WorldWideScience

Sample records for learning experiences based

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

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

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

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

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  3. Personalization and Contextualization of Learning Experiences based on Semantics

    Directory of Open Access Journals (Sweden)

    Nicola Capuano

    2014-04-01

    Full Text Available Context-aware e-learning is an educational model that foresees the selection of learning resources to make the e-learning content more relevant and suitable for the learner in his/her situation. The purpose of this paper is to demonstrate that an ontological approach can be used to define leaning contexts and to allow contextualizing learning experiences finding out relevant topics for each context. To do that, we defined a context model able to formally describe a learning context, an ontology-based model enabling the representation of a teaching domain (including context information and a methodology to generate personalized and context-aware learning experiences starting from them. Based on these theoretical components we improved an existing system for personalized e-learning with contextualisation features and experimented it with real users in two University courses. The results obtained from this experimentation have been compared with those achieved by similar systems.

  4. Experiences of Practice-Based Learning in Phenomenographic Perspective

    Science.gov (United States)

    Rovio-Johansson, Airi

    2018-01-01

    Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

  5. Learning from Experience: From Case-Based Teaching to Experience-Based Learning

    Science.gov (United States)

    van der Steen, Martijn; Van Twist, Mark; Frissen, Paul

    2017-01-01

    Senior-level civil servants can learn a lot from methods such as theory-lectures and case-teaching, but there is another resource of knowledge and insight that can be utilized more for teaching public administration: the professional experience of participants in training programmes. This paper argues that it is possible to use the professional…

  6. The Effectiveness of the Gesture-Based Learning System (GBLS and Its Impact on Learning Experience

    Directory of Open Access Journals (Sweden)

    Moamer Ali Shakroum

    2016-06-01

    Full Text Available Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS.The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc. at the same time when used to understand the impact of GBLS. Moreover, none of these studies considered the difference in students’ characteristics such as learning styles and spatial abilities. Therefore, a comprehensive empirical research on the impact of the GBLS mode on learning outcomes is needed. The purpose of this paper is to fill in the gap and to investigate the effectiveness of the GBLS mode on learning using Technology Mediated Learning (TML models. This study revealed that the GBLS mode has greater positive impact on students’ learning outcomes (cognitive and affective outcomes when compared with other two learning modes that are classified as Computer Simulation Software Learning (CSSL mode and conventional learning mode. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial ability levels. The results of this study revealed that the GBLS mode outperformed the existing learning methods by providing a unique learning experience that considers the differences between students. The results have also shown that the Kinect user interface can create an interactive and an enjoyable learning experience.

  7. Students’ Lived Experience of Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Sandy Ferianda

    2017-07-01

    Full Text Available Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a authentic learning, b learner autonomy, c cooperative learning, d multiple intelligences, e understanding others, and f personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning.

  8. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Science.gov (United States)

    Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

    2016-01-01

    This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

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

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

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

  10. Sustainable assessment of learning experiences based on projects

    Directory of Open Access Journals (Sweden)

    Ignacio TRAVERSO RIBÓN

    2016-05-01

    Full Text Available In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.

  11. An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

    Science.gov (United States)

    Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

    2013-01-01

    This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

  12. Student teachers' experiences of a learning programme based on ...

    African Journals Online (AJOL)

    The aim of this article is to explore student teachers' experiences of the content dimension of the essential features of technology and Technology Education in an OBE related learning programme. To achieve this, a learning programme was developed using criteria derived from these essential features. In gauging ...

  13. Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

    Science.gov (United States)

    Dag, Funda; Durdu, Levent

    2017-01-01

    Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

  14. Machine learning based global particle indentification algorithms at LHCb experiment

    CERN Multimedia

    Derkach, Denis; Likhomanenko, Tatiana; Rogozhnikov, Aleksei; Ratnikov, Fedor

    2017-01-01

    One of the most important aspects of data processing at LHC experiments is the particle identification (PID) algorithm. In LHCb, several different sub-detector systems provide PID information: the Ring Imaging CHerenkov (RICH) detector, the hadronic and electromagnetic calorimeters, and the muon chambers. To improve charged particle identification, several neural networks including a deep architecture and gradient boosting have been applied to data. These new approaches provide higher identification efficiencies than existing implementations for all charged particle types. It is also necessary to achieve a flat dependency between efficiencies and spectator variables such as particle momentum, in order to reduce systematic uncertainties during later stages of data analysis. For this purpose, "flat” algorithms that guarantee the flatness property for efficiencies have also been developed. This talk presents this new approach based on machine learning and its performance.

  15. Agoras: Towards Collaborative Game-Based Learning Experiences on Surfaces

    Science.gov (United States)

    Catala, Alejandro; Garcia-Sanjuan, Fernando; Pons, Patricia; Jaen, Javier; Mocholi, Jose A.

    2012-01-01

    Children nowadays consume and manage lots of interactive digital software. This makes it more interesting and powerful to use digital technologies and videogames supporting learning experiences. However, in general, current digital proposals lack of in-situ social interaction supporting natural exchange and discussion of ideas in the course of…

  16. Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

    Science.gov (United States)

    Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

    2014-01-01

    Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

  17. Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience

    Directory of Open Access Journals (Sweden)

    Manuel Ninaus

    2017-09-01

    Full Text Available There is accumulating evidence that engagement with digital math games can improve students’ learning. However, in what way individual variables critical to game-based learning influence students' learning success still needs to be explored. Therefore, the aim of this study was to investigate the influence of students’ acceptance of game-based learning (e.g., perceived usefulness of a game as a learning tool, perceived ease of use, as well as their intrinsic motivation for math (e.g., their math interest, self-efficacy and quality of playing experience on learning success in a game-based rational number training. Additionally, we investigated the influence of the former variables on quality of playing experience (operationalized as perceived flow. Results indicated that the game-based training was effective. Moreover, students’ learning success and their quality of playing experience were predicted by measures of acceptance of game-based learning and intrinsic motivation for math. These findings indicated that learning success in game-based learning approaches are driven by students’ acceptance of the game as a learning tool and content-specific intrinsic motivation. Therefore, the present work is of particular interest to researchers, developers, and practitioners working with game-based learning environments.

  18. Theme-Based Project Learning: Design and Application of Convergent Science Experiments

    Science.gov (United States)

    Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

    2015-01-01

    This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

  19. From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

    Science.gov (United States)

    Edmonds, Roger; Smith, Simon

    2017-01-01

    This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

  20. Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

    Science.gov (United States)

    Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

    2010-01-01

    This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

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

    Science.gov (United States)

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

    2010-01-01

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

  2. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Sharon F. Dole

    2016-11-01

    Full Text Available The purpose of this article is to examine the impact of a field experience in problem-based (PBL and project-based learning (PjBL on pre-service and in-service teachers’ conceptions of experiential learning. In our study, participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL and an experiential component in which they facilitated PBL and PjBL with children in grades 1-9 during a one-week field experience on a university campus. The goal of the field experience is for teachers to change their practice from didactic to inquiry and to promote critical and creative thinking in their students. We used a case study method that involved data derived from six different sources: online structured interviews, follow-up telephone interviews, discussion board posts, reflections, course feedback, and observations. The main theme that emerged from the data analysis was the critical role the field experience played in applying theory to practice. Sub-themes included understanding the process of implementing PBL and PjBL, mastering the logistics of PBL and PjBL, becoming facilitators, and collaborating with partners. Results showed that the field experience gave the teachers the “courage” to experiment with a student-centered methodology.

  3. Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

    Science.gov (United States)

    Stacey, G; Oxley, R; Aubeeluck, A

    2015-09-01

    What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

  4. Exploring body-anchored and experience-based learning in a community of practice

    DEFF Research Database (Denmark)

    Stelter, Reinhard

    2008-01-01

    which, in a second step, is presented as part of the social realm and as one of the prerequisites of learning in a community of practice. This integration is established and becomes visible through the following two concepts: 1. Reification as the outflow of co-ordinated action, and 2. narratives......The article aims to integrate body-anchored and experience-based learning in the theoretical concept of learning in a community of practice. Present moment, epoché, intentional orientation and meaning making are introduced as the four basic premises for body-anchored and experience-based learning...

  5. Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods

    Directory of Open Access Journals (Sweden)

    Jannicke Madeleine Baalsrud Hauge

    2015-02-01

    Full Text Available The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.

  6. Learning from project experiences using a legacy-based approach

    Science.gov (United States)

    Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

    2005-01-01

    As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

  7. Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

    Science.gov (United States)

    Harland, Tony

    2002-01-01

    This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of…

  8. Game Immersion Experience: Its Hierarchical Structure and Impact on Game-Based Science Learning

    Science.gov (United States)

    Cheng, M.-T.; She, H.-C.; Annetta, L. A.

    2015-01-01

    Many studies have shown the positive impact of serious educational games (SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG-based science learning. The dual purpose of this study was to further explore this impact. One purpose was to…

  9. Learning Practice-Based Research Methods: Capturing the Experiences of MSW Students

    Science.gov (United States)

    Natland, Sidsel; Weissinger, Erika; Graaf, Genevieve; Carnochan, Sarah

    2016-01-01

    The literature on teaching research methods to social work students identifies many challenges, such as dealing with the tensions related to producing research relevant to practice, access to data to teach practice-based research, and limited student interest in learning research methods. This is an exploratory study of the learning experiences of…

  10. Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

    Science.gov (United States)

    Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

    2016-01-01

    Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…

  11. Digital Game-Based Learning: A Didactic Experience in the Pre-Degree Nursing Career.

    Science.gov (United States)

    Solís de Ovando, A; Rodríguez, A; Hullin, C

    2018-01-01

    Nowadays we are faced with a society immersed in globalization and native technology, causing a great challenge in the university teaching staff. The gamification, as teaching-learning didactic methodology, gathers the characteristics that allow to motivate and achieve an active and significant learning. The objective of this work is to show the experience of the nursing career, which combines the learning based on games and the use of digital applications.

  12. Web-Based, Active Learning Experiences for Biology Students.

    Science.gov (United States)

    Skinner, Kerri M.; Hoback, W. Wyatt

    2003-01-01

    Presents a website that addresses concepts that form a foundation for understanding ecology, pest management, and environmental ethics. Key features of the website include its self-contained, non-linear design; a learning environment that allows students to test ideas without penalty; real-world examples; and built-in assessment tools that…

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

    Science.gov (United States)

    McCullough, Kerry; Munro, Nicholas

    2018-01-01

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

  14. Enhancing Sustainable Food Cultures by Experience Based Learning in Tourism

    DEFF Research Database (Denmark)

    Holm, Jesper

    The paper describes the results and niche forming methodology used in the commercial and in the R&D parts along the product-service chain of regional tourism. Obstacles and window of opportunities for further sustaining the tourism trade by enhancing the experience part of the business....

  15. Gender and Cultural Differences in Game-Based Learning Experiences

    Science.gov (United States)

    Lukosch, Heide; Kurapati, Shalini; Groen, Daan; Verbraeck, Alexander

    2017-01-01

    Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player's experience with the subject of the game and/or…

  16. Effectiveness of a Core-Competency–based Program on Residents’ Learning and Experience

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean; Dobbs, Bonnie; Tian, Peter George; Babenko, Oksana

    2016-01-01

    Background The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency–based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency–based program on residents’ learning and their training experience as compared to residents trained using learning objectives. Methods The data from the 2007–2013 COE residents were used in the study, with nine and eight residents trained in the LO and CC programs, respectively. Residents’ learning was measured using preceptors’ evaluations of residents’ skills/abilities throughout the program (118 evaluations in total). Residents’ rating of training experience was measured using the Graduate’s Questionnaire which residents completed after graduation. Results For residents’ learning, overall, there was no significant difference between the two programs. However, when examined as a function of the four CanMEDS roles, there were significant increases in the CC residents’ scores for two of the CanMEDS roles: Communicator/Collaborator/Manager and Scholar compared to residents in the LO program. With respect to residents’ training experience, seven out of ten program components were rated by the CC residents higher than by the LO residents. Conclusion The implementation of a COE CC program appears to facilitate resident learning and training experience. PMID:27403213

  17. Effectiveness of a Core-Competency-based Program on Residents' Learning and Experience.

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean; Dobbs, Bonnie; Tian, Peter George; Babenko, Oksana

    2016-06-01

    The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency-based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency-based program on residents' learning and their training experience as compared to residents trained using learning objectives. The data from the 2007-2013 COE residents were used in the study, with nine and eight residents trained in the LO and CC programs, respectively. Residents' learning was measured using preceptors' evaluations of residents' skills/abilities throughout the program (118 evaluations in total). Residents' rating of training experience was measured using the Graduate's Questionnaire which residents completed after graduation. For residents' learning, overall, there was no significant difference between the two programs. However, when examined as a function of the four CanMEDS roles, there were significant increases in the CC residents' scores for two of the CanMEDS roles: Communicator/Collaborator/Manager and Scholar compared to residents in the LO program. With respect to residents' training experience, seven out of ten program components were rated by the CC residents higher than by the LO residents. The implementation of a COE CC program appears to facilitate resident learning and training experience.

  18. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    Science.gov (United States)

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

  19. Campus-Based Student Experiences of Learning Technologies in a First-Year Science Course

    Science.gov (United States)

    Ellis, Robert; Weyers, Mark; Hughes, Jane

    2013-01-01

    This study reports on an investigation into the campus-based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which…

  20. Teachers' Experiences of Technology-Based Teaching and Learning in the Foundation Phase

    Science.gov (United States)

    Hannaway, D. M.; Steyn, M. G.

    2017-01-01

    This paper presents one aspect of a larger scale doctoral study, namely the teachers' experiences of technology-based teaching and learning in the Foundation Phase. Technology is a huge driver of change and South African education has to change regularly to meet the requirements set out by the Department of Education, including the development of…

  1. An Experience-Based Learning Framework: Activities for the Initial Development of Sustainability Competencies

    Science.gov (United States)

    Caniglia, Guido; John, Beatrice; Kohler, Martin; Bellina, Leonie; Wiek, Arnim; Rojas, Christopher; Laubichler, Manfred D.; Lang, Daniel

    2016-01-01

    Purpose: This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach: The framework combines mental mapping with exploratory walking. It interweaves…

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

    Science.gov (United States)

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

    2016-12-01

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

  3. The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

    Science.gov (United States)

    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

  4. Community-based medical education: is success a result of meaningful personal learning experiences?

    Science.gov (United States)

    Kelly, Len; Walters, Lucie; Rosenthal, David

    2014-01-01

    Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

  5. A descriptive study of registered nurses' experiences with web-based learning.

    Science.gov (United States)

    Atack, Lynda; Rankin, James

    2002-11-01

    To describe the experiences of registered nurses (RNs) who enrolled in a web-based course from either their home or the workplace. In order to maintain competency in rapidly changing health care systems, and meet the challenge of overcoming traditional barriers to continuing education, RNs need access to innovative educational delivery methods. As yet, little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting. The article focuses on the results from questionnaires conducted with 57 RNs enrolled in a web-based, postdiploma course. These findings emanate from a larger study using survey method and focus group interviews. Nurses' experiences were measured using the Online Learner Support Instrument which was developed and tested for use in the study. Most nurses found the course highly satisfactory. Not all experiences were positive however, and a number of challenges were faced. Access to the course from home was reported as very satisfactory for the majority, while work users encountered a number of serious barriers such as insufficient time and limited computer access. The RNs made significant gains in their learning with e-mail, Internet, keyboarding and word processing skills during the 16-week course. Lack of computer skills, erroneous perceptions of course workload and inadequate preparation for web learning were largely responsible for the majority of withdrawals. Web-based learning can be an effective mode of delivery for nursing education. Advance preparation by educational institutions, employers and prospective students is essential. Teachers, peers, technology, course design and the learning environment are key variables that influence the learners' experience and success.

  6. Transformations to diagonal bases in closed-loop quantum learning control experiments

    International Nuclear Information System (INIS)

    Cardoza, David; Trallero-Herrero, Carlos; Langhojer, Florian; Rabitz, Herschel; Weinacht, Thomas

    2005-01-01

    This paper discusses transformations between bases used in closed-loop learning control experiments. The goal is to transform to a basis in which the number of control parameters is minimized and in which the parameters act independently. We demonstrate a simple procedure for testing whether a unitary linear transformation (i.e., a rotation amongst the control variables) is sufficient to reduce the search problem to a set of globally independent variables. This concept is demonstrated with closed-loop molecular fragmentation experiments utilizing shaped, ultrafast laser pulses

  7. Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation

    Science.gov (United States)

    Levy, S. T.; Lahav, O.

    2012-01-01

    This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…

  8. The experiment editor: supporting inquiry-based learning with virtual labs

    Science.gov (United States)

    Galan, D.; Heradio, R.; de la Torre, L.; Dormido, S.; Esquembre, F.

    2017-05-01

    Inquiry-based learning is a pedagogical approach where students are motivated to pose their own questions when facing problems or scenarios. In physics learning, students are turned into scientists who carry out experiments, collect and analyze data, formulate and evaluate hypotheses, and so on. Lab experimentation is essential for inquiry-based learning, yet there is a drawback with traditional hands-on labs in the high costs associated with equipment, space, and maintenance staff. Virtual laboratories are helpful to reduce these costs. This paper enriches the virtual lab ecosystem by providing an integrated environment to automate experimentation tasks. In particular, our environment supports: (i) scripting and running experiments on virtual labs, and (ii) collecting and analyzing data from the experiments. The current implementation of our environment supports virtual labs created with the authoring tool Easy Java/Javascript Simulations. Since there are public repositories with hundreds of freely available labs created with this tool, the potential applicability to our environment is considerable.

  9. Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

    Science.gov (United States)

    Paige, Jane B; Smith, Regina O

    2013-01-01

    This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

  10. Assessing the Formation of Experience-Based Gender Expectations in an Implicit Learning Scenario

    Directory of Open Access Journals (Sweden)

    Anton Öttl

    2017-09-01

    Full Text Available The present study investigates the formation of new word-referent associations in an implicit learning scenario, using a gender-coded artificial language with spoken words and visual referents. Previous research has shown that when participants are explicitly instructed about the gender-coding system underlying an artificial lexicon, they monitor the frequency of exposure to male vs. female referents within this lexicon, and subsequently use this probabilistic information to predict the gender of an upcoming referent. In an explicit learning scenario, the auditory and visual gender cues are necessarily highlighted prior to acqusition, and the effects previously observed may therefore depend on participants' overt awareness of these cues. To assess whether the formation of experience-based expectations is dependent on explicit awareness of the underlying coding system, we present data from an experiment in which gender-coding was acquired implicitly, thereby reducing the likelihood that visual and auditory gender cues are used strategically during acquisition. Results show that even if the gender coding system was not perfectly mastered (as reflected in the number of gender coding errors, participants develop frequency based expectations comparable to those previously observed in an explicit learning scenario. In line with previous findings, participants are quicker at recognizing a referent whose gender is consistent with an induced expectation than one whose gender is inconsistent with an induced expectation. At the same time however, eyetracking data suggest that these expectations may surface earlier in an implicit learning scenario. These findings suggest that experience-based expectations are robust against manner of acquisition, and contribute to understanding why similar expectations observed in the activation of stereotypes during the processing of natural language stimuli are difficult or impossible to suppress.

  11. How and what do medical students learn in clerkships? Experience-based learning (ExBL)

    NARCIS (Netherlands)

    Dornan, Tim; Tan, Naomi; Boshuizen, Els; Gick, Rachel; Isba, Rachel; Mann, Karen; Scherpbier, Albert; Spencer, John; Timmins, Elizabeth

    2018-01-01

    Clerkship education has been called a ‘black box’ because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal

  12. Influence of introduction of e-based distance learning on student experience and performance

    DEFF Research Database (Denmark)

    Jensen, Pernille Erland; Fritt-Rasmussen, Janne

    2016-01-01

    A new project based course offered by Arctic Technology Centre, Department of Civil Engineering, Technical University of Denmark (DTU) and Department of Bioscience, Aarhus University in collaboration, targets students from the whole circumpolar area. It was developed over a three year period from...... for the students’ selfevaluation, while they did not contribute to their learning. Some contradiction between the group work format of the projects and the online teaching method was experienced by the students. Also student satisfaction decreased slightly - influenced by inconvenient features of the used learning...... being taught in class to being taught 100% online. We evaluated the results by analyzing the students’ performance and experience of the course during the three years. The students’ performance increased over the period of transforming the course. Multiple choice quizzes showed to be efficient tools...

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

    Science.gov (United States)

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

    2018-04-24

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

  14. Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

    Science.gov (United States)

    Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

    2010-10-01

    With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

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

    International Nuclear Information System (INIS)

    Silva, F.C.A. da

    2017-01-01

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

  16. Experience-based Learning in Acadia National Park: a Successful, Long-running, Model Field Course

    Science.gov (United States)

    Connaughton, M.

    2015-12-01

    This two-week field course has been offered alternate summers since 2000 in Acadia National Park on Mount Desert Island, Maine and addresses the geological history, physical and biological oceanography and principles of community ecology applicable to terrestrial and/or marine communities of coastal Maine. The course is often transformative and deeply meaningful to the students, many of whom have limited travel experience. The essential components of experience-based learning are well represented in this class with multiple opportunities for abstract conceptualization, active experimentation, concrete hands-on experiences and reflective observation built into the course. Each day begins with a lecture introducing concepts, which are then made concrete though daily field trips (4-8 hours in duration) into the park that include rigorous hiking, some kayaking and one commercial nature cruise. Field trips include hands-on experience with lecture concepts, on-site lessons in field methods, and data collection for independent projects. Each field trip is tied to a specific independent project, which are generated by the instructor, but self-selected by the students. Every student is actively involved in data collection during each field trip, with one student in charge of the collection each day. Daily guided journaling in three parts (scientific, personal and creative) and evening discussions provide ample opportunity for the student to reflect on the scientific content of the course, examine their personal reactions to what they have experienced and to be creative, sharing prior experiences, prior learning and their personalities. The course includes two exams, each following a week of lecture and field experiences. Independent research projects include the production of a manuscript-formatted report complete with statistical analysis of the data and a literature-based discussion of the conclusions. The combination of experiential reinforcement of concepts, abundant

  17. Experience of Problem-Based Learning in Nursing Education at Kaohsiung Medical University

    Directory of Open Access Journals (Sweden)

    Fan-Hao Chou

    2009-05-01

    Full Text Available Nursing education must keep up with the rapidly changing medical landscape to support the competences of nurses in the areas of critical thinking, problem solving, and creativity. Problem-based learning (PBL provides an appropriate strategy for nursing education innovation. Nursing curricula based on PBL remain in the growing stage in Taiwan. Kaohsiung Medical University introduced PBL into nursing education in 2002. The critical events in the process included: (1 nurturing key tutors; (2 using PBL teaching methods in an elective course—Oncology Nursing, and designing a new elective course—Symposiums Regarding Clinical Cases; (3 holding conferences inside and outside the school to promote PBL teaching methods; (4 linking e-learning and PBL teaching methods; (5 conducting PBL research; (6 establishing a committee of PBL, objective structured clinical examination, and teaching material review for the College of Nursing; and (7 setting up a required course—Nursing Ethics. We now have 12 key tutors in the College of Nursing. We have also completed two studies to evaluate the ability of students and to explore the experience of tutors. From our studies, we know that PBL can increase learner abilities in self-directed learning, critical thinking, and PBL performance. The approach helps students to cope with the changing medical landscape. Furthermore, tutors and teachers develop adequate PBL teaching skills. Based on the experience above, we believe that we are on the right path in terms of continuing tutor development, gradually increasing the number of PBL courses, and undertaking further research to promote PBL methods in Taiwan.

  18. Developing eLearning Technologies to Implement Competency Based Medical Education: Experiences from Muhimbili University of Health and Allied Sciences

    Science.gov (United States)

    Nagunwa, Thomas; Lwoga, Edda

    2012-01-01

    This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at…

  19. Computer Game-Based Learning: Perceptions and Experiences of Senior Chinese Adults

    Science.gov (United States)

    Wang, Feihong; Lockee, Barbara B.; Burton, John K.

    2012-01-01

    The purpose of this study was to investigate senior Chinese adults' potential acceptance of computer game-based learning (CGBL) by probing their perceptions of computer game play and their perceived impacts of game play on their learning of computer skills and life satisfaction. A total of 60 senior adults from a local senior adult learning center…

  20. Soil Science self-learning based on the design and conduction of experiments

    Science.gov (United States)

    Jordán, A.; Bárcenas-Moreno, G.; Zavala, L. M.

    2012-04-01

    This paper presents an experience for introducing the methodology of project-based learning (PBL) in the area of Soil Science in the University of Sevilla (Spain). Currently, teachers try to enhance practical experience of university students in a complementary manner to theoretical knowledge. However, many times this is a difficult process. Practice is an important part of personal work in the vast majority of subjects that degree students receive, since the implementation of the EHEA. In most cases, these experiences are presented as partial small experiments or projects, assigned to the area-specific knowledge agenda. Certain sciences, such as Soil Science, however, require synthesis and integration capabilities of previous knowledge. It is therefore necessary to develop practical programs that address the student not only to the performance of laboratory determinations, but to the formulation of hypotheses, experimental design and problem solving, whether in groups or individually, situated in a wide context and allowing students to make connections with other areas of knowledge. This project involves the development of teamwork experiments, for the study real cases and problems and making decisions in the field of Soil Science. The results of the experimental work were publicly exposed as posters and oral presentations and were discussed during a mini-congress open to students and a general audience. The open and dynamic nature of the project substantially improves student motivation, which adds value to our project. Due to the multidisciplinary character of Soil Science it is relatively easy to propose projects of some complexity, and therefore, provides good conditions for introducing the PBL methodology. The teacher's role is also important and is not limited to observe or qualify the students, but it is a catalyst for learning. It is important that teacher give the leadership of the process and make the students themselves feel the protagonists of the

  1. The boundaries of instance-based learning theory for explaining decisions from experience.

    Science.gov (United States)

    Gonzalez, Cleotilde

    2013-01-01

    Most demonstrations of how people make decisions in risky situations rely on decisions from description, where outcomes and their probabilities are explicitly stated. But recently, more attention has been given to decisions from experience where people discover these outcomes and probabilities through exploration. More importantly, risky behavior depends on how decisions are made (from description or experience), and although prospect theory explains decisions from description, a comprehensive model of decisions from experience is yet to be found. Instance-based learning theory (IBLT) explains how decisions are made from experience through interactions with dynamic environments (Gonzalez et al., 2003). The theory has shown robust explanations of behavior across multiple tasks and contexts, but it is becoming unclear what the theory is able to explain and what it does not. The goal of this chapter is to start addressing this problem. I will introduce IBLT and a recent cognitive model based on this theory: the IBL model of repeated binary choice; then I will discuss the phenomena that the IBL model explains and those that the model does not. The argument is for the theory's robustness but also for clarity in terms of concrete effects that the theory can or cannot account for. Copyright © 2013 Elsevier B.V. All rights reserved.

  2. Bilateral Benefits: Student Experiences of Work-Based Learning during Work Placement

    Science.gov (United States)

    O'Donovan, Dermot

    2018-01-01

    This article explores the varied learning experiences among third-year students undertaking a structured work placement module in the furniture and wood manufacturing industries. Using situated learning theory, the article considers the outcomes of in-depth interviews with 10 students and offers an insight into the multifaceted interactions…

  3. Development of Thermal Radiation Experiments Kit Based on Data Logger for Physics Learning Media

    Science.gov (United States)

    Permana, H.; Iswanto, B. H.

    2018-04-01

    Thermal Radiation Experiments Kit (TREK) based on data logger for physics learning media was developed. TREK will be used as a learning medium on the subject of Temperature and Heat to explain the concept of emissivity of a material in grade XI so that it can add variations of experiments which are commonly done such as thermal expansion, transfer of thermal energy (conduction, convection, and radiation), and specific heat capacity. DHT11 sensor is used to measure temperature and microcontroller Arduino-uno used as data logger. The object tested are in the form of coated glass thin films and aluminum with different colors. TREK comes with a user manual and student worksheet (LKS) to make it easier for teachers and students to use. TREK was developed using the ADDIE Development Model (Analyze, Design, Development, Implementation, and Evaluation). And validated by experts, physics teachers, and students. Validation instrument is a questionnaire with a five-item Likert response scale with reviewed aspect coverage: appropriate content and concepts, design, and user friendly. The results showed that TREK was excellent (experts 88.13%, science teachers 95.68%, and students 85.77%).

  4. The interprofessional learning experience

    DEFF Research Database (Denmark)

    Jakobsen, Flemming; Morcke, Anne Mette; Hansen, Torben Baek

    2017-01-01

    in a safe and challenging learning environment. The shift to the outpatient setting was strongly and practically supported by the management. This study indicates that student learning can be shifted to the outpatient clinic setting if there is supportive management and dedicated supervisors who establish...... a challenging yet safe interprofessional learning environment....... who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students’ self-reported learning experience in this outpatient clinic was characterised by direct patient contact...

  5. Project Based Learning experiences in the space engineering education at Technical University of Madrid

    Science.gov (United States)

    Rodríguez, Jacobo; Laverón-Simavilla, Ana; del Cura, Juan M.; Ezquerro, José M.; Lapuerta, Victoria; Cordero-Gracia, Marta

    2015-10-01

    This work describes the innovation activities performed in the field of space education since the academic year 2009/10 at the Technical University of Madrid (UPM), in collaboration with the Spanish User Support and Operations Center (E-USOC), the center assigned by the European Space Agency (ESA) in Spain to support the operations of scientific experiments on board the International Space Station. These activities have been integrated within the last year of the UPM Aerospace Engineering degree. A laboratory has been created, where students have to validate and integrate the subsystems of a microsatellite using demonstrator satellites. In parallel, the students participate in a Project Based Learning (PBL) training process in which they work in groups to develop the conceptual design of a space mission. One student in each group takes the role of project manager, another one is responsible for the mission design and the rest are each responsible for the design of one of the satellite subsystems. A ground station has also been set up with the help of students developing their final thesis, which will allow future students to perform training sessions and learn how to communicate with satellites, how to receive telemetry and how to process the data. Several surveys have been conducted along two academic years to evaluate the impact of these techniques in engineering learning. The surveys evaluate the acquisition of specific and generic competences, as well as the students' degree of satisfaction with respect to the use of these learning methodologies. The results of the surveys and the perception of the lecturers show that PBL encourages students' motivation and improves their results. They not only acquire better technical training, but also improve their transversal skills. It is also pointed out that this methodology requires more dedication from lecturers than traditional methods.

