    2015-01-01

    As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United…

  20. Improving Learning Analytics--Combining Observational and Self-Report Data on Student Learning

    Science.gov (United States)

    Ellis, Robert A.; Han, Feifei; Pardo, Abelardo

    2017-01-01

    The field of education technology is embracing a use of learning analytics to improve student experiences of learning. Along with exponential growth in this area is an increasing concern of the interpretability of the analytics from the student experience and what they can tell us about learning. This study offers a way to address some of the…

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

    Science.gov (United States)

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

    2013-01-01

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

  2. Acceptance of e-learning devices by dental students.

    Science.gov (United States)

    Schulz, Peter; Sagheb, Keyvan; Affeldt, Harald; Klumpp, Hannah; Taylor, Kathy; Walter, Christian; Al-Nawas, Bilal

    2013-01-01

    E-Learning programs and their corresponding devices are increasingly employed to educate dental students during their clinical training. Recent progress made in the development of e-learning software as well as in hardware (computers, tablet PCs, smartphones) caused us to more closely investigate into the habits of dental students in dealing with these learning techniques. Dental students during their clinical training attended a survey compiled in cooperation with biostatisticians. The questionnaire probands were asked to complete based on previous surveys of similar subjects, allowing single as well as multiple answers. The data, which were obtained with respect to the learning devices students commonly employ, were compared with their internet learning activities. The e-learning devices utilized are of heterogeneous brands. Each student has access to at least one hardware type suitable for e-learning. All students held mobile devices, about 90 percent employed laptops, and about 60 percent possess smartphones. Unexceptional all participants of the survey acknowledged an unlimited internet access. In contrast, only 16 percent of students utilized tablet PCs. A detailed analysis of the survey outcome reveals that an increasing use of mobile devices (tablet PC, smartphone) facilitates internet learning activities while at the same time utilization of computers (desktop, laptop) declines. Dental students overwhelmingly accept e-learning during their clinical training. Students report outstanding preconditions to conduct e-learning as both their access to hardware and to the internet is excellent. Less satisfying is the outcome of our survey regarding the utilization of e-learning programs. Depending of the hardware employed only one-third to barely one-half of students comprise learning programs.

  3. Gifted Kids Curriculum: What Do the Students Say?

    Science.gov (United States)

    Bate, Joanne; Clark, Deb; Riley, Tracy

    2012-01-01

    Gifted students have different learning, social and emotional needs to their peers. The needs of some gifted students can be met within their mainstream school. Other gifted students need learning, social and emotional support beyond the school gates. The New Zealand Ministry of Education (2000) advocates for a continuum of provisions for gifted…

  4. Deep dissection: motivating students beyond rote learning in veterinary anatomy.

    Science.gov (United States)

    Cake, Martin A

    2006-01-01

    The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and "rote learning." This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, "living anatomy," the anatomy museum, and dissection classes into a "learning context" that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning ("deep dissection") lies more in student motivation, personal engagement, curriculum structure, and "learning context" than in the nature of the learning activity itself.

  5. Cooperative m-learning with nurse practitioner students.

    Science.gov (United States)

    Wyatt, Tami H; Krauskopf, Patricia B; Gaylord, Nan M; Ward, Andrew; Huffstutler-Hawkins, Shelley; Goodwin, Linda

    2010-01-01

    New technologies give nurse academicians the opportunity to incorporate innovative teaching-learning strategies into the nursing curricula. Mobile technology for learning, or m-learning, has considerable potential for the nursing classroom but lacks sufficient empirical evidence to support its use. Based on Mayer's multimedia learning theory, the effect of using cooperative and interactive m-learning techniques in enhancing classroom and clinical learning was explored. The relationship between m-learning and students' learning styles was determined through a multimethod educational research study involving nurse practitioner students at two mid-Atlantic universities. During the 16-month period, nurse practitioner students and their faculty used personal digital assistants (PDAs) to participate in various m-learning activities. Findings from focus group and survey responses concluded that PDAs, specifically the Pocket PC, are useful reference tools in the clinical setting and that all students, regardless of learning style, benefited from using PDAs. It was also demonstrated that connecting students with classmates and other nurse practitioner students at distant universities created a cooperative learning community providing additional support and knowledge acquisition. The authors concluded that in order to successfully prepare nurse practitioner graduates with the skills necessary to function in the present and future health care system, nurse practitioner faculty must be creative and innovative, incorporating various revolutionary technologies into their nurse practitioner curricula.

  6. The learning environment and medical student burnout: a multicentre study.

    Science.gov (United States)

    Dyrbye, Liselotte N; Thomas, Matthew R; Harper, William; Massie, F Stanford; Power, David V; Eacker, Anne; Szydlo, Daniel W; Novotny, Paul J; Sloan, Jeff A; Shanafelt, Tait D

    2009-03-01

    Little is known about specific personal and professional factors influencing student distress. The authors conducted a comprehensive assessment of how learning environment, clinical rotation factors, workload, demographics and personal life events relate to student burnout. All medical students (n = 3080) at five medical schools were surveyed in the spring of 2006 using a validated instrument to assess burnout. Students were also asked about the aforementioned factors. A total of 1701 medical students (response rate 55%) completed the survey. Learning climate factors were associated with student burnout on univariate analysis (odds ratio [OR] 1.36-2.07; all P burnout (ORs 1.69 and 1.48, respectively; both P student burnout. Students who experienced a positive personal life event had a lower frequency of burnout (OR 0.70; P burnout than students who did not experience a negative personal life event. On multivariate analysis personal characteristics, learning environment and personal life events were all independently related to student burnout. Although a complex array of personal and professional factors influence student well-being, student satisfaction with specific characteristics of the learning environment appears to be a critical factor. Studies determining how to create a learning environment that cultivates student well-being are needed.

  7. Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility

    Science.gov (United States)

    Bolkan, San; Goodboy, Alan K.

    2009-01-01

    The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student…

  8. Student Learning Outcomes: Communication among a State College Faculty and Students

    Science.gov (United States)

    Gabbard, Billie

    2017-01-01

    Without intervention, higher education will continue to struggle with measuring student learning, thus creating challenges associated with accrediting body standards to prove that students learn. Although there is much literature on learning in higher education and accreditation struggles, the problem of clarity and effectiveness of communication…

  9. Learning Partnerships Between Undergraduate Biology Students and Younger Learners

    Directory of Open Access Journals (Sweden)

    Lee Abrahamsen

    2009-12-01

    Full Text Available In two upper-level elective biology courses and one beginning-level general biology course, college students participated in Learning Partnerships with middle or high school classes to study some aspect of biology. The goals were to enhance learning by providing resources to middle and high school students and teachers and by encouraging college students to consider teaching as a learning tool and a possible career goal. The college students designed lessons, activities, and laboratories that were done at the schools and at Bates College. Feedback and data suggest that the partnerships have helped teachers enrich their curricula, enhanced student learning, encouraged additional high school students to consider applying to college, and encouraged college students to consider teaching science.

  10. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

  11. Learning from Lectures: The Implications of Note-Taking for Students with Learning Disabilities

    Science.gov (United States)

    Boyle, Joseph R.

    2006-01-01

    Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

  12. Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-01-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…

  13. Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

    Science.gov (United States)

    Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

    2016-01-01

    Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

  14. Students learn how to cool the planet

    Science.gov (United States)

    Santos, Anabela

    2013-04-01

    I teach students aged 13/14 years in the eighth grade. In the natural sciences we study aspects of the greenhouse effect and global warming. At the time I was reading the book "Como Arrefecer o Planeta" (How to cool the planet) by Professor João Lin Yun, a scientist and researcher at the University of Lisbon. I thought the book explicitly clarified this issue and would be very accessible to my students. I had an idea of teaching this academic content differently than usual. Therefore I suggested that the students read this book, which they did without exception. As I noticed that the students had a great interest in the book, I thought to invite the author to visit our school and spend a day with us. Professor Lin Yun readily accepted the invitation. In the classroom, the students prepared the contents of the book in order to discuss the subjects with the book's author and question the author about their doubts and the clarifications they needed. They also created a PowerPoint where they conveyed their interpretation of the book. Professor Lin Yun spent a day with students, where there were moments of debate and didactic-ludic work. It was a very fascinating and enriching experience because students learn differently, outside the classroom and in the presence of the author of the book they have read. They were also prepared for the assessment test and were more sensitive to the issue of climate change and other environmental changes. In response to some questions - It was humans, each of us with our carbon footprint, we have created this problem. So if we had the ability to create the problem, we also have the ability to solve it? - Our individual contribution is important and meaningful? They concluded that in view of the current changes, we must change attitudes, to overcome these new challenges. The models of behavior and thoughts inherited from our ancestors must be replaced by modern solutions and decision-making regarding the future. Albert Einstein said

  15. Secondary Students Learning Mathematics through Digital Game Building: A Study of the Effects and Students' Perceptions

    Science.gov (United States)

    Li, Qing; Vandermeiden, Elise; Lemieux, Collette; Nathoo, Shahista

    2016-01-01

    This study explored secondary students' learning experiences in mathematics through digital game building. In this study, students were asked to become designers and builders in order to coauthor their own mathematics learning. Grounded in enactivism, this study examined the impact of game building on students' achievement. In addition, it…

  16. Student Restraints to Reform: Conceptual Change Issues in Enhancing Students' Learning Processes.

    Science.gov (United States)

    Thomas, Gregory P.

    1999-01-01

    Describes a teacher-researcher's investigation into barriers to student adoption of an alternative referent for learning and its consequential learning strategies in an 11th-grade chemistry class. Suggests that various contextual factors influenced students' willingness to adopt the alternative referent, and that students' beliefs, trust of the…

  17. Classroom Debate Format: Effect on Student Learning and Revelations about Student Tendencies

    Science.gov (United States)

    Tessier, Jack T.

    2009-01-01

    To assess the effect of debate format on learning, four formats were separately employed in an environmental issues course. Learning was greatest when students wrote about a debate they witnessed, the teacher provided debate questions, and students received a reward for winning. Students valued debates for developing their arguing skills, used the…

  18. International Students' Motivation and Learning Approach: A Comparison with Local Students

    Science.gov (United States)

    Chue, Kah Loong; Nie, Youyan

    2016-01-01

    Psychological factors contribute to motivation and learning for international students as much as teaching strategies. 254 international students and 144 local students enrolled in a private education institute were surveyed regarding their perception of psychological needs support, their motivation and learning approach. The results from this…

  19. Service Learning: Applications and Research in Business

    Science.gov (United States)

    Andrews, Christine P.

    2007-01-01

    Researchers have described "service learning" as an ideal way to integrate experiential education into coursework while meeting community needs and imbuing students with civic responsibility. They have advocated service learning in business as a method to implement course concepts and increase student understanding of the external environment. In…

  20. An Experiment on How Adult Students Can Learn by Designing Engaging Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative...... enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game......This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...

  1. What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outcomes

    Science.gov (United States)

    Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

    2016-01-01

    Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

  2. The Association between Students' Style of Learning Preferences, Social Presence, Collaborative Learning and Learning Outcomes

    Science.gov (United States)

    Chen, Clement; Jones, Keith T.; Xu, Shawn

    2018-01-01

    Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students' preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), we investigate how students' styles of…

  3. Original science-based music and student learning

    Science.gov (United States)

    Smolinski, Keith

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

  4. Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

    Science.gov (United States)

    Meeuwsen, Harry J; King, George A; Pederson, Rockie

    2005-10-01

    A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

  5. Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

    Science.gov (United States)

    Han, Heeyoung; Roberts, Nicole K; Korte, Russell

    2015-02-01

    To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

  6. Learning style preferences of Australian health science students.

    Science.gov (United States)

    Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

    2010-01-01

    It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

  7. Distance Learning Students' Evaluation of E-Learning System in University of Tabuk, Saudi Arabia

    Science.gov (United States)

    Al-Juda, Mefleh Qublan B.