  6. Moments of Becoming: Experiences of Embodied Connection to Place in Arts-Based Service Learning in Australia

    Science.gov (United States)

    Power, Anne; Bennett, Dawn

    2015-01-01

    The experience of place in arts-based service learning (ABSL) is personal. It can be difficult to define and challenging to share and build upon. This paper, reporting from a national ABSL project involving three Australian universities, is concerned with experiences of place in forming professional teacher identity. Using a narrative methodology…

  7. The Effect of Swimming Experience on Acquisition and Retention of Swimming-Based Taste Aversion Learning in Rats

    Science.gov (United States)

    Masaki, Takahisa; Nakajima, Sadahiko

    2010-01-01

    Swimming endows rats with an aversion to a taste solution consumed before swimming. The present study explored whether the experience of swimming before or after the taste-swimming trials interferes with swimming-based taste aversion learning. Experiment 1 demonstrated that a single preexposure to 20 min of swimming was as effective as four or…

  8. Student nurses' experiences of community-based practice placement learning: a qualitative exploration.

    Science.gov (United States)

    Baglin, M R; Rugg, Sue

    2010-05-01

    United Kingdom (UK) health policy has adopted an increasing community and primary care focus over recent years (Department of Health, 1997; Department of Health, 1999. Making a Difference: Strengthening the Nursing, Midwifery and Health Visitor Contribution to Health and Health Care. Department of Health, London; Department of Health, 2004. The NHS Knowledge and Skills Framework (NHS KSF). Department of Health, London). Nursing practice, education and workforce planning are called upon to adapt accordingly (Department of Health, 2004. The NHS Knowledge and Skills Framework (NHS KSF). Department of Health, London; Kenyon, V., Smith, E., Hefty, L., Bell, M., Martaus, T., 1990. Clinical competencies for community health nursing. Public Health Nursing 7(1), 33-39; United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1986. Project 2000: A New Preparation for Practice. UKCC, London). Such changes have major implications for pre-registration nursing education, including its practice placement element. From an educational perspective, the need for increased community nursing capacity must be balanced with adequate support for student nurses' learning needs during community-based placements. This qualitative study explored six second year student nurses' experiences of 12 week community-based practice placements and the extent to which these placements were seen to meet their perceived learning needs. The data came from contemporaneous reflective diaries, completed by participants to reflect their 'lived experience' during their practice placements (Landeen, J., Byrne, Brown, B., 1995. Exploring the lived experiences of psychiatric nursing students through self-reflective journals. Journal of Advanced Nursing 21(5), 878-885; Kok, J., Chabeli, M.M., 2002. Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective. Curationis 25(3), 35-42; Löfmark, A., Wikblad, K., 2001. Facilitating and

  9. Learning and Experience

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2017-01-01

    Abstract: This chapter introduces a psycho-societal approach to theorizing learning, combining a materialist theory of socialization with a hermeneutic interpretation methodology. The term "approach" indicates the intrinsic connection between theory, empirical research process and epistemic subject....... Learning is theorized as dynamic subjective experience of (socially situated) realities, counting on individual subjectivity as well as subjective aspects of social interaction. This psycho-societal theory of subjective experiences conceptualizes individual psychic development as interactional experience...... of societal relations, producing an inner psycho-dynamic as a conscious and unconscious individual resource in future life. The symbolization of immediate sensual experiences form an individual life experience of social integration, language use being the medium of collective, social experience (knowledge...

  10. Web-based experiments controlled by JavaScript: an example from probability learning.

    Science.gov (United States)

    Birnbaum, Michael H; Wakcher, Sandra V

    2002-05-01

    JavaScript programs can be used to control Web experiments. This technique is illustrated by an experiment that tested the effects of advice on performance in the classic probability-learning paradigm. Previous research reported that people tested via the Web or in the lab tended to match the probabilities of their responses to the probabilities that those responses would be reinforced. The optimal strategy, however, is to consistently choose the more frequent event; probability matching produces suboptimal performance. We investigated manipulations we reasoned should improve performance. A horse race scenario in which participants predicted the winner in each of a series of races between two horses was compared with an abstract scenario used previously. Ten groups of learners received different amounts of advice, including all combinations of (1) explicit instructions concerning the optimal strategy, (2) explicit instructions concerning a monetary sum to maximize, and (3) accurate information concerning the probabilities of events. The results showed minimal effects of horse race versus abstract scenario. Both advice concerning the optimal strategy and probability information contributed significantly to performance in the task. This paper includes a brief tutorial on JavaScript, explaining with simple examples how to assemble a browser-based experiment.

  11. Learning From Experience

    DEFF Research Database (Denmark)

    Visholm, Steen; Beck, Ulla Charlotte

    2014-01-01

    University and NAPSO2). Seen from the horizon of their experience some of the basic concepts in the theories about GRC need clarifying, revision, and development. The GRC is a part of the learning from experience movement and as a consequence it stresses the underlying basis: learning is personal so everyone...... presented and discussed and two later contributions are presented: Barry Palmer's theory (Palmer, 1979) and Junell Silver and Ruthellen Josselson's study (Silver & Josselson, 2010). The learning concepts of the GRCs are found to be too general and too far from organisational life. As an attempt to move......In this paper the learning concept of group relation's conferences are discussed. The authors have worked with group relations conferences (GRC) in different contexts for many years-mainly as a part of educational programmes for managers and consultants (OPU at IGA Copenhagen, MPO at Roskilde...

  12. Minimizing student’s faults in determining the design of experiment through inquiry-based learning

    Science.gov (United States)

    Nilakusmawati, D. P. E.; Susilawati, M.

    2017-10-01

    The purpose of this study were to describe the used of inquiry method in an effort to minimize student’s fault in designing an experiment and to determine the effectiveness of the implementation of the inquiry method in minimizing student’s faults in designing experiments on subjects experimental design. This type of research is action research participants, with a model of action research design. The data source were students of the fifth semester who took a subject of experimental design at Mathematics Department, Faculty of Mathematics and Natural Sciences, Udayana University. Data was collected through tests, interviews, and observations. The hypothesis was tested by t-test. The result showed that the implementation of inquiry methods to minimize of students fault in designing experiments, analyzing experimental data, and interpret them in cycle 1 students can reduce fault by an average of 10.5%. While implementation in Cycle 2, students managed to reduce fault by an average of 8.78%. Based on t-test results can be concluded that the inquiry method effectively used to minimize of student’s fault in designing experiments, analyzing experimental data, and interpreting them. The nature of the teaching materials on subject of Experimental Design that demand the ability of students to think in a systematic, logical, and critical in analyzing the data and interpret the test cases makes the implementation of this inquiry become the proper method. In addition, utilization learning tool, in this case the teaching materials and the students worksheet is one of the factors that makes this inquiry method effectively minimizes of student’s fault when designing experiments.

  13. Design-Based Learning for Biology: Genetic Engineering Experience Improves Understanding of Gene Expression

    Science.gov (United States)

    Ellefson, Michelle R.; Brinker, Rebecca A.; Vernacchio, Vincent J.; Schunn, Christian D.

    2008-01-01

    Gene expression is a difficult topic for students to learn and comprehend, at least partially because it involves various biochemical structures and processes occurring at the microscopic level. Designer Bacteria, a design-based learning (DBL) unit for high-school students, applies principles of DBL to the teaching of gene expression. Throughout…

  14. Team-Based Learning, Faculty Research, and Grant Writing Bring Significant Learning Experiences to an Undergraduate Biochemistry Laboratory Course

    Science.gov (United States)

    Evans, Hedeel Guy; Heyl, Deborah L.; Liggit, Peggy

    2016-01-01

    This biochemistry laboratory course was designed to provide significant learning experiences to expose students to different ways of succeeding as scientists in academia and foster development and improvement of their potential and competency as the next generation of investigators. To meet these goals, the laboratory course employs three…

  15. "Experience and Learning"

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2007-01-01

    to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.......Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key...

  16. Serious Game-Based and Nongame-Based Online Courses: Learning Experiences and Outcomes

    Science.gov (United States)

    Hess, Taryn; Gunter, Glenda

    2013-01-01

    When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate…

  17. Teaching population health and community-based care across diverse clinical experiences: integration of conceptual pillars and constructivist learning.

    Science.gov (United States)

    Valentine-Maher, Sarah K; Van Dyk, Elizabeth J; Aktan, Nadine M; Bliss, Julie Beshore

    2014-03-01

    Nursing programs are challenged to prepare future nurses to provide care and affect determinants of health for individuals and populations. This article advances a pedagogical model for clinical education that builds concepts related to both population-level care and direct care in the community through a contextual learning approach. Because the conceptual pillars and hybrid constructivist approach allow for conceptual learning consistency across experiences, the model expands programmatic capacity to use diverse community clinical sites that accept only small numbers of students. The concept-based and hybrid constructivist learning approach is expected to contribute to the development of broad intellectual skills and lifelong learning. The pillar concepts include determinants of health and nursing care of population aggregates; direct care, based on evidence and best practices; appreciation of lived experience of health and illness; public health nursing roles and relationship to ethical and professional formation; and multidisciplinary collaboration. Copyright 2014, SLACK Incorporated.

  18. Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

    Science.gov (United States)

    Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

    2017-01-01

    Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

  19. Developing reflection on competence-based learning: the Russian experience with the Tuning approach

    Directory of Open Access Journals (Sweden)

    Anna Serbati

    2014-07-01

    Full Text Available The paper focuses on the Tuning Russia project. It aims at providing an overview of the impact of the Tuning methodology and outcomes concerning University teaching, learning, and assessment activities. It identifies: the most relevant results and “lesson learnt” during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the Tuning methodology with other colleagues within participating Universities. The empirical data for the study were drawn from a qualitative questionnaire with open questions filled-in by the members of the subject area group “Social Work” involved in the Tuning Russia project. The respondents were six academic teachers from different Russian universities and two European Tuning experts. This reflection by academic teachers upon the initial implementation of the Tuning approach in Russia highlights the opportunities to explore methods of establishing and improving communities of practice in the field of competence-based higher education curriculum development. Results highlight the need to develop further work concerning both summative and formative evaluation in relation to competence-based curricula review in higher education

  20. The role of inertia in modeling decisions from experience with instance-based learning.

    Science.gov (United States)

    Dutt, Varun; Gonzalez, Cleotilde

    2012-01-01

    One form of inertia is the tendency to repeat the last decision irrespective of the obtained outcomes while making decisions from experience (DFE). A number of computational models based upon the Instance-Based Learning Theory, a theory of DFE, have included different inertia implementations and have shown to simultaneously account for both risk-taking and alternations between alternatives. The role that inertia plays in these models, however, is unclear as the same model without inertia is also able to account for observed risk-taking quite well. This paper demonstrates the predictive benefits of incorporating one particular implementation of inertia in an existing IBL model. We use two large datasets, estimation and competition, from the Technion Prediction Tournament involving a repeated binary-choice task to show that incorporating an inertia mechanism in an IBL model enables it to account for the observed average risk-taking and alternations. Including inertia, however, does not help the model to account for the trends in risk-taking and alternations over trials compared to the IBL model without the inertia mechanism. We generalize the two IBL models, with and without inertia, to the competition set by using the parameters determined in the estimation set. The generalization process demonstrates both the advantages and disadvantages of including inertia in an IBL model.

  1. Wiki-based Collaborative Learning Experience in a Foreign Language Blended Course

    OpenAIRE

    Krasnova, Tatiana Ivanovna; Gorbatova, Tatiana Nikolaevna; Kudryashova, Aleksandra Vladimirovna; Popova, Anna Nikolaevna

    2016-01-01

    The article emphasizes the educational potential of wikis for learning foreign languages. It focuses on students’ collaboration based on integration of different types of activities within a highly motivating blended learning environment where learners can interact and share their ideas. The study aims to understand if wikis could enhance online collaboration and positively affect students’ attitudes to group work. It tries to explore the level of participation and contribution of students in...

  2. Flow experience in game based learning – a systematic literature review

    Directory of Open Access Journals (Sweden)

    Arttu Perttula

    2017-03-01

    Full Text Available The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.

  3. The role of experience-based perceptual learning in the face inversion effect.

    Science.gov (United States)

    Civile, Ciro; Obhi, Sukhvinder S; McLaren, I P L

    2018-04-03

    Perceptual learning of the type we consider here is a consequence of experience with a class of stimuli. It amounts to an enhanced ability to discriminate between stimuli. We argue that it contributes to the ability to distinguish between faces and recognize individuals, and in particular contributes to the face inversion effect (better recognition performance for upright vs inverted faces). Previously, we have shown that experience with a prototype defined category of checkerboards leads to perceptual learning, that this produces an inversion effect, and that this effect can be disrupted by Anodal tDCS to Fp3 during pre-exposure. If we can demonstrate that the same tDCS manipulation also disrupts the inversion effect for faces, then this will strengthen the claim that perceptual learning contributes to that effect. The important question, then, is whether this tDCS procedure would significantly reduce the inversion effect for faces; stimuli that we have lifelong expertise with and for which perceptual learning has already occurred. Consequently, in the experiment reported here we investigated the effects of anodal tDCS at Fp3 during an old/new recognition task for upright and inverted faces. Our results show that stimulation significantly reduced the face inversion effect compared to controls. The effect was one of reducing recognition performance for upright faces. This result is the first to show that tDCS affects perceptual learning that has already occurred, disrupting individuals' ability to recognize upright faces. It provides further support for our account of perceptual learning and its role as a key factor in face recognition. Copyright © 2018 Elsevier Ltd. All rights reserved.

  4. Children's Negotiations of Visualization Skills during a Design-Based Learning Experience Using Nondigital and Digital Techniques

    Science.gov (United States)

    Smith, Shaunna

    2018-01-01

    In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing,…

  5. Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom: Views from England and Italy

    Science.gov (United States)

    Allsop, Yasemin; Jessel, John

    2015-01-01

    This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This…

  6. Teaching EBP Using Game-Based Learning: Improving the Student Experience.

    Science.gov (United States)

    Davidson, Sandra J; Candy, Laurie

    2016-08-01

    Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.

  7. The MAPS-based vertex detector for the STAR experiment: Lessons learned and performance

    Energy Technology Data Exchange (ETDEWEB)

    Contin, Giacomo, E-mail: gcontin@lbl.gov

    2016-09-21

    The PiXeL detector (PXL) of the STAR experiment at RHIC is the first application of the state-of-the-art thin Monolithic Active Pixel Sensors (MAPS) technology in a collider environment. The PXL, together with the Intermediate Silicon Tracker (IST) and the Silicon Strip Detector (SSD), form the Heavy Flavor Tracker (HFT), which has been designed to improve the vertex resolution and extend the STAR measurement capabilities in the heavy flavor domain, providing a clean probe for studying the Quark–Gluon Plasma. The two PXL layers are placed at a radius of 2.8 and 8 cm from the beam line, respectively, and is based on ultra-thin high resolution MAPS sensors. The sensor features 20.7 μm pixel pitch, 185.6 μs readout time and 170 mW/cm{sup 2} power dissipation. The detector is air-cooled, allowing a global material budget of 0.4% radiation length on the innermost layer. A novel mechanical approach to detector insertion allows for fast installation and integration of the pixel sub detector. The HFT took data in Au+Au collisions at 200 GeV during the 2014 RHIC run. Modified during the RHIC shutdown to improve its reliability, material budget, and tracking capabilities, the HFT took data in p+p and p+Au collisions at √s{sub NN}=200 GeV in the 2015 RHIC run. In this paper we present detector specifications, experience from the construction and operations, and lessons learned. We also show preliminary results from 2014 Au+Au data analyses, demonstrating the capabilities of charm reconstruction with the HFT. - Highlights: • First MAPS-based vertex detector in a collider experiment. • Achieved low material budget of 0.39% of radiation length per detector layer. • Track pointing resolution to the primary vertex better than 10⊕24 GeV/p×c μm. • Gain in significance for the topological reconstruction of the D{sup 0}−>K+π decay in STAR. • Observed latch-up induced damage of MAPS sensors.

  8. Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.

    Science.gov (United States)

    Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J

    2017-10-01

    The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

  9. 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.

  10. Automatic stimulation of experiments and learning based on prediction failure recognition

    NARCIS (Netherlands)

    Juarez Cordova, A.G.; Kahl, B.; Henne, T.; Prassler, E.

    2009-01-01

    In this paper we focus on the task of automatically and autonomously initiating experimentation and learning based on the recognition of prediction failure. We present a mechanism that utilizes conceptual knowledge to predict the outcome of robot actions, observes their execution and indicates when

  11. Interdisciplinary Project-Based Learning: An Online Wiki Experience in Teacher Education

    Science.gov (United States)

    Biasutti, Michele; EL-Deghaidy, Heba

    2015-01-01

    In the current research study the use of Wikis as an online didactic tool to apply project-based learning in higher education was reported. The study was conducted in university teacher education programmes. During the online activities, participants developed interdisciplinary projects for the primary school working collaboratively in small…

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

    Science.gov (United States)

    Raath, Schalk; Golightly, Aubrey

    2017-01-01

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

  13. Assessment of Programming Language Learning Based on Peer Code Review Model: Implementation and Experience Report

    Science.gov (United States)

    Wang, Yanqing; Li, Hang; Feng, Yuqiang; Jiang, Yu; Liu, Ying

    2012-01-01

    The traditional assessment approach, in which one single written examination counts toward a student's total score, no longer meets new demands of programming language education. Based on a peer code review process model, we developed an online assessment system called "EduPCR" and used a novel approach to assess the learning of computer…

  14. Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience

    Directory of Open Access Journals (Sweden)

    Nell Aronoff

    2017-10-01

    Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

  15. Responsibly managing students' learning experiences in student-run clinics: a virtues-based ethical framework.

    Science.gov (United States)

    Coverdale, John H; McCullough, Laurence B

    2014-01-01

    Many medical schools now offer students a distinctive clinical and learning opportunity, the student-run clinic (SRC), in which generalist physicians often play the major role. Although SRCs have become popular, they pose as-yet unexplored ethical challenges for the learning experiences of students. In SRCs students not only take on a significant administrative role especially in coordinating care, but also provide direct patient care for a clinically challenging, biopsychosocially vulnerable, medically indigent population of patients. SRCs provide an exemplar of the ethical challenges of care for such patients. The ethical framework proposed in this article emphasizes that these valued learning opportunities for students should occur in the context of professional formation, with explicit attention to developing the professional virtues, with faculty as role models for these virtues. The valued learning opportunities for students in SRCs should occur in the context of professional formation, with explicit attention to developing the professional virtues of integrity, compassion, self-effacement, self-sacrifice, and courage, which are required for the appropriate care of the vulnerable populations served by SRCs.

  16. Community action research track: Community-based participatory research and service-learning experiences for medical students.

    Science.gov (United States)

    Gimpel, Nora; Kindratt, Tiffany; Dawson, Alvin; Pagels, Patti

    2018-04-01

    Community-based participatory research (CBPR) and service-learning are unique experiential approaches designed to train medical students how to provide individualized patient care from a population perspective. Medical schools in the US are required to provide support for service-learning and community projects. Despite this requirement, few medical schools offer structured service-learning. We developed the Community Action Research Track (CART) to integrate population medicine, health promotion/disease prevention and the social determinants of health into the medical school curriculum through CBPR and service-learning experiences. This article provides an overview of CART and reports the program impact based on students' participation, preliminary evaluations and accomplishments. CART is an optional 4‑year service-learning experience for medical students interested in community health. The curriculum includes a coordinated longitudinal program of electives, community service-learning and lecture-based instruction. From 2009-2015, 146 CART students participated. Interests in public health (93%), community service (73%), primary care (73%), CBPR (60%) and community medicine (60%) were the top reasons for enrolment. Significant improvements in mean knowledge were found when measuring the principles of CBPR, levels of prevention, determining health literacy and patient communication strategies (all p's Projects were disseminated by at least 65 posters and four oral presentations at local, national and international professional meetings. Six manuscripts were published in peer-reviewed journals. CART is an innovative curriculum for training future physicians to be community-responsive physicians. CART can be replicated by other medical schools interested in offering a longitudinal CBPR and service-learning track in an urban metropolitan setting.

  17. Development Process and Technical Aspects of Laparoscopic Hepatectomy: Learning Curve Based on 15 Years of Experience.

    Science.gov (United States)

    Komatsu, Shohei; Scatton, Olivier; Goumard, Claire; Sepulveda, Ailton; Brustia, Raffaele; Perdigao, Fabiano; Soubrane, Olivier

    2017-05-01

    Laparoscopic hepatectomy continues to be a challenging operation associated with a steep learning curve. This study aimed to evaluate the learning process during 15 years of experience with laparoscopic hepatectomy and to identify approaches to standardization of this procedure. Prospectively collected data of 317 consecutive laparoscopic hepatectomies performed from January 2000 to December 2014 were reviewed retrospectively. The operative procedures were classified into 4 categories (minor hepatectomy, left lateral sectionectomy [LLS], left hepatectomy, and right hepatectomy), and indications were classified into 5 categories (benign-borderline tumor, living donor, metastatic liver tumor, biliary malignancy, and hepatocellular carcinoma). During the first 10 years, the procedures were limited mainly to minor hepatectomy and LLS, and the indications were limited to benign-borderline tumor and living donor. Implementation of major hepatectomy rapidly increased the proportion of malignant tumors, especially hepatocellular carcinoma, starting from 2011. Conversion rates decreased with experience for LLS (13.3% vs 3.4%; p = 0.054) and left hepatectomy (50.0% vs 15.0%; p = 0.012), but not for right hepatectomy (41.4% vs 35.7%; p = 0.661). Our 15-year experience clearly demonstrates the stepwise procedural evolution from LLS through left hepatectomy to right hepatectomy, as well as the trend in indications from benign-borderline tumor/living donor to malignant tumors. In contrast to LLS and left hepatectomy, a learning curve was not observed for right hepatectomy. The ongoing development process can contribute to faster standardization necessary for future advances in laparoscopic hepatectomy. Copyright © 2017 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

  18. Online virtual-patient cases versus traditional problem-based learning in advanced pharmacy practice experiences.

    Science.gov (United States)

    Al-Dahir, Sara; Bryant, Kendrea; Kennedy, Kathleen B; Robinson, Donna S

    2014-05-15

    To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulated-patient case in fourth-year (P4) pharmacy students. Fourth-year pharmacy students were randomly assigned to participate in either online branched-case learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8±11.7) than did the virtual-patient group (66.5±13.6) (p=0.001). The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.

  19. Open inquiry-based learning experiences: a case study in the context of energy exchange by thermal radiation

    International Nuclear Information System (INIS)

    PERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" data-affiliation=" (UOPPERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" >Pizzolato, Nicola; PERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" data-affiliation=" (UOPPERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" >Fazio, Claudio; PERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" data-affiliation=" (UOPPERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" >Battaglia, Onofrio Rosario

    2014-01-01

    An open inquiry (OI)-based teaching/learning experience, regarding a scientific investigation of the process of energy exchange by thermal radiation, is presented. A sample of upper secondary school physics teachers carried out this experience at the University of Palermo, Italy, in the framework of ESTABLISH, a FP7 European Project aimed at promoting and developing inquiry-based science education. The teachers had the opportunity to personally experience an OI-based learning activity, with the aim of exploring the pedagogical potentialities of this teaching approach to promote both the understanding of difficult concepts and a deeper view of scientific practices. The teachers were firstly engaged in discussions concerning real-life problematic situations, and then stimulated to design and carry out their own laboratory activities, aimed at investigating the process of energy exchange by thermal radiation. A scientific study on the energy exchange between a powered resistor and its surrounding environment, during the heating and cooling processes, was designed and performed. Here we report the phases of this experiment by following the teachers' perspective. A structured interview conducted both before and after the OI experience allowed us to analyze and point out the teachers' feedback from a pedagogical point of view. The advantages and limits of an OI-based approach to promote the development of more student-centred inquiry-oriented teaching strategies are finally discussed. (paper)

  20. Mobile Assisted Language Learning Experiences

    Science.gov (United States)

    Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

    2017-01-01

    The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

  1. Exploring the Lived Experiences of Participants in Simulation-Based Learning Activities

    Science.gov (United States)

    Beard, Rachael

    2013-01-01

    There is currently a small body of research on the experiences of participants, both facilitators and learners, during simulated mock codes (cardiac arrest) in the healthcare setting. This study was based on a practitioner's concerns that mock codes are facilitated differently among educators, mock codes are not aligned with andragogy theory of…

  2. Experience Learning and Community Development

    Directory of Open Access Journals (Sweden)

    Nena Mijoč

    1996-12-01

    Full Text Available Research in the field of education, carried out in living and working environment, which has undergone so profound changes recently, is of extreme importance. In schools, courses and seminars, one cannot prepare him/herself for the changes as these are often so rapid that it is impossible to foresee them. Therefore, one can only learn by experience. In defining the term 'experience learning', the teoreticians vary greatly. In this paper, experience learning is understood as a process of learning taking part mainly outside the planned educational process and including an active and participative attitude towards environment and people. Original and direct experience can thus serve as a basis for gaining new comprehensions, for planning future activities as well as for a reinterpretation of the past experiences. Let us first mention the basic factors of successful experience learning, such as an individual's character features, possibilities for learning, learning atmosphere and positive stimulations. It has been estimated that local community can increase or decrease the possibilities for experience learning. However, the relation is active in other direction too: the more experience learning bas been asserted in a community, the greater its influence on social and cultural development of the community. On has to bear in mind that well-planned education for local community and stimulating sociocultural animation can facilitate the development of local community.

  3. Student experiences of the adolescent diversion project: a community-based exemplar in the pedagogy of service-learning.

    Science.gov (United States)

    Davidson, William S; Jimenez, Tiffeny R; Onifade, Eyitayo; Hankins, Sean S

    2010-12-01

    Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.

  4. An Early Historical Examination of the Educational Intent of Supervised Agricultural Experiences (SAEs) and Project-Based Learning in Agricultural Education

    Science.gov (United States)

    Smith, Kasee L.; Rayfield, John

    2016-01-01

    Project-based learning has been a component of agricultural education since its inception. In light of the current call for additional emphasis of the Supervised Agricultural Experience (SAE) component of agricultural education, there is a need to revisit the roots of project-based learning. This early historical research study was conducted to…

  5. Reflections on Service-Learning: Student Experiences in a Sport-Based Youth Development Course

    Science.gov (United States)

    Whitley, Meredith A.; Farrell, Kelly; Maisonet, Cindy; Hoffer, Andrew

    2017-01-01

    Service-learning courses provide students with practical opportunities to enhance their learning and development in the field, along with getting students engaged in different communities and settings. However, there are still many challenges to designing and offering effective service-learning courses, such as requiring all students to…

  6. A project based learning experience through best use of state-of-the-art technology

    Directory of Open Access Journals (Sweden)

    Juan José López Berrio

    2016-01-01

    Full Text Available Our proposal consists in activating the most important talent in the education institutions (their students, converting them in the change movement they need. How do we do that? We attract them through an enriching and disruptive programme, that suggest them a real entrepreneurship challenge, guiding and empowering them to reach the goals planned. Our vehicle is the Innovation Lab, a permanent program, where through a project based learning and working as a real and modern startup, the students work and collaborate using state of the art technology and methodologies, such as cloud computing, design thinking, flipped classroom, gamification, etc., by combining on-line work and sessions at school. The idea is revolutionary and innovative but also perfectly aligned with the content of the Horizon 2020-Schools Edition. We have achieved great results, both qualitative and quantitative, as you would be able to see along the article.

  7. Extending the experiences of learning games

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2008-01-01

    The article addresses the question on whether learning games should be thought as realistic, content-rich and fun, based on the disadvantages that these follows these understandings, as well as addressing the advantages of their alternatives. From a discourse analytical perspective......, the opportunities held by other appraoches to 'participatory incentives, understanding of the learning process, and finally the quality of the experience offered by the game-based learning setting....

  8. How to develop students’ approaches to learning: Experiences from a programme based on co-regulated learning

    Directory of Open Access Journals (Sweden)

    Stančić Milan

    2017-01-01

    Full Text Available Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students’ approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students’ perspective of the benefits of the programme. The changes in learning strategies and students’ motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning strategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom’s taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students’ learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice.

  9. Increasing dopamine levels in the brain improves feedback-based procedural learning: An artificial grammar learning experiment

    NARCIS (Netherlands)

    de Vries, M.H.; Ulte, C.; Zwitserlood, P.; Szymanski, B.; Knecht, S.

    2010-01-01

    Recently, an increasing number of studies have suggested a role for the basal ganglia and related dopamine inputs in procedural learning, specifically when learning occurs through trial-by-trial feedback (Shohamy, Myers, Kalanithi, & Gluck. (2008). Basal ganglia and dopamine contributions to

  10. Project-based learning in engineering design in Bulgaria: expectations, experiments and results

    Science.gov (United States)

    Raycheva, Regina Pavlova; Angelova, Desislava Ivanova; Vodenova, Pavlina Minkova

    2017-11-01

    Using a students' workshop as a laboratory, this article summarises the observation of three years' implementation of a new study module for a Bachelor Program in Engineering Design (Interior and Furniture Design) at the University of Forestry, Sofia, Bulgaria. The article offers an analysis of group dynamics and the difficulties and issues observed during the process. Data from survey questionnaires are interpreted; proposals are made for future research. The conclusion of the authors includes the following points: positive response by students, important encounter with successful professionals and companies; creative fulfilment and experience of team work. On the weak side is the experienced discomfort in public presentation, lack of verbal and graphic skills, interpersonal issues and pressure of real requirements from teachers and company; lack of adequate attention by the tutors. The need of better understanding a team 'code' of behaviour and preparation for an active learning method was felt. A proposal leading to a mixed-team organisation for better support of first-time participants in the module is made.

  11. Team-Based Learning: Successful Experience in a Public Health Graduate Program

    Directory of Open Access Journals (Sweden)

    Geraldo Bezerra da Silva Junior

    Full Text Available ABSTRACT Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5. The lowestscore was achieved by the question number 11 (4.3 about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the

  12. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.

    Science.gov (United States)

    MacKinnon, Karen; Marcellus, Lenora; Rivers, Julie; Gordon, Carol; Ryan, Maureen; Butcher, Diane

    2015-01-01

    The overall aim of this systematic review is to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate or pre-registration nursing students in educational settings to inform curriculum decision-making.1. What are the experiences of nursing or health professional students participating in undergraduate or pre-licensure maternal-child simulation-based learning in educational settings?2. What are the experiences of educators participating in undergraduate or pre-licensure maternal-child simulation-based learning in educational settings?3. What teaching and learning practices in maternal-child simulation-based learning are considered appropriate and meaningful by students and educators? Maternal-child care is one of the pillars of primary health care. Health promotion and illness/ injury prevention begin in the preconception period and continue through pregnancy, birth, the postpartum period and the childrearing years. Thus, lifelong wellness is promoted across the continuum of perinatal and pediatric care which influences family health and early child development. Registered nurses (RNs) are expected to have the knowledge and skills needed to provide evidence-based nursing with childbearing and child-rearing families to promote health and address health inequities in many settings, including inner city, rural, northern, indigenous and global communities. The Canadian Maternity Experiences survey and the Report by the Advisor on Healthy Children and Youth provide information on current shortages of perinatal and child health care providers and stress the importance of the role of nurses as providers of rural and remote care. From a global health perspective, continued concern with both perinatal and child health morbidities and mortalities highlight the importance of maintaining and strengthening the presence of maternal and child health learning opportunities within undergraduate nursing curriculum.Despite this

  13. Children’s Negotiations of Visualization Skills During a Design-Based Learning Experience Using Nondigital and Digital Techniques

    OpenAIRE

    Smith, Shaunna

    2018-01-01

    In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing, 3-D drawing with hot glue, sculpture, discussion, writing) and digital technologies (i.e., 3-D scanning, 3-D modeling, 3-D printing). Participants i...

  14. Mobile Inquiry Based Learning

    NARCIS (Netherlands)

    Specht, Marcus

    2012-01-01

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

  15. The pedadogy of gender studies : Between experience-based learning and scholarly dialogue

    OpenAIRE

    Lundberg, Anna; Werner, Ann

    2013-01-01

    This specific text deals with the education methods of gender studies. It discusses what happens in a gender studies classroom, what the processes of learning and challenges are like and what are considered to be the important pedagogical aspects. It also discusses how instructors of gender studies work in various ways to create good conditions for learning, for all students, and it brings out difficult issues in learning processes involving critiques of power, as well as the strengths of gen...

  16. DPT Student Perceptions of the Physical Therapist Assistant's Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience.

    Science.gov (United States)

    Colgrove, Yvonne M; VanHoose, Lisa D

    2017-01-01

    Doctor of physical therapy (DPT) student learning about role delineation of physical therapist assistants (PTAs) is essential to ethical and legal practice. Survey assessment of three DPT student cohorts compared collaborative interprofessional case-based learning with PTA students to traditional curriculum delivery strategies. Control cohorts were assessed one time. The intervention group was assessed pre-intervention, immediately post-intervention, and after completing a full-time clinical experience. The case-based learning covered 46% of survey content, allowing for the assessment of content-specific material and potential learning through collaboration. Following the educational intervention, the intervention group improved significantly in areas inside and outside the case-based study content, outscoring both control groups on 25-34% of the survey items. Following the clinical experience, the intervention group declined answer accuracy for patient evaluation and treatment implementation, suggesting unlearning. Improvement in the administrative section was observed after the clinical experience. Perceptions of the tasks within the PTA role were diminished while tasks outside the scope of practice appeared clarified following the clinical experience. While case-based collaborative intraprofessional learning proves effective in student learning about the PTA role, changes following the clinical experience raise questions about the influence of the clinical environment on learning and the practical application of recently learned knowledge.

  17. Supporting Seamless Learning Experiences

    NARCIS (Netherlands)

    Rusman, Ellen; Specht, Marcus; Klemke, Roland; Ternier, Stefaan; Tan, Esther; Firssova, Olga; Stracke, Christian M.; Suarez, Angel; Van Dijk, Guido

    2017-01-01

    Elevator pitch about Seamless learning for the Board of the Open University of the Netherlands. People increasingly learn in different (physical and social) settings with less effort than 50 years ago, as both technological as well as physical infrastructures allow them to do so. Learners easily

  18. Quality in E-Learning--A Conceptual Framework Based on Experiences from Three International Benchmarking Projects

    Science.gov (United States)

    Ossiannilsson, E.; Landgren, L.

    2012-01-01

    Between 2008 and 2010, Lund University took part in three international benchmarking projects, "E-xcellence+," the "eLearning Benchmarking Exercise 2009," and the "First Dual-Mode Distance Learning Benchmarking Club." A comparison of these models revealed a rather high level of correspondence. From this finding and…

  19. Approaches to enhance body-anchored and experience-based learning

    DEFF Research Database (Denmark)

    Stelter, Reinhard

    2008-01-01

    in the rhythm and intentional orientation can also be applied to different areas, for example, psychotherapy or coaching. But the main focus is on examples from physical education. The final part of the article sees body-anchored learning as integrated in a cultural setting and as part of learning...

  20. Lessons learned from setting up the NOWESP research data base: Experiences in an interdisciplinary research project

    Science.gov (United States)

    Radach, Günther; Gekeler, Jens

    1996-09-01

    Research carried out within the framework of the MAST project NOWESP (North-West European Shelf Programme) was based on a multi-parameter data set of existing marine data, relevant for estimating trends, variability and fluxes on the Northwest European Shelf. The data sets were provided by the partners of the project. Additional data sets were obtained from several other institutions. During the project, the data were organized in the NOWESP Research Data Base (NRDB), for which a special data base scheme was defined that was capable of storing different types of marine data. Data products, like time series and interpolated fields, were provided to the partners for analysis (Radach et al. [1997]). After three years of project time, the feasibility of such an approach is discussed. Ways of optimizing data access and evaluation are proposed. A project-oriented Research Data Base is a useful tool because of its flexibility and proximity to the research being carried out. However, several requirements must be met to derive optimum benefits from this type of service unit. Since this task usually is carried out by a limited number of staff, an early start of project data management is recommended. To enable future projects to succeed in an analogous compilation of relevant data for their use, as performed in NOWESP, the task of organizing the data sets for any short-term project should be shared between a research data base group and a national or international data centre whose experience and software could be used. It must be ensured that only quality controlled data sets from the individual data-produ cing projects are delivered to the national data centres. It is recommended that data quality control should be performed by the originators and/or data centres before delivering any data sets to the research data base. Delivery of the (full) data sets should be checked and their quality should be approved by authorized data centres.

  1. The development and evaluation of a 'blended' enquiry based learning model for mental health nursing students: "making your experience count".

    Science.gov (United States)

    Rigby, Lindsay; Wilson, Ian; Baker, John; Walton, Tim; Price, Owen; Dunne, Kate; Keeley, Philip

    2012-04-01

    To meet the demands required for safe and effective care, nurses must be able to integrate theoretical knowledge with clinical practice (Kohen and Lehman, 2008; Polit and Beck, 2008; Shirey, 2006). This should include the ability to adapt research in response to changing clinical environments and the changing needs of service users. It is through reflective practice that students develop their clinical reasoning and evaluation skills to engage in this process. This paper aims to describe the development, implementation and evaluation of a project designed to provide a structural approach to the recognition and resolution of clinical, theoretical and ethical dilemmas identified by 3rd year undergraduate mental health nursing students. This is the first paper to describe the iterative process of developing a 'blended' learning model which provides students with an opportunity to experience the process of supervision and to become more proficient in using information technology to develop and maintain their clinical skills. Three cohorts of student nurses were exposed to various combinations of face to face group supervision and a virtual learning environment (VLE) in order to apply their knowledge of good practice guidelines and evidenced-based practice to identified clinical issues. A formal qualitative evaluation using independently facilitated focus groups was conducted with each student cohort and thematically analysed (Miles & Huberman, 1994). The themes that emerged were: relevance to practice; facilitation of independent learning; and the discussion of clinical issues. The results of this study show that 'blending' face-to-face groups with an e-learning component was the most acceptable and effective form of delivery which met the needs of students' varied learning styles. Additionally, students reported that they were more aware of the importance of clinical supervision and of their role as supervisees. Copyright © 2011 Elsevier Ltd. All rights reserved.

  2. “I had no idea this shame piece was in me”: Couple and family therapists’ experience with learning an evidence-based practice

    Directory of Open Access Journals (Sweden)

    Robert Allan

    2016-12-01

    Full Text Available This study reports on the experience of shame while learning an evidence-based approach to working with couples or families. Couple and family therapists were interviewed about their experience with learning and using an evidence-based practice (EBP and the data was analyzed using a phenomenological approach called interpretative phenomenological analysis. The theme of shame emerged from a number of research participants as part of their development with the EBP they were integrating into their practice. Starting with an exploration of the participants’ experiences and the impact of shame, the paper will then link these experiences with the psychological and sociological research literature about shame.

  3. Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment.

    Science.gov (United States)

    Cunningham, S; Foote, L; Sowder, M; Cunningham, C

    2018-05-01

    The purpose of this mixed-methods study was to explore from the participant's perspective the influence of an interprofessional simulation-based learning experience on understanding the roles and responsibilities of healthcare professionals in the acute care setting, interprofessional collaboration, and communication. Participating students from two professional programs completed the Readiness for Interprofessional Learning Scale (RIPLS) prior to and following the simulation experience to explore the influence of the simulation experience on students' perceptions of readiness to learn together. A Wilcoxon signed rank analysis was performed for each of the four subscales of the RIPLS: shared learning (<.001), teamwork and collaboration (<.001), professional identity (.042), and roles and responsibilities (.001). In addition, participating students were invited to participate in focus group interviews to discuss the effectiveness of the simulation experience. Three key themes were discovered: interprofessional teamwork, discovering roles and responsibilities, and increased confidence in treatment skills. The integration of interprofessional education through a simulation-based learning experience within the nursing and physical therapy professional programs provided a positive experience for the students. Simulation-based learning experiences may provide an opportunity for institutions to collaborate and provide additional engagement with healthcare professions that may not be represented within a single institution.

  4. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence.

    Science.gov (United States)

    MacKinnon, Karen; Marcellus, Lenora; Rivers, Julie; Gordon, Carol; Ryan, Maureen; Butcher, Diane

    2017-11-01

    Although maternal-child care is a pillar of primary health care, there is a global shortage of maternal-child health care providers. Nurse educators experience difficulties providing undergraduate students with maternal-child learning experiences for a number of reasons. Simulation has the potential to complement learning in clinical and classroom settings. Although systematic reviews of simulation are available, no systematic reviews of qualitative evidence related to maternal-child simulation-based learning (SBL) for undergraduate nursing students and/or educators have been located. The aim of this systematic review was to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate nursing students and nursing educators in educational settings to inform curriculum decision-making. The review questions are: INCLUSION CRITERIA TYPES OF PARTICIPANTS: Pre-registration or pre-licensure or undergraduate nursing or health professional students and educators. Experiences of simulation in an educational setting with a focus relevant to maternal child nursing. Qualitative research and educational evaluation using qualitative methods. North America, Europe, Australia and New Zealand. A three-step search strategy identified published studies in the English language from 2000 until April 2016. Identified studies that met the inclusion criteria were retrieved and critically appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) by at least two independent reviewers. Overall the methodological quality of the included studies was low. Qualitative findings were extracted by two independent reviewers using JBI-QARI data extraction tools. Findings were aggregated and categorized on the basis of similarity in meaning. Categories were subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings. Twenty-two articles from 19 studies were included in the review

  5. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Hernández Salazar

    2016-03-01

    Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

  6. The Effects of Game Strategy and Preference-Matching on Flow Experience and Programming Performance in Game-Based Learning

    Science.gov (United States)

    Wang, Li-Chun; Chen, Ming-Puu

    2010-01-01

    Learning to program is difficult for novices, even for those undergraduates who have majored in computer science. The study described in this paper has investigated the effects of game strategy and preference-matching on novice learners' flow experience and performance in learning to program using an experiential gaming activity. One hundred and…

  7. Students learn systems-based care and facilitate system change as stakeholders in a free clinic experience.

    Science.gov (United States)

    Colbert, Colleen Y; Ogden, Paul E; Lowe, Darla; Moffitt, Michael J

    2010-10-01

    Systems-based practice (SBP) is rarely taught or evaluated during medical school, yet is one of the required competencies once students enter residency. We believe Texas A&M College of Medicine students learn about systems issues informally, as they care for patients at a free clinic in Temple, TX. The mandatory free clinic rotation is part of the Internal Medicine clerkship and does not include formal instruction in SBP. During 2008-2009, a sample of students (n = 31) on the IMED clerkship's free clinic rotation participated in a program evaluation/study regarding their experiences. Focus groups (M = 5 students/group) were held at the end of each outpatient rotation. Students were asked: "Are you aware of any system issues which can affect either the delivery of or access to care at the free clinic?" Data saturation was reached after six focus groups, when investigators noted a repetition of responses. Based upon investigator consensus opinion, data collection was discontinued. Based upon a content analysis, six themes were identified: access to specialists, including OB-GYN, was limited; cost containment; lack of resources affects delivery of care; delays in care due to lack of insurance; understanding of larger healthcare system and free clinic role; and delays in tests due to language barriers. Medical students were able to learn about SBP issues during free clinic rotations. Students experienced how SBP issues affected the health care of uninsured individuals. We believe these findings may be transferable to medical schools with mandatory free clinic rotations.

  8. Integrated and Contextual Basic Science Instruction in Preclinical Education: Problem-Based Learning Experience Enriched with Brain/Mind Learning Principles

    Science.gov (United States)

    Gülpinar, Mehmet Ali; Isoglu-Alkaç, Ümmühan; Yegen, Berrak Çaglayan

    2015-01-01

    Recently, integrated and contextual learning models such as problem-based learning (PBL) and brain/mind learning (BML) have become prominent. The present study aimed to develop and evaluate a PBL program enriched with BML principles. In this study, participants were 295 first-year medical students. The study used both quantitative and qualitative…

  9. Game-Based Learning as a Vehicle to Teach First Aid Content: A Randomized Experiment

    Science.gov (United States)

    Charlier, Nathalie; De Fraine, Bieke

    2013-01-01

    Background: Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA. Methods: Four class groups (120 students) were randomly assigned to 2…

  10. Physical experience enhances science learning.

    Science.gov (United States)

    Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

    2015-06-01

    Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

  11. Game-based learning as a vehicle to teach first aid content: a randomized experiment.

    Science.gov (United States)

    Charlier, Nathalie; De Fraine, Bieke

    2013-07-01

    Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA. Four class groups (120 students) were randomly assigned to 2 conditions, a board game or a traditional lecture method (control condition). The effect of the learning environment on students' achievement was examined through a paper-and-pencil test of FA knowledge. Two months after the intervention, the participants took a retention test and completed a questionnaire assessing enjoyment, interest, and motivation. An analysis of pre- and post-test knowledge scores showed that both conditions produced significant increases in knowledge. The lecture was significantly more effective in increasing knowledge, as compared to the board game. Participants indicated that they liked the game condition more than their fellow participants in the traditional lecture condition. These results suggest that traditional lectures are more effective in increasing student knowledge, whereas educational games are more effective for student enjoyment. From this case study we recommend alteration or a combination of these teaching methods to make learning both effective and enjoyable. © 2013, American School Health Association.

  12. Discovering students mobile learning experiences in higher education in Nigeria

    OpenAIRE

    Oyelere, Solomon S.; Suhonen, Jarkko; Shonola, Shaibu A.; Joy, Mike

    2016-01-01

    M-learning plays a progressively significant role in the advancement of teaching and learning in higher education. However, the effective implementation of m-learning in higher education will be based on users’ experiences and motivation to use this technology. Though m-learning has become global, developing countries such as Nigeria are yet to enjoy the full potential offered by m-learning. This study is focused on ascertaining students’ experiences with m-learning, determining the influence...

  13. Learning Disability: Experience of Diagnosis

    Science.gov (United States)

    Kenyon, Elinor; Beail, Nigel; Jackson, Tom

    2014-01-01

    Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using…

  14. Making a Case for E - learning: Experiences in E-learning at ...

    African Journals Online (AJOL)

    Making a Case for E - learning: Experiences in E-learning at Langston University ... performances can surpass those of students in traditional learning settings. ... The research method was qualitative based mainly on participatory and ...

  15. 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.

  16. An Alienation-Based Framework for Student Experience in Higher Education: New Interpretations of Past Observations in Student Learning Theory

    Science.gov (United States)

    Barnhardt, Bradford; Ginns, Paul

    2014-01-01

    This article orients a recently proposed alienation-based framework for student learning theory (SLT) to the empirical basis of the approaches to learning perspective. The proposed framework makes new macro-level interpretations of an established micro-level theory, across three levels of interpretation: (1) a context-free psychological state…

  17. Cloud-Based Mobile Learning

    Directory of Open Access Journals (Sweden)

    Alexandru BUTOI

    2013-01-01

    Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.

  18. Dimensions of problem based learning

    DEFF Research Database (Denmark)

    Nielsen, Jørgen Lerche; Andreasen, Lars Birch

    2013-01-01

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

  19. Connecting Formal and Informal Learning Experiences

    Science.gov (United States)

    O'Mahony, Timothy Kieran

    The learning study reports on part of a larger project being lead by the author. In this dissertation I explore one goal of this project---to understand effects on student learning outcomes as a function of using different methods for connecting out-of-school experiential learning with formal school-based instruction. There is a long history of assuming that "experience is the best teacher"(e.g. Aristotle, 360 BC; Dewey, 1934; Kolb, 1997; Pliny, AD 77). As a practical geographer I endorsed that assumption throughout my teaching career, paying attention to local topography, physical features, and natural resources in the geographic hinterland. I was particularly interested in understanding the impact of the physical landscape on humankind, and reciprocally, noting humankind's widespread impressions on the natural world. Until I began this research project, I assumed that everyone else paid a similar attention to immediate surroundings. The work that I describe in this dissertation emerges out of a conviction that there are many degrees of truth to the idea that experience is a great teacher. Its effectiveness seems to depend on how one's "experience" is mediated, and how "learning from it" is defined. This motivated me to think about design principles for linking people's experiences to learning. I began to explore, experimentally, how I might enhance people's abilities to notice, represent, and discuss their experiences in order to better learn from them. This study investigated how different ways of connecting outdoor learning experiences to formal schooling impacts students' performance. I studied high-school students in outdoor settings as they engaged in evocative issues of learning pertaining to consequential everyday life encounters. Different kinds of "expert mediation" were introduced and tested as the students engaged in investigative activities around the science of dam removal and habitat restoration. I measured outcomes with the aid of pre- and

  20. Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience.

    Science.gov (United States)

    Crane, Rebecca S; Kuyken, Willem; Hastings, Richard P; Rothwell, Neil; Williams, J Mark G

    2010-06-01

    Several randomised controlled trials suggest that mindfulness-based approaches are helpful in preventing depressive relapse and recurrence, and the UK Government's National Institute for Health and Clinical Excellence has recommended these interventions for use in the National Health Service. There are good grounds to suggest that mindfulness-based approaches are also helpful with anxiety disorders and a range of chronic physical health problems, and there is much clinical and research interest in applying mindfulness approaches to other populations and problems such as people with personality disorders, substance abuse, and eating disorders. We review the UK context for developments in mindfulness-based approaches and set out criteria for mindfulness teacher competence and training steps, as well as some of the challenges and future directions that can be anticipated in ensuring that evidence-based mindfulness approaches are available in health care and other settings.

  1. Virtual international experiences in veterinary medicine: an evaluation of students' attitudes toward computer-based learning.

    Science.gov (United States)

    French, Brigitte C; Hird, David W; Romano, Patrick S; Hayes, Rick H; Nijhof, Ard M; Jongejan, Frans; Mellor, Dominic J; Singer, Randall S; Fine, Amanda E; Gay, John M; Davis, Radford G; Conrad, Patricia A

    2007-01-01

    While many studies have evaluated whether or not factual information can be effectively communicated using computer-aided tools, none has focused on establishing and changing students' attitudes toward international animal-health issues. The study reported here was designed to assess whether educational modules on an interactive computer CD elicited a change in veterinary students' interest in and attitudes toward international animal-health issues. Volunteer veterinary students at seven universities (first-year students at three universities, second-year at one, third-year at one, and fourth-year at two) were given by random assignment either an International Animal Health (IAH) CD or a control CD, ParasitoLog (PL). Participants completed a pre-CD survey to establish baseline information on interest and attitudes toward both computers and international animal-health issues. Four weeks later, a post-CD questionnaire was distributed. On the initial survey, most students expressed an interest in working in the field of veterinary medicine in another country. Responses to the three pre-CD questions relating to attitudes toward the globalization of veterinary medicine, interest in foreign animal disease, and inclusion of a core course on international health issues in the veterinary curriculum were all positive, with average values above 3 (on a five-point scale where 5 represented strong agreement or interest). Almost all students considered it beneficial to learn about animal-health issues in other countries. After students reviewed the IAH CD, we found a decrease at four universities, an increase at one university, and no change at the remaining two universities in students' interest in working in some area of international veterinary medicine. However, none of the differences was statistically significant.

  2. A STUDY ON THE EFFECT OF CASE BASED LEARNING FOR PRE-SERVICE SCIENCE TEACHERS’ ATTITUDES TOWARDS AN ANALYTICAL CHEMISTRY LABORATORY EXPERIMENT

    OpenAIRE

    Alpat, Sibel Kılınç; Uyulgan, Melis Arzu; Özbayrak, Özge; Alpat, Şenol

    2011-01-01

    It is aimed to analyze the change of the pre-service science teachers‘ attitudes towards chemistry laboratories using case-based learning, an active learning method, in this research. This research is an semiexperimental study with a control group. The sample of this research was originated by the second-year students (N=61) of the department of science education in Dokuz Eylul University, Faculty of Buca Education. In the first stage of the research, a case about the experiment of determinin...

  3. Improving The Quality of Education Through School-Based Management: Learning From International Experiences

    Science.gov (United States)

    Grauwe, Anton De

    2005-07-01

    School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries, concerns remain about the possible detrimental impact of school-based management on school quality; equity among different schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as administrative transparency. The present study defines school-based management and, in view of its implementation in different world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element in the management work of the school principal.

  4. An exploration of tutors' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning.

    Science.gov (United States)

    Haith-Cooper, Melanie

    2003-01-01

    This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.

  5. Learning Experience with Virtual Worlds

    Science.gov (United States)

    Wagner, Christian

    2008-01-01

    Virtual worlds create a new opportunity to enrich the educational experience through media-rich immersive learning. Virtual worlds have gained notoriety in games such as World of Warcraft (WoW), which has become the most successful online game ever, and in "general purpose" worlds, such as Second Life (SL), whose participation levels (more than 10…

  6. Learning More Effectively from Experience

    Directory of Open Access Journals (Sweden)

    Ioan Fazey

    2005-12-01

    Full Text Available Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual's ability to deal flexibly with new situations is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1 vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2 become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of "good thinking." Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful. An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity.

  7. Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

    Science.gov (United States)

    Davis, Brian L.

    Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

  8. Design of Online Report Writing Based on Constructive and Cooperative Learning for a Course on Traditional General Physics Experiments

    Science.gov (United States)

    Lo, Hao-Chang

    2013-01-01

    The objective of this study was to develop an online report writing activity that was a constructive and cooperative learning process for a course on traditional general physics experiments. Wiki, a CMC authoring tool, was used to construct the writing platform. Fifty-eight undergraduate students (33 men and 25 women), working in randomly assigned…

  9. Does Digital Video Enhance Student Learning in Field-Based Experiments and Develop Graduate Attributes beyond the Classroom?

    Science.gov (United States)

    Fuller, Ian C.; France, Derek

    2016-01-01

    The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This…

  10. Effect of a Community-Based Service Learning Experience in Geriatrics on Internal Medicine Residents and Community Participants.

    Science.gov (United States)

    Miller, Rachel K; Michener, Jennifer; Yang, Phyllis; Goldstein, Karen; Groce-Martin, Jennine; True, Gala; Johnson, Jerry

    2017-09-01

    Community-based service learning (CBSL) provides an opportunity to teach internal medicine residents the social context of aging and clinical concepts. The objectives of the current study were to demonstrate the feasibility of a CBSL program targeting internal medicine residents and to assess its effect on medical residents and community participants. internal medicine residents participated in a CBSL experience for half a day during ambulatory blocks from 2011 to 2014. Residents attended a senior housing unit or center, delivered a presentation about a geriatric health topic, toured the facility, and received information about local older adult resources. Residents evaluated the experience. Postgraduate Year 3 internal medicine residents (n = 71) delivered 64 sessions. Residents felt that the experience increased their ability to communicate effectively with older adults (mean 3.91 ± 0.73 on a Likert scale with 5 = strongly agree), increased their knowledge of resources (4.09 ± 1.01), expanded their knowledge of a health topic pertinent to aging (3.48 ± 1.09), and contributed to their capacity to evaluate and care for older adults (3.84 ± 0.67). Free-text responses demonstrated that residents thought that this program would change their practice. Of 815 older adults surveyed from 36 discrete teaching sessions, 461 (56%) thought that the medical residents delivered health information clearly (4.55 ± 0.88) and that the health topics were relevant (4.26 ± 0.92). Free-text responses showed that the program helped them understand their health concerns. This CBSL program is a feasible and effective tool for teaching internal medicine residents and older adults. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

  11. Students meeting with caregivers of cancer patient: results of an experience-based learning project.

    Science.gov (United States)

    Atasoy, Beste M; Sarikaya, Ozlem; Kuscu, M Kemal; Yondem, Merve; Buyukkara, Elif; Eken, E Gokcen; Kahyaoglu, Figen

    2012-12-01

    The communication between medical students and cancer caregivers, and the problems they have experienced as well as the outcomes for their professional development before starting clinical practice was assessed in the context of a student research project. Data were collected by questionnaires or by 20 to 40-min long interviews with cancer caregivers. Their communications with physicians, hearing the bad news, and health service satisfaction were questioned. Therefore, the caregivers trusted the professional approach of their physician. However, they expected more empathic communication in the process of diagnosis and therapy. Development of empathy and trust-based communication between patients and physicians and enhancement of the quality of devoted time to cancer patients and caregivers may have an effect on the course of disease. Interviewer students mentioned that they developed communication skills about difficult clinical tasks and in delivering bad news face to face to cancer caregivers before starting their clinical education.

  12. Experiences with establishing and implementing learning management system and computer-based test system in medical college.

    Science.gov (United States)

    Park, Joo Hyun; Son, Ji Young; Kim, Sun

    2012-09-01

    The purpose of this study was to establish an e-learning system to support learning in medical education and identify solutions for improving the system. A learning management system (LMS) and computer-based test (CBT) system were established to support e-learning for medical students. A survey of 219 first- and second-grade medical students was administered. The questionnaire included 9 forced choice questions about the usability of system and 2 open-ended questions about necessary improvements to the system. The LMS consisted of a class management, class evaluation, and class attendance system. CBT consisted of a test management, item bank, and authoring tool system. The results of the survey showed a high level of satisfaction in all system usability items except for stability. Further, the advantages of the e-learning system were ensuring information accessibility, providing constant feedback, and designing an intuitive interface. Necessary improvements to the system were stability, user control, readability, and diverse device usage. Based on the findings, suggestions for developing an e-learning system to improve usability by medical students and support learning effectively are recommended.

  13. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  14. Problem-Based Learning in Management Accounting Teaching: Report of a Brazilian Experience

    Directory of Open Access Journals (Sweden)

    Daiana Bragueto Martins

    2016-01-01

    Full Text Available This study aimed to report on the operation of the PBL method in a management accounting discipline in the Accounting course of a Brazilian Higher Education institution. The research technique used was the case study, involving a descriptive approach to PBL classes, whose purpose was to present the properties of the classes, how to act and the profile of the students and teachers. The field research took place in 2013. The data were collected through interviews with teachers, participant observation and document analysis. The empirical analysis in this research rested on the studies by Araújo and Arantes (2009, Dochy, Segers, Bossche and Gijbels (2003, Duch, Groh and Allen (2001, MacDonald and Savin-Baden (2004, Ribeiro (2008, Schmidt (1983, Sockalingam and Schmidt (2011, among others. The results show that the integration between academics and businesses based on the use of practical and real problems the students brought from the work environment offered gains, such as: the student broadens the potential to solve practical and professional problems; and the company is benefited, as it can receive qualified professionals in the future, who are able for research and the proposal of solutions to problems. Teachers also gain as they are exposed to a contemporary setting, providing major updates in terms of use of concepts and theories, because of the contextualization. The PBL helps to engage Generation Y students, given that the desire for participation and communication in an interactive environment using technological tools are the main marks of that generation. The skills developed in the PBL approach are similar to those required from the management accountant.

  15. Benefit of Problem-Based Learning for Psychosocial Medicine: first experiences at the medical faculty of berne

    OpenAIRE

    Laederach-Hofmann, Kurt; Stadelmann, Barbara; Isenschmid, Bettina

    2005-01-01

    Aim: Presentation of skills and knowledge of medical students in psychiatry or psychosocial medicine in basic study (year 1 to 3) after the introduction of a problem oriented learning curriculum at the Medical Faculty of Berne.Method: Description of the curriculum with the different teaching units, and the evaluation by means of formative tools used by students and tutors.Results: With reference to qualitative comparison students of the problem based learning track showed a better preparation...