    2017-01-01

    This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students' attitudes towards e-learning. The study uses convenience sampling in which students of the Education…

  8. Successful Strategies for College-Bound Students with Learning Disabilities.

    Science.gov (United States)

    Harris, Richard; Robertson, Jacqueline

    2001-01-01

    Discussion of support services for college students with learning disabilities presents the nine-step process used at Ball State University (Indiana) to encourage students to identify themselves, meet eligibility guidelines, learn about services and accommodations provided by the university, talk to professors about needed accommodations, use…

  9. Identifying Student Types in a Gamified Learning Experience

    Science.gov (United States)

    Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

    2014-01-01

    Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

  10. Students' conceptions of learning: using the ASSIST instrument ...

    African Journals Online (AJOL)

    The focus of the study has been on students' conceptions of learning in three South African Technikons amidst the changing circumstances of teaching and learning from subject-based to outcomes-based education. First-year students face a particular measure of unpreparedness as they graduate from a conventional high ...

  11. The Influence of Virtual Learning Environments in Students' Performance

    Science.gov (United States)

    Alves, Paulo; Miranda, Luísa; Morais, Carlos

    2017-01-01

    This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution…

  12. Student Attitudes and Perceptions of Using Facebook for Language Learning

    Science.gov (United States)

    Gamble, Craig; Wilkins, Michael

    2014-01-01

    This research provides insight into Japanese students' perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private…

  13. Experiential Learning in Management Education: What Kinds of Students Benefit?

    Science.gov (United States)

    Veiga, John F.

    1976-01-01

    With the relationship between individual learning styles and the effectiveness of the experiential approach, it was hypothesized that the effectiveness of the experiential approach, as measured by student perceptions and student grades, was a function of learning style compatability. The results did not support this hypothesis. (Author)

  14. Students' Acceptance of Using Smartphone in a Mobile Learning Context

    Science.gov (United States)

    Moh, Chiou

    2015-01-01

    Development of mobile phones provides the students a different learning choice compared to studying in a traditional classroom. This study investigated undergraduate students' experiences with using their smartphones to receive learning contents for the improvement of their computer literacy. Through a survey and a pretest and posttest, the…

  15. A Perspective on Student Learning Outcome Assessment at Qatar University

    Science.gov (United States)

    Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

    2014-01-01

    This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

  16. Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

    Science.gov (United States)

    El-Maaddawy, Tamer

    2017-01-01

    Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

  17. The Practices of Student Network as Cooperative Learning in Ethiopia

    Science.gov (United States)

    Reda, Weldemariam Nigusse; Hagos, Girmay Tsegay

    2015-01-01

    Student network is a teaching strategy introduced as cooperative learning to all educational levels above the upper primary schools (grade 5 and above) in Ethiopia. The study was, therefore, aimed at investigating to what extent the student network in Ethiopia is actually practiced in line with the principles of cooperative learning. Consequently,…

  18. Higher Education Students' Attitudes towards Experiential Learning in International Business

    Science.gov (United States)

    Chavan, Meena

    2011-01-01

    Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large "International Business" unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The…

  19. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Science.gov (United States)

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

    2015-01-01

    Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen…

  20. Hong Kong Students' Approaches to Learning: Cross-Cultural Comparisons

    Science.gov (United States)

    Dasari, Bhoomiah

    2009-01-01

    Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education are predisposed to a "rote" learning approach. With the internalisation of higher education in many countries, there is still insufficient understanding of how Chinese students approach their learning. Except few studies were conducted…

  1. Students' Perceptions of Learning Geography through Group Investigation in Singapore

    Science.gov (United States)

    Tan, Ivy Geok-Chin; Sharan, Shlomo; Lee, Christine Kim-Eng

    2005-01-01

    This study examines students' perceptions of the Group Investigation method of cooperative learning. A total of 142 students (62 low-achievers and 80 high-achievers) from two schools worked in cooperative learning groups during a period of over six weeks using the Group Investigation method. At the end of the study, they were asked to write their…

  2. How Students Learn: Information Processing, Intellectual Development and Confrontation

    Science.gov (United States)

    Entwistle, Noel

    1975-01-01

    A model derived from information processing theory is described, which helps to explain the complex verbal learning of students and suggests implications for lecturing techniques. Other factors affecting learning, which are not covered by the model, are discussed in relationship to it: student's intellectual development and effects of individual…

  3. Improving College Students English Learning with Dr. Eye Android Mid

    Science.gov (United States)

    Yang, Ju Yin; Che, Pei-Chun

    2015-01-01

    This paper investigates college students' English language learning through use of Dr. Eye Android handheld mobile Internet device (MID). Compared to related studies, students' English learning using MIDs has not been evaluated and fully understood in the field of higher education. Quantitatively, the researchers used TOEIC pretest and posttest to…

  4. Assessment and Documentation Considerations for Postsecondary Students with Learning Disabilities

    Science.gov (United States)

    Lindstrom, Jennifer H.; Lindstrom, Will

    2011-01-01

    In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

  5. Measuring Student Learning Outcomes Using the SALG Instrument

    Science.gov (United States)

    Scholl, Kathleen; Olsen, Heather M.

    2014-01-01

    U.S. higher education institutions are being called to question their central nature, priorities, and functions, with prominent and unprecedented attention being given to accountability and the measurement of student learning outcomes. As higher education evolves in how it assesses student learning and leisure studies and recreation departments…

  6. Science Learning Motivation as Correlate of Students' Academic Performances

    Science.gov (United States)

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

    2016-01-01

    This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

  7. Students Learning Agroecology: Phenomenon-Based Education for Responsible Action

    Science.gov (United States)

    Ostergaard, Edvin; Lieblein, Geir; Breland, Tor Arvid; Francis, Charles

    2010-01-01

    Preparing students for a complex and dynamic future is a challenge for educators. This article explores three crucial issues related to agroecological education and learning: (1) the phenomenological foundation for learning agroecology in higher education; (2) the process of students' interactions with a wide range of various learners within and…

  8. Student Learning Styles and Performance in an Introductory Finance Class

    Science.gov (United States)

    Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew

    2014-01-01

    Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…

  9. Language Learning Motivation among Malaysian Pre-University Students

    Science.gov (United States)