  16. A Cohort-based Learning Community Enhances Academic Success and Satisfaction with University Experience for First-Year Students

    Directory of Open Access Journals (Sweden)

    Corey A. Goldman

    2012-12-01

    Full Text Available Assessment of a successful cohort-based learning communities program for first-year undergraduate students shows that students in the program perform better academically and also report a higher level of satisfaction with their university experience than students who are not in the program. Students enrolled in arts and science at the University of Toronto, who take several large-enrolment courses in their first year, may optionally participate in the First-Year Learning Communities (FLC program, designed to assist with the academic and social transition from high school to university. In this Freshman Interest Group model of learning community, the curriculum across the clustered courses is not linked. The FLC program was assessed over a five-year period, using student academic records and self-reported survey data. This paper also provides details on program design and implementation.L’évaluation d’un programme de communautés d’apprentissage fondées sur les cohortes pour les étudiants de première année du premier cycle qui a obtenu du succès montre que ceux qui sont inscrits à ce programme ont de meilleurs résultats scolaires et sont plus satisfaits de leur expérience universitaire que les autres. Les étudiants inscrits en arts et sciences à l’Université de Toronto, qui suivent plusieurs cours de première année où il y a de nombreux inscrits, peuvent participer au programme de communautés d’apprentissage la première année (CAPA qui vise à les aider à effectuer la transition entre l’école secondaire et l’université sur le plan scolaire et social. Dans ce modèle de communautés d’apprentissage destiné au groupe d’intérêts particuliers des étudiants de première année, il n’y a pas de lien entre les programmes d’études des participants. Les chercheurs ont évalué le programme pendant cinq ans à partir des dossiers scolaires des étudiants et des données d’un sondage réalisé auprès d

  17. The ICCE Framework: Framing Learning Experiences Afforded by Games

    Science.gov (United States)

    Foster, Aroutis; Shah, Mamta

    2015-01-01

    There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression…

  18. New Educational Environments Aimed at Developing Intercultural Understanding While Reinforcing the Use of English in Experience-Based Learning

    Directory of Open Access Journals (Sweden)

    Leonard R. Bruguier

    2012-07-01

    Full Text Available New learning environments with communication and information tools are increasingly accessible with technology playing a crucial role in expanding and reconceptualizing student learning experiences. This paper reviews the outcome of an innovative course offered by four universities in three countries: Canada, the United States, and Mexico. Course objectives focused on broadening the understanding of indigenous and non-indigenous peoples primarily in relation to identity as it encouraged students to reflect on their own identity while improving their English skills in an interactive and experiential manner and thus enhancing their intercultural competence.

  19. I Thought This Was Going to Be a Waste of Time: How Portfolio Construction Can Support Student Learning from Project-Based Experiences

    Science.gov (United States)

    Turns, Jennifer; Cuddihy, Elisabeth; Guan, Zhiwei

    2010-01-01

    In this work, we sought to understand ways that students experienced a small-scale portfolio assignment provided to them as an opportunity reflect on their experiences in a project-based class. This work was motivated by research in various instructional contexts showing that portfolio construction results in important learning outcomes. We wanted…

  20. Clarifying the learning experiences of healthcare professionals with in situ and off-site simulation-based medical education: a qualitative study

    NARCIS (Netherlands)

    Sorensen, J.L.; Navne, L.E.; Martin, H.M.; Ottesen, B.; Albrecthsen, C.K.; Pedersen, B.W.; Kjaergaard, H.; Vleuten, C. van der

    2015-01-01

    OBJECTIVE: To examine how the setting in in situ simulation (ISS) and off-site simulation (OSS) in simulation-based medical education affects the perceptions and learning experience of healthcare professionals. DESIGN: Qualitative study using focus groups and content analysis. PARTICIPANTS:

  1. What else are psychotherapy trainees learning? A qualitative model of students' personal experiences based on two populations.

    Science.gov (United States)

    Pascual-Leone, Antonio; Rodriguez-Rubio, Beatriz; Metler, Samantha

    2013-01-01

    After an introductory course in experiential-integrative psychotherapy, 21 graduate students provided personal narratives of their experiences, which were analyzed using the grounded theory method. Results produced 37 hierarchically organized experiences, revealing that students perceived multiple changes in both professional (i.e., skill acquisition and learning related to the therapeutic process) and personal (i.e., self growth in a more private sphere) domains. Analysis also highlighted key areas of difficulties in training. By adding the personal accounts of graduate trainees, this study enriches and extends Pascual-Leone et al.'s (2012) findings on undergraduates' experiences, raising the number of cases represented in the model to 45. Findings confirm the model of novice trainee experiences while highlighting the unique experiences of undergraduate vs. graduate trainees.

  2. Constructivism Based Blended Learning in Higher Education

    OpenAIRE

    Al-Huneidi, Ahmad

    2011-01-01

    Blended Learning, which is a mix of online and face-to-face learning, can combine the benefits of both, traditional classroom learning and e-learning environments.3 The aim of this thesis is to explore how to design and implement Blended Learning environment based on Constructivism theory, which focuses on students’ experience to construct the knowledge, in order to increase learning outcomes, performance, and quality in academic institutions. An affective and successful learni...

  3. Strengths-based Learning

    DEFF Research Database (Denmark)

    Ledertoug, Mette Marie

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

  4. Benefit of Problem-Based Learning for Psychosocial Medicine: first experiences at the medical faculty of berne

    Directory of Open Access Journals (Sweden)

    Laederach-Hofmann, Kurt

    2005-04-01

    Full Text Available Aim: Presentation of skills and knowledge of medical students in psychiatry or psychosocial medicine in basic study (year 1 to 3 after the introduction of a problem oriented learning curriculum at the Medical Faculty of Berne.Method: Description of the curriculum with the different teaching units, and the evaluation by means of formative tools used by students and tutors.Results: With reference to qualitative comparison students of the problem based learning track showed a better preparation of the different teaching units than did traditional students. Moreover, compared to classical teaching, students in problem based learning rated the commitment of the teachers higher. The formative results showed a better adherence to the teaching modules, a higher effort in self learning and a higher interest in psychological or psychiatric learning items.Discussion: The higher commitment of teachers and the explicit structuring of the teaching contents in psychiatry and psychosocial medicine showed positive effects in the learning strategy of students. Beside the fact that exams have been adapted to the new curriculum one can assume that the learning style has changed. This might be a result of the better learning environment in the new curriculum. However, there is not clear how and to what extent these changes will remain active until the final exams of the medical curriculum when psychosocial contents will be reexamined.Conclusions: The intense commitment of the teachers and the better structuring of the subject matter may lead to a better integration of psychosocial and psychiatric issues into the medical curriculum.

  5. Problem Based Learning

    DEFF Research Database (Denmark)

    de Graaff, Erik; Guerra, Aida

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

  6. Is the learning value of workplace-based assessment being realised? A qualitative study of trainer and trainee perceptions and experiences.

    Science.gov (United States)

    Barrett, Aileen; Galvin, Rose; Scherpbier, Albert J J A; Teunissen, Pim W; O'Shaughnessy, Ann; Horgan, Mary

    2017-03-01

    Workplace-based assessments (WBAs) were originally intended to inform learning and development by structuring effective observation-based feedback. The success of this innovation has not yet been established due in part to the widely varied tools, implementation strategies and research approaches. Using a conceptual framework of experience, trajectories and reifications in workplace learning, we aimed to explore trainer and trainee experiences and perceptions of the learning value of WBAs. Trainers and trainees who had used at least one WBA in the previous year were invited to participate in semistructured interviews for this phenomenological study. We used a template analysis method to explore and compare the experiences of the two groups, using the emergent themes to develop an understanding of the impact of these experiences on perceptions of learning value. Nine trainers and eight trainees participated in the study. Common themes emerged among the two groups around issues of responsibility and engagement along with (mis)understandings of the purpose of the individual tools. Trainer-specific themes emerged related to the concurrent implementation of a new e-portfolio and perceptions of increased workload. Trainees associated WBA with a training structure support value but could not translate experiences into learning values. WBAs provide trainees with a justified reason to approach trainers for feedback. WBAs, however, are not being reified as the formative assessments originally intended. A culture change may be required to change the focus of WBA research and reconceptualise this set of tools and methods as a workplace learning practice . Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  7. Students' and Teachers' Experiences with the Implementation of Problem-Based Learning at a University Law School

    Science.gov (United States)

    Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten J.; Van der Molen, Henk T.

    2017-01-01

    A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor's program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about…

  8. Students Learn Systems-Based Care and Facilitate System Change as Stakeholders in a Free Clinic Experience

    Science.gov (United States)

    Colbert, Colleen Y.; Ogden, Paul E.; Lowe, Darla; Moffitt, Michael J.

    2010-01-01

    Systems-based practice (SBP) is rarely taught or evaluated during medical school, yet is one of the required competencies once students enter residency. We believe Texas A&M College of Medicine students learn about systems issues informally, as they care for patients at a free clinic in Temple, TX. The mandatory free clinic rotation is part of…

  9. Autonomous reinforcement learning with experience replay.

    Science.gov (United States)

    Wawrzyński, Paweł; Tanwani, Ajay Kumar

    2013-05-01

    This paper considers the issues of efficiency and autonomy that are required to make reinforcement learning suitable for real-life control tasks. A real-time reinforcement learning algorithm is presented that repeatedly adjusts the control policy with the use of previously collected samples, and autonomously estimates the appropriate step-sizes for the learning updates. The algorithm is based on the actor-critic with experience replay whose step-sizes are determined on-line by an enhanced fixed point algorithm for on-line neural network training. An experimental study with simulated octopus arm and half-cheetah demonstrates the feasibility of the proposed algorithm to solve difficult learning control problems in an autonomous way within reasonably short time. Copyright © 2012 Elsevier Ltd. All rights reserved.

  10. Indian medical students’ perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all

    Directory of Open Access Journals (Sweden)

    Bijli Nanda

    2013-10-01

    Full Text Available Purpose: Problem-based learning (PBL is a well-established method for facilitating the learning of basic science concepts in the context of clinical cases. Relevant evidence is lacking regarding PBL’s effectiveness and acceptability as perceived by students accustomed to classical traditional teaching in India. Hence, this study gathered students’ opinions on PBL versus Traditional teaching methods to generate a foundation for institutional policymaking and ultimately, changes in the policy of regulatory bodies. Methods: A total of 773 first year medical students admitted from 2007-2010 in Kasturba Medical College Manipal, Manipal University, India were asked to respond to a 15-item questionnaire evaluating their preferences for PBL or traditional methods such as lectures after undergoing a systematically conducted PBL session in physiology. Their responses were analyzed with an unpaired t-test. Their comments were also collected. Results: PBL scored significantly higher for most items in the questionnaire for “learning efficiency” and “student-teacher relationship”. The students’ comments highlighted the importance of a trained tutor/facilitator to enhance the learning process. Conclusion: Our students are willing to adapt to the PBL method, although they recognize certain benefits of traditional pedagogy. For learning efficiency and the student-teacher relationship, the students feel that neither method holds an advantage. We recommend that the future medical curriculum in India be a hybrid form of PBL and traditional methods with specific training on the unfamiliar PBL approach for both faculty and students.

  11. Indian medical students' perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all.

    Science.gov (United States)

    Nanda, Bijli; Manjunatha, Shankarappa

    2013-01-01

    Problem-based learning (PBL) is a well-established method for facilitating the learning of basic science concepts in the context of clinical cases. Relevant evidence is lacking regarding PBL's effectiveness and acceptability as perceived by students accustomed to classical traditional teaching in India. Hence, this study gathered students' opinions on PBL versus Traditional teaching methods to generate a foundation for institutional policymaking and ultimately, changes in the policy of regulatory bodies. A total of 773 first year medical students admitted from 2007-2010 in Kasturba Medical College Manipal, Manipal University, India were asked to respond to a 15-item questionnaire evaluating their preferences for PBL or traditional methods such as lectures after undergoing a systematically conducted PBL session in physiology. Their responses were analyzed with an unpaired t-test. Their comments were also collected. PBL scored significantly higher for most items in the questionnaire for "learning efficiency" and "student-teacher relationship". The students' comments highlighted the importance of a trained tutor/facilitator to enhance the learning process. Our students are willing to adapt to the PBL method, although they recognize certain benefits of traditional pedagogy. For learning efficiency and the student-teacher relationship, the students feel that neither method holds an advantage. We recommend that the future medical curriculum in India be a hybrid form of PBL and traditional methods with specific training on the unfamiliar PBL approach for both faculty and students.

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

    National Research Council Canada - National Science Library

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

    2005-01-01

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

  13. Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework.

    Science.gov (United States)

    Chen, Luke Y C; Hubinette, Maria M

    2017-08-01

    Classroom-based learning such as academic half day has undervalued social aspects. We sought to explore its role in the professional identity development of family medicine residents. In this case study, residents and faculty from four training sites in the University of British Columbia Department of Family Practice were interviewed. The "experiences, trajectories, and reifications (ETR) framework" was used as a sensitizing tool for modified inductive (thematic) analysis of the transcripts. Classroom-based learning provided a different context for residents' interpretation of their clinical experiences, characterized as a "home base" for rotating urban residents, and a connection to a larger academic community for residents in rural training sites. Both these aspects were important in creating a positive trajectory of professional identity formation. Teaching directed at the learning needs of family physicians, and participation of family practice faculty as teachers and role models was a precipitation of a curriculum "centered in family medicine." Interactions between family medicine residents and faculty in the classroom facilitated the necessary engagements to reify a shared understanding of the discipline of family practice. Classroom-based learning has substantial impact on professional identity formation at an individual and collective level.

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

    Science.gov (United States)

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

    2017-11-01

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

  15. Problem-based learning

    NARCIS (Netherlands)

    Loyens, Sofie; Kirschner, Paul A.; Paas, Fred

    2010-01-01

    Loyens, S. M. M., Kirschner, P. A., & Paas, F. (2011). Problem-based learning. In S. Graham (Editor-in-Chief), A. Bus, S. Major, & L. Swanson (Associate Editors), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 403-425). Washington, DC: American Psychological

  16. Development of Experience-based Learning about Atmospheric Environment with Quantitative Viewpoint aimed at Education for Sustainable Development

    Science.gov (United States)

    Saitoh, Y.; Tago, H.

    2014-12-01

    The word "ESD (Education for Sustainable Development)" has spread over the world in UN decade (2005 - 2014), and the momentum of the educational innovation aimed at ESD also has grown in the world. Especially, environmental educations recognized as one of the most important ESD have developed in many countries including Japan, but most of those are still mainly experiences in nature. Those could develop "Respect for Environment" of the educational targets of ESD, however we would have to take a further step in order to enhance "Ability of analysis and thinking logically about the environment" which are also targets of ESD.Thus, we developed experienced-learning program about atmospheric particulate matter (PM2.5), for understanding the state of the environment objectively based on quantitative data. PM2.5 is known for harmful, and various human activities are considered a source of it, therefore environmental standards for PM2.5 have been established in many countries. This program was tested on junior high school students of 13 - 15 years old, and the questionnaire survey also was conducted to them before and after the program for evaluating educational effects. Students experienced to measure the concentration of PM2.5 at 5 places around their school in a practical manner. The measured concentration of PM2.5 ranged from 19 to 41 μg/m3/day, that value at the most crowded roadside exceeded Japan's environmental standard (35 μg/m3/day). Many of them expressed "Value of PM2.5 is high" in their individual discussion notes. As a consistent with that, the answer "Don't know" to the question "What do you think about the state of the air?" markedly decreased after the program, on the other hand the answer "Pollution" to the same question increased instead. From above-mentioned, it was considered that they could judge the state of the air objectively. Consequently, the questionnaire result "Concern about Air Pollution" increased significantly after the program compared

  17. An instructional model for the teaching of physics, based on a meaningful learning theory and class experiences

    Directory of Open Access Journals (Sweden)

    Ricardo Chrobak

    1997-05-01

    Full Text Available Practically all research studies concerning the teaching of Physics point out the fact that conventional instructional models fail to achieve their objectives. Many attempts have been done to change this situation, frequently with disappointing results. This work, which is the experimental stage in a research project of a greater scope, represents an effort to change to a model based on a cognitive learning theory, known as the Ausubel-Novak-Gowin theory, making use of the metacognitive tools that emerge from this theory. The results of this work indicate that the students react positively to the goals of meaningful learning, showing substantial understanding of Newtonian Mechanics. An important reduction in the study time required to pass the course has also been reported.

  18. Section 3. General issues in management : Heuristics or experience-based techniques for making accounting judgments and learning

    OpenAIRE

    Schiller, Stefan

    2013-01-01

    The purpose of this paper is to further the development of initial accounting for internally generated intangible assets, relevant to both academics and practitioners, examining what happens when accountants are given principles-based discretion. This paper draws on existing insights into heuristics or experience-based techniques for making accounting judgments. Knowledge about judgment under uncertainty, and the general framework offered by the heuristics and biases program in particular, fo...

  19. Clarifying the learning experiences of healthcare professionals with in situ and off-site simulation-based medical education: a qualitative study.

    Science.gov (United States)

    Sørensen, Jette Led; Navne, Laura Emdal; Martin, Helle Max; Ottesen, Bent; Albrecthsen, Charlotte Krebs; Pedersen, Berit Woetmann; Kjærgaard, Hanne; van der Vleuten, Cees

    2015-10-06

    To examine how the setting in in situ simulation (ISS) and off-site simulation (OSS) in simulation-based medical education affects the perceptions and learning experience of healthcare professionals. Qualitative study using focus groups and content analysis. Twenty-five healthcare professionals (obstetricians, midwives, auxiliary nurses, anaesthesiologists, a nurse anaesthetist and operating theatre nurse) participated in four focus groups and were recruited due to their exposure to either ISS or OSS in multidisciplinary obstetric emergencies in a randomised trial. Departments of obstetrics and anaesthesia, Rigshospitalet, Copenhagen, Denmark. Initially participants preferred ISS, but this changed after the training when the simulation site became of less importance. There was a strong preference for simulation in authentic roles. These perceptions were independent of the ISS or OSS setting. Several positive and negative factors in simulation were identified, but these had no relation to the simulation setting. Participants from ISS and OSS generated a better understanding of and collaboration with the various health professionals. They also provided individual and team reflections on learning. ISS participants described more experiences that would involve organisational changes than the OSS participants did. Many psychological and sociological aspects related to the authenticity of the learning experience are important in simulation, but the physical setting of the simulation as an ISS and OSS is the least important. Based on these focus groups OSS can be used provided that all other authenticity elements are taken into consideration and respected. The only difference was that ISS had an organisational impact and ISS participants talked more about issues that would involve practical organisational changes. ISS and OSS participants did, however, go through similar individual and team learning experiences. Published by the BMJ Publishing Group Limited. For

  20. 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...

  1. 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...

  2. 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...

  3. Experimenting `learn by doing' and `learn by failing'

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the 'learn by doing' and 'learn by failing' are favoured, the theory follows the practice, while crating the willingness to 'do' instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students' initial knowledge level.

  4. Students' perceptions of a blended learning experience in dental education.

    Science.gov (United States)

    Varthis, S; Anderson, O R

    2018-02-01

    "Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism

  5. Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care - a qualitative study.

    Directory of Open Access Journals (Sweden)

    Taryn Young

    Full Text Available Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes.We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling.Implementing clinically integrated EBHC curricula requires institutional

  6. Patience, Persistence and Pragmatism: Experiences and Lessons Learnt from the Implementation of Clinically Integrated Teaching and Learning of Evidence-Based Health Care – A Qualitative Study

    Science.gov (United States)

    Young, Taryn; Rohwer, Anke; van Schalkwyk, Susan; Volmink, Jimmy; Clarke, Mike

    2015-01-01

    Background Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC) knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes. Methods and Findings We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling. Conclusions Implementing clinically integrated EBHC curricula

  7. Student conceptions about the DNA structure within a hierarchical organizational level: Improvement by experiment- and computer-based outreach learning.

    Science.gov (United States)

    Langheinrich, Jessica; Bogner, Franz X

    2015-01-01

    As non-scientific conceptions interfere with learning processes, teachers need both, to know about them and to address them in their classrooms. For our study, based on 182 eleventh graders, we analyzed the level of conceptual understanding by implementing the "draw and write" technique during a computer-supported gene technology module. To give participants the hierarchical organizational level which they have to draw, was a specific feature of our study. We introduced two objective category systems for analyzing drawings and inscriptions. Our results indicated a long- as well as a short-term increase in the level of conceptual understanding and in the number of drawn elements and their grades concerning the DNA structure. Consequently, we regard the "draw and write" technique as a tool for a teacher to get to know students' alternative conceptions. Furthermore, our study points the modification potential of hands-on and computer-supported learning modules. © 2015 The International Union of Biochemistry and Molecular Biology.

  8. Pupils' Activities in a Multimaterial Learning Environment in Craft subject A Pilot Study using an Experience Sampling Method based on a Mobile Application in Classroom Settings

    Directory of Open Access Journals (Sweden)

    Juha Jaatinen

    2017-12-01

    Full Text Available This study investigates holistic craft processes in craft education with an instrument for data-collection and self-assessment. Teaching in a study context is based on co-teaching and a design process, highlighted by the Finnish Basic Education Core Curriculum 2014. The school architecture and web-based learning environment is combined. Division for textiles and technical work is no longer supported in this multimaterial learning environment. The aim of the study is to 1 make pupils’ holistic craft processes visible in everyday classroom practices with information collected by a mobile-application and 2 point out the curriculum topics that are covered during everyday classroom practices as defined by the teachers. The data is collected using an Experience Sampling Method with a gamified learning analytics instrument. Teachers’ classroom activities were used as the backbone for the thematic mapping of the craft curriculum. Preliminary measurements were carried out in a Finnish primary school in grades 5–6 (age 10–12, n = 125 during a four-week period in October-November 2016. The list of classroom activities was updated after the four weeks’ experiment and was tested in March-May 2017 with all the pupils of the pilot school (N = 353. The key findings were that a for pupils the self-assessment was easy as a technical process but there were several factors in the everyday classroom settings that made the process challenging and b it was relatively difficult for teachers to describe the classroom activities in terms of the new curriculum; however, after four weeks they could not only described the activities in more details but had also developed new activities that supported the ideas of the new curriculum better.Keywords: multi-material craft, learning environment, holistic craft process, experience sampling method

  9. Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?

    NARCIS (Netherlands)

    Sanders, J.M.A.F.; Damen, M.A.W.; Dam, K. van

    2015-01-01

    Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach

  10. Turkish University Students’ Perceptions of the World Wide Web as a Learning Tool: An Investigation Based on Gender, Socio-Economic Background, and Web Experience

    Directory of Open Access Journals (Sweden)

    Erkan Tekinarslan

    2009-04-01

    Full Text Available The main purpose of the study is to investigate Turkish undergraduate students’ perceptions of the Web as a learning tool and to analyze whether their perceptions differ significantly based on gender, socio-economic background, and Web experience. Data obtained from 722 undergraduate students (331 males and 391 females were used in the analyses. The findings indicated significant differences based on gender, socio-economic background, and Web experience. The students from higher socio-economic backgrounds indicated significantly higher attitude scores on the self-efficacy subscale of the Web attitude scale. Similarly, the male students indicated significantly higher scores on the self-efficacy subscale than the females. Also, the students with higher Web experience in terms of usage frequency indicated higher scores on all subscales (i.e., self-efficacy, affective, usefulness, Web-based learning. Moreover, the two-way ANOVA results indicated that the student’s PC ownership has significant main effects on their Web attitudes and on the usefulness, self-efficacy, and affective subscales.

  11. Learning in innovation networks: Some simulation experiments

    Science.gov (United States)

    Gilbert, Nigel; Ahrweiler, Petra; Pyka, Andreas

    2007-05-01

    According to the organizational learning literature, the greatest competitive advantage a firm has is its ability to learn. In this paper, a framework for modeling learning competence in firms is presented to improve the understanding of managing innovation. Firms with different knowledge stocks attempt to improve their economic performance by engaging in radical or incremental innovation activities and through partnerships and networking with other firms. In trying to vary and/or to stabilize their knowledge stocks by organizational learning, they attempt to adapt to environmental requirements while the market strongly selects on the results. The simulation experiments show the impact of different learning activities, underlining the importance of innovation and learning.

  12. Meta-learning from an experiment database

    OpenAIRE

    Driessens, Kurt; Vanwinckelen, Gitte; Blockeel, Hendrik

    2012-01-01

    In this short paper, we present a student project run as part of the Machine Learning and Inductive Inference course at KU Leuven during the 2010-2011 academic year. The goal of the project was to analyze a Machine Learning Experiment database, using standard SQL queries and data mining tools with the goals of (1) giving the students some practice with applying the machine learning techniques on a real problem, (2) teaching them something about the properties of machine learning algorithms...

  13. Contagious Learning: Drama, Experience and "Perezhivanie"

    Science.gov (United States)

    Davis, Susan; Dolan, Kathryn

    2016-01-01

    The relationship between experience, emotions, cognition, and learning is of increasing interest to educators and researchers who recognise that efforts to promote student engagement and learning must take into account factors beyond the purely cognitive and instrumental. The significance of experience considered as a unity in regard to child…

  14. 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…

  15. Motivating students through positive learning experiences

    DEFF Research Database (Denmark)

    Lykke, Marianne; Coto Chotto, Mayela; Jantzen, Christian

    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 respective influence on students’ motivation for learning is discussed with the purpose of exploring the relationship between positive emotions, engagement and intrinsic motivation for learning. Our study thus aims at evaluating the motivational elements...

  16. STEM learning on electricity using arduino-phet based experiment to improve 8th grade students’ STEM literacy

    Science.gov (United States)

    Prima, E. C.; Oktaviani, T. D.; Sholihin, H.

    2018-05-01

    Technology is the application of scientific knowledge for practical purposes, especially in industry. One way to support the development of the technology is by integrating the use of technology and build the technology with the learning process in the form of STEM (science, technology, engineering, mathematics) Learning approach. Applying STEM Learning could improve Students’ STEM Literacy. The learning approach is applied in every aspect of Learning including the application of STEM Learning in the lesson plan and worksheet. The method used in this research is weak experimental method. One group class (N=15) is taken and learn using STEM Learning approach. The topic choosen is the electricity topic which is separated into electrical circuit and parameters. The learning process is separated into 3 meetings. 15 Students are given a STEM Literacy test item before and after the lesson. The result of the normalized gain shows there are improvement in students’ STEM Literacy by 0.16 categorieed as low improvement. The most higher improvement is the students’ technology literacy, because students learn using the same technology in every meeting. This factor influences students’ technology literacy so the result is higher than another.

  17. [Effect of space flight factors simulated in ground-based experiments on the behavior, discriminant learning, and exchange of monoamines in different brain structures of rats].

    Science.gov (United States)

    Shtemberg, A S; Lebedeva-Georgievskaia, K V; Matveeva, M I; Kudrin, V S; Narkevich, V B; Klodt, P M; Bazian, A S

    2014-01-01

    Experimental treatment (long-term fractionated γ-irradiation, antiorthostatic hypodynamia, and the combination of these factors) simulating the effect of space flight in ground-based experiments rapidly restored the motor and orienting-investigative activity of animals (rats) in "open-field" tests. The study of the dynamics of discriminant learning of rats of experimental groups did not show significant differences from the control animals. It was found that the minor effect of these factors on the cognitive performance of animals correlated with slight changes in the concentration ofmonoamines in the brain structures responsible for the cognitive, emotional, and motivational functions.

  18. Increasing Dopamine Levels in the Brain Improves Feedback-Based Procedural Learning in Healthy Participants: An Artificial-Grammar-Learning Experiment

    Science.gov (United States)

    de Vries, Meinou H.; Ulte, Catrin; Zwitserlood, Pienie; Szymanski, Barbara; Knecht, Stefan

    2010-01-01

    Recently, an increasing number of studies have suggested a role for the basal ganglia and related dopamine inputs in procedural learning, specifically when learning occurs through trial-by-trial feedback (Shohamy, Myers, Kalanithi, & Gluck. (2008). "Basal ganglia and dopamine contributions to probabilistic category learning." "Neuroscience and…

  19. Accounting Experiences in Collaborative Learning

    Science.gov (United States)

    Edmond, Tracie; Tiggeman, Theresa

    2009-01-01

    This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

  20. Learning from nuclear accident experience

    International Nuclear Information System (INIS)

    Vaurio, J.K.

    1984-01-01

    Statistical procedures are developed to estimate accident occurrence rates from historical event records, to predict future rates and trends, and to estimate the accuracy of the rate estimates and predictions. Maximum likelihood estimation is applied to several learning models, and results are compared to earlier graphical and analytical estimates. The models are based on (1) the cumulative number of operating years, (2) the cumulative number of plants built, and (3) accidents (explicitly), with the accident rate distinctly different before and after an accident. The statistical accuracies of the parameters estimated are obtained in analytical form using the Fisher information matrix. Using data on core damage accidents in electricity producing plants, it is estimated that the probability for a plant to have a serious flaw has decreased from 0.1 to 0.01 during the developmental phase of the nuclear industry. At the same time the equivalent frequency of accidents has decreased from 0.04 per reactor year to 0.0004 per reactor year, partly due to the increasing population of plants. 10 references, 7 figures, 2 tables

  1. Student Satisfaction Process in Virtual Learning System: Considerations Based in Information and Service Quality from Brazil's Experience

    Science.gov (United States)

    Machado-Da-Silva, Fábio Nazareno; Meirelles, Fernando de Souza; Filenga, Douglas; Filho, Marino Brugnolo

    2014-01-01

    Distance learning has undergone great changes, especially since the advent of the Internet and communication and information technology. Questions have been asked following the growth of this mode of instructional activity. Researchers have investigated methods to assess the benefits of e-learning from a number of perspectives. This survey…

  2. Teachers' Concerns about Adopting Constructivist Online Game-Based Learning in Formal Curriculum Teaching: The VISOLE Experience

    Science.gov (United States)

    Jong, Morris S. Y.

    2016-01-01

    Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student-Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game-based…

  3. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  4. Optimising the Blended Learning Environment: The Arab Open University Experience

    Science.gov (United States)

    Hamdi, Tahrir; Abu Qudais, Mohammed

    2018-01-01

    This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

  5. Higher Education Learning Experiences among Vietnamese Immigrant Women in Taiwan

    Science.gov (United States)

    Wu, Ya-Ling; Wu, Hsing-Chen

    2015-01-01

    Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the…

  6. Making Work-Based Learning Work

    Science.gov (United States)

    Cahill, Charlotte

    2016-01-01

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

  7. Use of Social Media in Higher Education Institutions – an Empirical Study Based on Bulgarian Learning Experience

    Directory of Open Access Journals (Sweden)

    Silvia Parusheva

    2018-02-01

    Full Text Available Social media have enormous power and trigger changes in whole spectrum of businesses, as well as learning and education. A study of students’ adoption of social media at the University of Economics – Varna (UE-Varna, Bulgaria, has proven its significant impact on young people. Using online questionnaire among 378 students, the high popularity of social media has been confirmed. An important research question is whether higher education institutions teaching students mainly in the fields of social, economic and legal sciences use the benefits of the social media in the context of Learning Management Systems (LMSs and integrated social media tools. The majority of the examined 24 universities use two LMSs - Moodle and Blackboard Learn. Both possess tools like forums, chat, wikis, internal messaging, blogs, learning groups, collaboration tools. The study of the two Moodle platforms implemented at the UE-Varna shows use of discussion forums, chat, and internal messaging.