    Muftah, Muneera; Rafik-Galea, Shameem

    2013-01-01

    The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The…

  10. Student Perceptions of Privacy Principles for Learning Analytics

    Science.gov (United States)

    Ifenthaler, Dirk; Schumacher, Clara

    2016-01-01

    The purpose of this study was to examine student perceptions of privacy principles related to learning analytics. Privacy issues for learning analytics include how personal data are collected and stored as well as how they are analyzed and presented to different stakeholders. A total of 330 university students participated in an exploratory study…

  11. Assessment Drives Student Learning: Evidence for Summative Assessment from Pakistan

    Science.gov (United States)

    Qureshi, Rashida; Zahoor, Mahrukh; Zahoor, Mahwish

    2017-01-01

    Research studies from various parts of the world indicate that university students find research methodology courses among the most difficult subjects to grasp. Students in Pakistan display similar attitudes towards learning of research. Those of us who teach research at the institutions of higher learning in Pakistan continuously hear students…

  12. Student peer reviewers' views on teaching innovations and imaginative learning.

    Science.gov (United States)

    Chan, Zenobia C Y

    2016-04-01

    Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Utilizing Mobile Devices to Enrich the Learning Style of Students

    Science.gov (United States)

    McGovern, Enda F.; Luna-Nevarez, Cuauhtemoc; Baruca, Arne

    2017-01-01

    As digital technologies evolve in education, business faculty have increased access to an extensive range of mobile devices and online applications to help them inspire students' passion for learning. Adopting new digital approaches to teaching can also enhance the learning style of students who are immersed in the use of digital devices. How can…

  14. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  15. Constructive feedback as a learning tool to enhance students' self ...

    African Journals Online (AJOL)

    If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to ...

  16. Evaluation of a Mobile Learning Organiser for University Students

    Science.gov (United States)

    Corlett, Dan; Sharples, Mike; Bull, Susan; Chan, Tony

    2005-01-01

    This paper describes a 10-month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. The trial set out to identify the…

  17. Service Learning: An Empowerment Agenda for Students and Community Entrepreneurs

    Science.gov (United States)

    Scholtz, Desiree

    2018-01-01

    Service learning (SL) presents apposite opportunities for students to share with and learn from businesses for mutually beneficial development and experience. This article focuses on a SL project conducted by undergraduate students in South Africa, to devise advertising and marketing strategies for community businesses. The reciprocity of benefits…

  18. Testing a Conception of How School Leadership Influences Student Learning

    Science.gov (United States)

    Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris

    2010-01-01

    Purpose: This article describes and reports the results of testing a new conception of how leadership influences student learning ("The Four Paths"). Framework: Leadership influence is conceptualized as flowing along four paths (Rational, Emotions, Organizational, and Family) toward student learning. Each path is populated by multiple…

  19. Language of Evaluation: How PLA Evaluators Write about Student Learning

    Science.gov (United States)

    Travers, Nan L.; Smith, Bernard; Ellis, Leslie; Brady, Tom; Feldman, Liza; Hakim, Kameyla; Onta, Bhuwan; Panayotou, Maria; Seamans, Laurie; Treadwell, Amanda

    2011-01-01

    Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009) have examined the ways in which evaluators assess students' prior learning. This investigation explored the ways that evaluators described students' prior learning in final assessment reports at a single, multiple-location institution. Results found four themes; audience,…

  20. Learning Orientations of IT Higher Education Students in UAE University

    Science.gov (United States)

    Al-Qirim, Nabeel; Tarhini, Ali; Rouibah, Kamel; Mohamd, Serhani; Yammahi, Aishah Rashid; Yammahi, Maraim Ahmed

    2018-01-01

    This research examines the learning preferences of students in UAE University (UAEU). The uniqueness of this research emanates from the fact that no prior research examined this area from the UAE's perspective. Thus, this research embarks on the fact that student learning strategies vary from one country to another due to many factors. This…

  1. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

    Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-09-04

    To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

  2. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

    Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-01-01

    Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

  3. Nursing students' learning dynamics and influencing factors in clinical contexts.

    Science.gov (United States)

    Lee, Jung Jae; Clarke, Charlotte L; Carson, Maggie N

    2018-03-01

    Clinical placements are essential for students to develop clinical skills to qualify as nurses. However, various difficulties encountered by nursing students during their clinical education detract from developing clinical competencies. This constructivist grounded theory study aims to explore nursing students' experiences in clinical nursing education, and to identify the factors that influence the clinical education students receive. Twenty-one individual and six group semi-structured interviews were conducted with sixteen fourth year nursing students and four registered nurses. This research identified six factors that influence nursing students' clinical education: interpersonal, socio-cultural, instructional, environmental, emotional and physical factors. The research has developed a dynamic model of learning in clinical contexts, which offers opportunities to understand how students' learning is influenced multifactorially during clinical placements. The understanding and application of the model can improve nursing instructional design, and subsequently, nursing students' learning in clinical contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Student Modelling in Adaptive E-Learning Systems

    Directory of Open Access Journals (Sweden)

    Clemens Bechter

    2011-09-01

    Full Text Available Most e-Learning systems provide web-based learning so that students can access the same online courses via the Internet without adaptation, based on each student's profile and behavior. In an e-Learning system, one size does not fit all. Therefore, it is a challenge to make e-Learning systems that are suitably “adaptive”. The aim of adaptive e-Learning is to provide the students the appropriate content at the right time, means that the system is able to determine the knowledge level, keep track of usage, and arrange content automatically for each student for the best learning result. This study presents a proposed system which includes major adaptive features based on a student model. The proposed system is able to initialize the student model for determining the knowledge level of a student when the student registers for the course. After a student starts learning the lessons and doing many activities, the system can track information of the student until he/she takes a test. The student’s knowledge level, based on the test scores, is updated into the system for use in the adaptation process, which combines the student model with the domain model in order to deliver suitable course contents to the students. In this study, the proposed adaptive e-Learning system is implemented on an “Introduction to Java Programming Language” course, using LearnSquare software. After the system was tested, the results showed positive feedback towards the proposed system, especially in its adaptive capability.

  5. The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

    Science.gov (United States)

    Mekarina, M.; Ningsih, Y. P.

    2017-09-01

    This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

  6. Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

    Science.gov (United States)

    Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

    2011-04-11

    To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

  7. Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

    Science.gov (United States)

    Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

    2016-04-01

    In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

  8. Student Motivation, Attitude, and Approach to Learning: Notes from a Novice Teacher.

    Science.gov (United States)

    Vivaldo-Lima, Eduardo

    2001-01-01

    Describes what young professors can do considering student motivation, learning styles, and instructional effectiveness to improve student learning. Lists recommendations from experts on how to improve student learning. Includes 25 references. (Author/YDS)

  9. Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

    Science.gov (United States)

    Brauer, Heike; Wilde, Matthias

    2018-02-01

    Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.

  10. Nursing student voices: reflections on an international service learning experience.

    Science.gov (United States)

    Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly

    2013-01-01

    For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen.

  11. Research on Difficulty in Indonesia Students Learning Chinese Language

    Directory of Open Access Journals (Sweden)

    Lydia Anggreani

    2013-05-01

    Full Text Available Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.

  12. Peer-Led Team Learning Helps Minority Students Succeed.

    Science.gov (United States)

    Snyder, Julia J; Sloane, Jeremy D; Dunk, Ryan D P; Wiles, Jason R

    2016-03-01

    Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

  13. 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

  14. Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

    Science.gov (United States)

    Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

    2018-01-01

    Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

  15. Liberating Learning Object Design from the Learning Style of Student Instructional Designers

    Science.gov (United States)

    Akpinar, Yavuz

    2007-01-01

    Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

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

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  17. Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

    Science.gov (United States)

    Grover, Sumit; Sood, Neena; Chaudhary, Anurag

    2017-01-01

    Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

  18. Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus......This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own...... of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial...

  19. Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases

  20. Learning Styles among Students in an Advanced Soil Management Class: Impact on Students' Performance

    Science.gov (United States)

    Eudoxie, Gaius D.

    2011-01-01

    Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second-year soil science students (n = 62) were…

  1. Student profile with high adversity quotient in math learning

    Science.gov (United States)

    Hastuti, T. D.; Sari S, D. R.; Riyadi

    2018-03-01

    Lately a lot of research conducted to determine the effect of Adversity Quotient students on learning achievement. This is done because many students with excellent IQ and EQ, but often have problems when they are in the workforce. This study will analyze the profile of High School students with high Adversity Quotient (AQ) in learning mathematics. The test is done using a questionnaire to know the AQ level of the students, and the interview is done to get the data about the student profile. Based on the results of tests and interviews obtained data that students with high AQ able to face the learning of mathematics in various materials and with different models of learning.

  2. Blended learning in ethics education: a survey of nursing students.

    Science.gov (United States)

    Hsu, Li-Ling

    2011-05-01

    Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students' satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students' satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences - mostly items ranged from 3.27-3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87-4.19. Nearly 57.8% of the participants rated the course 'extremely helpful' or 'very helpful.' This study showed statistically significant correlations (r=0.43) between students' satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical

  3. Motivating Students to Learn Biology Vocabulary with Wikipedia

    Directory of Open Access Journals (Sweden)

    Boriana Marintcheva

    2012-02-01

    Full Text Available Timely learning of specialized science vocabulary is critical for building a solid knowledge base in any scientific discipline. To motivate students to dedicate time and effort mastering biology vocabulary, I have designed a vocabulary exercise utilizing the popular web encyclopedia Wikipedia. The exercise creates an opportunity for students to connect the challenge of vocabulary learning to a prior positive experience of self-guided learning using a content source they are familiar and comfortable with.

  4. The Student Perspective: Can the Use of Technologies Transform Learning?

    OpenAIRE

    O'Donnell, Eileen

    2010-01-01

    PUBLISHED This chapter explores students? perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the cap...

  5. Motivation of Russian University Students towards Learning Japanese

    OpenAIRE

    アンナ, バルスコワ; ANNA, Barusukova

    2006-01-01

    The present study investigated the motivational factors of Russian students who are learning Japanese as second language at Khabarovsk Teacher Training University in Russia. 100 students answered the motivation questionnaire that consists of 40 reasons for learning Japanese. Six motivational factors were extracted: "cultural exchange", "interest in contemporary Japan", "interest in language learning", "job orientation", "occupational interest", and "self esteem." The result suggested that to ...

  6. Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students

    Science.gov (United States)

    Ernest, Kissi; Matthew, Somiah K.; Samuel, Ansah K.

    2015-01-01

    This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial…

  7. Self-Assessment: Challenging Students to Take Charge of Learning

    Science.gov (United States)

    Harada, Violet H.

    2010-01-01

    Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means…

  8. The Role of Small Enterprise in School Students' Workplace Learning.

    Science.gov (United States)

    Mulraney, James; Turner, Peter; Wyatt, Frank; Harris, Roger; Gibson, Terri

    The role of small enterprise in Australian school students' workplace learning was examined. First, the literature on structured workplace learning in Australia, Europe, and North America was reviewed. Next, four structured learning programs in South Australia and four in New South Wales were studied. Interviews were conducted with a total of 41…

  9. The Effect of Professor's Attractiveness on Distance Learning Students

    Science.gov (United States)

    Liu, Jeanny; Tomasi, Stella D.

    2015-01-01

    Technology enabled learning is becoming more popular and pervasive in education. While the effectiveness of distance learning versus traditional classroom education is strongly debated, human factors such as students' perception of their professors can influence their desire to learn. This research examines the perceptual effect of attractive…

  10. Early clinical experience: do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, E.; Bolhuis, S.; Laan, R.F.J.M.; Koopmans, R.T.C.M.

    2011-01-01

    CONTEXT: Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  11. Early clinical experience : do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    CONTEXT Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  12. Reading Comprehension, Learning Styles, and Seventh Grade Students

    Science.gov (United States)

    Williams, Judy

    2010-01-01

    Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…

  13. Predicting Student Performance in a Collaborative Learning Environment

    Science.gov (United States)

    Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol

    2015-01-01

    Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…

  14. Student engagement and foreign language learning through online social networks

    NARCIS (Netherlands)

    Akbari, E.; Naderi, A.; Simons, P.R.J.; Pilot, A.