  8. STUDENT SATISFACTION PROCESS IN VIRTUAL LEARNING SYSTEM:Considerations Based In Information And Service Quality from Brazil’s Experience

    Directory of Open Access Journals (Sweden)

    Fábio Nazareno MACHADO-DA-SILVA

    2014-07-01

    Full Text Available Distance learning has undergone great changes, especially since the advent of the Internet and communication and information technology. Questions have been asked following the growth of this mode of instructional activity. Researchers have investigated methods to assess the benefits of e-learning from a number of perspectives. This survey assesses the associations among the system quality, information quality, and service quality on student satisfaction and use of systems in virtual learning environments using the e-learning success model adapted by Holsapple and Lee-Post from the Delone and McLean (1992, 2003 model as a theoretical basis. The survey was carried out by means of an online program offered to 291 students from public and private institutions from several regions of Brazil. Confirmatory Factor Analysis and Structural Equation Modeling were used for data analysis in order to understand the student satisfaction process in virtual learning system. Findings show that variations in system quality, information quality, and service quality influence the use of the system, and the User Satisfaction construct had 89% of variance explained by Information Quality and Service Quality. Many of the benefits of distance learning programs are related to students’ satisfaction and the intensity with which they make use of the learning system. With awareness of the indicators that are antecedents of these variables, education executives can plan investments that meet the most significant demands and use the information to deal with one of the major problems in distance learning: the dropout rate. Future researches should study this subject longitudinally.

  9. Learning Process and Vocational Experience Attainments.

    Science.gov (United States)

    Colardyn, Danielle; White, Kathleen M.

    From a search of (mostly French) literature, a hypothesis was formulated that students with both academic training and work experience would solve a practical learning problem more easily than students with academic learning only. A study was conducted at the Conservatoire National des Arts et Metiers in Paris to test this hypothesis. Two groups,…

  10. 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. %.

  11. The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study.

    Science.gov (United States)

    Ferguson, Caleb; DiGiacomo, Michelle; Gholizadeh, Leila; Ferguson, Leila E; Hickman, Louise D

    2017-01-01

    Nurses are required to interpret and apply knowledge so communities will receive care based on best available evidence, as opposed to care that is simply based on tradition or authority. Fostering nursing students' critical appraisal skills will assist in their capacity to engage with, interpret and use best evidence. Journal clubs are frequently used approach to engage learners with research and develop critical appraisal skills. Given new flipped and blended approaches to teaching and learning there is need to rejuvenate how research is utilised and integrated within journal clubs to maximise engagement and translation of evidence. This paper provides a case study of a single site Australian university experience of transitioning a traditional physical journal club, to a social media-facilitated club within a postgraduate health subject to stimulate and facilitate engagement with the chosen manuscripts. This case study is based on our own experiences, supported by literature and includes qualitative comments obtained via student feedback surveys during November 2015. Case study. Social media-facilitated journal clubs offer an efficient way to continue developing critical appraisal skills in nursing students. The integration of a social media-facilitated journal clubs increased student attention, engagement with presented activities and overall student satisfaction within this evidence-based practice subject. Future rigorously-designed, large-scale studies are required to evaluate the impact of online journal clubs on the uptake of evidence-based practice, including those resulting in improved patient outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Validity And Practicality of Experiment Integrated Guided Inquiry-Based Module on Topic of Colloidal Chemistry for Senior High School Learning

    Science.gov (United States)

    Andromeda, A.; Lufri; Festiyed; Ellizar, E.; Iryani, I.; Guspatni, G.; Fitri, L.

    2018-04-01

    This Research & Development study aims to produce a valid and practical experiment integrated guided inquiry based module on topic of colloidal chemistry. 4D instructional design model was selected in this study. Limited trial of the product was conducted at SMAN 7 Padang. Instruments used were validity and practicality questionnaires. Validity and practicality data were analyzed using Kappa moment. Analysis of the data shows that Kappa moment for validity was 0.88 indicating a very high degree of validity. Kappa moments for the practicality from students and teachers were 0.89 and 0.95 respectively indicating high degree of practicality. Analysis on the module filled in by students shows that 91.37% students could correctly answer critical thinking, exercise, prelab, postlab and worksheet questions asked in the module. These findings indicate that the integrated guided inquiry based module on topic of colloidal chemistry was valid and practical for chemistry learning in senior high school.

  13. Simulation and case-based learning

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Guralnick, David

    2008-01-01

    Abstract- This paper has its origin in the authors' reflection on years of practical experiences combined with literature readings in our preparation for a workshop on learn-by-doing simulation and case-based learning to be held at the ICELW 2008 conference (the International Conference on E-Learning...... in the Workplace). The purpose of this paper is to describe the two online learning methodologies and to raise questions for future discussion. In the workshop, the organizers and participants work with and discuss differences and similarities within the two pedagogical methodologies, focusing on how...... they are applied in workplace related and e-learning contexts. In addition to the organizers, a small number of invited presenters will attend, giving demonstrations of their work within learn-by-doing simulation and cases-based learning, but still leaving ample of time for discussion among all participants....

  14. An innovative pedagogical experience based on flipped classroom and new technologies. Analysis of learning and satisfaction results in a university course

    Directory of Open Access Journals (Sweden)

    David Cegarra Leiva

    2017-09-01

    Full Text Available This article seeks to answer the following questions: «does the flipped classroom methodology supported by the use of new technologies improve learning and student satisfaction?» and «what are the suggestions for improvement after applying this methodology?». This study is based on the experience of a group of students who completed the human resource management (HRM course in 2015/2016 using this innovative methodology and comparing them with three other groups that used the traditional teaching methodology. The results were measured by conducting the same student exam, the distribution of an anonymous questionnaire (with qualitative questions and the official teacher satisfaction surveys carried out at the university. In terms of learning, scores were significantly higher for the group that underwent the pilot experience. However, the satisfaction of students with the quality of teaching was lower than that of the other groups. The qualitative comments of the students helped us to understand these heterogeneous results and to establish improvements for the following courses. The contributions of the study, as well as limitations and future lines of research and teaching are indicated at the end of the article.

  15. Digi-Bags on the Go: Childminders’ Expectations and Experiences of a Tablet-Based Mobile Learning Environment in Family Day Care

    Directory of Open Access Journals (Sweden)

    Kaisa Pihlainen

    2018-01-01

    Full Text Available The use of mobile technologies is playing an increasingly important role in early childhood education (ECE settings. However, although technologies are often integrated in ECE provided in day care centres, technology use in other ECE settings, such as in family day care, is rare. In this paper, we describe the Digi-bag, a tablet-based mobile learning environment deployed at several family day care homes, and present the expectations and first experiences of family day care personnel regarding the pedagogical use of Digi-bags together with 1- to 5-year-old children as well as their experiences of training to use the digital technology. The results of the pilot study indicate that the deployment of Digi-bags facilitates the pedagogical, creative, and regular use of digital technology with small children. The study also underlines the importance of providing opportunities to family day care personnel for peer support and peer learning in natural settings besides professional training in the use of digital technologies.

  16. Enhancing the blended learning experience of Calculus I students

    Directory of Open Access Journals (Sweden)

    A. Al-Ghassani

    2015-08-01

    Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

  17. Docker Containers for Deep Learning Experiments

    OpenAIRE

    Gerke, Paul K.

    2017-01-01

    Deep learning is a powerful tool to solve problems in the area of image analysis. The dominant compute platform for deep learning is Nvidia’s proprietary CUDA, which can only be used together with Nvidia graphics cards. The nivida-docker project allows exposing Nvidia graphics cards to docker containers and thus makes it possible to run deep learning experiments in docker containers.In our department, we use deep learning to solve problems in the area of medical image analysis and use docker ...

  18. Health and Physical Education Pre-Service Teacher Perceptions of Journals as a Reflective Tool in Experience-Based Learning

    Science.gov (United States)

    O'Connell, Timothy; Dyment, Janet

    2011-01-01

    The pedagogical use of journals as a reflective tool has been used in many academic disciplines. Researchers have studied the effectiveness of implementing journal writing as an academic exercise, and results have generally touted journals as a successful means of encouraging learning and reflection. However, little is known about how students…

  19. International Social Work Field Placement or Volunteer Tourism? Developing an Asset-Based Justice-Learning Field Experience

    Science.gov (United States)

    Sossou, Marie-Antoinette; Dubus, Nicole

    2013-01-01

    This paper examines a developing model for building an international social work placement that meets the needs of the host agency and community first. The paper addresses the challenges for social work departments to develop a strong learning environment while also keeping primary the needs of the host community and agency.

  20. Powerful Learning Experiences and Suzuki Music Teachers

    Science.gov (United States)

    Reuning-Hummel, Carrie; Meyer, Allison; Rowland, Gordon

    2016-01-01

    Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: "Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances." Ten…

  1. Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

    Science.gov (United States)

    Balakrishnan, Vimala

    2014-01-01

    The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

  2. Motion Learning Based on Bayesian Program Learning

    Directory of Open Access Journals (Sweden)

    Cheng Meng-Zhen

    2017-01-01

    Full Text Available The concept of virtual human has been highly anticipated since the 1980s. By using computer technology, Human motion simulation could generate authentic visual effect, which could cheat human eyes visually. Bayesian Program Learning train one or few motion data, generate new motion data by decomposing and combining. And the generated motion will be more realistic and natural than the traditional one.In this paper, Motion learning based on Bayesian program learning allows us to quickly generate new motion data, reduce workload, improve work efficiency, reduce the cost of motion capture, and improve the reusability of data.

  3. Digital media Experiences for Visual Learning

    DEFF Research Database (Denmark)

    Buhl, Mie

    2013-01-01

    for new tools and new theoretical approaches with which to understand them. the article argues that the current phase of social practices and technological development makes it difficult to disitnguish between experience with digital media and mediated experiences, because of the use of renegotiation og......Visual learning is a topic for didactic studies in all levels of educaion, brought about by an increasing use of digital meida- digital media give rise to discussions of how learning expereienes come about from various media ressources that generate new learning situations. new situations call...... about by the nature of diverse digital artefacts, 3. the learning potentials in using mobils devices for integrating the body in visual perception processes....

  4. Role of debriefing as a learning tool in simulation based learning for students of preclinical years at the end of two consecutive modules-initial experience

    International Nuclear Information System (INIS)

    Ali, L.; Nisar, S.; Ghassan, A.

    2015-01-01

    The topic of debriefing has been receiving some attention in the simulation literature. Because of the significance of debriefing on learning, evaluation of the de-briefer is done to ensure optimal performance. Structured debriefing as a learning tool was evaluated at the end of modular teaching of first year MBBS. This study is a descriptive cross sectional study to analyze the usefulness of debriefing as an instructional strategy during observed structured clinical examination conducted at the end of two consecutive modules of first year MBBS students. Methods: Performance of 150 students of first year MBBS was evaluated at the end of modules called Foundation module and skin and musculoskeletal module. Debriefing was structured and conducted after training of six staff members who conducted and supervised Objectively Structured Clinical Examination. Results: Apart from description of results of Objectively Structured Clinical Examination that were generally good, students praised the debriefing session. Ninety percent students thought the timing of debriefing to be perfect. Only 2% percent students complained about negative debriefing. Ten percent students wanted the debriefing session to be conducted in camera so that they could evaluate their own performance. Conclusion: Debriefing session at the end of modular teaching Objectively Structured Clinical Examination is a useful learning tool as not only it provides immediate feedback about the performance but gives students opportunity to discuss own performance with the instructor in order to develop habit of lifelong self-directed adult learner. (author)

  5. Investigation of learning and experience curves

    Energy Technology Data Exchange (ETDEWEB)

    Krawiec, F.; Thornton, J.; Edesess, M.

    1980-04-01

    The applicability of learning and experience curves for predicting future costs of solar technologies is assessed, and the major test case is the production economics of heliostats. Alternative methods for estimating cost reductions in systems manufacture are discussed, and procedures for using learning and experience curves to predict costs are outlined. Because adequate production data often do not exist, production histories of analogous products/processes are analyzed and learning and aggregated cost curves for these surrogates estimated. If the surrogate learning curves apply, they can be used to estimate solar technology costs. The steps involved in generating these cost estimates are given. Second-generation glass-steel and inflated-bubble heliostat design concepts, developed by MDAC and GE, respectively, are described; a costing scenario for 25,000 units/yr is detailed; surrogates for cost analysis are chosen; learning and aggregate cost curves are estimated; and aggregate cost curves for the GE and MDAC designs are estimated. However, an approach that combines a neoclassical production function with a learning-by-doing hypothesis is needed to yield a cost relation compatible with the historical learning curve and the traditional cost function of economic theory.

  6. Learning from Experiments in Optimization

    DEFF Research Database (Denmark)

    Winthereik, Brit Ross; Jensen, Casper Bruun

    2017-01-01

    This article examines attempts by professionals in the Danish branch of the environmental NGO NatureAid to optimize their practice by developing a local standard. Describing these efforts as an experiment in optimization, we outline a post-critical alternative to critiques that centre on the redu...... of management as ‘broken up;’ as a distributed, ambient activity, variably performed by different actors using different standards....

  7. Teaching Problem Based Learning as Blended Learning

    DEFF Research Database (Denmark)

    Kolbæk, Ditte; Nortvig, Anne-Mette

    2018-01-01

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

  8. Creating Problem-Based Leadership Learning across the Curriculum

    Science.gov (United States)

    Thompson, Sara E.; Couto, Richard A.

    2016-01-01

    This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.

  9. Problem-Based Learning in Formal and Informal Learning Environments

    Science.gov (United States)

    Shimic, Goran; Jevremovic, Aleksandar

    2012-01-01

    Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

  10. Chain Experiment competition inspires learning of physics

    Science.gov (United States)

    Dziob, Daniel; Górska, Urszula; Kołodziej, Tomasz

    2017-05-01

    The Chain Experiment is an annual competition which originated in Slovenia in 2005 and later expanded to Poland in 2013. For the purpose of the event, each participating team designs and builds a contraption that transports a small steel ball from one end to the other. At the same time the constructed machine needs to use a number of interesting phenomena and physics laws. In the competition’s finale, all contraptions are connected to each other to form a long chain transporting steel balls. In brief, they are all evaluated for qualities such as: creativity and advance in theoretical background, as well as the reliability of the constructed machine to work without human help. In this article, we present the contraptions developed by students taking part in the competition in order to demonstrate the advance in theoretical basis together with creativity in design and outstanding engineering skills of its participants. Furthermore, we situate the Chain Experiment in the context of other group competitions, at the same time demonstrating that—besides activating numerous group work skills—it also improves the ability to think critically and present one’s knowledge to a broader audience. We discussed it in the context of problem based learning, gamification and collaborative testing.

  11. Supporting Case-Based Learning in Information Security with Web-Based Technology

    Science.gov (United States)

    He, Wu; Yuan, Xiaohong; Yang, Li

    2013-01-01

    Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…

  12. Lessons Learned from Decontamination Experiences

    Energy Technology Data Exchange (ETDEWEB)

    Sorensen, JH

    2000-11-16

    This interim report describes a DOE project currently underway to establish what is known about decontamination of buildings and people and the procedures and protocols used to determine when and how people or buildings are considered ''clean'' following decontamination. To fulfill this objective, the study systematically examined reported decontamination experiences to determine what procedures and protocols are currently employed for decontamination, the timeframe involved to initiate and complete the decontamination process, how the contaminants were identified, the problems encountered during the decontamination process, how response efforts of agencies were coordinated, and the perceived social psychological effects on people who were decontaminated or who participated in the decontamination process. Findings and recommendations from the study are intended to aid decision-making and to improve the basis for determining appropriate decontamination protocols for recovery planners and policy makers for responding to chemical and biological events.

  13. Problem-Based Learning in Social Work Education

    DEFF Research Database (Denmark)

    Monrad, Merete; Mølholt, Anne-Kirstine

    2017-01-01

    experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when...

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

    Science.gov (United States)

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

    2017-08-01

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

  15. Work Integrated Learning: What do the students want? A qualitative study of Health Sciences students’ experiences of a non-competency based placement

    Directory of Open Access Journals (Sweden)

    Elizabeth Abery

    2015-08-01

    Full Text Available Work Integrated Learning (WIL offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.  

  16. 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…

  17. Learning with the ATLAS Experiment at CERN

    Science.gov (United States)

    Barnett, R. M.; Johansson, K. E.; Kourkoumelis, C.; Long, L.; Pequenao, J.; Reimers, C.; Watkins, P.

    2012-01-01

    With the start of the LHC, the new particle collider at CERN, the ATLAS experiment is also providing high-energy particle collisions for educational purposes. Several education projects--education scenarios--have been developed and tested on students and teachers in several European countries within the Learning with ATLAS@CERN project. These…

  18. Didactic Experiments Suggest Enhanced Learning Outcomes

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet

    2011-01-01

    and presenting material in the language studied, just as they were encouraged to systematically use evaluation processes to enhance learning outcomes. Eventually, increased grade point averages suggested that the experiment was successful. The article also mentions subsequent revisions to the original format...

  19. Educators' experiences of inclusive learning contexts: An ...

    African Journals Online (AJOL)

    Our purpose in the research was to explore the experiences of educators in ordinary schools regarding the challenges experienced in inclusive learning contexts and to identify the competencies they used to deal with some of these challenges. A qualitative research design was chosen, using a case study. The study was ...

  20. A Smart Material Interfaces Learning Experience

    NARCIS (Netherlands)

    Minuto, A.; Pittarello, Fabio; Nijholt, Antinus

    2015-01-01

    This paper describes a learning experience held with a class of primary school children who were introduced to a novel class of resources, named smart materials, and the interfaces built with them (Smart Material Interfaces). The pupils were guided along a multidisciplinary educational path in which

  1. Supporting learning experiences beyond the school context

    NARCIS (Netherlands)

    Rusman, Ellen

    2015-01-01

    In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

  2. Architecting Learning Continuities for Families Across Informal Science Experiences

    Science.gov (United States)

    Perin, Suzanne Marie

    By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

  3. Proactive Review – learn from experience to improve bottom line

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2016-01-01

    This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed...... and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting...

  4. Improve Business Results by Learning from Experience in Proactive Reviews

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed...... and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting...

  5. Problem Based Learning Online

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    “How do two online learning designs affect student engagement in the PBL online modules?” The empirical data were collected and analyzed using a netnographic approach. The study finds that concepts such as self-directed learning and active involvement may be perceived very differently from the students...

  6. New tools for scientific learning in the EduSeis project: the e-learning experiment

    Directory of Open Access Journals (Sweden)

    A. Zollo

    2007-06-01

    Full Text Available The Educational Seismological Project (EduSeis is a scientific and educational project, the main aim of which is the development and implementation of new teaching methodologies in Earth Sciences, using seismology as a vehicle for scientific learning and awareness of earthquake risk. Within this framework, we have recently been experimenting with new learning and information approaches that are mainly aimed at a high school audience. In particular, we have designed, implemented and tested a model of an e-learning environment in a high school located in the surroundings of the Mt. Vesuvius volcano. The proposed e-learning model is built on the EduSeis concepts and educational materials (web-oriented, and is based on computer-supported collaborative learning. Ten teachers from different disciplines and fifty students at the I.T.I.S. “Majorana” technical high school (Naples have been taking part in a cooperative e-learning experiment in which the students have been working in small groups (communities. The learning process is assisted and supervised by the teachers. The evaluation of the results from this cooperative e-learning experiment has provided useful insights into the content and didactic value of the EduSeis modules and activities. The use of network utilities and the “Learning Community” approach promoted the exchange of ideas and expertises between students and teachers and allowed a new approach to the seismology teaching through a multidisciplinary study.

  7. Experience Effect in E-Learning Research

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited

  8. Virtual experiences in business administration learning

    Directory of Open Access Journals (Sweden)

    Jesse Alves Amâncio

    2007-09-01

    Full Text Available In Business Administration, the question about contents’ specialization has arisen, which would difficult the construction of student’s global view and promote detachment between those contents and their application, compromising his professional performance. Considering Theory of Experiential Learning KOLB, 1984 which relates concrete experience and abstract conceptualization, the overcoming of those problems is searched by using a free simulation software that provides a virtual environment for those experiences – in this case, for business plan formulation including all organizational aspects. This paper reports one of those experiences and highlights as important innovations: the appreciation of contents’ integration; the student’s active and critical participation; and the teacher’s essential role as a facilitator of all the process. The incorporation of a new didactical/technological resource to enhance Business Administration Teaching and Learning Process stands out as a contribution of this work.

  9. Game Based Language Learning for Bilingual Adults

    DEFF Research Database (Denmark)

    Hautopp, Heidi; Hanghøj, Thorkild

    2014-01-01

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

  10. Active learning machine learns to create new quantum experiments.

    Science.gov (United States)

    Melnikov, Alexey A; Poulsen Nautrup, Hendrik; Krenn, Mario; Dunjko, Vedran; Tiersch, Markus; Zeilinger, Anton; Briegel, Hans J

    2018-02-06

    How useful can machine learning be in a quantum laboratory? Here we raise the question of the potential of intelligent machines in the context of scientific research. A major motivation for the present work is the unknown reachability of various entanglement classes in quantum experiments. We investigate this question by using the projective simulation model, a physics-oriented approach to artificial intelligence. In our approach, the projective simulation system is challenged to design complex photonic quantum experiments that produce high-dimensional entangled multiphoton states, which are of high interest in modern quantum experiments. The artificial intelligence system learns to create a variety of entangled states and improves the efficiency of their realization. In the process, the system autonomously (re)discovers experimental techniques which are only now becoming standard in modern quantum optical experiments-a trait which was not explicitly demanded from the system but emerged through the process of learning. Such features highlight the possibility that machines could have a significantly more creative role in future research.

  11. Problem Based Learning for engineering.

    Science.gov (United States)

    Kumar, Dinesh; Radcliffe, Pj

    2017-07-01

    the role of Problem Based Learning (PBL) is relative clear in domains such as medicine but its efficacy in engineering is as yet less certain. To clarify the role of PBL in engineering, a 3 day workshop was conducted for senior Brazilian engineering academics where they were given the theory and then an immersive PBL experience. One major purpose for running this workshop was for them to identify suitable courses where PBL could be considered. During this workshop, they were split in teams and given a diverse range of problems. At the conclusion of the workshop, a quantifiable survey was conducted and the results show that PBL can deliver superior educational outcomes providing the student group is drawn from the top 5% of the year 12 students, and that significantly higher resources are made available. Thus, any proposed PBL program in engineering must be able to demonstrate that it can meet these requirements before it can move forward to implementation.

  12. Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

    Directory of Open Access Journals (Sweden)

    Edda Johansen

    2012-11-01

    Full Text Available An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.

  13. Developing International Managers: The Contribution of Cultural Experience to Learning

    Science.gov (United States)

    Townsend, Peter; Regan, Padraic; Li, Liang Liang

    2015-01-01

    Purpose: The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach: Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine…

  14. LEARNING DIFFICULTIES: AN ANALYSIS BASED ON VIGOTSKY

    Directory of Open Access Journals (Sweden)

    Adriane Cenci

    2010-06-01

    Full Text Available We aimed, along the text, to bring a reflection upon learning difficulties based on Socio-Historical Theory, relating what is observed in schools to what has been discussed about learning difficulties and the theory proposed by Vygotsky in the early XX century. We understand that children enter school carrying experiences and knowledge from their cultural group and that school ignores such knowledge very often. Then, it is in such disengagement that emerges what we started to call learning difficulties. One cannot forget to see a child as a whole – a student is a social being constituted by culture, language and specific values to which one must be attentive.

  15. Improvement of medical education using web-based lecture repetition and extension: e-learning experiences of the Department of Obstetrics and Gynecology, University of Tuebingen

    Directory of Open Access Journals (Sweden)

    Wallwiener, Markus

    2006-11-01

    Full Text Available In order to improve the education of its medical students, the Department of Obstetrics and Gynecology of the University of Tuebingen established e-learning in terms of web-based lecture repetition and extension. Subsequent to lectures, questions are provided online. The participation is voluntary, but requires registration. The results of the analysed period (winter term 2004/2005, summer term 2005 and winter term 2005/2006 including more than 380 e-learning users are encouraging. An average of 45% of the target group used the offered online questions. The students who completed at least 75% of all prepared question units achieved significantly better results than their traditional learning fellow students (p=0.002. Users got more frequent the marks "good" and "very good". Twice as much conventional learning students as e-learning users failed the examination. E-Learning and the technical implementation are repeatedly appreciated by the students. In the future, more medical courses will be supplemented with e-learning, according to the students request.

  16. (Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

    Science.gov (United States)

    Smith, Shaunna

    2016-01-01

    This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

  17. First year clinical tutorials: students’ learning experience

    Directory of Open Access Journals (Sweden)

    Burgess A

    2014-11-01

    Full Text Available Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods: The study was conducted with one cohort (n=301 of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results: The response rate to the questionnaire was 88% (265/301. Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion: Situated cognition theory provides a valuable lens to view students' experience of learning within the

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

    Science.gov (United States)

    Chen, Ching-Huei

    2017-01-01

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

  19. Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

    Science.gov (United States)

    Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

    2018-01-01

    The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

  20. Providing pervasive Learning eXperiences by Combining Internet of Things and e-Learning standards

    Directory of Open Access Journals (Sweden)

    Aroua TAAMALLAH

    2015-12-01

    Full Text Available Nowadays, learning is more and more taking place anywhere and anytime. This implies that e-learning environments are expanded from only virtual learning environments to both virtual and physical ones. Thanks to the evolution of Internet, ICT (Information and Communication Technology and Internet of Things, new learning scenarios could be experienced by learners either individually or collaboratively. These learning scenarios are Pervasive in such a way that they allow to mix virtual and physical learning environments as well. They are therefore characterized by possible interactions of the learner with the physical environment, the Learner's contextual data detection as well as the adaptation of pedagogical strategies and services according to this context. This paper aims to take advantage of this trend and keep up also with existing e-Learning standards such as IMS LD and LOM. The solution proposed is therefore to extend these standards models with that of Internet of Things and to provide an adaptation approach of learning activities based on learner's context and her/his track using the eXperience API. In this context and in order to allow both reasoning capabilities and interoperability between the proposed models Ontological representations and implementation are therefore proposed. Moreover a technical architecture highlighting the required software components and their interactions is provided. And finally, a relevant pervasive learning scenario is implemented and experimented.

  1. 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...

  2. Collaborative Communication in Work Based Learning Programs

    Science.gov (United States)

    Wagner, Stephen Allen

    2017-01-01

    This basic qualitative study, using interviews and document analysis, examined reflections from a Work Based Learning (WBL) program to understand how utilizing digital collaborative communication tools influence the educational experience. The Community of Inquiry (CoI) framework was used as a theoretical frame promoting the examination of the…

  3. 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 ...

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

    Science.gov (United States)

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

    2010-04-01

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

  5. 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 ...

  6. 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.

  7. The potential of capstone learning experiences in addressing ...

    African Journals Online (AJOL)

    The potential of capstone learning experiences in addressing perceived shortcomings in LLB training in South Africa. ... A literature review on capstone courses and learning experiences (collectively referred to ... AJOL African Journals Online.

  8. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Family experiences, the motivation for science learning and science achievement of ... active learning and achievement goals); boys perceived family experiences ... Recommendations were made as to how schools can support families in ...

  9. 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.

  10. Field Trips as Valuable Learning Experiences in Geography Courses

    Science.gov (United States)

    Krakowka, Amy Richmond

    2012-01-01

    Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

  11. Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during Their Field Experience

    Science.gov (United States)

    Wynn, Charles T., Sr.; Okie, William

    2017-01-01

    We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54…

  12. Model-based machine learning.

    Science.gov (United States)

    Bishop, Christopher M

    2013-02-13

    Several decades of research in the field of machine learning have resulted in a multitude of different algorithms for solving a broad range of problems. To tackle a new application, a researcher typically tries to map their problem onto one of these existing methods, often influenced by their familiarity with specific algorithms and by the availability of corresponding software implementations. In this study, we describe an alternative methodology for applying machine learning, in which a bespoke solution is formulated for each new application. The solution is expressed through a compact modelling language, and the corresponding custom machine learning code is then generated automatically. This model-based approach offers several major advantages, including the opportunity to create highly tailored models for specific scenarios, as well as rapid prototyping and comparison of a range of alternative models. Furthermore, newcomers to the field of machine learning do not have to learn about the huge range of traditional methods, but instead can focus their attention on understanding a single modelling environment. In this study, we show how probabilistic graphical models, coupled with efficient inference algorithms, provide a very flexible foundation for model-based machine learning, and we outline a large-scale commercial application of this framework involving tens of millions of users. We also describe the concept of probabilistic programming as a powerful software environment for model-based machine learning, and we discuss a specific probabilistic programming language called Infer.NET, which has been widely used in practical applications.

  13. Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

    Science.gov (United States)

    Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

    2013-06-01

    Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

  14. A Blended Learning Experience in Statistics for Psychology Students Using the Evaluation as a Learning Tool

    Directory of Open Access Journals (Sweden)

    Alberto VALENTÍN CENTENO

    2016-05-01

    Full Text Available Teaching statistics course Applied Psychology, was based on different teaching models that incorporate active teaching methodologies. In this experience have combined approaches that prioritize the use of ICT with other where evaluation becomes an element of learning. This has involved the use of virtual platforms to support teaching that facilitate learning and activities where no face-to-face are combined. The design of the components of the course is inspired by the dimensions proposed by Carless (2003 model. This model uses evaluation as a learning element. The development of this experience has shown how the didactic proposal has been positively interpreted by students. Students recognized that they had to learn and deeply understand the basic concepts of the subject, so that they can teach and assess their peers.