    2016-01-01

    Introduction Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement.

  15. 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…

  16. Learning Styles of Medical Students Change in Relation to Time

    Science.gov (United States)

    Gurpinar, Erol; Bati, Hilal; Tetik, Cihat

    2011-01-01

    The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated…

  17. Making Mobile Learning Work: Student Perceptions and Implementation Factors

    Directory of Open Access Journals (Sweden)

    Sharon W. Tabor

    2016-06-01

    Full Text Available Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.

  18. Mediated learning in the workplace: student perspectives on knowledge resources.

    Science.gov (United States)

    Shanahan, Madeleine

    2015-01-01

    In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice

  19. Flipped classrooms and student learning: not just surface gains.

    Science.gov (United States)

    McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

    2016-03-01

    The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. Copyright © 2016 The American Physiological Society.

  20. 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...

  1. Assessing learning styles of Saudi dental students using Kolb's Learning Style Inventory.

    Science.gov (United States)

    ALQahtani, Dalal A; Al-Gahtani, Sara M

    2014-06-01

    Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.

  2. [Perceptions of students and teachers about clinical medicine learning].

    Science.gov (United States)

    Bitran, Marcela; Zúñiga, Denisse; Leiva, Isabel; Calderón, Maribel; Tomicic, Alemka; Padilla, Oslando; Riquelme, Arnoldo

    2014-06-01

    The transition to the clinical courses represents a major challenge for medical students who are expected to become experiential learners, able to integrate theory and practice in the context of patient care. There are questions about how students face this challenge. To understand and compare the perceptions of students and clinical tutors on how medical students learn during the transition to the clinical levels of the curriculum. We performed eight focus group discussions with 54 students enrolled in years three to seven and we interviewed eight clinical tutors. Both students' focus group discussions and tutors' interviews were audio recorded, transcribed and analyzed according to the Grounded Theory. Nine main themes emerged from the analysis of students' opinions and six from the tutors' views. The following themes were common to both students and educators: educational activities, actors, clinical settings, learning strategies, transition markers and tutor's role. Educators emphasized the importance of curricular courses' design and students, that of emotions, adaptation and self-care strategies, and threats to learning. There is a common core of students' and clinical tutors' perceptions about the relevance of practical activities, social interactions and context in the development of students' learning and adaptation strategies during the transition to the clinical levels of the curriculum. These results are related to social and cultural theories of learning. Thus we propose a model for early clinical learning that might help to stimulate the reflection of students and medical educators regarding clinical learning and contribute to the development of interventions that improve the clinical learning and teaching practices.

  3. Using Digital Games to Learn Mathematics – What students think?

    OpenAIRE

    Su Ting Yong; Ian Harrison; Peter Gates

    2016-01-01

    The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study.  The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games.  It was found that most of the university foundation students liked to play different types of digital games.  ...

  4. Learning and Motivational Processes When Students Design Curriculum‐Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game‐based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  5. Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game-based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  6. Learning Style and Attitude toward Computer among Iranian Medical Students

    Directory of Open Access Journals (Sweden)

    Seyedeh Shohreh Alavi

    2016-02-01

    Full Text Available Background and purpose: Presently, the method of medical teaching has shifted from lecture-based to computer-based. The learning style may play a key role in the attitude toward learning computer. The goal of this study was to study the relationship between the learning style and attitude toward computer among Iranian medical students.Methods: This cross-sectional study included 400 medical students. Barsch learning style inventory and a questionnaire on the attitude toward computer was sent to each student. The enthusiasm, anxiety, and overall attitude toward computer were compared among the different learning styles.Results: The response rate to the questionnaire was 91.8%. The distribution of learning styles in the students was 181 (49.3% visual, 106 (28.9% auditory, 27 (7.4% tactual, and 53 (14.4% overall. Visual learners were less anxious for computer use and showed more positive attitude toward computer. Sex, age, and academic grade were not associated with students’ attitude toward computer.Conclusions: The learning style is an important factor in the students’ attitude toward computer among medical students, which should be considered in planning computer-based learning programs.Keywords: LEARNING STYLE, ATTITUDE, COMPUTER, MEDICAL STUDENT, ANXIETY, ENTHUSIASM

  7. Using Attendance Worksheets to Improve Student Attendance, Participation, and Learning

    Science.gov (United States)

    Rhoads, Edward

    2013-06-01

    As science instructors we are faced with two main barriers with respect to student learning. The first is motivating our students to attend class and the second is to make them active participants in the learning process once we have gotten them to class. As we head further into the internet age this problem only gets exacerbated as students have replaced newspapers with cell phones which can surf the web, check their emails, and play games. Quizzes can motivated the students to attend class but do not necessarily motivate them to pay attention. Active learning techniques work but we as instructors have been bombarded by the active learning message to the point that we either do it already or refuse to. I present another option which in my classroom has doubled the rate at which students learn my material. By using attendance worksheets instead of end of class quizzes I hold students accountable for not just their attendance but for when they show up and when they leave the class. In addition it makes the students an active participant in the class even without using active learning techniques as they are writing notes and answering the questions you have posed while the class is in progress. Therefore using attendance worksheets is an effective tool to use in order to guide student learning.

  8. A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

    Science.gov (United States)

    Esa, Suraya; Mohamed, Nurul Akmal

    2017-05-01

    This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

  9. Collaborative learning practices : teacher and student perceived obstacles to effective student collaboration

    NARCIS (Netherlands)

    Le Nhu Ngoc Ha, H.; Janssen, J.J.H.M.; Wubbels, Theo

    2018-01-01

    While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter

  10. Student-centred learning in Community Medicine: An experience from Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry.

    Science.gov (United States)

    Kar, S S; Premarajan, K C; L, Subitha; Archana, R; Iswarya, S; A, Sujiv

    2014-01-01

    Student-centred learning (SCL) places the student at the centre of policies, practices and decision-making in the teaching-learning process. SCL methodology also advocates active involvement of students in the curriculum planning, selection of teaching-learning methods and assessment process. We planned an education innovation project to assess the perception of fifth semester undergraduate medical students towards implementation of an SCL methodology. The study was done among 87 fifth semester undergraduate medical students (batch of 2010-11) in the noncommunicable disease epidemiology section of Community Medicine at the Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Puducherry. The students divided themselves into seven groups and developed the learning objectives, selected teaching-learning methods and assessment process for each session. The facilitators had 3-5 rounds of interaction with each group before the session. Qualitative analysis of feedback collected from students and external faculty after each session was done. The effect of implementing the SCL methodology was assessed by the reaction level of Kirkpatrick's training evaluation model by using a rating scale Results. Of the 87 eligible students, 73 (83.9%) returned the forms for evaluation. All seven groups were able to formulate the learning objectives. Most of the groups had used PowerPoint slides and videos as a teaching-learning tool. Innovative assessment methods such as crosswords and 'chocopati' were used by some groups. In general, the perception of students was favourable towards SCL compared to conventional methods and they felt that this methodology should be adopted more often. Time management and organization of sessions were the main problems encountered by the students. The mean (SD) score for the items 'sessions were useful', 'sessions were enjoyable' and 'sessions improved my knowledge' were 6.2 (1.8), 7.1 (1.8) and 6.3 (1.9), respectively. The

  11. Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

    Science.gov (United States)

    Garwood, Janet K

    2015-09-01

    The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks. Copyright 2015, SLACK Incorporated.

  12. Using Analytics to Nudge Student Responsibility for Learning

    Science.gov (United States)

    Fritz, John

    2017-01-01

    To scale student success, institutions may want to consider treating students more as partners, not just as customers or intervention recipients. One way to do so is sharing behavioral and academic feedback data that helps nudge students into taking responsibility for learning. The following chapter is drawn from the author's dissertation work…

  13. Student Perceptions of a 21st Century Learning Space

    Science.gov (United States)

    Adedokun, Omolola A.; Henke, Jacqueline N.; Parker, Loran Carleton; Burgess, Wilella D.

    2017-01-01

    Higher education institutions are increasingly building or remodeling classrooms to be flexible spaces that support learner-centered instruction. However, little is known about the actual impact of these spaces on student outcomes. Using a mixed method design, this study examined student perceptions of a flexible learning space on student learning…

  14. Comparisons and Analyses of Gifted Students' Characteristics and Learning Methods

    Science.gov (United States)

    Lu, Jiamei; Li, Daqi; Stevens, Carla; Ye, Renmin

    2017-01-01

    Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions…

  15. Factors Related to Students' Learning of Biomechanics Concepts

    Science.gov (United States)

    Hsieh, ChengTu; Smith, Jeremy D.; Bohne, Michael; Knudson, Duane

    2012-01-01

    The purpose of this study was to replicate and expand a previous study to identify the factors that affect students' learning of biomechanical concepts. Students were recruited from three universities (N = 149) located in the central and western regions of the United States. Data from 142 students completing the Biomechanics Concept Inventory…

  16. Impact of E-Learning Strategy on Students' Academic Performance ...

    African Journals Online (AJOL)

    This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

  17. An Expert System Helps Students Learn Database Design

    Science.gov (United States)

    Post, Gerald V.; Whisenand, Thomas G.

    2005-01-01

    Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web-based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances…

  18. closing gaps in open distance learning for theology students

    African Journals Online (AJOL)

    rapidly changing world, universities need to adapt learning and teaching strategies that ... In order to provide relevant, high-quality education that is useful to students and sought after ... issues in order to provide guidelines for the proposed redesign of the ... to analyse the student profile in order to find out who our students.

  19. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    Science.gov (United States)

    Peters, Erica

    2013-01-01

    Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

  20. Measuring University Students' Approaches to Learning Statistics: An Invariance Study

    Science.gov (United States)

    Chiesi, Francesca; Primi, Caterina; Bilgin, Ayse Aysin; Lopez, Maria Virginia; del Carmen Fabrizio, Maria; Gozlu, Sitki; Tuan, Nguyen Minh

    2016-01-01

    The aim of the current study was to provide evidence that an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) was invariant across different languages and educational contexts in measuring university students' learning approaches to statistics. Data were collected on samples of university students attending…

  1. Supporting Students' Learning: The Use of Formative Online Assessments

    Science.gov (United States)

    Einig, Sandra

    2013-01-01

    This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the…

  2. College Student Intrinsic and/or Extrinsic Motivation and Learning.

    Science.gov (United States)

    Lin, Yi-Guang; McKeachie, Wilbert J.

    This paper investigates the joint effects of intrinsic and extrinsic goals on college students' learning in an introductory psychology course, a biology course, and several social science courses. The study questioned whether higher levels of motivation lead to better student performance. College students were surveyed using the Intrinsic Goal…

  3. How to Motivate Students in Their English Learning

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    This essay mainly deals with the effectual ways to motivate students in their English learning, the motivation and teachers' role in motivating students. The author does hope, through this kind of studying, more and more English teachers come to realize the importance of motivation and do some research to improve students' English level.

  4. Using Sport to Engage and Motivate Students to Learn Mathematics

    Science.gov (United States)

    Robinson, Carol L.