  15. From scientifically based research to evidence based learning

    Directory of Open Access Journals (Sweden)

    Rosa Cera

    2016-02-01

    Full Text Available This essay is a reflection on the peculiarities of the scientifically based research and on the distinctive elements of the EBL (evidence based learning, methodology used in the study on the “Relationship between Metacognition, Self-efficacy and Self-regulation in Learning”. The EBL method, based on the standardization of data, explains how the students’ learning experience can be considered as a set of “data” and can be used to explain how and when the research results can be considered generalizable and transferable to other learning situations. The reflections present in this study have also allowed us to illustrate the impact that its results have had on the micro and macro level of reality. They helped to fill in the gaps concerning the learning/teaching processes, contributed to the enrichment of the scientific literature on this subject and allowed to establish standards through rigorous techniques such as systematic reviews and meta-analysis.

  16. A New Design Approach to Game-Based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    2012-01-01

    to ground the student’s reason to learn. This paper proposes a different approach: using visualisation in immersive 3D worlds as both documentation of learning progress and as a reward system which motivates further learning. The overall design idea is to build a game based learning system from three......This paper puts forward a new design perspective for gamebased learning. The general idea is to abandon the long sought-after dream of designing a closed learning system, where students in both primary and secondary school could learn – without the interference of teachers – whatever subject......-based learning system, but will also confront aspects of modern learning theory, especially the notion of reference between the content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way of tackling the common experience of the average...

  17. 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...

  18. A New Design Approach to game or play based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    to ground the students sense of meaning. This paper proposes another approach: using visualization in immersive 3D-worlds as documentation of learning progress while at the same time constituting a reward system which motivate further learning. The overall design idea is to build a game based learning......Abstract: The present paper proposes a new design perspective for game based learning. The general idea is to abandon the long and sought after dream of designing a closed learning system, where students from elementary school to high school without teachers’ interference could learn whatever...... game based learning system, but also confront aspects of modern learning theory especially the notion of reference between content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way to tackle the common experience...

  19. How the machine learning conquers reconstruction in neutrino experiments

    CERN Multimedia

    CERN. Geneva

    2017-01-01

    An evolution from the purely algorithmic approaches towards the machine learning solutions started a few years ago in the neutrino experiments. Now, this process turns into a true boom, especially in the experiments based on the imaging technologies, such as LArTPC’s used in MicroBooNE and DUNE experiments or liquid scintillator detector implemented by the NOvA Collaboration. High resolution, image-like projections of events obtained with these detectors proved to be hard pattern recognition problems for the conventional reconstruction techniques. In the seminar, I will present why the neutrino events are so challenging and how the essential difficulties are now being attacked with the machine learning.

  20. Seamless learning: Technology-enhanced learning from practical experiences across contexts

    NARCIS (Netherlands)

    Rusman, Ellen

    2018-01-01

    Rusman, E. (2018, 8th of June). Seamless learning: Technology-enhanced learning from practical experiences across contexts. Keynote presentation at the Seamless learning conference, Maastricht, The Netherlands. http://www.ou.nl/slc

  1. Computer-based learning in neuroanatomy: A longitudinal study of learning, transfer, and retention

    Science.gov (United States)

    Chariker, Julia H.

    A longitudinal experiment was conducted to explore computer-based learning of neuroanatomy. Using a realistic 3D graphical model of neuroanatomy, and sections derived from the model, exploratory graphical tools were integrated into interactive computer programs so as to allow adaptive exploration. 72 participants learned either sectional anatomy alone or learned whole anatomy followed by sectional anatomy. Sectional anatomy was explored either in perceptually continuous animation or discretely, as in the use of an anatomical atlas. Learning was measured longitudinally to a high performance criterion. After learning, transfer to biomedical images and long-term retention was tested. Learning whole anatomy prior to learning sectional anatomy led to a more efficient learning experience. Learners demonstrated high levels of transfer from whole anatomy to sectional anatomy and from sectional anatomy to complex biomedical images. All learning groups demonstrated high levels of retention at 2--3 weeks.

  2. Learning maternity: the experiences of rural nurses.

    Science.gov (United States)

    MacKinnon, Karen

    2010-03-01

    Two research studies explored rural nurses' experience with the provision of maternity care in rural British Columbia, Canada. Frontline nurses, managers, and health-care providers were interviewed and their practices observed. One of the main challenges identified by rural nurses was ensuring that a knowledgeable/skilled maternity or perinatal nurse was always available at the local hospital. Learning how to provide safe and supportive maternity care is difficult for nurses working in small rural hospitals today due to declining birth rates, increased workloads, and a decrease in opportunities for mentoring. Decisions about the allocation of time off and resources for rural nurses' continuing professional education (CPE) were structured by discourses of personal responsibility for "continuing competence." These institutional work processes increase the burden on rural nurses, negatively affecting their opportunities for CPE and their experiences of providing maternity care, with implications for both patient safety and nurse retention.

  3. Alpbach Summer School - a unique learning experience

    Science.gov (United States)

    Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

    2011-12-01

    The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

  4. 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.

  5. Prototype-based active learning for lemmatization

    CSIR Research Space (South Africa)

    Daelemans, W

    2009-09-01

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

  6. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  7. 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…

  8. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-01-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

  9. The novice and the expert: How gender and experience influence student participation, interest and learning in an Internet-based science project

    Science.gov (United States)

    Mistler-Jackson, Megan Elizabeth

    The purpose of this study is to examine how gender issues influence middle school students' participation, interest and learning in an Internet-based science curriculum project. One central question is whether using the Internet for communication and collaboration might serve as an entree into science and computer technology for those who are otherwise disinterested. Five students and their teacher were observed for five weeks and interviewed at the end of their participation in the Journey North Internet-based science project. Other methods of data collection included field notes, journal writing, and document review. Data were analyzed using ethnographic and case study methodology. Results revealed that boys were viewed as science and computer experts by themselves and by their peers more often than girls, both when they were and were not more knowledgeable. Data also showed that the teacher's inexperience with computers and the Journey North project was a more significant factor in student learning than gender. Findings with two students support the notion that using the Internet for communication and collaboration may encourage participation in computer technology by students like them. These results add to literatures that document the gender gap in science and computing and complement research on the incorporation of the Internet in the classroom. This study examines participation and interest from students' points of view, confirms the central role teachers play in enacting network science projects effectively and identifies several challenges this teacher faced in learning to utilize new technologies.

  10. Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

    Science.gov (United States)

    Villarreal-Stewart, Irene

    The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

  11. 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...

  12. 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...

  13. Risks and opportunities of virtual learning: the experience of UOC

    Directory of Open Access Journals (Sweden)

    Adela Ros Híjar

    2001-06-01

    Full Text Available In this article, I have tried to give answers to the question of what the risks and opportunities of virtual learning are. In this sense, the UOC's experience has been of great value to analyse several key issues such as the new ways of accessing quality education, the new ways of participation, the new values of educational processes as well as some of the structural factors on which e-learning is based, but which place its very model in jeopardy. Direct observation of some key processes as well as contact with the main actors (e.g. students, teachers and technicians have provided valuable information about some factors to consider when analysing the social implications of virtual learning.

  14. Selection as a learning experience: an exploratory study.

    Science.gov (United States)

    de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

    2018-01-01

    Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students' learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students' development.

  15. Digital case-based learning system in school.

    Science.gov (United States)

    Gu, Peipei; Guo, Jiayang

    2017-01-01

    With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

  16. Digital case-based learning system in school.

    Directory of Open Access Journals (Sweden)

    Peipei Gu

    Full Text Available With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

  17. Characteristics of Problem-Based Learning

    DEFF Research Database (Denmark)

    Kolmos, Anette

    2003-01-01

    Problem BAsed LEarning (PBL) is widely regarded as a successful and innovative method for engineering education. The article highlights the Dutch approach of directing the learning process throuogh problem analysis and the Danish model of project-organised learning...

  18. Feedback of safety - related operational experience: Lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Elias, D [Commonwealth Edison Co. (United States)

    1997-09-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues.

  19. Feedback of safety - related operational experience: Lessons learned

    International Nuclear Information System (INIS)

    Elias, D.

    1997-01-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues

  20. Contextual Approach with Guided Discovery Learning and Brain Based Learning in Geometry Learning

    Science.gov (United States)

    Kartikaningtyas, V.; Kusmayadi, T. A.; Riyadi

    2017-09-01

    The aim of this study was to combine the contextual approach with Guided Discovery Learning (GDL) and Brain Based Learning (BBL) in geometry learning of junior high school. Furthermore, this study analysed the effect of contextual approach with GDL and BBL in geometry learning. GDL-contextual and BBL-contextual was built from the steps of GDL and BBL that combined with the principles of contextual approach. To validate the models, it uses quasi experiment which used two experiment groups. The sample had been chosen by stratified cluster random sampling. The sample was 150 students of grade 8th in junior high school. The data were collected through the student’s mathematics achievement test that given after the treatment of each group. The data analysed by using one way ANOVA with different cell. The result shows that GDL-contextual has not different effect than BBL-contextual on mathematics achievement in geometry learning. It means both the two models could be used in mathematics learning as the innovative way in geometry learning.

  1. Professional development in sport psychology : relating learning experiences to learning outcomes

    NARCIS (Netherlands)

    Hutter, R. I. (Vana); Oldenhof-Veldman, Tanja; Pijpers, J. R. (Rob); Oudejans, Raôul R.D.

    2017-01-01

    To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences

  2. Work-Based Learning, Identity and Organisational Culture

    Science.gov (United States)

    Ahlgren, Linda; Tett, Lyn

    2010-01-01

    This paper discusses the ways in which employers view the contribution of work-based learning, how participating learners' experience the provision offered to them and how far work-based programmes can contribute to changing the discourse about learning from one of deficit to one of strengths. It draws on two complementary studies of work based…

  3. Knowledge Transfer in Health Care Through Digitally Collecting Learning Experiences - Results of Witra Care.

    Science.gov (United States)

    Behrends, Marianne; Kupka, Thomas; Schmeer, Regina; Meyenburg-Altwarg, Iris; Marschollek, Michael

    2016-01-01

    The goal of the project Witra Care was to investigate how far the use of mobile technology is suitable to collect experience-based knowledge of nurses. Nine new employees and seven experienced nurses received for six weeks a mobile phone or a tablet pc with a mobile application that allowed them to collect learning object as pictures, videos, audio files or notes. In Witra Care the nurses created 303 learning objects. They have found the collecting of learning experiences was helpful for their learning processes. The learning objects demonstrate various aspects of daily routines in nursing. The results of Witra Care show that the documentation of learning experiences with mobile devices helps to gather information about the practical knowledge in the daily work of nurses, identifies individual learning needs of the employees and supports them in their personal learning processes.

  4. Collaborative Inquiry-based Learning

    NARCIS (Netherlands)

    Suarez, Angel

    2017-01-01

    This thesis presents the results of the conducted research and development of applications to support collaborative inquiry-based learning, with a special focus on leveraging learners’ agency. The reported results are structured into three parts: the theoretical foundations, the design and

  5. Everyday life; Lived Experiences and Designed Learning

    DEFF Research Database (Denmark)

    Vestbo, Michelle; Helms, Niels Henrik; Dræbel, Tania Aase

    of participating in study life. Inspired by sociological phenomenological approach, the study uses participant observations, interviews and a workshop to explore the life-worlds of daily living of students who train to become professionals of social education or nutrition and health education. The study......Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations Helms, N.H., Vestbo, M., Steenfeldt, V.O., Dræbel, T.A., Hansen, T.A.E., Storm, H., and Schmidt, L.S.K. (University College Zealand......) In this panel the use of different methodological approaches to answer questions about students’ knowledge cultures and epistemic trajectories is discussed. The context is qualitative empirical educational studies in a range of professional bachelor educations; Nursing, Social Education and Nutrition and Health...

  6. Scrum-Based Learning Environment: Fostering Self-Regulated Learning

    Science.gov (United States)

    Linden, Tanya

    2018-01-01

    Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

  7. Concept formation knowledge and experience in unsupervised learning

    CERN Document Server

    Fisher, Douglas H; Langley, Pat

    1991-01-01

    Concept Formation: Knowledge and Experience in Unsupervised Learning presents the interdisciplinary interaction between machine learning and cognitive psychology on unsupervised incremental methods. This book focuses on measures of similarity, strategies for robust incremental learning, and the psychological consistency of various approaches.Organized into three parts encompassing 15 chapters, this book begins with an overview of inductive concept learning in machine learning and psychology, with emphasis on issues that distinguish concept formation from more prevalent supervised methods and f

  8. Project-Based Learning in the Masters degree in Nuclear Engineering at BarcelonaTECH. Experience gained in the area of Management of Nuclear Power Plants

    International Nuclear Information System (INIS)

    Reventos, F.; Vives, E.; Brunet, A.; Sabate, R.; Calvino, F.; Batet, L.

    2014-01-01

    From its first edition, that took place in 2011-2012, the Masters degree in Nuclear Engineering from BarcelonaTECH has been using techniques of Project-Based Learning to fulfill the purpose of training nuclear engineers with a profile suitable for positions in the industry. The Master is sponsored by ENDESA and relies on the collaboration with institutions and companies. The Master is embedded in EMINE, the European Master in Innovation in Nuclear Energy, supported by KIC-InnoEnergy and the European Institute of Technology. (Author)

  9. Project-Based Learning in the Masters degree in Nuclear Engineering at BarcelonaTECH. Experience gained in the area of Management of Nuclear Power Plants

    Energy Technology Data Exchange (ETDEWEB)

    Reventos, F.; Vives, E.; Brunet, A.; Sabate, R.; Calvino, F.; Batet, L.

    2014-07-01

    From its first edition, that took place in 2011-2012, the Masters degree in Nuclear Engineering from BarcelonaTECH has been using techniques of Project-Based Learning to fulfill the purpose of training nuclear engineers with a profile suitable for positions in the industry. The Master is sponsored by ENDESA and relies on the collaboration with institutions and companies. The Master is embedded in EMINE, the European Master in Innovation in Nuclear Energy, supported by KIC-InnoEnergy and the European Institute of Technology. (Author)

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

    Science.gov (United States)

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

    2013-01-01

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

  11. Creative Writing, Problem-Based Learning, and Game-Based Learning Principles

    Science.gov (United States)

    Trekles, Anastasia M.

    2012-01-01

    This paper examines how virtual worlds and other advanced social media can be married with problem-based learning to encourage creativity and critical thinking in the English/Language Arts classroom, particularly for middle school, high school, and undergraduate college education. Virtual world experiences such as "Second Life," Jumpstart.com, and…

  12. Learning Object Retrieval and Aggregation Based on Learning Styles

    Science.gov (United States)

    Ramirez-Arellano, Aldo; Bory-Reyes, Juan; Hernández-Simón, Luis Manuel

    2017-01-01

    The main goal of this article is to develop a Management System for Merging Learning Objects (msMLO), which offers an approach that retrieves learning objects (LOs) based on students' learning styles and term-based queries, which produces a new outcome with a better score. The msMLO faces the task of retrieving LOs via two steps: The first step…

  13. Domesticating Digital Game-based Learning

    Directory of Open Access Journals (Sweden)

    Helga Dís Sigurdardottir

    2016-07-01

    Full Text Available This paper analyses the use of digital game-based learning (DGBL in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience that practice. Digital game-based learning is being widely employed throughout Norway as a result of the increased focus on digital skills in Norwegian education. This paper analyses that development by way of focus group interviews with a total of sixty-four pupils at four schools. Drawing upon domestication and actor-network theory, the paper provides a novel approach to the study of DGBL. The broad empirical investigation into DGBL practices furthermore provides a contribution to scholarly literature on the subject. A noteworthy finding of this study is the diversity of games employed in schools—around 30 different titles— indicating that the choice of games lies at the discretion of individual teachers. Findings from this research show that the domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. This includes the classroom and home as gaming sites, group work and individual assignments as practices, and PCs and iPads as platforms.

  14. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Schulze, Salome

    Student Motivation for Science Learning questionnaire combined with items investigating family experiences. ... science achievement: inadequate school resources and weak household ..... informal interviews with the science teachers of the.

  15. Learning for Sustainability Among Faith-Based Organizations in Kenya

    Science.gov (United States)

    Moyer, Joanne M.; Sinclair, A. John; Diduck, Alan P.

    2014-08-01

    The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

  16. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

  17. PROJECT BASED LEARNING BERMUATAN ETNOMATEMATIKA DALAM PEMBELAJAR MATEMATIKA

    Directory of Open Access Journals (Sweden)

    I Wayan Eka Mahendra

    2017-03-01

    Full Text Available This study aims to determine differences simultaneously in motivation and mathematics learning outcomes between students taking project based learningmodel charged ethnomathematics and students who followed the conventional learning modelon the class VIII SMP Negeri 3 Abiansemalyear 2016/2017. It was a quasi experiment with a sample of 71 student obtain by using simple random sampling. The data were analyzed by one-way multivariate analysis (Manova.The results of this study indicate that there are differences in simultaneously in learning motivation and learning outcomes between students taking mathematics model project based learning charged ethnomathematics and students who followed the conventional learning model on the class VIII SMP Negeri 3 Abiansemal year 2016/2017. Besed on the research findings, junior high school teachers are suggested to improve their student learning outcome for mathematics. Teachers also need to use a learning models accurately and correctly.

  18. EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

    OpenAIRE

    Harriet Wambui Njui

    2018-01-01

    This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

  19. Collecting lessons learned : How project-based organizations in the oil and gas industry learn from their projects

    NARCIS (Netherlands)

    Buttler, T.

    2016-01-01

    Project-based organizations collect lessons learned in order to improve the performance of projects. They aim to repeat successes by using positive lessons learned, and to avoid repeating negative experiences by using negative lessons learned. Cooke-Davies (2002) claimed that the ability to learn

  20. Comfort and experience with online learning: trends over nine years and associations with knowledge.

    Science.gov (United States)

    Cook, David A; Thompson, Warren G

    2014-07-01

    Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

  1. International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

    Science.gov (United States)

    Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

    2014-01-01

    Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

  2. MEMECAHKAN MASALAH GEOGRAFI MELALUI PROBLEM BASED LEARNING

    Directory of Open Access Journals (Sweden)

    Sujiono Sujiono

    2018-01-01

    Full Text Available This study aims to determine the effect of Problem Based Learning model on geography problem-solving sklills. This research model is quasi experiment with non-equivalent control group design. The subjects of the study were the students of XI IPS SMA Negeri 1 Pulau Laut Timur, academic year 2016/2017. The assessment instrument is an essay test based on an indicator of problem solving skills, ie (1 identifying problems; (2 formulate the problem; (3 finding alternative solutions; (4 choose alternative solutions; and (5 make conclusions. Data analysis using independent sample t-test model with 5% significance level. The results showed that there is an influence of PBL model on geography problem-solving sklills. The geography problem-solving skills of experimental class with PBL model is higher than control class with conventional model. Suggestion given, that is to make a plan of learning well and doing learning PBL on outdoor study.   Keywords Problem Based Learning, problem-solving skills, geography   http://dx.doi.org/10.17977/um022v2i22017p072

  3. Using Problem Based Learning Methods from Engineering Education in Company Based Development

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; Jørgensen, Frances

    2007-01-01

    This paper discusses how Problem-Based Learning (PBL) methods were used to support a Danish company in its efforts to become more of a 'learning organisation', characterized by sharing of knowledge and experiences. One of the central barriers to organisational learning in this company involved...

  4. The Design and Analysis of Learning Effects for a Game-based Learning System

    OpenAIRE

    Wernhuar Tarng; Weichian Tsai

    2010-01-01

    The major purpose of this study is to use network and multimedia technologies to build a game-based learning system for junior high school students to apply in learning “World Geography" through the “role-playing" game approaches. This study first investigated the motivation and habits of junior high school students to use the Internet and online games, and then designed a game-based learning system according to situated and game-based learning theories. A teaching experiment was conducted to...

  5. A Feedback Model for Data-Rich Learning Experiences

    Science.gov (United States)

    Pardo, Abelardo

    2018-01-01

    Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to…

  6. Participation in Informal Science Learning Experiences: The Rich Get Richer?

    Science.gov (United States)

    DeWitt, Jennifer; Archer, Louise

    2017-01-01

    Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…

  7. 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…

  8. 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.

  9. 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.

  10. Improving Learning Experiences through Gamification: A Case Study

    Science.gov (United States)

    Geelan, Benjamin; de Salas, Kristy; Lewis, Ian; King, Carolyn; Edwards, Dale; O'Mara, Aidan

    2015-01-01

    Gamified learning systems are becoming increasingly common within educational institutions, however there is a lack of understanding on the elements of gamification that influence, either positively or negatively, the learning experiences of students using these systems. This study examines an existing gamified learning tool implemented within an…

  11. e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

    Science.gov (United States)

    Lin, Kan-Min

    2011-01-01

    This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

  12. Learning Object Metadata in a Web-Based Learning Environment

    NARCIS (Netherlands)

    Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

    2000-01-01

    The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

  13. Calibration Lessons Learned from Hyperion Experience

    Science.gov (United States)

    Casement, S.; Ho, K.; Sandor-Leahy, S.; Biggar, S.; Czapla-Myers, J.; McCorkel, J.; Thome, K.

    2009-12-01

    The use of hyperspectral imagers to provide climate-quality data sets, such as those expected from the solar reflective sensor on the Climate Absolute Radiance and Refractivity Observatory (CLARREO), requires stringent radiometric calibration requirements. These stringent requirements have been nearly met with broadband radiometers such as CERES, but high resolution spectrometers pose additional challenges. A review of the calibration processes for past space-based HSIs provide guidance on the calibration processes that will be needed for future sensors. In November 2000, the Earth Observer-1 (EO-1) platform was launched onboard a Boeing Delta II launch vehicle. The primary purpose of the EO-1 mission was to provide a technological testbed for spaceborne components. The platform has three sensors onboard, of which, the hyperspectral imager (HSI) Hyperion, is discussed here. The Hyperion sensor at the time had no comparable sensor in earth orbit, being the first grating-based, hyperspectral, civilian sensor in earth orbit. Ground and on-orbit calibration procedures including all cross-calibration activities have achieved an estimated instrument absolute radiometric error of 2.9% in the Visible channel (0.4 - 1.0 microns) and 3.4% in the shortwave infrared (SWIR, 0.9 - 2.5 microns) channel (EO-1/Hyperion Early Orbit Checkout Report Part II On-Orbit Performance Verification and Calibration). This paper describes the key components of the Hyperion calibration process that are applicable to future HSI missions. The pre-launch methods relied on then newly-developed, detector-based methods. Subsequent vicarious methods including cross-calibration with other sensors and the reflectance-based method showed significant differences from the prelaunch calibration. Such a difference demonstrated the importance of the vicarious methods as well as pointing to areas for improvement in the prelaunch methods. We also identify areas where lessons learned from Hyperion regarding

  14. Understanding Game-Based Learning Cultures: Introduction to Special Issue

    Science.gov (United States)

    Engerman, Jason A.; Carr-Chellman, Alison

    2017-01-01

    This special issue expands our understanding of teaching and learning through video game play, with specific attention to culture. The issue gives insight into the ways educators, researchers, and developers should be discussing and designing for impactful learner-centered game-based learning experiences. The issue features forward-thinking…

  15. The Guinea Pigs of a Problem-Based Learning Curriculum

    Science.gov (United States)

    Reddy, Sarasvathie; McKenna, Sioux

    2016-01-01

    Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as "Guinea pigs" at the mercy of a curriculum experiment. This article interrogates and problematises the "Guinea pig" identity ascribed to and assumed by the first cohort of…

  16. Features and Characteristics of Problem Based Learning

    Science.gov (United States)

    Ceker, Eser; Ozdamli, Fezile

    2016-01-01

    Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look…

  17. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  18. Lifelong Learning from Natural Disasters: Transformative Group-Based Learning at Philippine Universities

    Science.gov (United States)

    Dahl, Kari Kragh Blume; Millora, Christopher Malagad

    2016-01-01

    This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance…

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

    Science.gov (United States)

    Grant-Vallone, E. J.

    2011-01-01

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

  20. 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…

  1. Learning from Change: Issues and Experiences in Participatory ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Book cover Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Directeur(s) : Marisol Estrella, Jutta Blauert, Dindo Campilan, John Gaventa, Julian Gonsalves, Irene Guijt, Deb Johnson, and ...

  2. Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

    Science.gov (United States)

    Santos, Marc Ericson C.; Chen, Angie; Taketomi, Takafumi; Yamamoto, Goshiro; Miyazaki, Jun; Kato, Hirokazu

    2014-01-01

    Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore…

  3. Professional Learning Experiences and Administrator Practice: Is There a Connection?

    Science.gov (United States)

    Bickmore, Dana L.

    2012-01-01

    This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

  4. Dyslexia and Learning a Foreign Language: A Personal Experience.

    Science.gov (United States)

    Simon, Charlann S.

    2000-01-01

    This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their…

  5. 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…

  6. Learning through Teaching: A Microbiology Service-Learning Experience

    Directory of Open Access Journals (Sweden)

    Ginny Webb

    2015-11-01

    Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

  7. The Credentials of Brain-Based Learning

    Science.gov (United States)

    Davis, Andrew

    2004-01-01

    This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the authority about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category…

  8. Foundations of Game-Based Learning

    Science.gov (United States)

    Plass, Jan L.; Homer, Bruce D.; Kinzer, Charles K.

    2015-01-01

    In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements…

  9. Learning from experience: feedback to CANDU design

    International Nuclear Information System (INIS)

    Allen, P.J.; Hopwood, J.M.; Rousseau, G.P.

    1998-01-01

    AECL's main product line is based on two single unit CANDU nuclear power plant designs; CANDU 6 and CANDU 9, each of which is based on successfully operating CANDU plants. AECL's CANDU development program is based upon evolutionary improvement. The evolutionary design approach ensures the maximum degree of operational provenness. It also allows successful features of today's plants to be retained while incorporating improvements as they develop to the appropriate level of design maturity. A key component of this evolutionary development is a formal process of gathering and responding to feedback from: NPP operation, construction and commissioning; regulatory input; equipment supplier input; R and D results; market input. The progresses for gathering and implementing the experience feedback and a number of recent examples of design improvements from this feedback process are described in the paper. (author)

  10. 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.

  11. Automation and Control Learning Environment with Mixed Reality Remote Experiments Architecture

    Directory of Open Access Journals (Sweden)

    Frederico M. Schaf

    2007-05-01

    Full Text Available This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented use an internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. This work is part of the RExNet consortium, supported by the European Alfa project.

  12. [AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS].

    Science.gov (United States)

    García Rodríguez, Jose Juan; Lara Domínguez, Pilar A; Torres Pérez, Luis Francisco

    2015-05-01

    Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

  13. Deep Learning through Concept-Based Inquiry

    Science.gov (United States)

    Donham, Jean

    2010-01-01

    Learning in the library should present opportunities to enrich student learning activities to address concerns of interest and cognitive complexity, but these must be tasks that call for in-depth analysis--not merely gathering facts. Library learning experiences need to demand enough of students to keep them interested and also need to be…

  14. Java problem-based learning

    Directory of Open Access Journals (Sweden)

    Goran P, Šimić

    2012-01-01

    Full Text Available The paper describes the self-directed problem-based learning system (PBL named Java PBL. The expert module is the kernel of Java PBL. It involves a specific domain model, a problem generator and a solution generator. The overall system architecture is represented in the paper. Java PBL can act as the stand-alone system, but it is also designed to provide support to learning management systems (LMSs. This is provided by a modular design of the system. An LMS can offer the declarative knowledge only. Java PBL offers the procedural knowledge and the progress of the learner programming skills. The free navigation, unlimited numbers of problems and recommendations represent the main pedagogical strategies and tactics implemented into the system.

  15. Aprendizaje basado en la resolución de problemas: una experiencia práctica Problem-based-solving learning: a practical experience

    Directory of Open Access Journals (Sweden)

    E. González-López

    2010-03-01

    Full Text Available El aprendizaje basado en la resolución de problemas incorpora herramientas metodológicas capaces de facilitar la consecución de los objetivos propuestos para la formación de los futuros médicos dentro del marco de la docencia universitaria en el Espacio Europeo de Educación Superior. Promueve una formación más activa, flexible y práctica, que concede mayor protagonismo al trabajo personal tutorizado (aprendizaje autodirigido, en detrimento de las clásicas clases teóricas, eminentemente expositivas, en las que el papel del estudiante es, en general, más pasivo. La Unidad de Medicina de Familia de la Universidad Autónoma de Madrid incorporó el aprendizaje basado en la resolución de problemas en el desarrollo de la asignatura optativa 'Atención Primaria y Medicina de Familia', ofertada como optativa a los alumnos de segundo ciclo de licenciatura (cursos 4.º a 6.º desde el curso 2005-2006. Intentamos con ella promover la formación de médicos capaces de aprender y mantener su competencia durante toda su vida profesional, no sólo en lo referido a la adquisición/integración de conocimientos científicos suficientes, sino también en cuanto al desarrollo de las habilidades necesarias para su adecuada aplicación práctica considerando a cada paciente de modo integral como realidad biopsicosocial, en un contexto sanitario definido, sin olvidar los aspectos bioéticos implícitos al quehacer del médico (respeto hacia el paciente y compromiso social. Revisamos en este artículo el diseño práctico de la asignatura.Learning based on problem-solving incorporates methodological tools that make it easier to fulfil the aims set for the training of future physicians within the framework of university education in the European Higher Education Area. It encourages a more active, flexible and practical training, which grants a leading role to tutor-guided personal work (self-directed learning rather than the classical theoretical, eminently

  16. Midwifery students learning experiences in labor wards: a grounded theory.

    Science.gov (United States)

    Brunstad, Anne; Hjälmhult, Esther

    2014-12-01

    The labor ward is an important and challenging learning area for midwifery students. It is there the students learn in authentic complex situations, in intimate situations, with potential risk for the life and health of mothers and their babies. The aim of this study was to explore the main concern expressed by midwifery students in labor wards and how they handled this concern. A longitudinal study based on grounded theory methodology was used. The participants were 10 postgraduate midwifery students, from a University College in Norway. Data were gathered and analyzed throughout the 2-year postgraduate program, in the students first, third and fourth semesters. Every student was interviewed three times in a total of 15 single and three focus-group sessions. The grounded theory of "building relationships" explains how students dealt with their main concern: "how to gain access to learning experiences". This theory consisted of three strategies; a) controlling vulnerability, b) cultivating trust and c) obtaining acceptance. Clarifying discussions involving midwives and students may facilitate the process of building relationships and contribute to confident learning. Students appreciate it when the midwives initiate discussions about acute situations and state that a novice may perceive labor and childbirth as more frightening than an experienced midwife would. Copyright © 2014 Elsevier Ltd. All rights reserved.