    2012-01-01

    This article describes how technology has been used to motivate the learning of mathematics for students of Sports Technology at Loughborough University. Sports applications are introduced whenever appropriate and Matlab is taught to enable the students to solve realistic problems. The mathematical background of the students is varied and the…

  5. Student Deep Learning in Bachelor English Programs within Pakistani Universities

    Science.gov (United States)

    Tahir, Khazima

    2015-01-01

    The purpose of this study was to contrast undergraduate students' descriptions about transformational teaching practices, and student deep learning in bachelor English programs in selected universities within Pakistan. This study utilized a survey to gather responses from five hundred and twenty three students. A paired sample t test was utilized…

  6. Enhancing College Students' Life Skills through Project Based Learning

    Science.gov (United States)

    Wurdinger, Scott; Qureshi, Mariam

    2015-01-01

    This study examined whether life skills could be developed in a Project Based Learning (PBL) course. The participants were students enrolled in a graduate level PBL course. The same 35-question survey was given to students at the beginning and end of the course, and students were asked to rank their life skills using a Likert scale. Additionally,…

  7. Learning Strategies of Students Attending a "Second Chance" School

    Science.gov (United States)

    Cartier, Sylvie C.; Langevin, Louise; Robert, Josianne

    2011-01-01

    This study was conducted in Quebec with 608 students (aged 16-19) in four "second chance" schools of the greater Montreal area. The objectives were twofold: (a) to identify the strategies of these students in the context of five learning activities; and (b) to compare the strategies of students who had withdrawn from school after their…

  8. Effects of Different Student Response Modes on Science Learning

    Science.gov (United States)

    Kho, Lee Sze; Chen, Chwen Jen

    2017-01-01

    Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students' science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom…

  9. High School Students' Implicit Theories of What Facilitates Science Learning

    Science.gov (United States)

    Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

    2011-01-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

  10. Creating Student Engagement: The Kickstarter Active Learning Project

    Science.gov (United States)

    Manzon, Elliott

    2017-01-01

    Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…

  11. Integrating Adaptive Games in Student-Centered Virtual Learning Environments

    Science.gov (United States)

    del Blanco, Angel; Torrente, Javier; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar

    2010-01-01

    The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student's needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students' performance for assessment purposes, but integrating the…

  12. Learning styles of postgraduate and undergraduate medical students.

    Science.gov (United States)

    Shukr, Irfan; Zainab, Roop; Rana, Mowadat H

    2013-01-01

    To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.

  13. Advocacy for active transport: advocate and city council perspectives

    Directory of Open Access Journals (Sweden)

    Rosenby Marieah

    2010-01-01

    Full Text Available Abstract Background Effective advocacy is an important part of efforts to increase population participation in physical activity. Research about effective health advocacy is scarce, however, the health sector can learn from the experiences and knowledge of community advocates and those who are on the receiving end of this advocacy. The aim of this study is to explore advocacy for active transport from the perspectives of community advocates and representatives from City councils. Methods Cycling and walking advocates were identified from the local contact list of Cycling Advocates Network and Living Streets Aotearoa. Semi-structured telephone interviews were conducted with cycle and walking advocates from throughout New Zealand. Advocates also nominated a suitable council officer at their local City council to be interviewed. Interviews were recorded and transcribed and categories of responses for each of the questions created. Results Several processes were used by advocates to engage with council staff, including formal council submissions, meetings, stakeholder forums and partnership in running community events promoting active transport. Several other agencies were identified as being influential for active transport, some as potential coalition partners and others as potential adversaries. Barriers to improving conditions for active transport included a lack of funding, a lack of will-power among either council staff or councillors, limited council staff capacity (time or training and a culture of providing infrastructure for motor vehicles instead of people. Several suggestions were made about how the health sector could contribute to advocacy efforts, including encouraging political commitment, engaging the media, communicating the potential health benefits of active transport to the general public and being role models in terms of personal travel mode choice and having workplaces that support participation in active transport

  14. Student and Faculty Beliefs about Learning in Higher Education: Implications for Teaching

    Science.gov (United States)

    Dandy, Kristina L.; Bendersky, Karen

    2014-01-01

    Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning--including the definition of learning, which most hinders learning and where learning…

  15. Designing blended learning interventions for the 21st century student.

    Science.gov (United States)

    Eagleton, Saramarie

    2017-06-01

    The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach. Copyright © 2017 the American Physiological Society.

  16. Professional Student Organizations and Experiential Learning Activities: What Drives Student Intentions to Participate?

    Science.gov (United States)

    Munoz, Laura; Miller, Richard; Poole, Sonja Martin

    2016-01-01

    Experiential learning theory has been referenced as a possible method for attracting and retaining members in student organizations. In a survey, undergraduate students evaluated a variety of organizational features pertaining to their intention to participate in professional student organizations. The study found that students value activities…

  17. The Use of a Student Group Log to Facilitate Student and Teacher Learning

    Science.gov (United States)

    Coenders, Fer

    2016-01-01

    In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…

  18. High school students' implicit theories of what facilitates science learning

    Science.gov (United States)

    Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

    2011-11-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

  19. The effect of learning models and emotional intelligence toward students learning outcomes on reaction rate

    Science.gov (United States)

    Sutiani, Ani; Silitonga, Mei Y.

    2017-08-01

    This research focused on the effect of learning models and emotional intelligence in students' chemistry learning outcomes on reaction rate teaching topic. In order to achieve the objectives of the research, with 2x2 factorial research design was used. There were two factors tested, namely: the learning models (factor A), and emotional intelligence (factor B) factors. Then, two learning models were used; problem-based learning/PBL (A1), and project-based learning/PjBL (A2). While, the emotional intelligence was divided into higher and lower types. The number of population was six classes containing 243 grade X students of SMAN 10 Medan, Indonesia. There were 15 students of each class were chosen as the sample of the research by applying purposive sampling technique. The data were analyzed by applying two-ways analysis of variance (2X2) at the level of significant α = 0.05. Based on hypothesis testing, there was the interaction between learning models and emotional intelligence in students' chemistry learning outcomes. Then, the finding of the research showed that students' learning outcomes in reaction rate taught by using PBL with higher emotional intelligence is higher than those who were taught by using PjBL. There was no significant effect between students with lower emotional intelligence taught by using both PBL and PjBL in reaction rate topic. Based on the finding, the students with lower emotional intelligence were quite hard to get in touch with other students in group discussion.

  20. INVESTIGATING SELF-REGULATED LEARNING HABITS OF DISTANCE EDUCATION STUDENTS

    OpenAIRE

    Ozkan Kirmizi

    2013-01-01

    This study aims at exploring self-regulated learning habits of distance education students. Self-regulation can be defined as a process where learners take the initiative, with or without the guidance of others, in identifying their own needs, formulating goals, exploring resources, focusing on appropriate learning strategies, and evaluating learning outcomes. This study investigates self-regulated learning in terms of goal setting, environment structuring, time management, help seeking, self...