  17. 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...

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

    Directory of Open Access Journals (Sweden)

    Daniela Boff

    2016-02-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  20. Experiences with E-learning in Ophthalmology

    OpenAIRE

    Seema Dutt Bandhu; Swati Raje

    2014-01-01

    Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthal...

  1. Comparison the Application of PBL (Project Based Learning and PBL (Problem Based Learning Learning Model on Online Marketing Subjects

    Directory of Open Access Journals (Sweden)

    Agnes Dini Mardani

    2017-09-01

    Full Text Available Purpose of this study are (1 the application of learning PjBL with PBL to improve study results students, (2 assessing the domain affective, cognitive, and psychomotor, (3 the difference study results use the PjBL with PBL to improve study results students. The research is research quantitative and including research apparent experiment (quasi eksperiment by taking sample class two classes X PM 1 as a class experiment and class X PM 2 as a class control. Research instruments used for data collection namely: (1 tests to pretes and postest used to determine the cognitive assessment, (2 sheets observation affective, (3 sheets of the process for the psychomotor. The trial research instruments use the validity and reabilitas. Analysis techniques data using: (1 test a prerequisite analysis consisting of normality test and the homogeneity (2 T test unpaired which ended with the help of computer programs spss. Based on the result of this research can be concluded that: (1 the application of PjBL (Project Based Learning and PBL (Problem Based Learning should be conducted well in accordance syntax learning, (2 assessing the cognitive students have a difference and class experiment having an average higher than class control, (3 assessing the results affective students have a difference and on the application of PjBL is better than PBL.

  2. Unlearning to Learn: Investigating the Lived Experience of Learning English

    Science.gov (United States)

    Hickey, Pamela J.

    2012-01-01

    What is the journey of acquiring language? What is the journey of sharing it? These are the questions that compelled the hermeneutic phenomenological investigation (Gadamer, 1960/2004; van Manen, 1997) that led to this paper. Guided by the voice of Heidegger (1954/2008), I discovered the necessity of "un-learning to learn" in order to hear the…

  3. Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

    Science.gov (United States)

    Tayler, Collette

    2015-01-01

    Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

  4. 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

  5. What Constitutes Evidence in Human Rights-Based Approaches to Health? Learning from Lived Experiences of Maternal and Sexual Reproductive Health.

    Science.gov (United States)

    Unnithan, Maya

    2015-12-10

    The impact of human rights interventions on health outcomes is complex, multiple, and difficult to ascertain in the conventional sense of cause and effect. Existing approaches based on probable (experimental and statistical) conclusions from evidence are limited in their ability to capture the impact of rights-based transformations in health. This paper argues that a focus on plausible conclusions from evidence enables policy makers and researchers to take into account the effects of a co-occurrence of multiple factors connected with human rights, including the significant role of "context" and power. Drawing on a subject-near and interpretive (in other words, with regard to meaning) perspective that focuses on the lived experiences of human rights-based interventions, the paper suggests that policy makers and researchers are best served by evidence arrived at through plausible, observational modes of ascertaining impact. Through an examination of what human rights-based interventions mean, based on the experience of their operationalization on the ground in culturally specific maternal and reproductive health care contexts, this paper contributes to an emerging scholarship that seeks to pluralize the concept of evidence and to address the methodological challenges posed by heterogeneous forms of evidence in the context of human rights as applied to health. Copyright © 2015 Unnithan. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.

  6. Experiences with E-learning in Ophthalmology

    Directory of Open Access Journals (Sweden)

    Seema Dutt Bandhu

    2014-01-01

    Full Text Available Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthalmology. The topics were converted to web friendly format and used for teaching and evaluating. Feedback was taken from the students on completion of the term on their attitudes towards e-learning and their views on the scope of e-learning in medical education. Results: All the students agreed on the usefulness of e-learning in medical education. Eleven students (27.5% found the medium of e-learning to be interesting, 15 (37.5% considered it to be easy and accessible, 10 (25% found it to be fast and easy, 4 (10% considered it to be a medium which can give updated information. Twenty-three (57.5% students considered that e-learning should be a medium of instruction in all the subjects, 15 (37.5% students considered its usefulness in clinical subjects only. Twenty-eight students (70% desired that e-learning should be used to provide important notes, questions, MCQs on all topics. Conclusions: E-learning is well accepted as a medium of instruction by medical students.

  7. Creating Significant Learning Experiences across Disciplines

    Science.gov (United States)

    Levine, Laura E.; Fallahi, Carolyn R.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

    2008-01-01

    The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive…

  8. The Guided Autobiography Method: A Learning Experience

    Science.gov (United States)

    Thornton, James E.

    2008-01-01

    This article discusses the proposition that learning is an unexplored feature of the guided autobiography method and its developmental exchange. Learning, conceptualized and explored as the embedded and embodied processes, is essential in narrative activities of the guided autobiography method leading to psychosocial development and growth in…

  9. Predicting the Continued Use of Internet-Based Learning Technologies: The Role of Habit

    Science.gov (United States)

    Limayem, Moez; Cheung, Christy M. K.

    2011-01-01

    The proliferation and advance of Internet-based technologies create expanded opportunities for educators to provide students with better learning experiences. Although current studies focus mostly on the learning processes and learning outcomes, this article examines the students' usage behaviour with Internet-based learning technologies across…

  10. Interação professor-aluno com autismo no contexto da educação inclusiva: análise do padrão de mediação do professor com base na teoria da Experiência de Aprendizagem Mediada (Mediated Learning Experience Theory Interaction between teacher and student with autism within the inclusive education context: analysis of teacher mediation patterns based on the Mediated Learning Experience theory

    Directory of Open Access Journals (Sweden)

    Iara Maria de Farias

    2008-12-01

    Full Text Available A inclusão da criança com deficiência tem sido discutida em uma diversidade de contextos e a escola é o melhor local para promover a inclusão social e educacional dessas crianças, onde a relação professor-aluno é muito importante. Com referência na Teoria da Experiência de Aprendizagem Mediada, o objetivo deste estudo foi discutir sobre a prática profissional de duas professoras e suas crianças com autismo em classes de educação infantil. Foram feitas entrevistas com as duas professoras e foi utilizada a Escala de avaliação da Experiência de Aprendizagem Mediada para avaliar o padrão de interação professor-aluno. As concepções sobre inclusão foram diferentes para ambas as professoras. O padrão de mediação de ambas as professoras apresentou diferenças nos principais componentes de mediação: Intencionalidade, Significação e Transcendência. A professora Marta apresentou baixos níveis (nível 1 para todos esses componentes de mediação mencionados, enquanto que a outra professora, Carmem, apresentou níveis 3 de mediação em Intencionalidade, por exemplo. Conclui-se que a professora Marta apresenta comportamentos que não favorecem a modificabilidade cognitiva estrutural da criança. Nessa direção, a escola deve ser capaz de qualificar o professor para promover e a inclusão social e educacional e o desenvolvimento infantil.The inclusion of children with special needs has been discussed in many contexts and the school is the best place to promote children's social and educational inclusion, wherein teacher-child interaction is of great importance. Based on the approach known as the Mediated Learning Experience Theory, the aim of this study was to discuss the professional practices of two teachers (Marta and Carmen and their students with autism in pre-school classrooms. Data was collected through interviews with both teachers and the Mediated Learning Experience Rate Scale (MLE Rate Scale was applied to assess

  11. Power, Democracy and Problem-Based Learning

    DEFF Research Database (Denmark)

    Du, Xiangyun; Stentoft, Diana; Dahms, Mona-Lisa

    2007-01-01

      Problem Based Learning (PBL) as an educational approach has been increasingly applied in educational settings around the world. Given that PBL - as well as any other educational approach - is rooted in a given cultural context and thus carries the ‘fingerprint' of the specific context......, an interesting question is: To which extent is PBL a universally applicable approach to teaching and learning, i.e. an approach which can be implemented successfully to all times and in all societies, independent of differences in social, cultural, political and economic contexts? With this question...... participants are teachers involved in technical education, who have an interest in initiating changes towards PBL in their institutions and/or in their educational practices. The participants are located in various parts of the world and thus bring diverse experiences to the course and the MPBL programme...

  12. Seamless Integration of Desktop and Mobile Learning Experience through an Ontology-Based Adaptation Engine: Report of a Pilot-Project

    Science.gov (United States)

    Mercurio, Marco; Torre, Ilaria; Torsani, Simone

    2014-01-01

    The paper describes a module within the distance language learning environment of the Language Centre at the Genoa University which adapts, through an ontology, learning activities to the device in use. Adaptation means not simply resizing a page but also the ability to transform the nature of a task so that it fits the device with the smallest…

  13. The formulation of local values-based recovery program (learning from the experience of the provincial government of East Nusa Tenggara-Indonesia

    Directory of Open Access Journals (Sweden)

    Nursalam

    2014-01-01

    Full Text Available The research aims to determine how the social design of policy formulation in recovery after disasters and social conflicts. The method used in the study is a qualitative research design, data collection techniques through documentation and interviews with key informants. The recovery of the public life after reconstruction due to natural disasters and social conflicts demanding greater government attention to solve bersoalan arising through the formulation of programs oriented to local values. The importance of such a policy given that the public is the target to be met interests, and basically in their social life with values that serve as a guide in achieving a common goal. The Formulations recovery program based value is essentially a process of public policy formulation design also is social design process that relies on the dimension; (1 a value appreciation of relevant actors; (2 an orientation toward conflict resolution, problem solving, and change. The first dimension concerns an administrator's to listen to other voices, share in others experiences, and gain new knowledge. The second describes the administrator's orientation toward conflict resolution, problem solving, and change; the administrator's actions can range from proactive to reactive. Research indicates that, the experience of local government in the province of East Nusa Tenggara post-disaster and conflict should be a lesson for having successfully implemented local values-based formulation design in formulating regional development programs.

  14. The patient as experience broker in clinical learning.

    Science.gov (United States)

    Stockhausen, Lynette J

    2009-05-01

    A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).

  15. Problem Based Learning and sustainability

    DEFF Research Database (Denmark)

    Pizzol, Massimo; Løkke, Søren; Schmidt, Jannick Højrup

    and challenges that the PBL model offers for developing five key competences in sustainability: (i) system thinking, (ii) interpersonal competence, (iii) anticipatory competence, (iv) strategic competence, (v) normative competences. The study draws on the experiences from PBL activities performed at Aalborg...... University (AAU), Denmark, and focuses on the teaching of Life Cycle Assessment as a method for sustainability assessment. The objective is providing recommendations for future LCA teaching and learning. PBL activites performed at AAU were evaluated critically to detemine to what extent they addressed...... of how PBL-approaches were used to develop five specific competences in sustainability. It is concluded that -for the case fo LCA teaching at AAU- the PBL model included activities to develop system thinking, interpersonal competence, and normative competence. However, the PBL approach should...

  16. Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education

    Science.gov (United States)

    Best, Marnie; MacGregor, Denise; Price, Deborah

    2017-01-01

    Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…

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

    Directory of Open Access Journals (Sweden)

    Olaniyi Bojuwoye

    2014-01-01

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

  18. A Learning Experience of the Gender Perspective in English Teaching Contexts

    Science.gov (United States)

    Mojica, Claudia Patricia; Castañeda-Peña, Harold

    2017-01-01

    Eighteen Colombian English teachers participated in a course with an emphasis on gender and foreign language teaching in a Master's program in Bogotá. This text describes the design, implementation, and the learning in this educational experience. The analysis of the course was based on a view of learning as a process of participation rooted in…

  19. Measuring Teachers and Learners' Perceptions of the Quality of Their Online Learning Experience

    Science.gov (United States)

    Gómez-Rey, Pilar; Barbera, Elena; Fernández-Navarro, Francisco

    2016-01-01

    This article explores the quality of the online learning experience based on the Sloan-C framework and the Online Learning Consortium's (OLC) quality scorecard. The OLC index has been implemented to evaluate quality in online programs from different perspectives. Despite this, the opinions of learners are ignored, and it is built using feedback…

  20. Creating International Community Service Learning Experiences in a Capstone Marketing-Projects Course

    Science.gov (United States)

    Metcalf, Lynn E.

    2010-01-01

    This article outlines the development of a project-based capstone marketing course, specifically designed to provide marketing students with an international community service learning experience. It differs significantly from previous studies, which focus on integrating service learning into existing marketing courses and on helping local…

  1. Thai Undergraduate Chemistry Practical Learning Experiences Using the Jigsaw IV Method

    Science.gov (United States)

    Jansoon, Ninna; Somsook, Ekasith; Coll, Richard K.

    2008-01-01

    The research reported in this study consisted of an investigation of student learning experiences in Thai chemistry laboratories using the Jigsaw IV method. A hands-on experiment based on the Jigsaw IV method using a real life example based on green tea beverage was designed to improve student affective variables for studying topics related to…

  2. Music Learning Based on Computer Software

    Directory of Open Access Journals (Sweden)

    Baihui Yan

    2017-12-01

    Full Text Available In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teachers have not found a reasonable countermeasure to them. Against this background, the introduction of computer music software to music learning is a new trial that can not only cultivate the students’ initiatives of music learning, but also enhance their abilities to learn music. Therefore, it is concluded that the computer software based music learning is of great significance to improving the current music learning modes and means.

  3. Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

    Science.gov (United States)

    Suprabha, K.; Subramonian, G.

    2015-01-01

    Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…

  4. Learning Theory Foundations of Simulation-Based Mastery Learning.

    Science.gov (United States)

    McGaghie, William C; Harris, Ilene B

    2018-06-01

    Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

  5. QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer

    OpenAIRE

    Moebs, Sabine

    2011-01-01

    One of the challenges for the future of technology-enhanced learning is the retention of learners. On-line learning environments should engage learners and provide an appropriate “Quality of Experience” (QoE). For more than a decade, adaptive hypermedia systems have been used to adapt content and instruction to individual knowledge, goals and preferences in an effort to engage learners. However, even if the content is highly engaging it can be very difficult to achieve good Quality ...

  6. Learning during Tourism: The Experience of Learning from the Tourist's Perspective

    Science.gov (United States)

    Van Winkle, Christine M.; Lagay, Katya

    2012-01-01

    The purpose of the research described in the paper was to explore the learning experience that occurs during leisure tourism from the tourist's perspective. Learning throughout the lifespan occurs in diverse contexts and travel presents a unique learning environment enabling both unplanned and planned opportunities. The Husserlian phenomenology…

  7. Peer Mentorship and Transformational Learning: PhD Student Experiences

    Science.gov (United States)

    Preston, Jane P.; Ogenchuk, Marcella J.; Nsiah, Joseph K.

    2014-01-01

    The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was…

  8. Study Abroad: Enhanced Learning Experience in Cultural Diversity

    Science.gov (United States)

    Jaoko, Japheth

    2010-01-01

    This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

  9. Project based learning for reactor engineering education

    International Nuclear Information System (INIS)

    Narabayashi, Tadashi; Tsuji, Masashi; Shimazu, Yoichiro

    2009-01-01

    Trial in education of nuclear engineering in Hokkaido University has proved to be quite attractive for students. It is an education system called Project Based Learning (PBL), which is not based on education by lecture only but based mostly on practice of students in the classroom. The system was adopted four years ago. In the actual class, we separated the student into several groups of the size about 6 students. In the beginning of each class room time, a brief explanations of the related theory or technical bases. Then the students discuss in their own group how to precede their design calculations and do the required calculation and evaluation. The target reactor type of each group was selected by the group members for themselves at the beginning of the semester as the first step of the project. The reactor types range from a small in house type to that for a nuclear ship. At the end of the semester, each group presents the final design. The presentation experience gives students a kind of fresh sensation. Nowadays the evaluation results of the subject by the students rank in the highest in the faculty of engineering. Based on the considerations above, we designed the framework of our PBL for reactor engineering. In this paper, we will present some lessons learned in this PBL education system from the educational points of view. The PBL education program is supported by IAE/METI in Japan for Nuclear Engineering Education. (author)

  10. Citrus Quality Control: An NMR/MRI Problem-Based Experiment

    Science.gov (United States)

    Erhart, Sarah E.; McCarrick, Robert M.; Lorigan, Gary A.; Yezierski, Ellen J.

    2016-01-01

    An experiment seated in an industrial context can provide an engaging framework and unique learning opportunity for an upper-division physical chemistry laboratory. An experiment that teaches NMR/MRI through a problem-based quality control of citrus products was developed. In this experiment, using a problem-based learning (PBL) approach, students…

  11. Self-supervised learning as an enabling technology for future space exploration robots: ISS experiments on monocular distance learning

    Science.gov (United States)

    van Hecke, Kevin; de Croon, Guido C. H. E.; Hennes, Daniel; Setterfield, Timothy P.; Saenz-Otero, Alvar; Izzo, Dario

    2017-11-01

    Although machine learning holds an enormous promise for autonomous space robots, it is currently not employed because of the inherent uncertain outcome of learning processes. In this article we investigate a learning mechanism, Self-Supervised Learning (SSL), which is very reliable and hence an important candidate for real-world deployment even on safety-critical systems such as space robots. To demonstrate this reliability, we introduce a novel SSL setup that allows a stereo vision equipped robot to cope with the failure of one of its cameras. The setup learns to estimate average depth using a monocular image, by using the stereo vision depths from the past as trusted ground truth. We present preliminary results from an experiment on the International Space Station (ISS) performed with the MIT/NASA SPHERES VERTIGO satellite. The presented experiments were performed on October 8th, 2015 on board the ISS. The main goals were (1) data gathering, and (2) navigation based on stereo vision. First the astronaut Kimiya Yui moved the satellite around the Japanese Experiment Module to gather stereo vision data for learning. Subsequently, the satellite freely explored the space in the module based on its (trusted) stereo vision system and a pre-programmed exploration behavior, while simultaneously performing the self-supervised learning of monocular depth estimation on board. The two main goals were successfully achieved, representing the first online learning robotic experiments in space. These results lay the groundwork for a follow-up experiment in which the satellite will use the learned single-camera depth estimation for autonomous exploration in the ISS, and are an advancement towards future space robots that continuously improve their navigation capabilities over time, even in harsh and completely unknown space environments.

  12. Personalised learning object based on multi-agent model and learners’ learning styles

    Directory of Open Access Journals (Sweden)

    Noppamas Pukkhem

    2011-09-01

    Full Text Available A multi-agent model is proposed in which learning styles and a word analysis technique to create a learning object recommendation system are used. On the basis of a learning style-based design, a concept map combination model is proposed to filter out unsuitable learning concepts from a given course. Our learner model classifies learners into eight styles and implements compatible computational methods consisting of three recommendations: i non-personalised, ii preferred feature-based, and iii neighbour-based collaborative filtering. The analysis of preference error (PE was performed by comparing the actual preferred learning object with the predicted one. In our experiments, the feature-based recommendation algorithm has the fewest PE.

  13. Evoked prior learning experience and approach to learning as predictors of academic achievement.

    Science.gov (United States)

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S

    2013-09-01

    In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was

  14. Internships as case-based learning for professional practice

    DEFF Research Database (Denmark)

    Piihl, Jesper; Rasmussen, Jens Smed; Rowley, Jennifer

    2014-01-01

    be designed to integrate differences in conceptions of knowledge in professional practices and pressures from short deadlines. The chapter explores how internship can enhance students’ learning and how students develop their role as academics-in-practice. Internships qualify as case based learning when......Internship programs can enhance generic learning outcomes by develop-ing students’ ability to interact with stakeholders in real world complexi-ties and contribute to changes in knowledge and practice. Experience from Denmark and Australia is used as background to show how intern-ship programs can...... the design of the program focuses on generic learning outcomes over specific solutions to specific problems in the specific context....

  15. [Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

    Science.gov (United States)

    Cyrino, Eliana Goldfarb; Toralles-Pereira, Maria Lúcia

    2004-01-01

    Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

  16. Cerebral palsy: experiences of mothers after learning their child's diagnosis.

    Science.gov (United States)

    Huang, Yu-Ping; Kellett, Ursula M; St John, Winsome

    2010-06-01

    This study is a report of a study describing mothers' experience of learning that their child has been diagnosed with cerebral palsy. Learning a child's diagnosis of disability is a crisis for parents. Their reactions include shock, refusal to accept the diagnosis, anger, fear, and uncertainty about the extent of disability and associated impairment. Knowledge about parental reactions is based on studies conducted in western countries, many of which do not apply to Taiwan where Confucianism strongly influences cultural perspectives of family and disability. In this phenomenological study, data were collected in 2005-2006 using in-depth interviews and journaling with 15 Taiwanese mothers of children diagnosed with cerebral palsy. Hermeneutic analysis was undertaken of interview transcripts and journal notes. Four shared meanings associated with learning of their child's diagnosis were revealed: feeling out of control and powerless, mistrusting healthcare professionals, release and confirmation, and feeling blamed for not following traditional practices. Mothers experienced a loss of their 'ideal' child when their child was diagnosed with cerebral palsy. Expectations of 'normal' motherhood and fulfilling societal anticipation of giving birth to a healthy child were lost. Maintaining their husband's family honour and prosperity, as well as saving face in their community were threatened. Mixed feelings of disbelief, rejection, self-blame and sadness were compounded by uncertainty about their child's future. To promote better understanding of the child's condition, emotional support and information should be provided to the mother and family, both when informing them of the diagnosis and in the period after diagnosis.

  17. Exploring nursing students’ experience of peer learning in clinical practice

    Science.gov (United States)

    Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

    2015-01-01

    Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

  18. Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

    Science.gov (United States)

    Green, Rebecca D; Schlairet, Maura C

    2017-02-01

    Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Experiences of Chinese international students learning English at ...

    African Journals Online (AJOL)

    This article aims to provide insight into the experiences of Chinese international students in some South African tertiary institutions. The study investigates their successes and failures in endeavouring to learn English and the culture shock and 'learning shock' they endure when registering to study in an African country with ...

  20. The "Tutorless" Design Studio: A Radical Experiment in Blended Learning

    Science.gov (United States)

    Hill, Glen Andrew

    2017-01-01

    This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work…

  1. Leading and Learning as a Transcultural Experience: A Visual Account

    Science.gov (United States)

    Schratz, Michael

    2009-01-01

    Leaving one's own territory in research by taking part in an international project is like learning a new language: it's not just learning a new vocabulary and grammar, but is a total human experience which is best learnt in everyday activity. Social scientists like Jean Lave argued that "knowledge-in-practice, constituted in the settings of…

  2. Enhancing Children's Outdoor Learning Experiences with a Mobile Application

    Science.gov (United States)

    Rikala, Jenni

    2015-01-01

    This paper examines how a mobile learning application can enhance children's outdoor learning experiences. The study draws upon empirical evidence gathered in one case study conducted in a Finnish primary school setting in the fall of 2012. The data were collected with student and teacher surveys. The case study indicated that the mobile…

  3. Information Literacy (IL) learning experiences: A literature review ...

    African Journals Online (AJOL)

    This paper is a review of extant literature on information literacy. The study reports literature on IL learning experiences in institutions across the globe. It also discusses the spectrum of literacy to give information literacy a context. Furthermore, the paper presents an overview of IL learning initiatives in academic ...

  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. Informal Learning: A Lived Experience in a University Musicianship Class

    Science.gov (United States)

    Mok, Annie O.

    2017-01-01

    This study investigates how a class of university music students who engaged in a "lived" experience of informal learning adopted methods and strategies to complete a self-learning "aural copying" performance assignment in a musicianship class in Hong Kong. Data were collected from observations of the performances and the…

  6. The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

    Science.gov (United States)

    Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

    The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

  7. Subtitles and language learning principles, strategies and practical experiences

    CERN Document Server

    Mariotti, Cristina; Caimi, Annamaria

    2014-01-01

    The articles collected in this publication combine diachronic and synchronic research with the description of updated teaching experiences showing the educational role of subtitled audiovisuals in various foreign language learning settings.

  8. The Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    . The Design, Experience and Practice of Networked Learning will prove indispensable reading for researchers, teachers, consultants, and instructional designers in higher and continuing education; for those involved in staff and educational development, and for those studying post graduate qualifications...

  9. An exploration of students' experiences of Blended Learning in a ...

    African Journals Online (AJOL)

    ... experiences of Blended Learning through their interaction with the adaptive ... to university resources such as computers and Wi-Fi had a greater chance of ... were discordant - students scored better on online tests than in written tests.

  10. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Schulze, Salome

    Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings .... decisions and formulate behavioural goals for their ..... science achievement, making interpretation diffi- cult and ...

  11. Experimenting "Learn by Doing" and "Learn by Failing"

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based…

  12. Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

    Science.gov (United States)

    Huang, Shih-Chieh Douglas

    2013-01-01

    In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

  13. 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…

  14. Learning-based diagnosis and repair

    NARCIS (Netherlands)

    Roos, Nico

    2017-01-01

    This paper proposes a new form of diagnosis and repair based on reinforcement learning. Self-interested agents learn locally which agents may provide a low quality of service for a task. The correctness of learned assessments of other agents is proved under conditions on exploration versus

  15. Reflective learning in community-based dental education.

    Science.gov (United States)

    Deogade, Suryakant C; Naitam, Dinesh

    2016-01-01

    Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

  16. The Effect of Animation in Multimedia Computer-Based Learning and Learning Style to the Learning Results

    Directory of Open Access Journals (Sweden)

    Muhammad RUSLI

    2017-10-01

    Full Text Available The effectiveness of a learning depends on four main elements, they are content, desired learning outcome, instructional method and the delivery media. The integration of those four elements can be manifested into a learning modul which is called multimedia learning or learning by using multimedia. In learning context by using computer-based multimedia, there are two main things that need to be noticed so that the learning process can run effectively: how the content is presented, and what the learner’s chosen way in accepting and processing the information into a meaningful knowledge. First it is related with the way to visualize the content and how people learn. The second one is related with the learning style of the learner. This research aims to investigate the effect of the type of visualization—static vs animated—on a multimedia computer-based learning, and learning styles—visual vs verbal, towards the students’ capability in applying the concepts, procedures, principles of Java programming. Visualization type act as independent variables, and learning styles of the students act as a moderator variable. Moreover, the instructional strategies followed the Component Display Theory of Merril, and the format of presentation of multimedia followed the Seven Principles of Multimedia Learning of Mayer and Moreno. Learning with the multimedia computer-based learning has been done in the classroom. The subject of this research was the student of STMIK-STIKOM Bali in odd semester 2016-2017 which followed the course of Java programming. The Design experiments used multivariate analysis of variance, MANOVA 2 x 2, with a large sample of 138 students in 4 classes. Based on the results of the analysis, it can be concluded that the animation in multimedia interactive learning gave a positive effect in improving students’ learning outcomes, particularly in the applying the concepts, procedures, and principles of Java programming. The

  17. Features and characteristics of problem based learning

    Directory of Open Access Journals (Sweden)

    Eser Ceker

    2016-12-01

    Full Text Available Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning. This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods, Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to “problem based learning” areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.

  18. Inquiry based learning as didactic model in distant learning

    NARCIS (Netherlands)

    Rothkrantz, L.J.M.

    2015-01-01

    Recent years many universities are involved in development of Massive Open Online Courses (MOOCs). Unfortunately an appropriate didactic model for cooperated network learning is lacking. In this paper we introduce inquiry based learning as didactic model. Students are assumed to ask themselves

  19. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    International Nuclear Information System (INIS)

    Georgiou, H; Sharma, M D

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

  20. Development of Scientific Approach Based on Discovery Learning Module

    Science.gov (United States)

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

    2018-04-01

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

  1. Online Library of Scientific Models, A New Way to Teach, Learn, and Share Learning Experience

    Directory of Open Access Journals (Sweden)

    Hatem H. Elrefaei

    2008-05-01

    Full Text Available While scientific models are usually communicated in paper format, the need to reprogram every model by every user results in a huge loss of efforts, time and money, hence lengthening the educational and research developing cycle and loosing the learning experience and expertise gained by every user. We demonstrate a new portal www.imodelit.com that hosts a library of scientific models for electrical engineers in the form of java applets. They are all conformal, informative, with strong input and output filing system. The software design allows a fast developing cycle and it represents a strong infrastructure that can be shared by researchers to develop their own applets to be posted on the library. We aim for a community based library of scientific models that enhances the e-learning process for engineering students.

  2. Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

    Science.gov (United States)

    Sorey, N.; Phillips, C. D.

    2017-12-01

    This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

  3. Music Learning Based on Computer Software

    OpenAIRE

    Baihui Yan; Qiao Zhou

    2017-01-01

    In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teach...

  4. 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 ...

  5. Teacher Learning from Girls' Informal Science Experiences

    Science.gov (United States)

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  6. University Academics' Experiences of Learning through Mentoring

    Science.gov (United States)

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  7. The learning experience with electronic museum guides

    NARCIS (Netherlands)

    Bartneck, C.; Masuoka, A.; Takahashi, T.; Fukaya, T.

    2006-01-01

    Within the contextual model of learning framework, the authors conducted a study with electronic handheld guides at the Van Abbemuseum (Eindhoven, the Netherlands). This study investigated the influence that limiting users' freedom of choice and control by facilitated mediation of others has on

  8. Myanmar: The Community Learning Centre Experience.

    Science.gov (United States)

    Middelborg, Jorn; Duvieusart, Baudouin, Ed.

    A community learning centre (CLC) is a local educational institution outside the formal education system, usually set up and managed by local people. CLCs were first introduced in Myanmar in 1994, and by 2001 there were 71 CLCs in 11 townships. The townships are characterized by remoteness, landlessness, unemployment, dependency on one cash crop,…

  9. 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,

  10. E-LEARNING SYSTEM DEVELOPMENT IN ACCORDANCE WITH THE REQUIREMENTS OF EFQUEL: VYATKA STATE UNIVERSITY EXPERIENCE

    Directory of Open Access Journals (Sweden)

    Elena Syrtsova

    2017-06-01

    Full Text Available The article is devoted to the study of various aspects of development and implementation of e-learning at higher education institutions. This system has been created according to the main approaches and criteria used by the European Foundation for quality assurance of e-learning (EFQUEL. The article presents the main results of the experiment on Vyatka State University's e-learning system development. The article reveals the feasibility of the development of e-learning in the region. The authors consider three main strategies of implementation of e-learning system at Vyatka State University. The authors substantiate the choice of the most effective and promising strategy of them based on the analysis and considering the peculiarities of the university and the region. In the article, the fundamental results of the experiment and description of the stages of the implementation of e-learning system are presented.

  11. Sharing e-Learning Experiences: A Personalised Approach

    Science.gov (United States)

    Clematis, Andrea; Forcheri, Paola; Ierardi, Maria Grazia; Quarati, Alfonso

    A two-tier architecture is presented, based on hybrid peer-to-peer technology, aimed at providing personalized access to heterogeneous learning sources. The architecture deploys a conceptual model that is superimposed over logically and physically separated repositories. The model is based on the interactions between users and learning resources, described by means of coments. To support users to find out material satisfying their needs, mechanisms for ranking resources and for extracting personalized views of the learning space are provided.

  12. Problem-based learning and radiology

    International Nuclear Information System (INIS)

    Thurley, P.; Dennick, R.

    2008-01-01

    The Royal College of Radiologists recently published documents setting out guidelines to improve the teaching of radiology to medical students. These included recommendations that clinicians who teach radiology should be aware of newer educational techniques, such as problem-based learning, and should be involved in the development of curricula and assessment in medical schools. This review aims to introduce the educational theories behind problem-based learning and describe how a problem-based learning tutorial is run. The relevance of problem-based learning to radiology and the potential advantages and disadvantages are discussed

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

    Science.gov (United States)

    Hickman, Susan E; Wocial, Lucia D

    2013-12-01

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

  14. Persons' various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach.

    Science.gov (United States)

    Larsson, Ingalill; Sundén, Anne; Ekvall Hansson, Eva

    2018-03-30

    Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons' knowledge, self-efficacy, and empowerment. To describe person's various experiences of learning processes in PE for OA. Phenomenography. Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge describes the expectancy of learning regulated from the educator and strongly relates to Comply, which describes a low-order cognitive learning skill, and minor to Confirm. Different experiences of motivation and learning impact on persons' learning processes which, in turn, influence the persons' capability to accomplish self-efficacy and empowerment. The outcome space may serve as a basis for discussions between healthcare educators involved in PE to better understand what learning implies and to develop PE further.

  15. Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

    Science.gov (United States)

    Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

    2017-04-01

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

  16. Machine-learning-assisted materials discovery using failed experiments

    Science.gov (United States)

    Raccuglia, Paul; Elbert, Katherine C.; Adler, Philip D. F.; Falk, Casey; Wenny, Malia B.; Mollo, Aurelio; Zeller, Matthias; Friedler, Sorelle A.; Schrier, Joshua; Norquist, Alexander J.

    2016-05-01

    Inorganic-organic hybrid materials such as organically templated metal oxides, metal-organic frameworks (MOFs) and organohalide perovskites have been studied for decades, and hydrothermal and (non-aqueous) solvothermal syntheses have produced thousands of new materials that collectively contain nearly all the metals in the periodic table. Nevertheless, the formation of these compounds is not fully understood, and development of new compounds relies primarily on exploratory syntheses. Simulation- and data-driven approaches (promoted by efforts such as the Materials Genome Initiative) provide an alternative to experimental trial-and-error. Three major strategies are: simulation-based predictions of physical properties (for example, charge mobility, photovoltaic properties, gas adsorption capacity or lithium-ion intercalation) to identify promising target candidates for synthetic efforts; determination of the structure-property relationship from large bodies of experimental data, enabled by integration with high-throughput synthesis and measurement tools; and clustering on the basis of similar crystallographic structure (for example, zeolite structure classification or gas adsorption properties). Here we demonstrate an alternative approach that uses machine-learning algorithms trained on reaction data to predict reaction outcomes for the crystallization of templated vanadium selenites. We used information on ‘dark’ reactions—failed or unsuccessful hydrothermal syntheses—collected from archived laboratory notebooks from our laboratory, and added physicochemical property descriptions to the raw notebook information using cheminformatics techniques. We used the resulting data to train a machine-learning model to predict reaction success. When carrying out hydrothermal synthesis experiments using previously untested, commercially available organic building blocks, our machine-learning model outperformed traditional human strategies, and successfully predicted

  17. How to explore learning as an occupational experience

    DEFF Research Database (Denmark)

    Lunn, Tine Bieber Kirkegaard; Sørensen, Marie-Louise; Østergaard, Amanda

    occupation as a theoretical concept, and learning and mastering occupation as a competence. We learn from doing, sharing the doing and developing skills through doing (1). How do we design the curriculum so that the students can embody the power and meaning of occupation? By rethinking curriculum we designed...... “Exploratorium of occupation”. A learning space to explore and do occupation. Students reflect and work on challenges, feelings, motivation, adaptation and adjustments to seek the potential of their chosen occupation. Experience is shared and participants will participate in exploring learning about occupation....

  18. Project-Based Learning in Programmable Logic Controller

    Science.gov (United States)

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

    2018-02-01

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

  19. How do general practice registrars learn from their clinical experience? A critical incident study.

    Science.gov (United States)

    Holmwood, C

    1997-01-01

    This preliminary study of RACGP registrars in the period of subsequent general practice experience examines the types of clinical experiences from which registrars learn, what they learn from the experiences and the process of learning from such experiences. A critical incident method was used on a semi structured interview process. Registrars were asked to recall clinical incidents where they had learnt something of importance. Data were sorted and categorised manually. Nine registrars were interviewed before new categories of data ceased to develop. Registrars learnt from the opportunity to follow up patients. An emotional response to the interaction was an important part of the learning process. Learning from such experiences is haphazard and unstructured. Registrars accessed human resources in response to their clinical difficulties rather than text or electronic based information sources. Registrars should be aware of their emotional responses to interactions with patients; these emotional responses often indicate important learning opportunities. Clinical interactions and resultant learning could be made less haphazard by structuring consultations with patients with specific problems. These learning opportunities should be augmented by the promotion of follow up of patients.

  20. Game-Based Learning Engagement: A Theory- and Data-Driven Exploration

    Science.gov (United States)

    Ke, Fengfeng; Xie, Kui; Xie, Ying

    2016-01-01

    The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the…

  1. 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.

  2. Adaptive Social Learning Based on Crowdsourcing

    Science.gov (United States)

    Karataev, Evgeny; Zadorozhny, Vladimir

    2017-01-01

    Many techniques have been developed to enhance learning experience with computer technology. A particularly great influence of technology on learning came with the emergence of the web and adaptive educational hypermedia systems. While the web enables users to interact and collaborate with each other to create, organize, and share knowledge via…

  3. Becoming a web-based learner: registered nurses' experiences.

    Science.gov (United States)

    Atack, Lynda

    2003-11-01

    The purpose of the study was to describe Registered Nurses' experiences when taking a web-based course from either the workplace or home, and the impact of their learning on clinical practice. Little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting. Even less is known about whether nurses transfer their web-based learning to clinical practice. A qualitative design employing focus group interviews was used. Participants included hospital and community nurses from three Canadian provinces and one territory. Data were collected at three points over a 6-month period and analysed using a thematic analysis process. These findings emanate from a larger study using survey method and focus group interviews. The focus group interviews captured the hurdles nurses faced during the first weeks when they struggled with technology, re-framed their views of teaching and adjusted to web-based learning from home and work. These first stressful weeks were followed by a period during which nurses developed relationships with the teacher and peers that enabled them to focus on learning and prevented attrition. Most nurses reported the web course was convenient and that they would be interested and comfortable using technology for learning and work purposes in the future. Six weeks after the course was completed, nurses articulated a number of ways the course had improved their practice. Initial weeks in a web-based course can be very challenging for novice Internet users, however, most nurses who completed the course reported a positive learning experience. Nurses, employers and educators should evaluate computer skills, computer access and the learning environment when preparing for web-based learning.

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

    Science.gov (United States)

    Giani, U; Martone, P

    1998-06-01

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

  5. Designing learning experiences together with children

    OpenAIRE

    Leinonen, Jonna; Venninen, Tuulikki

    2012-01-01

    Children’s participation in early childhood education context has attracted considerable attention in recent years. Participation means involving and enabling children to take part in decision-making processes about their everyday life. Educators are supporters and enablers of participatory practices. The process of planning activities is an important part of educator’s profession in early childhood education and it can be viewed as a designing learning process. But not only as adults designi...

  6. Accelerating Innovation Through Coopetition: The Innovation Learning Network Experience.

    Science.gov (United States)

    McCarthy, Chris; Ford Carleton, Penny; Krumpholz, Elizabeth; Chow, Marilyn P

    Coopetition, the simultaneous pursuit of cooperation and competition, is a growing force in the innovation landscape. For some organizations, the primary mode of innovation continues to be deeply secretive and highly competitive, but for others, a new style of shared challenges, shared purpose, and shared development has become a superior, more efficient way of working to accelerate innovation capabilities and capacity. Over the last 2 decades, the literature base devoted to coopetition has gradually expanded. However, the field is still in its infancy. The majority of coopetition research is qualitative, primarily consisting of case studies. Few studies have addressed the nonprofit sector or service industries such as health care. The authors believe that this article may offer a unique perspective on coopetition in the context of a US-based national health care learning alliance designed to accelerate innovation, the Innovation Learning Network or ILN. The mission of the ILN is to "Share the joy and pain of innovation," accelerating innovation by sharing solutions, teaching techniques, and cultivating friendships. These 3 pillars (sharing, teaching, and cultivating) form the foundation for coopetition within the ILN. Through the lens of coopetition, we examine the experience of the ILN over the last 10 years and provide case examples that illustrate the benefits and challenges of coopetition in accelerating innovation in health care.

  7. Lecture capturing assisted teaching and learning experience

    Science.gov (United States)

    Chen, Li

    2015-03-01

    When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

  8. Machine learning versus knowledge based classification of legal texts

    NARCIS (Netherlands)

    de Maat, E.; Krabben, K.; Winkels, R.; Winkels, R.G.F.

    2010-01-01

    This paper presents results of an experiment in which we used machine learning (ML) techniques to classify sentences in Dutch legislation. These results are compared to the results of a pattern-based classifier. Overall, the ML classifier performs as accurate (>90%) as the pattern based one, but

  9. A Learning Object Approach To Evidence based learning

    OpenAIRE

    Zabin Visram; Bruce Elson; Patricia Reynolds

    2005-01-01

    This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has mea...

  10. The Effect of Multimedia Based Learning in Chemistry Teaching and Learning on Students’ Self-Regulated Learning

    Directory of Open Access Journals (Sweden)

    Erfan Priyambodo

    2014-11-01

    Full Text Available In recent years, the uses of Multimedia Based Learning (MBL in classroom instruction increased widely. Overall, this implementation aims to improve students’ motivation and also their learning outcomes. This study was answering the effect of MBL toward students’ Self-Regulated Learning (SRL in chemistry teaching and learning. The experiment was conducted in class XI of senior high school in Yogyakarta. Researchers create some computer based media for chemistry materials and continued with expert judgement of the media. Students’ data SRL were measured using validated questionnaire. The questionnaire consists of three components, i.e. metacognitive, motivation and behavior. The results showed that there was significant differences in SRL of students before and after participating in chemistry teaching and learning which applying MBL.

  11. Entrepreneurship and innovation through experience:student and employer perspectives of the value of work-based learning in promoting entrepreneurialism

    OpenAIRE

    Andrews, Jane; Higson, Helen

    2007-01-01

    The 'internationalisation' of Business and Management education, reflective of EU enlargement and the unprecedented globalisation of education, has resulted in growing numbers of overseas students adding a diversity and richness to the learning environment within many contemporary European Higher Educational Institutions (Green, 2006, Sliwa & Grandy, 2006). However, cross-national studies analyzing the impact that the internationalisation of business education has on the employability of busi...

  12. Teaching Ethics to Marketing and Logistics Majors: A Transformative Learning Experiment

    Science.gov (United States)

    Aguirre, Grant; Hyman, Michael R.; Goudge, Darrell; Genchev, Stefan; Carrell, Amy; Hamilton, Corey

    2017-01-01

    Within the context of a transformative learning field experiment, the ethical ideologies of marketing majors, logistics majors, and nonbusiness majors were found to differ. Based on this finding, a field experiment was conducted to determine the effect (if any) that ethics instruction has on marketing and logistics majors versus nonbusiness…

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

    Science.gov (United States)

    Kim, Dong Won; Yao, Jingtao

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

  14. Experiments as Liminal Learning Spaces in Leadership Development

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Meier, Frank; Tangkjær, Christian

    In this paper we address the question of what professional practitioner students learn from experiments in leadership development programs. Drawing from our own design and teaching in a leadership programme, we explore how certain models and frameworks become threshold concepts for students’ lear...... practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners....

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

    Science.gov (United States)

    Maarof, Nooreiny; Munusamy, Indira Malani A/P

    2015-01-01

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

  16. Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

    Science.gov (United States)

    Lowe, Pam

    2015-01-01

    Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…

  17. Memory for Lectures: How Lecture Format Impacts the Learning Experience.

    Science.gov (United States)

    Varao-Sousa, Trish L; Kingstone, Alan

    2015-01-01

    The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

  18. Memory for Lectures: How Lecture Format Impacts the Learning Experience.

    Directory of Open Access Journals (Sweden)

    Trish L Varao-Sousa

    Full Text Available The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

  19. Learning motor skills from algorithms to robot experiments

    CERN Document Server

    Kober, Jens

    2014-01-01

    This book presents the state of the art in reinforcement learning applied to robotics both in terms of novel algorithms and applications. It discusses recent approaches that allow robots to learn motor skills and presents tasks that need to take into account the dynamic behavior of the robot and its environment, where a kinematic movement plan is not sufficient. The book illustrates a method that learns to generalize parameterized motor plans which is obtained by imitation or reinforcement learning, by adapting a small set of global parameters, and appropriate kernel-based reinforcement learning algorithms. The presented applications explore highly dynamic tasks and exhibit a very efficient learning process. All proposed approaches have been extensively validated with benchmarks tasks, in simulation, and on real robots. These tasks correspond to sports and games but the presented techniques are also applicable to more mundane household tasks. The book is based on the first author’s doctoral thesis, which wo...

  20. Psychotic Experiences and Overhasty Inferences Are Related to Maladaptive Learning.

    Directory of Open Access Journals (Sweden)

    Heiner Stuke

    2017-01-01

    Full Text Available Theoretical accounts suggest that an alteration in the brain's learning mechanisms might lead to overhasty inferences, resulting in psychotic symptoms. Here, we sought to elucidate the suggested link between maladaptive learning and psychosis. Ninety-eight healthy individuals with varying degrees of delusional ideation and hallucinatory experiences performed a probabilistic reasoning task that allowed us to quantify overhasty inferences. Replicating previous results, we found a relationship between psychotic experiences and overhasty inferences during probabilistic reasoning. Computational modelling revealed that the behavioral data was best explained by a novel computational learning model that formalizes the adaptiveness of learning by a non-linear distortion of prediction error processing, where an increased non-linearity implies a growing resilience against learning from surprising and thus unreliable information (large prediction errors. Most importantly, a decreased adaptiveness of learning predicted delusional ideation and hallucinatory experiences. Our current findings provide a formal description of the computational mechanisms underlying overhasty inferences, thereby empirically substantiating theories that link psychosis to maladaptive learning.

  1. Problem-Based Learning Approaches in Meteorology

    Science.gov (United States)

    Charlton-Perez, Andrew James

    2013-01-01

    Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a…

  2. Deep Learning- and Transfer Learning-Based Super Resolution Reconstruction from Single Medical Image

    Directory of Open Access Journals (Sweden)

    YiNan Zhang

    2017-01-01

    Full Text Available Medical images play an important role in medical diagnosis and research. In this paper, a transfer learning- and deep learning-based super resolution reconstruction method is introduced. The proposed method contains one bicubic interpolation template layer and two convolutional layers. The bicubic interpolation template layer is prefixed by mathematics deduction, and two convolutional layers learn from training samples. For saving training medical images, a SIFT feature-based transfer learning method is proposed. Not only can medical images be used to train the proposed method, but also other types of images can be added into training dataset selectively. In empirical experiments, results of eight distinctive medical images show improvement of image quality and time reduction. Further, the proposed method also produces slightly sharper edges than other deep learning approaches in less time and it is projected that the hybrid architecture of prefixed template layer and unfixed hidden layers has potentials in other applications.

  3. Aprendizaje basado en la solución de problemas: experiencias de profesores cubanos con estudiantes de medicina ghanenses Learning based on the solution to problems: Cuban professors' experiences with medical students from Ghana

    Directory of Open Access Journals (Sweden)

    Dora Lidia Arce Gómez

    2012-01-01

    Full Text Available El aprendizaje basado en la solución de problemas en las nuevas universidades de ciencias médicas marca un paso progresivo en la enseñanza, puesto que permite desarrollar y perfeccionar destrezas didácticas en los estudiantes; experiencia esta aplicada por profesores cubanos en la Escuela de Medicina y Ciencias de la Salud en Tamale (Ghana durante el período 2008-2010 y comentada en el presente artículo.Learning based on the solution to problems in the new universities of medical sciences constitutes a progressive step in teaching, since it allows to develop and to improve didactic abilities in the students; an experience which was applied by Cuban professors in the School of Medicine and Health Sciences in Tamale (Ghana during the period 2008-2010 and discussed in this paper.

  4. Speckle-learning-based object recognition through scattering media.

    Science.gov (United States)

    Ando, Takamasa; Horisaki, Ryoichi; Tanida, Jun

    2015-12-28

    We experimentally demonstrated object recognition through scattering media based on direct machine learning of a number of speckle intensity images. In the experiments, speckle intensity images of amplitude or phase objects on a spatial light modulator between scattering plates were captured by a camera. We used the support vector machine for binary classification of the captured speckle intensity images of face and non-face data. The experimental results showed that speckles are sufficient for machine learning.

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

    Science.gov (United States)

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

    2018-04-01

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

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

    OpenAIRE

    Iftanti, Erna

    2017-01-01

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

  7. Mobile Game Based Learning: Can it enhance learning of marginalized peer educators?

    OpenAIRE

    Roy, Anupama; Sharples, Mike

    2015-01-01

    This paper describes an investigatory project to pilot an SMS based game to enhance the training of peer educators of MSM (Males having Sex with Males) groups in India. The objective of this research was to increase the efficacy of the MSM peer educators by bridging the gap between the training needs and their real life experiences. An SMS based game was designed using participatory approaches as a learning support, upholding their real life experiences in game form. The game was designed on ...

  8. Exploring Students' Perceptions of Service-Learning Experiences in an Undergraduate Web Design Course

    Science.gov (United States)

    Lee, Sang Joon; Wilder, Charlie; Yu, Chien

    2018-01-01

    Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…

  9. 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…

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

    OpenAIRE

    Piyaluk Wongsri; Prasart Nuangchalerm

    2010-01-01

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

  11. Web-Based Learning Support System

    Science.gov (United States)

    Fan, Lisa

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

  12. Influence of learning strategy on response time during complex value-based learning and choice.

    Directory of Open Access Journals (Sweden)

    Shiva Farashahi

    Full Text Available Measurements of response time (RT have long been used to infer neural processes underlying various cognitive functions such as working memory, attention, and decision making. However, it is currently unknown if RT is also informative about various stages of value-based choice, particularly how reward values are constructed. To investigate these questions, we analyzed the pattern of RT during a set of multi-dimensional learning and decision-making tasks that can prompt subjects to adopt different learning strategies. In our experiments, subjects could use reward feedback to directly learn reward values associated with possible choice options (object-based learning. Alternatively, they could learn reward values of options' features (e.g. color, shape and combine these values to estimate reward values for individual options (feature-based learning. We found that RT was slower when the difference between subjects' estimates of reward probabilities for the two alternative objects on a given trial was smaller. Moreover, RT was overall faster when the preceding trial was rewarded or when the previously selected object was present. These effects, however, were mediated by an interaction between these factors such that subjects were faster when the previously selected object was present rather than absent but only after unrewarded trials. Finally, RT reflected the learning strategy (i.e. object-based or feature-based approach adopted by the subject on a trial-by-trial basis, indicating an overall faster construction of reward value and/or value comparison during object-based learning. Altogether, these results demonstrate that the pattern of RT can be informative about how reward values are learned and constructed during complex value-based learning and decision making.

  13. Self-directed learning: A heretical experiment in teaching physics

    Science.gov (United States)

    Silverman, M. P.

    1995-06-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  14. The student fieldwork experience: influencing factors and implications for learning

    Science.gov (United States)

    Boyle, Alan; Stokes, Alison

    2010-05-01

    Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and

  15. "Earthquake!"--A Cooperative Learning Experience.

    Science.gov (United States)

    Hodder, A. Peter W.

    2001-01-01

    Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

  16. Developing Social and Emotional Aspects of Learning: The American Experience

    Science.gov (United States)

    Elias, Maurice J.; Moceri, Dominic C.

    2012-01-01

    Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…

  17. How Dutch employees experience freedom of learning for work

    NARCIS (Netherlands)

    van Dellen, Theo; Heidekamp, Ina

    2015-01-01

    This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is“voluntary” or “compulsory”. The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network

  18. How Dutch Employees Experience Freedom of Learning for Work

    Science.gov (United States)

    van Dellen, Theo; Heidekamp, Ina

    2015-01-01

    This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe…

  19. Mixed Reality Environment for Web-Based Laboratory Interactive Learning

    Directory of Open Access Journals (Sweden)

    A. I. Saleem

    2008-02-01

    Full Text Available This paper presents a web-based laboratory fordistance learners by incorporating simulation andhardware implementation into web-based e-learningsystems. It presents a development consisting of laboratorycourse through internet based on mixed reality technique tosetup, run and manipulateset of experiments. Eachexperiment has been designed in a way that allows thelearner to manipulate the components and check if it worksproperly in order to achieve the experiment objective. Theproposed laboratory e-learning tool has web-basedcomponents accessed by authorized users. Learners canacquire the necessary skills they need, while learning thetheory of the experiment and the basic characteristics ofeach component used in the experiment. Finally, a casestudy was conducted to show the feasibility and efficiencyof the proposed method.

  20. Physics in your pocket: experimenting and learning with your smartphone

    OpenAIRE

    González, Manuel Á.; González Rebollo, Miguel Ángel

    2015-01-01

    Along the last years the use of mobile devices in education has increased hugely. This increase includes not only the use of ICTs as learning facilitators. Mobile devices have also become useful tools in experimental physics thanks to their rich sets of built-in sensors. The use of smartphones as measurement devices in physics experiments requires careful attention to ensure good learning outcomes. Some aspects that must be considered are the reliability and accuracy of the smartphone sensors...

  1. How Nurses Experience Their Work as a Learning Environment

    OpenAIRE

    Skår, Randi

    2010-01-01

    This article explores and illuminates the meaning of nurses’ experiences with their work as a learning environment. A qualitative hermeneutic approach guided the research process and the analysis and interpretation of the transcribed interview-texts of eleven graduate nurses. Three core themes emerged from these informants’ descriptions of their work as a learning environment: ‘participation in the work community’, ‘to engage in interpersonal relations’ and ‘accessing important...

  2. Teaching experience of final clinical practice by Chinese pharmacy major students based on the method combined by the learning-guiding teaching method and CAI teaching method

    Directory of Open Access Journals (Sweden)

    Wang Shougang

    2017-01-01

    Full Text Available On the gradual implementation of the new medical education reform and thoroughly applying the Educational Development Plan and the Health Care System Reform, the teaching mode of medical discipline will be changed gradually by following the law of medical education and meeting the need to boost the medical education reform. Meanwhile, the changing life-style prompts the traditional dispensing mode for Chinese traditional medicine to various modes. This changing put forward higher requirement for medicine- related professionals During the process of Chinese medicine teaching, the only method which can fulfill the new need for graduates of Chinese medicine and qualified medicine personals is to change the traditional teaching mode to the new ones which can arose the enthusiasm of working and learning by the traditional medicine students.

  3. A Learning Object Approach To Evidence based learning

    Directory of Open Access Journals (Sweden)

    Zabin Visram

    2005-06-01

    Full Text Available This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has meant increasingly, there is a desperate need to adopt wireless schemes, whereby bespoke courses can be developed to help practitioners keep up with expanding knowledge base. Evidently, without current best evidence, practice risks becoming rapidly out of date, to the detriment of the patient. There is a need to provide a tactical, operational and effective environment, which allows professional to update their education, and complete specialised training, just-in-time, in their own time and location. Following this demand in the marketplace the information engineering group, in combination with several medical and dental schools, set out to develop and design a conceptual framework which form the basis of pioneering research, which at last, enables practitioner's to adopt a philosophy of life long learning. The body and structure of this framework is subsumed under the term Object oriented approach to Evidence Based learning, Just-in-time, via Internet sustained by Reusable Learning Objects (The OEBJIRLO Progression. The technical pillars which permit this concept of life long learning are pivoted by the foundations of object oriented technology, Learning objects, Just-in-time education, Data Mining, intelligent Agent technology, Flash interconnectivity and remote wireless technology, which allow practitioners to update their professional skills, complete specialised training which leads to accredited qualifications. This paper sets out to develop and

  4. 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.

  5. Managing the Gap between Curriculum Based and Problem Based Learning

    DEFF Research Database (Denmark)

    Bygholm, Ann; Buus, Lillian

    2009-01-01

    /or but rather both/and. In this paper we describe an approach to design and delivery of online courses in computer science which on the one hand is based on a specified curriculum and on the other hand gives room for different learning strategies, problem based learning being one of them. We discuss......Traditionally there has been a clear distinction between curriculum based and problem based approaches to accomplish learning. Preferred approaches depend of course on conviction, culture, traditions and also on the specific learning situation. We will argue that it is not a question of either...

  6. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    OpenAIRE

    Merja L.M. Bauters

    2017-01-01

    In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT) has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how wo...

  7. Injecting learning experience into geoethics for human and natural sustainability

    Science.gov (United States)

    Crookall, David

    2016-04-01

    title Interdisciplinary Journal of Environment, Experience and Development (Learning). From my 26 years at the helm of another prestigious journal, I will bring considerable editorial expertise, as well as content knowledge. Ideas for articles might include: - "Citizen experience of the Nepalese earthquake and what it taught us", written by a small team of citizens who actually lived through the earthquake, and of geomorphologists and geoethicists. - "Adapting to a new life after Typhoon Haiyan (Yolanda)", written by villagers and scientists. - "Comparing climate change models: Using critical review techniques for more reliable interpretation", written by climate change modellers. - "Companion modelling: How to help communities help themselves", written by experts in role-play, agent-based modelling and local stakeholders. - "Translating environmental internship experience into transferable learning", by a group of students shortly after the end of their internship. I welcome expressions of interest in the journal. We have an ethnical obligation - to science, ourselves, the earth and our offspring (future generations) - to help the planet's passengers learn about safety on spaceship earth. Time will be made available for questions.

  8. Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

    Science.gov (United States)

    Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

    2014-01-01

    This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

  9. 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…

  10. Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

    Science.gov (United States)

    McGrath, April L.

    2014-01-01

    This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

  11. Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

    Science.gov (United States)

    Akar, Bassel

    2016-01-01

    Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

  12. Online Leadership and Learning: How Online Leaders May Learn From Their Working Experience

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences develo...

  13. Case study on perspicacity of collaborative learning experiences

    Science.gov (United States)

    Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

    2017-12-01

    In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

  14. Quantitative learning strategies based on word networks

    Science.gov (United States)

    Zhao, Yue-Tian-Yi; Jia, Zi-Yang; Tang, Yong; Xiong, Jason Jie; Zhang, Yi-Cheng

    2018-02-01

    Learning English requires a considerable effort, but the way that vocabulary is introduced in textbooks is not optimized for learning efficiency. With the increasing population of English learners, learning process optimization will have significant impact and improvement towards English learning and teaching. The recent developments of big data analysis and complex network science provide additional opportunities to design and further investigate the strategies in English learning. In this paper, quantitative English learning strategies based on word network and word usage information are proposed. The strategies integrate the words frequency with topological structural information. By analyzing the influence of connected learned words, the learning weights for the unlearned words and dynamically updating of the network are studied and analyzed. The results suggest that quantitative strategies significantly improve learning efficiency while maintaining effectiveness. Especially, the optimized-weight-first strategy and segmented strategies outperform other strategies. The results provide opportunities for researchers and practitioners to reconsider the way of English teaching and designing vocabularies quantitatively by balancing the efficiency and learning costs based on the word network.

  15. Gamifying Learning Experiences: Practical Implications and Outcomes

    Science.gov (United States)

    Dominguez, Adrian; Saenz-de-Navarrete, Joseba; de-Marcos, Luis; Fernandez-Sanz, Luis; Pages, Carmen; Martinez-Herraiz, Jose-Javier

    2013-01-01

    Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those…

  16. Project organized Problem-based learning in Distance Education

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

    2002-01-01

    Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

  17. Project-Organized Problem-Based Learning in Distance Education

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

    2003-01-01

    Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

  18. Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

    Science.gov (United States)

    Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

    2018-04-01

    One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

  19. Blended Learning and Problem Based Learning in a multinational and multidisciplinary setting

    DEFF Research Database (Denmark)

    Pedersen, Jens Myrup; Lazaro, José; Mank, Lea

    2017-01-01

    , and a project part where the students work in groups across nationalities and disciplines on real-world Projects posed by companies. This paper presents the evaluations carried out by all participating students, and discusses the experiences with the different learning components including different features...... of the Learning Management System Moodle, which was used for the modules. Moreover, it introduces the concept of just-in-time resources for Problem Based Learning, where we tackle the challenge of providing the students with methods and tools to be used in the projects just when they need it....

  20. Simulation-based learning: Just like the real thing

    Directory of Open Access Journals (Sweden)

    Lateef Fatimah

    2010-01-01

    Full Text Available Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees. It is a technique (not a technology to replace and amplify real experiences with guided ones, often "immersive" in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop health professionals′ knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform which provides a valuable tool in learning to mitigate ethical tensions and resolve practical dilemmas. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in fields such aviation and the military. In medicine, simulation offers good scope for training of interdisciplinary medical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of health care institutions and medical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors.