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Sample records for learning improved learning

Does peer learning or higher levels of e-learning improve learning abilities?

DEFF Research Database (Denmark)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability....
Are students' impressions of improved learning through active learning methods reflected by improved test scores?

Science.gov (United States)

Everly, Marcee C

2013-02-01

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

Science.gov (United States)

Weaver, Sallie J; Lofthus, Jennifer; Sawyer, Melinda; Greer, Lee; Opett, Kristin; Reynolds, Catherine; Wyskiel, Rhonda; Peditto, Stephanie; Pronovost, Peter J

2015-04-01

Collaborative improvement networks draw on the science of collaborative organizational learning and communities of practice to facilitate peer-to-peer learning, coaching, and local adaption. Although significant improvements in patient safety and quality have been achieved through collaborative methods, insight regarding how collaborative networks are used by members is needed. Improvement Strategy: The Comprehensive Unit-based Safety Program (CUSP) Learning Network is a multi-institutional collaborative network that is designed to facilitate peer-to-peer learning and coaching specifically related to CUSP. Member organizations implement all or part of the CUSP methodology to improve organizational safety culture, patient safety, and care quality. Qualitative case studies developed by participating members examine the impact of network participation across three levels of analysis (unit, hospital, health system). In addition, results of a satisfaction survey designed to evaluate member experiences were collected to inform network development. Common themes across case studies suggest that members found value in collaborative learning and sharing strategies across organizational boundaries related to a specific improvement strategy. The CUSP Learning Network is an example of network-based collaborative learning in action. Although this learning network focuses on a particular improvement methodology-CUSP-there is clear potential for member-driven learning networks to grow around other methods or topic areas. Such collaborative learning networks may offer a way to develop an infrastructure for longer-term support of improvement efforts and to more quickly diffuse creative sustainment strategies.
ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT

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Rachmat Sahputra

2016-03-01

Full Text Available Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.
Sustainability of healthcare improvement: what can we learn from learning theory?

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Hovlid Einar

2012-08-01

Full Text Available Abstract Background Changes that improve the quality of health care should be sustained. Falling back to old, unsatisfactory ways of working is a waste of resources and can in the worst case increase resistance to later initiatives to improve care. Quality improvement relies on changing the clinical system yet factors that influence the sustainability of quality improvements are poorly understood. Theoretical frameworks can guide further research on the sustainability of quality improvements. Theories of organizational learning have contributed to a better understanding of organizational change in other contexts. To identify factors contributing to sustainability of improvements, we use learning theory to explore a case that had displayed sustained improvement. Methods Førde Hospital redesigned the pathway for elective surgery and achieved sustained reduction of cancellation rates. We used a qualitative case study design informed by theory to explore factors that contributed to sustain the improvements at Førde Hospital. The model Evidence in the Learning Organization describes how organizational learning contributes to change in healthcare institutions. This model constituted the framework for data collection and analysis. We interviewed a strategic sample of 20 employees. The in-depth interviews covered themes identified through our theoretical framework. Through a process of coding and condensing, we identified common themes that were interpreted in relation to our theoretical framework. Results Clinicians and leaders shared information about their everyday work and related this knowledge to how the entire clinical pathway could be improved. In this way they developed a revised and deeper understanding of their clinical system and its interdependencies. They became increasingly aware of how different elements needed to interact to enhance the performance and how their own efforts could contribute. Conclusions The improved understanding of
Sustainability of healthcare improvement: what can we learn from learning theory?

Science.gov (United States)

Hovlid, Einar; Bukve, Oddbjørn; Haug, Kjell; Aslaksen, Aslak Bjarne; von Plessen, Christian

2012-08-03

Changes that improve the quality of health care should be sustained. Falling back to old, unsatisfactory ways of working is a waste of resources and can in the worst case increase resistance to later initiatives to improve care. Quality improvement relies on changing the clinical system yet factors that influence the sustainability of quality improvements are poorly understood. Theoretical frameworks can guide further research on the sustainability of quality improvements. Theories of organizational learning have contributed to a better understanding of organizational change in other contexts. To identify factors contributing to sustainability of improvements, we use learning theory to explore a case that had displayed sustained improvement. Førde Hospital redesigned the pathway for elective surgery and achieved sustained reduction of cancellation rates. We used a qualitative case study design informed by theory to explore factors that contributed to sustain the improvements at Førde Hospital. The model Evidence in the Learning Organization describes how organizational learning contributes to change in healthcare institutions. This model constituted the framework for data collection and analysis. We interviewed a strategic sample of 20 employees. The in-depth interviews covered themes identified through our theoretical framework. Through a process of coding and condensing, we identified common themes that were interpreted in relation to our theoretical framework. Clinicians and leaders shared information about their everyday work and related this knowledge to how the entire clinical pathway could be improved. In this way they developed a revised and deeper understanding of their clinical system and its interdependencies. They became increasingly aware of how different elements needed to interact to enhance the performance and how their own efforts could contribute. The improved understanding of the clinical system represented a change in mental models of
An e-learning course in medical immunology: does it improve learning outcome?

Science.gov (United States)

Boye, Sondre; Moen, Torolf; Vik, Torstein

2012-01-01

E-learning is used by most medical students almost daily and several studies have shown e-learning to improve learning outcome in small-scale interventions. However, few studies have explored the effects of e-learning in immunology. To study the effect of an e-learning package in immunology on learning outcomes in a written integrated examination and to examine student satisfaction with the e-learning package. All second-year students at a Norwegian medical school were offered an animated e-learning package in basic immunology as a supplement to the regular teaching. Each student's log-on-time was recorded and linked with the student's score on multiple choice questions included in an integrated end-of-the-year written examination. Student satisfaction was assessed through a questionnaire. The intermediate-range students (interquartile range) on average scored 3.6% better on the immunology part of the examination per hour they had used the e-learning package (p = 0.0046) and log-on-time explained 17% of the variance in immunology score. The best and the less skilled students' examination outcomes were not affected by the e-learning. The e-learning was well appreciated among the students. Use of an e-learning package in immunology in addition to regular teaching improved learning outcomes for intermediate-range students.
The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

Science.gov (United States)

sugiarti, A. C.; suyatno, S.; Sanjaya, I. G. M.

2018-04-01

The objective of this study is describing the feasibility of Learning Cycle 5E STEM (Science, Technology, Engineering, and Mathematics) based learning material which is appropriate to improve students’ learning achievement in Thermochemistry. The study design used 4-D models and one group pretest-posttest design to obtain the information about the improvement of sudents’ learning outcomes. The subject was learning cycle 5E based STEM learning materials which the data were collected from 30 students of Science class at 11th Grade. The techniques used in this study were validation, observation, test, and questionnaire. Some result attain: (1) all the learning materials contents were valid, (2) the practicality and the effectiveness of all the learning materials contents were classified as good. The conclution of this study based on those three condition, the Learnig Cycle 5E based STEM learning materials is appropriate to improve students’ learning outcomes in studying Thermochemistry.
Improving learning of anatomy with reusable learning objects

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P Rad

2015-12-01

Full Text Available Introduction: The use of modern educational technologies is useful for learning, durability, sociability, and upgrading professionalism. The aim of this study was evaluating the effect of reusable learning objects on improving learning of anatomy. Methods: This was a quasi-experimental study. Fourteen (reusable learning objects RLO from different parts of anatomy of human body including thorax, abdomen, and pelvis were prepared for medical student in Yasuj University of Medical Sciences in 2009. The length of the time for RLO was between 11-22 min. Because their capacities were low, so they were easy to use with cell phone or MP4. These materials were available to the students before the classes. The mean scores of students in anatomy of human body group were compared to the medical students who were not used this method and entered the university in 2008. A questionnaire was designed by the researcher to evaluate the effect of RLO and on, content, interest and motivation, participation, preparation and attitude. Result: The mean scores of anatomy of human body of medical student who were entered the university in 2009 have been increased compare to the students in 2008, but this difference was not significant. Based on the questionnaire data, it was shown that the RLO had a positive effect on improving learning anatomy of human body (75.5% and the effective relationship (60.6%. The students were interested in using RLO (74.6%, some students (54.2% believed that this method should be replaced by lecture. Conclusion: The use of RLO could promote interests and effective communication among the students and led to increasing self-learning motivation.
The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

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Edi Nurcahyo

2018-03-01

Full Text Available Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking Keywords: discovery learning, scientific, critical thinking
Improving e-learning by Emotive Feedback

DEFF Research Database (Denmark)

Sharp, Robin; Gjedde, Lisa

2011-01-01

This paper considers the use of feedback with emotive elements in order to improve the efficiency of e-learning for teaching complex technical subjects to the general public by stimulation of implicit learning. An example is presented, based on an effort to investigate the current level of IT sec......This paper considers the use of feedback with emotive elements in order to improve the efficiency of e-learning for teaching complex technical subjects to the general public by stimulation of implicit learning. An example is presented, based on an effort to investigate the current level...
Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning

Science.gov (United States)

Hanafi, Hafizul Fahri bin; Soh Said, Che; Hanee Ariffin, Asma; Azlan Zainuddin, Nur; Samsuddin, Khairulanuar

2016-11-01

This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students’ learning performance after learning, and the independent variables were learning method and gender. Students’ learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.
Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

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Carianne Bernadowski

2013-07-01

Full Text Available University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected, compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.
Learning to Learn: towards a Relational and Transformational Model of Learning for Improved Integrated Care Delivery

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John Diamond

2013-06-01

Full Text Available Health and social care systems are implementing fundamental changes to organizational structures and work practices in an effort to achieve integrated care. While some integration initiatives have produced positive outcomes, many have not. We reframe the concept of integration as a learning process fueled by knowledge exchange across diverse professional and organizational communities. We thus focus on the cognitive and social dynamics of learning in complex adaptive systems, and on learning behaviours and conditions that foster collective learning and improved collaboration. We suggest that the capacity to learn how to learn shapes the extent to which diverse professional groups effectively exchange knowledge and self-organize for integrated care delivery.
Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

Science.gov (United States)

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

2011-04-11

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

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.
Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. PMID:24229729
Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Directory of Open Access Journals (Sweden)

Bjarne Skjødt Worm

2013-11-01

Full Text Available Background and aims : The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods : One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+. All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results : All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups improved statistically significant compared to students at level 1 (p>0.05. There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05. Conclusions : This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.
Improving the quality of learning in science through optimization of lesson study for learning community

Science.gov (United States)

Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.
Improving self-regulated learning junior high school students through computer-based learning

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Nurjanah; Dahlan, J. A.

2018-05-01

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

Improving STEM Undergraduate Education with Efficient Learning Design

DEFF Research Database (Denmark)

Godsk, Mikkel

2018-01-01

The project investigates the potential of Learning Design for efficiently improving STEM undergraduate education with technology. In order to investigate this potential, the project consists of two main studies at Aarhus University: a study of the perspectives of the main stakeholders on Learning...... Design uptake. The project concludes that it is possible to improve STEM undergraduate education with Learning Design for technology-enhanced learning efficiently and that Efficient Learning Design provides a useful concept for qualifying educational decisions....... provided by technology-enhanced learning based on Learning Design, and in particular students’ learning was of a high common interest. However, only the educators were directly interested in Learning Design and its support for design, reuse in their practice and to inform pedagogy. A holistic concept...
THE INTENTIONAL USE OF LEARNING TECHNOLOGIES TO IMPROVE LEARNING OUTCOMES IN STUDIO.

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Andrew MacKenzie

2017-01-01

Full Text Available At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to their assignment information and feedback from the learning management system (LMS to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014 in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice.
Improving Learning Analytics--Combining Observational and Self-Report Data on Student Learning

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

2017-01-01

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

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Zbiek, Rose Mary; Larson, Matthew R.

2015-01-01

Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…
Mobile learning to improve mathematics teachers mathematical competencies

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Hendrayana, A.; Wahyudin

2018-01-01

The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.
Improving Flood Plain Management through Adaptive Learning ...

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

This project will explore how an adaptive learning approach can improve CBO governance ... for improving resource sustainability and productivity, and facilitate learning and an exchange ... Middlesex University Higher Education Corporation.
The scientific learning approach using multimedia-based maze game to improve learning outcomes

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Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

2016-02-01

The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).
The influence of learning in collaborative improvement

DEFF Research Database (Denmark)

Nielsen, Jacob S.; Boer, Harry; Gertsen, Frank

2008-01-01

Collaborative improvement is a purposeful inter-company interactive process that focuses on continuous incremental innovation aimed at enhancing the partnership's overall performance. Considering that in such an environment the capability to learn jointly and individually is crucial, this paper...... takes a learning perspective on collaborative improvement and addresses the question: How do organisational learning and collaboration interplay and affect improvement performance? Based on an analysis of three dyads of the same Extended Manufacturing Enterprise, this paper concludes that a robust...
Production Practice During Language Learning Improves Comprehension.

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Hopman, Elise W M; MacDonald, Maryellen C

2018-04-01

Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production-comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.
FLIPPED CLASSROOM LEARNING METHOD TO IMPROVE CARING AND LEARNING OUTCOME IN FIRST YEAR NURSING STUDENT

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Ni Putu Wulan Purnama Sari

2017-08-01

Full Text Available Background and Purpose: Caring is the essence of nursing profession. Stimulation of caring attitude should start early. Effective teaching methods needed to foster caring attitude and improve learning achievement. This study aimed to explain the effect of applying flipped classroom learning method for improving caring attitude and learning achievement of new student nurses at nursing institutions in Surabaya. Method: This is a pre-experimental study using the one group pretest posttest and posttest only design. Population was all new student nurses on nursing institutions in Surabaya. Inclusion criteria: female, 18-21 years old, majoring in nursing on their own volition and being first choice during students selection process, status were active in the even semester of 2015/2016 academic year. Sample size was 67 selected by total sampling. Variables: 1 independent: application of flipped classroom learning method; 2 dependent: caring attitude, learning achievement. Instruments: teaching plan, assignment descriptions, presence list, assignment assessment rubrics, study materials, questionnaires of caring attitude. Data analysis: paired and one sample t test. Ethical clearance was available. Results: Most respondents were 20 years old (44.8%, graduated from high school in Surabaya (38.8%, living with parents (68.7% in their homes (64.2%. All data were normally distributed. Flipped classroom learning method could improve caring attitude by 4.13%. Flipped classroom learning method was proved to be effective for improving caring attitude (p=0.021 and learning achievement (p=0.000. Conclusion and Recommendation: Flipped classroom was effective for improving caring attitude and learning achievement of new student nurse. It is recommended to use mix-method and larger sample for further study.
Georgia - Improved Learning Environment

Data.gov (United States)

Millennium Challenge Corporation — The school rehabilitation activity seeks to decrease student and teacher absenteeism, increase students’ time on task, and, ultimately, improve learning and labor...
From Continuous Improvement to Organisational Learning: Developmental Theory.

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Murray, Peter; Chapman, Ross

2003-01-01

Explores continuous improvement methods, which underlie total quality management, finding barriers to implementation in practice that are related to a one-dimensional approach. Suggests a multiple, unbounded learning cycle, a holistic approach that includes adaptive learning, learning styles, generative learning, and capability development.…
Using Information Technology in the Navy Lessons Learned System to Improve Organizational Learning

National Research Council Canada - National Science Library

Garvey, Michael

2001-01-01

... to support or enhance organizational learning in the Navy. The research concludes that NLLS has improved organizational learning but has not attained as widespread use as is possible. Recommendations are provide to improve the program and increase NLLS exposure to the fleet and to the potential users of the system.
IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING

Data.gov (United States)

National Aeronautics and Space Administration — IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING ISAAC PERSING AND VINCENT NG Abstract. Active learning has been successfully applied to many natural language...
How to Improve Learning when Going Online Using POPBL

DEFF Research Database (Denmark)

Borch, Ole; Helbo, Jan; Madsen, Per Printz

2007-01-01

, Pedagogical and Technological (DPT) methods must be selected and used properly to ensure progress in the learning process. Although it has never been proven that PBL increases learning, there are many observations indicating improved learning, e.g. the students are able to learn more beyond required...... objectives within the defined time slot. The remote online education Master of Industrial Information Technology (MII) at Aalborg University (AAU), Denmark, is using collaborative Project Organized PBL (POPBL) and is using new DPT resulting in very high motivation and in remarkable learning results......It is accepted worldwide; that Problem Based Learning (PBL) is a very fine method to improve learning motivation and to satisfy the students being more innovative and creative. Progress in learning is supported by teaching, individual and team reflections and collaborative project work. On...
Improving health care quality and safety: the role of collective learning.

Science.gov (United States)

Singer, Sara J; Benzer, Justin K; Hamdan, Sami U

2015-01-01

Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened) addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation), internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological safety, appreciation of differences, openness to new ideas social motivation, and team autonomy; team contextual factors including learning resources like time for reflection, access to knowledge, organizational capabilities; incentives; and organizational culture, strategy, and structure; and external environmental factors including institutional pressures, environmental dynamism and competitiveness and learning collaboratives. Lastly learning in the context of quality and safety improvement requires leadership that reinforces learning through actions and behaviors that affect people, such as coaching and trust building, and through
Improving Student Learning Outcomes Marketing Strategy Lesson By Applying SFAE Learning Model

Directory of Open Access Journals (Sweden)

Winda Nur Rohmawati

2017-11-01

Full Text Available Research objectives for improving student learning outcomes on the subjects of marketing strategy through the implementation of model learning SFAE. This type of research this is a class action research using a qualitative approach which consists of two cycles with the subject Marketing X grade SMK YPI Darussalam 2 Cerme Gresik Regency. This research consists of four stages: (1 the Planning Act, (2 the implementation of the action, (3 observations (observation, and (4 Reflection. The result of the research shows that cognitive and affective learning outcomes of students have increased significantly.
Improved Extreme Learning Machine based on the Sensitivity Analysis

Science.gov (United States)

Cui, Licheng; Zhai, Huawei; Wang, Benchao; Qu, Zengtang

2018-03-01

Extreme learning machine and its improved ones is weak in some points, such as computing complex, learning error and so on. After deeply analyzing, referencing the importance of hidden nodes in SVM, an novel analyzing method of the sensitivity is proposed which meets people’s cognitive habits. Based on these, an improved ELM is proposed, it could remove hidden nodes before meeting the learning error, and it can efficiently manage the number of hidden nodes, so as to improve the its performance. After comparing tests, it is better in learning time, accuracy and so on.
A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies.

Science.gov (United States)

Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M

2015-11-01

Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.
Reinforcement learning improves behaviour from evaluative feedback

Science.gov (United States)

Littman, Michael L.

2015-05-01

Reinforcement learning is a branch of machine learning concerned with using experience gained through interacting with the world and evaluative feedback to improve a system's ability to make behavioural decisions. It has been called the artificial intelligence problem in a microcosm because learning algorithms must act autonomously to perform well and achieve their goals. Partly driven by the increasing availability of rich data, recent years have seen exciting advances in the theory and practice of reinforcement learning, including developments in fundamental technical areas such as generalization, planning, exploration and empirical methodology, leading to increasing applicability to real-life problems.

Creating visual explanations improves learning.

Science.gov (United States)

Bobek, Eliza; Tversky, Barbara

2016-01-01

Many topics in science are notoriously difficult for students to learn. Mechanisms and processes outside student experience present particular challenges. While instruction typically involves visualizations, students usually explain in words. Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Both kinds of explanations were analyzed for content and learning assess by a post-test. For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. For the chemical system, creating both visual and verbal explanations improved learning without new teaching. Creating a visual explanation was superior and benefitted participants of both high and low spatial ability. Visual explanations often included crucial yet invisible features. The greater effectiveness of visual explanations appears attributable to the checks they provide for completeness and coherence as well as to their roles as platforms for inference. The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized. Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.
Pioneering a Nursing Home Quality Improvement Learning Collaborative: A Case Study of Method and Lessons Learned.

Science.gov (United States)

Gillespie, Suzanne M; Olsan, Tobie; Liebel, Dianne; Cai, Xueya; Stewart, Reginald; Katz, Paul R; Karuza, Jurgis

2016-02-01

To describe the development of a nursing home (NH) quality improvement learning collaborative (QILC) that provides Lean Six Sigma (LSS) training and infrastructure support for quality assurance performance improvement change efforts. Case report. Twenty-seven NHs located in the Greater Rochester, NY area. The learning collaborative approach in which interprofessional teams from different NHs work together to improve common clinical and organizational processes by sharing experiences and evidence-based practices to achieve measurable changes in resident outcomes and system efficiencies. NH participation, curriculum design, LSS projects. Over 6 years, 27 NHs from urban and rural settings joined the QILC as organizational members and sponsored 47 interprofessional teams to learn LSS techniques and tools, and to implement quality improvement projects. NHs, in both urban and rural settings, can benefit from participation in QILCs and are able to learn and apply LSS tools in their team-based quality improvement efforts. Published by Elsevier Inc.
Motivation's Influence on English Learning and Strategies for Improving

Institute of Scientific and Technical Information of China (English)

陈玢; 张亚铃

2009-01-01

The article mainly focuses on the relationship between motivation and English learning,the influence of motivation on English learning(That is,English learning motive may be simply viewed as the reason of learning English;different motives will lead to different learning methods;generally speaking,surface motive does not endure longer than deep motive.;strong motivation can lead to final Success.)and six strategies of improving English learning(That is,developing proper attitudes towards English learning and letting students know the pressure of it;goal and feedback;praise and criticism;contest and cooperation;expectation and appraisement;achievement motive.).
Chemical Education Research: Improving Chemistry Learning

Science.gov (United States)

Dudley Herron, J.; Nurrenbern, Susan C.

1999-10-01

Chemical education research is the systematic investigation of learning grounded in a theoretical foundation that focuses on understanding and improving learning of chemistry. This article reviews many activities, changes, and accomplishments that have taken place in this area of scholarly activity despite its relatively recent emergence as a research area. The article describes how the two predominant broad perspectives of learning, behaviorism and constructivism, have shaped and influenced chemical education research design, analysis, and interpretation during the 1900s. Selected research studies illustrate the range of research design strategies and results that have contributed to an increased understanding of learning in chemistry. The article also provides a perspective of current and continuing challenges that researchers in this area face as they strive to bridge the gap between chemistry and education - disciplines with differing theoretical bases and research paradigms.
Job-demand for learning and job-related learning: the mediating effect of job performance improvement initiatives

OpenAIRE

Loon, M; Bartram, T

2007-01-01

This study examined whether job-performance-improvementinitiatives mediate the relationship between individuals’ job-demand for learning and job-related learning. Data were obtained from 115 full-time\\ud employees in a diverse range of occupations. A partial least squares analysis revealed that job-performance-improvement-initiatives mediate partially the effects of job-demand for learning on job-related learning. Several implications\\ud for future research and policy are drawn from the findi...
The effectiveness of collaborative problem based physics learning (CPBPL) model to improve student’s self-confidence on physics learning

Science.gov (United States)

Prahani, B. K.; Suprapto, N.; Suliyanah; Lestari, N. A.; Jauhariyah, M. N. R.; Admoko, S.; Wahyuni, S.

2018-03-01

In the previous research, Collaborative Problem Based Physic Learning (CPBPL) model has been developed to improve student’s science process skills, collaborative problem solving, and self-confidence on physics learning. This research is aimed to analyze the effectiveness of CPBPL model towards the improvement of student’s self-confidence on physics learning. This research implemented quasi experimental design on 140 senior high school students who were divided into 4 groups. Data collection was conducted through questionnaire, observation, and interview. Self-confidence measurement was conducted through Self-Confidence Evaluation Sheet (SCES). The data was analyzed using Wilcoxon test, n-gain, and Kruskal Wallis test. Result shows that: (1) There is a significant score improvement on student’s self-confidence on physics learning (α=5%), (2) n-gain value student’s self-confidence on physics learning is high, and (3) n-gain average student’s self-confidence on physics learning was consistent throughout all groups. It can be concluded that CPBPL model is effective to improve student’s self-confidence on physics learning.
Improving health care quality and safety: the role of collective learning

Directory of Open Access Journals (Sweden)

Singer SJ

2015-11-01

Full Text Available Sara J Singer,1–4 Justin K Benzer,4–6 Sami U Hamdan4,6 1Department of Health Policy and Management, Harvard T.H. Chan School of Public Health, Boston, MA, USA; 2Department of Medicine, Harvard Medical School, Boston, MA, USA; 3Mongan Institute for Health Policy, Massachusetts General Hospital, Boston, MA, USA; 4Center for Healthcare Organization and Implementation Research, VA Boston Healthcare System, Boston, MA, USA; 5VISN 17 Center of Excellence for Research on Returning War Veterans, Waco, TX, USA; 6Department of Health Policy and Management, Boston University School of Public Health, Boston, MA, USA Abstract: Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation, internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological
Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures.

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.
Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories. PMID:29062287
Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Directory of Open Access Journals (Sweden)

Mélaine Cherdieu

2017-10-01

Full Text Available Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1 the integration of motor actions and knowledge may require sleep; (2 a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.
AR-based Technoself Enhanced Learning Approach to Improving Student Engagement

OpenAIRE

Jin, L.; Huang, W.; Wen, Z.

2016-01-01

The emerging technologies have expanded a new dimension of self – ‘technoself’ driven by socio-technical innovations and taken an important step forward in pervasive learning. Technology Enhanced Learning (TEL) research has increasingly focused on emergent technologies such as Augmented Reality (AR) for augmented learning, mobile learning, and game-based learning in order to improve self-motivation and self-engagement of the learners in enriched multimodal learning environments. These researc...
Think Pair Share (TPS as Method to Improve Student’s Learning Motivation and Learning Achievement

Directory of Open Access Journals (Sweden)

Hetika Hetika

2018-03-01

Full Text Available This research aims to find out the application of Think Pair Share (TPS learning method in improving learning motivation and learning achievement in the subject of Introduction to Accounting I of the Accounting Study Program students of Politeknik Harapan Bersama. The Method of data collection in this study used observation method, test method, and documentation method. The research instruments used observation sheet, questionnaire and test question. This research used Class Action Research Design which is an action implementation oriented research, with the aim of improving quality or problem solving in a group by carefully and observing the success rate due to the action. The method of analysis used descriptive qualitative and quantitative analysis method. The results showed that the application of Think Pair Share Learning (TPS Method can improve the Learning Motivation and Achievement. Before the implementation of the action, the obtained score is 67% then in the first cycle increases to 72%, and in the second cycle increasws to 80%. In addition, based on questionnaires distributed to students, it also increases the score of Accounting Learning Motivation where the score in the first cycle of 76% increases to 79%. In addition, in the first cycle, the score of pre test and post test of the students has increased from 68.86 to 76.71 while in the second cycle the score of pre test and post test of students has increased from 79.86 to 84.86.
A workflow learning model to improve geovisual analytics utility.

Science.gov (United States)

Roth, Robert E; Maceachren, Alan M; McCabe, Craig A

2009-01-01

INTRODUCTION: This paper describes the design and implementation of the G-EX Portal Learn Module, a web-based, geocollaborative application for organizing and distributing digital learning artifacts. G-EX falls into the broader context of geovisual analytics, a new research area with the goal of supporting visually-mediated reasoning about large, multivariate, spatiotemporal information. Because this information is unprecedented in amount and complexity, GIScientists are tasked with the development of new tools and techniques to make sense of it. Our research addresses the challenge of implementing these geovisual analytics tools and techniques in a useful manner. OBJECTIVES: The objective of this paper is to develop and implement a method for improving the utility of geovisual analytics software. The success of software is measured by its usability (i.e., how easy the software is to use?) and utility (i.e., how useful the software is). The usability and utility of software can be improved by refining the software, increasing user knowledge about the software, or both. It is difficult to achieve transparent usability (i.e., software that is immediately usable without training) of geovisual analytics software because of the inherent complexity of the included tools and techniques. In these situations, improving user knowledge about the software through the provision of learning artifacts is as important, if not more so, than iterative refinement of the software itself. Therefore, our approach to improving utility is focused on educating the user. METHODOLOGY: The research reported here was completed in two steps. First, we developed a model for learning about geovisual analytics software. Many existing digital learning models assist only with use of the software to complete a specific task and provide limited assistance with its actual application. To move beyond task-oriented learning about software use, we propose a process-oriented approach to learning based on
Learning How to Learn

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Lauridsen, Ole

Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...
Motivation to Improve Work through Learning: A Conceptual Model

Directory of Open Access Journals (Sweden)

Kueh Hua Ng

2014-12-01

Full Text Available This study aims to enhance our current understanding of the transfer of training by proposing a conceptual model that supports the mediating role of motivation to improve work through learning about the relationship between social support and the transfer of training. The examination of motivation to improve work through motivation to improve work through a learning construct offers a holistic view pertaining to a learner's profile in a workplace setting, which emphasizes learning for the improvement of work performance. The proposed conceptual model is expected to benefit human resource development theory building, as well as field practitioners by emphasizing the motivational aspects crucial for successful transfer of training.
Involving users with learning difficulties in health improvement: lessons from inclusive learning disability research.

Science.gov (United States)

Walmsley, Jan

2004-03-01

In this paper the author considers the lessons to be drawn from what is termed "inclusive" learning disability research for user involvement around health improvement. Inclusive learning disability research refers to research where people with learning difficulties (intellectual disability) are involved as active participants, as opposed to passive subjects. There is by now a considerable body of such research, developed over the past 25 years. From the review, the author draws attention to areas which can inform practice in involvement of users in a way that adds value.
Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

Science.gov (United States)

Cheng, Zijia; Southcott, Jane

2016-01-01

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

Science.gov (United States)

Yin, Shuangxu; Kawachi, Paul

2013-01-01

This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…
Improving the Virtual Learning Development Processes Using XML Standards.

Science.gov (United States)

Suss, Kurt; Oberhofer, Thomas

2002-01-01

Suggests that distributed learning environments and content often lack a common basis for the exchange of learning materials, which can hinder or even delay innovation and delivery of learning technology. Standards for platforms and authoring may provide a way to improve interoperability and cooperative development. Provides an XML-based approach…
Active Learning and Teaching: Improving Postsecondary Library Instruction.

Science.gov (United States)

Allen, Eileen E.

1995-01-01

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

Improving Learning in a Traditional, Large-Scale Science Module with a Simple and Efficient Learning Design

DEFF Research Database (Denmark)

Godsk, Mikkel

2014-01-01

the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms...... of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning...... is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today....
Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement.

Science.gov (United States)

Myron, Rowan; French, Catherine; Sullivan, Paul; Sathyamoorthy, Ganesh; Barlow, James; Pomeroy, Linda

2018-05-01

Improving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.
THE IMPLEMENTATION OF JOBSHEET-BASED STUDENT TEAMS ACHIEVEMENT DIVISION LEARNING MODEL TO IMPROVE STUDENTS LEARNING OUTCOMES

Directory of Open Access Journals (Sweden)

Kadek Dodi Permana

2016-09-01

Full Text Available This study aims to improve the Information and Communications Technology (ICT learning outcomes of the students in SMA N 2 Singaraja through the learning model of Job sheet-based Student Team Achievement Division (STAD. This is a classroom action research. The data analysis reveals that learning outcomes in cycle I gain a mean score of 80. 51 and a classical provisions of 15%. There are three students who pass with a minimum score of 85 in cycle I. From these categories, the students’ learning outcomes in the first cycle have not met the criterion of 85%. The mean score of cycle II is 88. 57 and the classical provisions is 90%. In the second cycle, there are 18 students who gain a minimum score of 85. Based on the success criterion, a research study is successful if the minimum completeness criterion reaches 85 and the minimum classical completeness criterion reaches 85%. From the categories, the students’ learning outcomes have been successfully improved since the percentage of classical completeness in the second cycle has reached its expected results.
Improving access to screening for people with learning disabilities.

Science.gov (United States)

Marriott, Anna; Turner, Sue; Giraud-Saunders, Alison

2014-11-04

People with learning disabilities have poorer health than their non-disabled peers, and are less likely to access screening services than the general population. The National Development Team for Inclusion and the Norah Fry Research Centre developed a toolkit and guidance to improve uptake of five national (English) screening programmes (one of which is delivered through local programmes), based on work to improve access by people with learning disabilities in the south west peninsula of the UK. This article describes the findings in relation to the five English screening programmes and suggests ways to improve uptake of cancer screening by people with learning disabilities.
Quantity-quality measuring method possibilities in improving operator's learning quality

International Nuclear Information System (INIS)

Zvonarev, V.P.

1984-01-01

Possibilities of obtainnjng qualitative-quantitative estimations of different aspects of learning process and their application in determination of learning purposes, substantiation of the training program choice of types and forms of studies directed at quality improvement of operator learning are considered
IMPROVING THE VIRTUAL LEARNING DEVELOPMENT PROCESSES USING XML STANDARDS

Directory of Open Access Journals (Sweden)

Kurt Suss

2002-06-01

Full Text Available Distributed Icarning environments and content often lack a common basis for the cxchange of learning materials. This delays, or even hinders, both innovation and delivery of learning tecnology. Standards for platforms and authoring may provide a way to improve interoperability and cooperative development. This article provides an XML-based approach to this problem creaied by the IMS Global Learning Consortium.
Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

NARCIS (Netherlands)

Pedaste, Margus; Kori, Külli; Maeots, Mario; de Jong, Anthonius J.M.; Riopel, Martin; Smyrnaiou, Zacharoula

2016-01-01

Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and
Perceptual learning in children with visual impairment improves near visual acuity.

Science.gov (United States)

Huurneman, Bianca; Boonstra, F Nienke; Cox, Ralf F A; van Rens, Ger; Cillessen, Antonius H N

2013-09-17

This study investigated whether visual perceptual learning can improve near visual acuity and reduce foveal crowding effects in four- to nine-year-old children with visual impairment. Participants were 45 children with visual impairment and 29 children with normal vision. Children with visual impairment were divided into three groups: a magnifier group (n = 12), a crowded perceptual learning group (n = 18), and an uncrowded perceptual learning group (n = 15). Children with normal vision also were divided in three groups, but were measured only at baseline. Dependent variables were single near visual acuity (NVA), crowded NVA, LH line 50% crowding NVA, number of trials, accuracy, performance time, amount of small errors, and amount of large errors. Children with visual impairment trained during six weeks, two times per week, for 30 minutes (12 training sessions). After training, children showed significant improvement of NVA in addition to specific improvements on the training task. The crowded perceptual learning group showed the largest acuity improvements (1.7 logMAR lines on the crowded chart, P children in the crowded perceptual learning group showed improvements on all NVA charts. Children with visual impairment benefit from perceptual training. While task-specific improvements were observed in all training groups, transfer to crowded NVA was largest in the crowded perceptual learning group. To our knowledge, this is the first study to provide evidence for the improvement of NVA by perceptual learning in children with visual impairment. (http://www.trialregister.nl number, NTR2537.).
IMPROVING TRUST THROUGH ETHICAL LEADERSHIP: MOVING BEYOND THE SOCIAL LEARNING THEORY TO A HISTORICAL LEARNING APPROACH

Directory of Open Access Journals (Sweden)

Omoregie Charles Osifo

2016-12-01

Full Text Available The complex nature of trust and its evolving relative concepts require a more idealistic and simpler review. Ethical leadership is related to trust, honesty, transparency, compassion, empathy, results-orientedness, and many other behavioral attributes. Ethical leadership and good leadership are the same, because they represent practicing what one preaches or showing a way to the accomplishment of set goals. The outcomes and findings of many research papers on trust and ethical leadership report positive correlations between ethical leadership and trust. Improving trust from different rational standpoints requires moving and looking beyond the popular theoretical framework through which most results are derived in order to create a new thinking perspective. Social learning theory strongly emphasizes modelling while the new historical learning approach, proposed by the author, is defined as an approach that creates unique historical awareness among individuals, groups, institutions, societies, and nations to use previous experience(s or occurrence(s as a guide in developing positive opinion(s and framework(s in order to tackle the problems and issues of today and tomorrow. Social learning theory is seen as limited from the perspectives of balancing the equation between leadership and trust, the non-compatibility of the values of different generations at work, and other approaches and methods that support the historical approach. This paper is argumentative, adopts a writer´s perspective, and employs a logical analysis of the literature. The main contention is that a historical learning approach can inform an independent-learning to improve trust and its relatives (e.g. motivation and performance, because independent learning can positively shape the value of integrity, which is an integral part of ethical leadership. Historical learning can positively shape leadership in every perspective, because good leadership can develop based on history and
A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements

Science.gov (United States)

Su, C-H.; Cheng, C-H.

2015-01-01

This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and…
Improvement of Learning Process and Learning Outcomes in Physics Learning by Using Collaborative Learning Model of Group Investigation at High School (Grade X, SMAN 14 Jakarta)

Science.gov (United States)

Astra, I. Made; Wahyuni, Citra; Nasbey, Hadi

2015-01-01

The aim of this research is to improve the quality of physics learning through application of collaborative learning of group investigation at grade X MIPA 2 SMAN 14 Jakarta. The method used in this research is classroom action research. This research consisted of three cycles was conducted from April to May in 2014. Each cycle consists of…
Machine Learning Principles Can Improve Hip Fracture Prediction

DEFF Research Database (Denmark)

Kruse, Christian; Eiken, Pia; Vestergaard, Peter

2017-01-01

Apply machine learning principles to predict hip fractures and estimate predictor importance in Dual-energy X-ray absorptiometry (DXA)-scanned men and women. Dual-energy X-ray absorptiometry data from two Danish regions between 1996 and 2006 were combined with national Danish patient data.......89 [0.82; 0.95], but with poor calibration in higher probabilities. A ten predictor subset (BMD, biochemical cholesterol and liver function tests, penicillin use and osteoarthritis diagnoses) achieved a test AUC of 0.86 [0.78; 0.94] using an “xgbTree” model. Machine learning can improve hip fracture...... prediction beyond logistic regression using ensemble models. Compiling data from international cohorts of longer follow-up and performing similar machine learning procedures has the potential to further improve discrimination and calibration....
Design e-learning with flipped learning model to improve layout understanding the concepts basic of the loop control structure

Science.gov (United States)

Handayani, D. P.; Sutarno, H.; Wihardi, Y.

2018-05-01

This study aimed in design and build e-learning with classroom flipped model to improve the concept of understanding of SMK students on the basic programming subject. Research and development obtained research data from survey questionnaire given to students of SMK class X RPL in SMK Negeri 2 Bandung and interviews to RPL productive teacher. Data also obtained from questionnaire of expert validation and students' assessment from e-learning with flipped classroom models. Data also obtained from multiple-choice test to measure improvements in conceptual understanding. The results of this research are: 1) Developed e- learning with flipped classroom model considered good and worthy of use by the average value of the percentage of 86,3% by media experts, and 85,5% by subjects matter experts, then students gave judgment is very good on e-learning either flipped classroom model with a percentage of 79,15% votes. 2) e-learning with classroom flipped models show an increase in the average value of pre-test before using e-learning 26.67 compared to the average value post-test after using e- learning at 63.37 and strengthened by the calculation of the index gains seen Increased understanding of students 'concepts by 50% with moderate criteria indicating that students' understanding is improving.
Effect of quantum learning model in improving creativity and memory

Science.gov (United States)

Sujatmika, S.; Hasanah, D.; Hakim, L. L.

2018-04-01

Quantum learning is a combination of many interactions that exist during learning. This model can be applied by current interesting topic, contextual, repetitive, and give opportunities to students to demonstrate their abilities. The basis of the quantum learning model are left brain theory, right brain theory, triune, visual, auditorial, kinesthetic, game, symbol, holistic, and experiential learning theory. Creativity plays an important role to be success in the working world. Creativity shows alternatives way to problem-solving or creates something. Good memory plays a role in the success of learning. Through quantum learning, students will use all of their abilities, interested in learning and create their own ways of memorizing concepts of the material being studied. From this idea, researchers assume that quantum learning models can improve creativity and memory of the students.
Social incentives improve deliberative but not procedural learning in older adults.

Science.gov (United States)

Gorlick, Marissa A; Maddox, W Todd

2015-01-01

Age-related deficits are seen across tasks where learning depends on asocial feedback processing, however plasticity has been observed in some of the same tasks in social contexts suggesting a novel way to attenuate deficits. Socioemotional selectivity theory suggests this plasticity is due to a deliberative motivational shift toward achieving well-being with age (positivity effect) that reverses when executive processes are limited (negativity effect). The present study examined the interaction of feedback valence (positive, negative) and social salience (emotional face feedback - happy; angry, asocial point feedback - gain; loss) on learning in a deliberative task that challenges executive processes and a procedural task that does not. We predict that angry face feedback will improve learning in a deliberative task when executive function is challenged. We tested two competing hypotheses regarding the interactive effects of deliberative emotional biases on automatic feedback processing: (1) If deliberative emotion regulation and automatic feedback are interactive we expect happy face feedback to improve learning and angry face feedback to impair learning in older adults because cognitive control is available. (2) If deliberative emotion regulation and automatic feedback are not interactive we predict that emotional face feedback will not improve procedural learning regardless of valence. Results demonstrate that older adults show persistent deficits relative to younger adults during procedural category learning suggesting that deliberative emotional biases do not interact with automatic feedback processing. Interestingly, a subgroup of older adults identified as potentially using deliberative strategies tended to learn as well as younger adults with angry relative to happy feedback, matching the pattern observed in the deliberative task. Results suggest that deliberative emotional biases can improve deliberative learning, but have no effect on procedural learning.
Contextualizing learning to improve care using collaborative communities of practices.

Science.gov (United States)

Jeffs, Lianne; McShane, Julie; Flintoft, Virginia; White, Peggy; Indar, Alyssa; Maione, Maria; Lopez, A J; Bookey-Bassett, Sue; Scavuzzo, Lauren

2016-09-02

The use of interorganizational, collaborative approaches to build capacity in quality improvement (QI) in health care is showing promise as a useful model for scaling up and accelerating the implementation of interventions that bridge the "know-do" gap to improve clinical care and provider outcomes. Fundamental to a collaborative approach is interorganizational learning whereby organizations acquire, share, and combine knowledge with other organizations and have the opportunity to learn from their respective successes and challenges in improvement areas. This learning approach aims to create the conditions for collaborative, reflective, and innovative experiential systems that enable collective discussions regarding daily practice issues and finding solutions for improvement. The concepts associated with interorganizational learning and deliberate learning activities within a collaborative 'Communities-of-practice'(CoP) approach formed the foundation of the of an interactive QI knowledge translation initiative entitled PERFORM KT. Nine teams participated including seven teams from two acute care hospitals, one from a long term care center, and one from a mental health sciences center. Six monthly CoP learning sessions were held and teams, with the support of an assigned mentor, implemented a QI project and monitored their results which were presented at an end of project symposium. 47 individuals participated in either a focus group or a personal interview. Interviews were transcribed and analyzed using an iterative content analysis. Four key themes emerged from the narrative dataset around experiences and perceptions associated with the PERFORM KT initiative: 1) being successful and taking it to other levels by being systematic, structured, and mentored; 2) taking it outside the comfort zone by being exposed to new concepts and learning together; 3) hearing feedback, exchanging stories, and getting new ideas; and 4) having a pragmatic and accommodating approach to
Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

Science.gov (United States)

Montrezor, Luís H.

2016-01-01

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…
Strategies to Improve Learning of All Students in a Class

Science.gov (United States)

Suraishkumar, G. K.

2018-01-01

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

Directory of Open Access Journals (Sweden)

Derrick L Anderson

2017-06-01

The case study research methodology has been selected to conduct the inquiry into this phenomenon. This empirical inquiry facilitates exploration of a contemporary phenomenon in depth within its real-life context using a variety of data sources. The subject of analysis will be two Information Technology classes composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations Instruction based purely on either of these does a disservice to the typical college and university level learner. The correct approach lies somewhere in between them; the most successful outcome attainment would be the product of incorporating the best of both. Impact on Society Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.
LEARNING STRATEGY IMPLEMENTATION OF GENERATIVE LEARNING ASSISTED SCIENTIST’S CARD TO IMPROVE SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT IN CLASS VIII

Directory of Open Access Journals (Sweden)

R. Yuliarti

2016-01-01

Full Text Available In general, self-efficacy of the students is still low. This study aims to determine the learning strategies implementation of generative learning assisted scientist's card in improving self-efficacy and cognitive learning outcomes of the students. The study designed form One Group Pretest-Posttest Design. The improvement of self-efficacy can be determined from the change in the questionnaire score before and after the learning and observations during the learning process. Cognitive learning outcomes are known from pretest and posttest scores. To determine the improvement, the data were analyzed by using the gain test. The results showed that N-gain of self-efficacy is 0.13 (low and N-gain of cognitive learning is 0.60 (medium. Based on the observation, students’ self-efficacy has increased each meeting. Cognitive learning results also achieved mastery learning as big as 72.88%. It could be concluded that the learning strategy of generative learning assisted scientist's card can improve self efficacy and cognitive learning outcomes of the students.Pada umumnya, self efficacy yang dimiliki siswa masih rendah. Penelitian ini bertujuan untuk mengetahui penerapan strategi pembelajaran generative learning berbantuan scientist’s card dalam meningkatkan self efficacy dan hasil belajar kognitif siswa. Desain penelitian berbentuk One Group Pretest-Posttest Design. Peningkatan self efficacy dapat diketahui dari perubahan skor angket sebelum dan sesudah pembelajaran dan hasil observasi selama pembelajaran. Hasil belajar kognitif diketahui dari skor pretest dan posttest. Untuk mengetahui peningkatannya, data yang diperoleh dianalisis menggunakan uji gain. Hasil penelitian menunjukkan bahwa peningkatan self efficacy berkatagori rendah dan peningkatan hasil belajar kognitif berkatagori sedang. Berdasarkan hasil observasi, self efficacy siswa setiap pertemuan meningkat. Hasil belajar ranah kognitif juga mencapai ketuntasan belajar .Jadi dapat

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

Science.gov (United States)

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

2017-01-01

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

Science.gov (United States)

Suraishkumar, G. K.

2018-05-01

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

Science.gov (United States)

Polat, Uri

2009-10-01

Task-specific improvement in performance after training is well established. The finding that learning is stimulus-specific and does not transfer well between different stimuli, between stimulus locations in the visual field, or between the two eyes has been used to support the notion that neurons or assemblies of neurons are modified at the earliest stage of cortical processing. However, a debate regarding the proposed mechanism underlying perceptual learning is an ongoing issue. Nevertheless, generalization of a trained task to other functions is an important key, for both understanding the neural mechanisms and the practical value of the training. This manuscript describes a structured perceptual learning method that previously used (amblyopia, myopia) and a novel technique and results that were applied for presbyopia. In general, subjects were trained for contrast detection of Gabor targets under lateral masking conditions. Training improved contrast sensitivity and diminished the lateral suppression when it existed (amblyopia). The improvement was transferred to unrelated functions such as visual acuity. The new results of presbyopia show substantial improvement of the spatial and temporal contrast sensitivity, leading to improved processing speed of target detection as well as reaction time. Consequently, the subjects, who were able to eliminate the need for reading glasses, benefited. Thus, here we show that the transfer of functions indicates that the specificity of improvement in the trained task can be generalized by repetitive practice of target detection, covering a sufficient range of spatial frequencies and orientations, leading to an improvement in unrelated visual functions. Thus, perceptual learning can be a practical method to improve visual functions in people with impaired or blurred vision.
An Improved Reinforcement Learning System Using Affective Factors

Directory of Open Access Journals (Sweden)

Takashi Kuremoto

2013-07-01

Full Text Available As a powerful and intelligent machine learning method, reinforcement learning (RL has been widely used in many fields such as game theory, adaptive control, multi-agent system, nonlinear forecasting, and so on. The main contribution of this technique is its exploration and exploitation approaches to find the optimal solution or semi-optimal solution of goal-directed problems. However, when RL is applied to multi-agent systems (MASs, problems such as “curse of dimension”, “perceptual aliasing problem”, and uncertainty of the environment constitute high hurdles to RL. Meanwhile, although RL is inspired by behavioral psychology and reward/punishment from the environment is used, higher mental factors such as affects, emotions, and motivations are rarely adopted in the learning procedure of RL. In this paper, to challenge agents learning in MASs, we propose a computational motivation function, which adopts two principle affective factors “Arousal” and “Pleasure” of Russell’s circumplex model of affects, to improve the learning performance of a conventional RL algorithm named Q-learning (QL. Compared with the conventional QL, computer simulations of pursuit problems with static and dynamic preys were carried out, and the results showed that the proposed method results in agents having a faster and more stable learning performance.
Social Incentives Improve Deliberative But Not Procedural Learning in Older Adults

Directory of Open Access Journals (Sweden)

Marissa A Gorlick

2015-04-01

Full Text Available Age-related deficits are seen across tasks where learning depends on asocial feedback processing, however plasticity has been observed in some of the same tasks in social contexts suggesting a novel way to attenuate deficits. Socioemotional selectivity theory suggests this plasticity is due to a deliberative motivational shift toward achieving well-being with age (positivity effect that reverses when executive processes are limited (negativity effect. The present study examined the interaction of feedback valence (positive, negative and social salience (emotional face feedback – happy; angry, asocial point feedback – gain; loss on learning in a deliberative task that challenges executive processes and a procedural task that does not. We predict that angry face feedback will improve learning in a deliberative task when executive function is challenged. We tested two competing hypotheses regarding the interactive effects of deliberative emotional biases on automatic feedback processing: 1 If deliberative emotion regulation and automatic feedback are interactive we expect happy face feedback to improve learning and angry face feedback to impair learning in older adults because cognitive control is available. 2 If deliberative emotion regulation and automatic feedback are not interactive we predict that emotional face feedback will not improve procedural learning regardless of valence. Results demonstrate that older adults show persistent deficits relative to younger adults during procedural category learning suggesting that deliberative emotional biases do not interact with automatic feedback processing. Interestingly, a subgroup of older adults identified as potentially using deliberative strategies tended to learn as well as younger adults with angry relative to happy feedback, matching the pattern observed in the deliberative task. Results suggest that deliberative emotional biases can improve deliberative learning, but have no effect on
Dataset-driven research for improving recommender systems for learning

NARCIS (Netherlands)

Verbert, Katrien; Drachsler, Hendrik; Manouselis, Nikos; Wolpers, Martin; Vuorikari, Riina; Duval, Erik

2011-01-01

Verbert, K., Drachsler, H., Manouselis, N., Wolpers, M., Vuorikari, R., & Duval, E. (2011). Dataset-driven research for improving recommender systems for learning. In Ph. Long, & G. Siemens (Eds.), Proceedings of 1st International Conference Learning Analytics & Knowledge (pp. 44-53). February,
A Journey Through Self-Assessment, Learning, and Continous Improvement

DEFF Research Database (Denmark)

Jørgensen, Frances

The main objective of the research presented in this thesis is to describe and understand the process and effects of facilitated Continuos Improvement (CI) on group learning in order to infer actionable CI implementation knowledge. In order to fulfil this objective, a longitudinal study....... The thesis also includes brief overviews of the relevant leterature, including continuos improvement, self-assesment, group and organizational learning, and organizational culture....
Do quality improvement collaboratives' educational components match the dominant learning style preferences of the participants?

Science.gov (United States)

Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen; Slaghuis, Sarah-Sue

2015-06-20

Quality improvement collaboratives are used to improve healthcare by various organizations. Despite their popularity literature shows mixed results on their effectiveness. A quality improvement collaborative can be seen as a temporary learning organization in which knowledge about improvement themes and methods is exchanged. In this research we studied: Does the learning approach of a quality improvement collaborative match the learning styles preferences of the individual participants and how does that affect the learning process of participants? This research used a mixed methods design combining a validated learning style questionnaire with data collected in the tradition of action research methodology to study two Dutch quality improvement collaboratives. The questionnaire is based on the learning style model of Ruijters and Simons, distinguishing five learning style preferences: Acquisition of knowledge, Apperception from others, Discovery of new insights, Exercising in fictitious situations and Participation with others. The most preferred learning styles of the participants were Discovery and Participation. The learning style Acquisition was moderately preferred and Apperception and Exercising were least preferred. The educational components of the quality improvement collaboratives studied (national conferences, half-day learning sessions, faculty site visits and use of an online tool) were predominantly associated with the learning styles Acquisition and Apperception. We observed a decrease in attendance to the learning activities and non-conformance with the standardized set goals and approaches. We conclude that the participants' satisfaction with the offered learning approach changed over time. The lacking match between these learning style preferences and the learning approach in the educational components of the quality improvement collaboratives studied might be the reason why the participants felt they did not gain new insights and therefore ceased
Learning Companion Systems, Social Learning Systems, and the Global Social Learning Club.

Science.gov (United States)

Chan, Tak-Wai

1996-01-01

Describes the development of learning companion systems and their contributions to the class of social learning systems that integrate artificial intelligence agents and use machine learning to tutor and interact with students. Outlines initial social learning projects, their programming languages, and weakness. Future improvements will include…
Learning Effectiveness of a Strategic Learning Course

Science.gov (United States)

Burchard, Melinda S.; Swerdzewski, Peter

2009-01-01

The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students…
Stochastic abstract policies: generalizing knowledge to improve reinforcement learning.

Science.gov (United States)

Koga, Marcelo L; Freire, Valdinei; Costa, Anna H R

2015-01-01

Reinforcement learning (RL) enables an agent to learn behavior by acquiring experience through trial-and-error interactions with a dynamic environment. However, knowledge is usually built from scratch and learning to behave may take a long time. Here, we improve the learning performance by leveraging prior knowledge; that is, the learner shows proper behavior from the beginning of a target task, using the knowledge from a set of known, previously solved, source tasks. In this paper, we argue that building stochastic abstract policies that generalize over past experiences is an effective way to provide such improvement and this generalization outperforms the current practice of using a library of policies. We achieve that contributing with a new algorithm, AbsProb-PI-multiple and a framework for transferring knowledge represented as a stochastic abstract policy in new RL tasks. Stochastic abstract policies offer an effective way to encode knowledge because the abstraction they provide not only generalizes solutions but also facilitates extracting the similarities among tasks. We perform experiments in a robotic navigation environment and analyze the agent's behavior throughout the learning process and also assess the transfer ratio for different amounts of source tasks. We compare our method with the transfer of a library of policies, and experiments show that the use of a generalized policy produces better results by more effectively guiding the agent when learning a target task.
Guided discovery learning in geometry learning

Science.gov (United States)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-03-01

Geometry is a part of the mathematics that must be learned in school. The purpose of this research was to determine the effect of Guided Discovery Learning (GDL) toward geometry learning achievement. This research had conducted at junior high school in Sukoharjo on academic years 2016/2017. Data collection was done based on student’s work test and documentation. Hypothesis testing used two ways analysis of variance (ANOVA) with unequal cells. The results of this research that GDL gave positive effect towards mathematics learning achievement. GDL gave better mathematics learning achievement than direct learning. There was no difference of mathematics learning achievement between male and female. There was no an interaction between sex differences and learning models toward student’s mathematics learning achievement. GDL can be used to improve students’ mathematics learning achievement in geometry.
The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

Science.gov (United States)

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-05-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.
Improving IT Project Portfolio Management: Lessons Learned

DEFF Research Database (Denmark)

Pedersen, Keld

2013-01-01

The IT PPM improvement process is not well understood, and our knowledge about what makes IT PPM improvement succeed or fail is not well developed. This article presents lessons learned from organizations trying to improve their IT PPM practice. Based on this research IT PPM practitioners are adv...
New Learning - The IPP Programme: Improvements in Learning and Self Esteem by Changing the Organization of Learning

Science.gov (United States)

Garber, Klaus; Ausserer, Oskar; Giacomuzzi, Salvatore

"New learning" is basically an individualized learning style. "New learning" starts by the individual itself. The individual is the basis for conditions, learning contents, rhythm, duration and intensity of the teaching. The appropriate slogan is: fetch the individual at his personal conditions.
E-Learning to Improve Higher Order Thinking Skills (HOTS of Students

Directory of Open Access Journals (Sweden)

R. Poppy Yaniawati

2013-05-01

Full Text Available The role of technology integration on modern learning is essential to optimize the acceleration process in Higher Order Thinking Skills (HOTS. This research describes how to implement e-learning to improve HOTS of students and students’ attitude toward e-learning of mathematics, pre- learning students knowledge, duration of login in website, and correlation of variables with HOTS. There is a significant correlation between pre-learning knowledge and students’ HOTS, but there is no significant correlation between students’ HOTS and students’ attitude toward e-learning of mathematics. There is a significant correlation between login duration and students attitude toward e-learning of mathematics. No significant correlation is found between login duration and students’ HOTS.
Strategies for improving students' motivation in the learning of ...

African Journals Online (AJOL)

Strategies for improving students' motivation in the learning of French as a foreign language. ... learning should be made fun. The paper recommends that French teachers should give themselves to reading, writing and interaction with colleagues in French and in addition use varieties of methods and materials in teaching.
Performance in physiology evaluation: possible improvement by active learning strategies.

Science.gov (United States)

Montrezor, Luís H

2016-12-01

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them. Copyright © 2016 The American Physiological Society.
Perceptual learning as improved probabilistic inference in early sensory areas.

Science.gov (United States)

Bejjanki, Vikranth R; Beck, Jeffrey M; Lu, Zhong-Lin; Pouget, Alexandre

2011-05-01

Extensive training on simple tasks such as fine orientation discrimination results in large improvements in performance, a form of learning known as perceptual learning. Previous models have argued that perceptual learning is due to either sharpening and amplification of tuning curves in early visual areas or to improved probabilistic inference in later visual areas (at the decision stage). However, early theories are inconsistent with the conclusions of psychophysical experiments manipulating external noise, whereas late theories cannot explain the changes in neural responses that have been reported in cortical areas V1 and V4. Here we show that we can capture both the neurophysiological and behavioral aspects of perceptual learning by altering only the feedforward connectivity in a recurrent network of spiking neurons so as to improve probabilistic inference in early visual areas. The resulting network shows modest changes in tuning curves, in line with neurophysiological reports, along with a marked reduction in the amplitude of pairwise noise correlations.
Improving together: collaborative learning in science communication

Science.gov (United States)

Stiller-Reeve, Mathew

2015-04-01

Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.

Using Hierarchical Machine Learning to Improve Player Satisfaction in a Soccer Videogame

OpenAIRE

Collins, Brian; Rovatsos, Michael

2006-01-01

This paper describes an approach to using a hierarchical machine learning model in a two player 3D physics-based soccer video game to improve human player satisfaction. Learning is accomplished at two layers to form a complete game-playing agent such that higher level strategy learning is dependent on lower-level learning of basic behaviors.Supervised learning is used to train neural networks on human data to model the basic behaviors. The reinforcement learning algorithms Sarsa (λ) and Q(λ) ...
Replacing lecture with peer-led workshops improves student learning.

Science.gov (United States)

Preszler, Ralph W

2009-01-01

Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.
Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

Science.gov (United States)

Griffith, Louise Ann

2009-01-01

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…
Using Weblog in Cooperative Learning to Improve the Achievement of History Learning

Science.gov (United States)

Leng, Lim Hooi; Leng, Chin Hai; Abedalaziz, Nabeel

2013-01-01

This research investigates the use of Weblog in Cooperative Learning to enhance students' learning of History. The main issues of this study were the lack of interest and low achievement scores in History learning. The objectives of this study are to explore the incorporation of Weblog in Cooperative Learning within the teaching and learning…
Improving Nursing Students' Learning Outcomes in Fundamentals of Nursing Course through Combination of Traditional and e-Learning Methods.

Science.gov (United States)

Sheikhaboumasoudi, Rouhollah; Bagheri, Maryam; Hosseini, Sayed Abbas; Ashouri, Elaheh; Elahi, Nasrin

2018-01-01

Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores. A two-group post-test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e-learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16. Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e-learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01). Based on the findings, this study suggests that the use of combining traditional learning methods with e-learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students' clinical skills.
ICTs to improve learning and research

NARCIS (Netherlands)

Mooij, Ton

2014-01-01

1. Content Some 20 years ago, expectations for Information and Communication Technologies (ICTs) were rather ambitious. ICTs were expected to improve both personal and institutional performance, leading to higher outcomes and a better life for all. Learning and ICTs also became important issues in
Contextual learning theory: Concrete form and a software prototype to improve early education.

NARCIS (Netherlands)

Mooij, Ton

2016-01-01

In 'contextual learning theory' three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and
Effect of Royal Jelly on Improving Passive Avoidance Learning and Spatial Learning and Memory in Rats

Directory of Open Access Journals (Sweden)

H Alaei

2012-06-01

Full Text Available Introduction: Studies have proposed that royal jelly(RJ has various biological activities in different cells and tissues. Since it has been demonstrated that RJ contains compounds having desirable effects on central neurons system and neural functions, the present study aimed to investigate the effect of royal jelly on learning and memory in rats. Methods: Male wistar rats were divided into two groups, the royal jelly and the control. In the RJ group, the rats received a food that contained 3% RJ instead of regular food for 10 days. Then learning and memory were investigated in these animals through both passive avoidance learning test(1 day and 1 week after receiving electrical shock and Morris water maze test(1 day and 1 week after a 4-day learning period. Results: The study results indicated that the food containing RJ in the RJ group significantly increased the time of the first entrance to the dark room one week after the electrical shock in passive avoidance learning test. In other words, the findings suggest an improvement of learning and memory in RJ group. In the acquisition phase of Morris water maze test, rats receiving RJ found the underwater escape plate during less time and distance comparing with the control group. Furthermore, one week after the acquisition phase, in the retention phase, rats spent more time in the quadrant in which the escape plate was previously located. Conclusion: The present study findings propose that Royal Jelly can improve cognitive processes through positive effects on neural functions and probably has a significant influence on prevention and therapy of some neuronal disorders.
Improving orbit prediction accuracy through supervised machine learning

Science.gov (United States)

Peng, Hao; Bai, Xiaoli

2018-05-01

Due to the lack of information such as the space environment condition and resident space objects' (RSOs') body characteristics, current orbit predictions that are solely grounded on physics-based models may fail to achieve required accuracy for collision avoidance and have led to satellite collisions already. This paper presents a methodology to predict RSOs' trajectories with higher accuracy than that of the current methods. Inspired by the machine learning (ML) theory through which the models are learned based on large amounts of observed data and the prediction is conducted without explicitly modeling space objects and space environment, the proposed ML approach integrates physics-based orbit prediction algorithms with a learning-based process that focuses on reducing the prediction errors. Using a simulation-based space catalog environment as the test bed, the paper demonstrates three types of generalization capability for the proposed ML approach: (1) the ML model can be used to improve the same RSO's orbit information that is not available during the learning process but shares the same time interval as the training data; (2) the ML model can be used to improve predictions of the same RSO at future epochs; and (3) the ML model based on a RSO can be applied to other RSOs that share some common features.
Improving the Impact and Return of Investment of Game-Based Learning

Science.gov (United States)

Loh, Christian Sebastian

2013-01-01

Today's economic situation demands that learning organizations become more diligent in their business dealings to reduce cost and increase bottom line for survival. While there are many champions and proponents claiming that game-based learning (GBL) is sure to improve learning, researchers have, thus far, been unable to (re)produce concrete,…
iPads: Improving Numeracy Learning in the Early Years

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Spencer, Peta

2013-01-01

The concept of mobile technologies is now an emergency theme in educational research, yet the playing of these edutainment applications and their impact on early childhood learning needs to be fully explored. This study highlights current research and explores how iPads improve student learning. It also examines how the introduction of iPads,…
IMPROVING LEARNING PROCESS AND STUDENT RESULTS LEARNING TO TUNE-UPMOTORCYCLE USING DEMONSTRATION METHODOF CLASS XI SMA N 1 PLAYEN YEAR STUDY2013/2014

Directory of Open Access Journals (Sweden)

Haryono Haryono

2014-12-01

Full Text Available This research is to improve the learning process and results in learning a tune-up motorcycle using the demonstrationmethod of class XI SMA 1 Playen. This research is a classroom action research (PTK, using the demonstration method.Subyek this study were students of class XI SMA Negeri 1 Playen.Theimplementationofthisstudyusing3cycles,there is a (planning, implementation (actuating, observation (observing, and reflection (reflecting. Collecting data in this study are observations of student learning process and student learning outcomes test data pre-test, postesI, II, III and documentation as a support to the two data. Further observation data based on the observation of student learning just learning the positive process of learning student and test data were analyzed for comparison. Indicators of success in this classroom action research that student learning increases towards positive along with the use of methods of demonstration, is to see an increase from the pre-cycle to end the first cycle, the first cycle to the second cycle and the secondcyclebycycle III. From the results of this study concluded that the method could improve the demonstration of positive student learning, from the first cycle of 30%, 50% second cycle and third cycle of 80%. Learning is also more effective with students indicated more quickly adapt as a positive activity, especially in terms of increased student asked, noting the test and work on the problems. Demonstration method can improve the learning outcomes students of class XI SMA 1 Playen as evidenced by an increase in the average yield final test first cycle of 64.09; second cycle of 77.82 and 78.86 for the third cycle. So it proved with the increasing positive student learning canalso improve student learning outcomes.
Integration of Traditional and E-Learning Methods to Improve Learning Outcomes for Dental Students in Histopathology.

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Ariana, Armin; Amin, Moein; Pakneshan, Sahar; Dolan-Evans, Elliot; Lam, Alfred K

2016-09-01

Dental students require a basic ability to explain and apply general principles of pathology to systemic, dental, and oral pathology. Although there have been recent advances in electronic and online resources, the academic effectiveness of using self-directed e-learning tools in pathology courses for dental students is unclear. The aim of this study was to determine if blended learning combining e-learning with traditional learning methods of lectures and tutorials would improve students' scores and satisfaction over those who experienced traditional learning alone. Two consecutive cohorts of Bachelor of Dentistry and Oral Health students taking the general pathology course at Griffith University in Australia were compared. The control cohort experienced traditional methods only, while members of the study cohort were also offered self-directed learning materials including online resources and online microscopy classes. Final assessments for the course were used to compare the differences in effectiveness of the intervention, and students' satisfaction with the teaching format was evaluated using questionnaires. On the final course assessments, students in the study cohort had significantly higher scores than students in the control cohort (plearning tools such as virtual microscopy and interactive online resources for delivering pathology instruction can be an effective supplement for developing dental students' competence, confidence, and satisfaction.
Electrical Storm Simulation to Improve the Learning Physics Process

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Martínez Muñoz, Miriam; Jiménez Rodríguez, María Lourdes; Gutiérrez de Mesa, José Antonio

2013-01-01

This work is part of a research project whose main objective is to understand the impact that the use of Information and Communication Technology (ICT) has on the teaching and learning process on the subject of Physics. We will show that, with the use of a storm simulator, physics students improve their learning process on one hand they understand…
Team-based learning to improve learning outcomes in a therapeutics course sequence.

Science.gov (United States)

Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

2014-02-12

To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.
Improving the Students' Activity and Learning Outcomes on Social Sciences Subject Using Round Table and Rally Coach of Cooperative Learning Model

Science.gov (United States)

Ningsih; Soetjipto, Budi Eko; Sumarmi

2017-01-01

The purpose of this study was: (1) to analyze increasing students' learning activity and learning outcomes. Student activities which were observed include the visual, verbal, listening, writing and mental visual activity; (2) to analyze the improvement of student learning outcomes using "Round Table" and "Rally Coach" Model of…
Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Directory of Open Access Journals (Sweden)

Ya-huei Wang

2017-08-01

Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.
[Anaesthetists learn--do institutions also learn? Importance of institutional learning and corporate culture in clinics].

Science.gov (United States)

Schüpfer, G; Gfrörer, R; Schleppers, A

2007-10-01

In only a few contexts is the need for substantial learning more pronounced than in health care. For a health care provider, the ability to learn is essential in a changing environment. Although individual humans are programmed to learn naturally, organisations are not. Learning that is limited to individual professions and traditional approaches to continuing medical education is not sufficient to bring about substantial changes in the learning capacity of an institution. Also, organisational learning is an important issue for anaesthesia departments. Future success of an organisation often depends on new capabilities and competencies. Organisational learning is the capacity or processes within an organisation to maintain or improve performance based on experience. Learning is seen as a system-level phenomenon as it stays in the organisation regardless of the players involved. Experience from other industries shows that learning strategies tend to focus on single loop learning, with relatively little double loop learning and virtually no meta-learning or non-learning. The emphasis on team delivery of health care reinforces the need for team learning. Learning organisations make learning an intrinsic part of their organisations and are a place where people continually learn how to learn together. Organisational learning practice can help to improve existing skills and competencies and to change outdated assumptions, procedures and structures. So far, learning theory has been ignored in medicine, due to a wide variety of complex political, economic, social, organisational culture and medical factors that prevent innovation and resist change. The organisational culture is central to every stage of the learning process. Learning organisations move beyond simple employee training into organisational problem solving, innovation and learning. Therefore, teamwork and leadership are necessary. Successful organisations change the competencies of individuals, the systems
Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

Science.gov (United States)

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298
The Effectiveness of Project-based E-learning to Improve Ict Literacy

OpenAIRE

Eliana, E. D. S; Senam, Senam; Wilujeng, I; Jumadi, Jumadi

2016-01-01

This study aims to reveal the effectiveness of science teaching based on project-based learning to improve ICT literacy learners in the junior high school with the category of high, medium and low. This research uses descriptive method to describe the students’ equipness of ICT literacy in the science learning based on the project-based learning that is integrated with e-learning. All of the population in this study are junior high school of curriculum pilot project in 2013 in Singkawang. The...

Improving Multi-Instance Multi-Label Learning by Extreme Learning Machine

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Ying Yin

2016-05-01

Full Text Available Multi-instance multi-label learning is a learning framework, where every object is represented by a bag of instances and associated with multiple labels simultaneously. The existing degeneration strategy-based methods often suffer from some common drawbacks: (1 the user-specific parameter for the number of clusters may incur the effective problem; (2 SVM may bring a high computational cost when utilized as the classifier builder. In this paper, we propose an algorithm, namely multi-instance multi-label (MIML-extreme learning machine (ELM, to address the problems. To our best knowledge, we are the first to utilize ELM in the MIML problem and to conduct the comparison of ELM and SVM on MIML. Extensive experiments have been conducted on real datasets and synthetic datasets. The results show that MIMLELM tends to achieve better generalization performance at a higher learning speed.
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)
When Learning Analytics Meets E-Learning

Science.gov (United States)

Czerkawski, Betul C.

2015-01-01

While student data systems are nothing new and most educators have been dealing with student data for many years, learning analytics has emerged as a new concept to capture educational big data. Learning analytics is about better understanding of the learning and teaching process and interpreting student data to improve their success and learning…
Structural Plasticity Denoises Responses and Improves Learning Speed

Directory of Open Access Journals (Sweden)

Robin Spiess

2016-09-01

Full Text Available Despite an abundance of computational models for learning of synaptic weights, there has been relatively little research on structural plasticity, i.e. the creation and elimination of synapses. Especially, it is not clear how structural plasticity works in concert with spike-timing-dependent plasticity (STDP and what advantages their combination offers.Here we present a fairly large-scale functional model that uses leaky integrate-and-fire neurons, STDP, homeostasis, recurrent connections, and structural plasticity to learn the input encoding, the relation between inputs, and to infer missing inputs. Using this model, we compare the error and the amount of noise in the network's responses with and without structural plasticity and the influence of structural plasticity on the learning speed of the network.Using structural plasticity during learning shows good results for learning the representation of input values, i.e. structural plasticity strongly reduces the noise of the response by preventing spikes with a high error.For inferring missing inputs we see similar results, with responses having less noise if the network was trained using structural plasticity.Additionally, using structural plasticity with pruning significantly decreased the time to learn weights suitable for inference.Presumably, this is due to the clearer signal containing less spikes that misrepresent the desired value. Therefore, this work shows that structural plasticity is not only able to improve upon the performance using STDP without structural plasticity but also speeds up learning.Additionally, it addresses the practical problem of limited resources for connectivity that is not only apparent in the mammalian neocortex but also in computer hardware or neuromorphic (brain-inspired hardware by efficiently pruning synapses without losing performance.
Improving student learning in calculus through applications

Science.gov (United States)

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

2011-07-01

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

Science.gov (United States)

Sahara, R.; Mardiyana; Saputro, D. R. S.

2018-05-01

Geometry is one branch of mathematics that an important role in learning mathematics in the schools. This research aims to find out about Discovery Learning with SAVI approach to achievement of learning geometry. This research was conducted at Junior High School in Surakarta city. Research data were obtained through test and questionnaire. Furthermore, the data was analyzed by using two-way Anova. The results showed that Discovery Learning with SAVI approach gives a positive influence on mathematics learning achievement. Discovery Learning with SAVI approach provides better mathematics learning outcomes than direct learning. In addition, students with high self-efficacy categories have better mathematics learning achievement than those with moderate and low self-efficacy categories, while student with moderate self-efficacy categories are better mathematics learning achievers than students with low self-efficacy categories. There is an interaction between Discovery Learning with SAVI approach and self-efficacy toward student's mathematics learning achievement. Therefore, Discovery Learning with SAVI approach can improve mathematics learning achievement.
Combining Correlation-Based and Reward-Based Learning in Neural Control for Policy Improvement

DEFF Research Database (Denmark)

Manoonpong, Poramate; Kolodziejski, Christoph; Wörgötter, Florentin

2013-01-01

Classical conditioning (conventionally modeled as correlation-based learning) and operant conditioning (conventionally modeled as reinforcement learning or reward-based learning) have been found in biological systems. Evidence shows that these two mechanisms strongly involve learning about...... associations. Based on these biological findings, we propose a new learning model to achieve successful control policies for artificial systems. This model combines correlation-based learning using input correlation learning (ICO learning) and reward-based learning using continuous actor–critic reinforcement...... learning (RL), thereby working as a dual learner system. The model performance is evaluated by simulations of a cart-pole system as a dynamic motion control problem and a mobile robot system as a goal-directed behavior control problem. Results show that the model can strongly improve pole balancing control...
Cultivating collaborative improvement: an action learning approach

NARCIS (Netherlands)

Middel, H.G.A.; McNichols, Timothy

2006-01-01

The process of implementing collaborative initiatives across disparate members of supply networks is fraught with difficulties. One approach designed to tackle the difficulties of organisational change and interorganisational improvement in practice is 'action learning'. This paper examines the
3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

Science.gov (United States)

Su,Chung-Ho; Cheng, Ching-Hsue

2013-01-01

The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A…
The Effectiveness of KNOS-KGS Learning Model to Improve Generic Science Skill and Biology Student Learning Outcomes SMA PGRI 1 Banjarmasin

OpenAIRE

Nefianthi, Rezky

2015-01-01

This study aims to determine the effectiveness of the model KNOS-KGS, to improve the learning outcomes of Biology at the ecosystem material in class X SMA PGRI 1 Banjarmasin. This research is a classroom action research, conducted in two cycles. Each cycle is done with two meetings. This study was conducted on 25 students in class X1. The research data is the result of student learning that consists of cognitive learning outcomes such as pretest and posttest. Affective learning outcomes such ...
Learning Evaluation: blending quality improvement and implementation research methods to study healthcare innovations.

Science.gov (United States)

Balasubramanian, Bijal A; Cohen, Deborah J; Davis, Melinda M; Gunn, Rose; Dickinson, L Miriam; Miller, William L; Crabtree, Benjamin F; Stange, Kurt C

2015-03-10

In healthcare change interventions, on-the-ground learning about the implementation process is often lost because of a primary focus on outcome improvements. This paper describes the Learning Evaluation, a methodological approach that blends quality improvement and implementation research methods to study healthcare innovations. Learning Evaluation is an approach to multi-organization assessment. Qualitative and quantitative data are collected to conduct real-time assessment of implementation processes while also assessing changes in context, facilitating quality improvement using run charts and audit and feedback, and generating transportable lessons. Five principles are the foundation of this approach: (1) gather data to describe changes made by healthcare organizations and how changes are implemented; (2) collect process and outcome data relevant to healthcare organizations and to the research team; (3) assess multi-level contextual factors that affect implementation, process, outcome, and transportability; (4) assist healthcare organizations in using data for continuous quality improvement; and (5) operationalize common measurement strategies to generate transportable results. Learning Evaluation principles are applied across organizations by the following: (1) establishing a detailed understanding of the baseline implementation plan; (2) identifying target populations and tracking relevant process measures; (3) collecting and analyzing real-time quantitative and qualitative data on important contextual factors; (4) synthesizing data and emerging findings and sharing with stakeholders on an ongoing basis; and (5) harmonizing and fostering learning from process and outcome data. Application to a multi-site program focused on primary care and behavioral health integration shows the feasibility and utility of Learning Evaluation for generating real-time insights into evolving implementation processes. Learning Evaluation generates systematic and rigorous cross
Improving attitudes toward mathematics learning with problem posing in class VIII

Science.gov (United States)

Vionita, Alfha; Purboningsih, Dyah

2017-08-01

This research is classroom action research which is collaborated to improve student's behavior toward math and mathematics learning at class VIII by using problem posing approach. The subject of research is all of students grade VIIIA which consist of 32 students. This research has been held on two period, first period is about 3 times meeting, and second period is about 4 times meeting. The instrument of this research is implementation of learning observation's guidance by using problem posing approach. Cycle test has been used to measure cognitive competence, and questionnaire to measure the students' behavior in mathematics learning process. The result of research shows the students' behavior has been improving after using problem posing approach. It is showed by the behavior's criteria of students that has increasing result from the average in first period to high in second period. Furthermore, the percentage of test result is also improve from 68,75% in first period to 78,13% in second period. On the other hand, the implementation of learning observation by using problem posing approach has also improving and it is showed by the average percentage of teacher's achievement in first period is 89,2% and student's achievement 85,8%. These results get increase in second period for both teacher and students' achievement which are 94,4% and 91,11%. As a result, students' behavior toward math learning process in class VIII has been improving by using problem posing approach.
The Role of Visual Learning in Improving Students' High-Order Thinking Skills

Science.gov (United States)

Raiyn, Jamal

2016-01-01

Various concepts have been introduced to improve students' analytical thinking skills based on problem based learning (PBL). This paper introduces a new concept to increase student's analytical thinking skills based on a visual learning strategy. Such a strategy has three fundamental components: a teacher, a student, and a learning process. The…
Transfer learning improves supervised image segmentation across imaging protocols.

Science.gov (United States)

van Opbroek, Annegreet; Ikram, M Arfan; Vernooij, Meike W; de Bruijne, Marleen

2015-05-01

The variation between images obtained with different scanners or different imaging protocols presents a major challenge in automatic segmentation of biomedical images. This variation especially hampers the application of otherwise successful supervised-learning techniques which, in order to perform well, often require a large amount of labeled training data that is exactly representative of the target data. We therefore propose to use transfer learning for image segmentation. Transfer-learning techniques can cope with differences in distributions between training and target data, and therefore may improve performance over supervised learning for segmentation across scanners and scan protocols. We present four transfer classifiers that can train a classification scheme with only a small amount of representative training data, in addition to a larger amount of other training data with slightly different characteristics. The performance of the four transfer classifiers was compared to that of standard supervised classification on two magnetic resonance imaging brain-segmentation tasks with multi-site data: white matter, gray matter, and cerebrospinal fluid segmentation; and white-matter-/MS-lesion segmentation. The experiments showed that when there is only a small amount of representative training data available, transfer learning can greatly outperform common supervised-learning approaches, minimizing classification errors by up to 60%.
Lactobacillus helveticus-fermented milk improves learning and memory in mice.

Science.gov (United States)

Ohsawa, Kazuhito; Uchida, Naoto; Ohki, Kohji; Nakamura, Yasunori; Yokogoshi, Hidehiko

2015-07-01

To investigate the effects of Calpis sour milk whey, a Lactobacillus helveticus-fermented milk product, on learning and memory. We evaluated improvement in scopolamine-induced memory impairment using the spontaneous alternation behaviour test, a measure of short-term memory. We also evaluated learning and working memory in mice using the novel object recognition test, which does not involve primary reinforcement (food or electric shocks). A total of 195 male ddY mice were used in the spontaneous alternation behaviour test and 60 in the novel object recognition test. Forced orally administered Calpis sour milk whey powder (200 and 2000 mg/kg) significantly improved scopolamine-induced cognitive impairments (P memory (2000 mg/kg; P learning and memory in healthy human subjects; however, human clinical studies are necessary.
Improving Workplace Learning of Lifelong Learning Sector Trainee Teachers in the UK

Science.gov (United States)

Maxwell, Bronwen

2014-01-01

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…
The use of an active learning approach in a SCALE-UP learning space improves academic performance in undergraduate General Biology.

Science.gov (United States)

Hacisalihoglu, Gokhan; Stephens, Desmond; Johnson, Lewis; Edington, Maurice

2018-01-01

Active learning is a pedagogical approach that involves students engaging in collaborative learning, which enables them to take more responsibility for their learning and improve their critical thinking skills. While prior research examined student performance at majority universities, this study focuses on specifically Historically Black Colleges and Universities (HBCUs) for the first time. Here we present work that focuses on the impact of active learning interventions at Florida A&M University, where we measured the impact of active learning strategies coupled with a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) learning environment on student success in General Biology. In biology sections where active learning techniques were employed, students watched online videos and completed specific activities before class covering information previously presented in a traditional lecture format. In-class activities were then carefully planned to reinforce critical concepts and enhance critical thinking skills through active learning techniques such as the one-minute paper, think-pair-share, and the utilization of clickers. Students in the active learning and control groups covered the same topics, took the same summative examinations and completed identical homework sets. In addition, the same instructor taught all of the sections included in this study. Testing demonstrated that these interventions increased learning gains by as much as 16%, and students reported an increase in their positive perceptions of active learning and biology. Overall, our results suggest that active learning approaches coupled with the SCALE-UP environment may provide an added opportunity for student success when compared with the standard modes of instruction in General Biology.
Improving Preservice Teachers' Self-Efficacy through Service Learning: Lessons Learned

Science.gov (United States)

Bernadowski, Carianne; Perry, Ronald; Del Greco, Robert

2013-01-01

University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura's theory of self-efficacy, this study examines the effects service…
Organisational learning: A tool for continuous improvement of the organization

International Nuclear Information System (INIS)

Santos, J. L.; Esteban, M. J.

2013-01-01

We are used to hear a success company in today's world is not possible unless a continuous improvement is developed. How can we be successful in the nuclear plant? We have to achieve safety for workers, people and environment in the first step, and for the second step availability and reliability for systems and components to avoid failure of components that could reduce availability. The aim is to search for new measures to reach this way. One of the improvements implemented in the plants to improve continuously was mainly Operating Experience activities, which was based in event analysis in the plants, causes identification, and to implement corrective actions. For External Operating Experience the aim was to learn from others to avoid occurrence of events in our plants. This was the lessons learned from Three Mile Island event. This was the learning process implemented so far, to get a continuous improvement. So far, the developed capabilities for process improvement follow the Operating Experience process that could be considered classical and will be revitalized nowadays. (Author)
What if Learning Analytics Were Based on Learning Science?

Science.gov (United States)

Marzouk, Zahia; Rakovic, Mladen; Liaqat, Amna; Vytasek, Jovita; Samadi, Donya; Stewart-Alonso, Jason; Ram, Ilana; Woloshen, Sonya; Winne, Philip H.; Nesbit, John C.

2016-01-01

Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students' decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning…

Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning strategy

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M Sudirman

2017-12-01

Full Text Available This research is quasi experiment with control group pretest-postest design. The sampel in this research using the techique of purposive sampling so the samples used were two classes of the 11th grade students of SMAN 14 Bandung in the academic year 2017/2018. The experiment group uses saintific approach using Quantum Learning strategy and control group uses saintific approach. In collecting the data the researcher will use the test of problem solving ability and self regulated learning as the instrument. The aims of this research are to:1find out the improvement of students mathematical problem solving through scientific approach using Quantum Learning study, 2 find out students self regulated learning through scientific approach using Quantum Learning.
Machine Learning for Treatment Assignment: Improving Individualized Risk Attribution.

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Weiss, Jeremy; Kuusisto, Finn; Boyd, Kendrick; Liu, Jie; Page, David

2015-01-01

Clinical studies model the average treatment effect (ATE), but apply this population-level effect to future individuals. Due to recent developments of machine learning algorithms with useful statistical guarantees, we argue instead for modeling the individualized treatment effect (ITE), which has better applicability to new patients. We compare ATE-estimation using randomized and observational analysis methods against ITE-estimation using machine learning, and describe how the ITE theoretically generalizes to new population distributions, whereas the ATE may not. On a synthetic data set of statin use and myocardial infarction (MI), we show that a learned ITE model improves true ITE estimation and outperforms the ATE. We additionally argue that ITE models should be learned with a consistent, nonparametric algorithm from unweighted examples and show experiments in favor of our argument using our synthetic data model and a real data set of D-penicillamine use for primary biliary cirrhosis.
Replacing Lecture with Peer-led Workshops Improves Student Learning

OpenAIRE

Preszler, Ralph W.

2009-01-01

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

Science.gov (United States)

2014-01-01

Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365
The development of learning materials based on core model to improve students’ learning outcomes in topic of Chemical Bonding

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Avianti, R.; Suyatno; Sugiarto, B.

2018-04-01

This study aims to create an appropriate learning material based on CORE (Connecting, Organizing, Reflecting, Extending) model to improve students’ learning achievement in Chemical Bonding Topic. This study used 4-D models as research design and one group pretest-posttest as design of the material treatment. The subject of the study was teaching materials based on CORE model, conducted on 30 students of Science class grade 10. The collecting data process involved some techniques such as validation, observation, test, and questionnaire. The findings were that: (1) all the contents were valid, (2) the practicality and the effectiveness of all the contents were good. The conclusion of this research was that the CORE model is appropriate to improve students’ learning outcomes for studying Chemical Bonding.
Improved Extreme Learning Machine and Its Application in Image Quality Assessment

Directory of Open Access Journals (Sweden)

Li Mao

2014-01-01

Full Text Available Extreme learning machine (ELM is a new class of single-hidden layer feedforward neural network (SLFN, which is simple in theory and fast in implementation. Zong et al. propose a weighted extreme learning machine for learning data with imbalanced class distribution, which maintains the advantages from original ELM. However, the current reported ELM and its improved version are only based on the empirical risk minimization principle, which may suffer from overfitting. To solve the overfitting troubles, in this paper, we incorporate the structural risk minimization principle into the (weighted ELM, and propose a modified (weighted extreme learning machine (M-ELM and M-WELM. Experimental results show that our proposed M-WELM outperforms the current reported extreme learning machine algorithm in image quality assessment.
Improving Curriculum through Blended Learning Pedagogy

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Darojat, Ojat

2016-01-01

This paper is a study of blended learning pedagogy in open and distance learning (ODL), involving two universities in Southeast Asia, STOU Thailand and UT Indonesia. The purpose of this study is to understand the issues related to the implementation of blended-learning pedagogy. Qualitative case study was employed to optimize my understanding of…
Improved Extreme Learning Machine and Its Application in Image Quality Assessment

OpenAIRE

Mao, Li; Zhang, Lidong; Liu, Xingyang; Li, Chaofeng; Yang, Hong

2014-01-01

Extreme learning machine (ELM) is a new class of single-hidden layer feedforward neural network (SLFN), which is simple in theory and fast in implementation. Zong et al. propose a weighted extreme learning machine for learning data with imbalanced class distribution, which maintains the advantages from original ELM. However, the current reported ELM and its improved version are only based on the empirical risk minimization principle, which may suffer from overfitting. To solve the overfitting...
Using a NIATx based local learning collaborative for performance improvement.

Science.gov (United States)

Roosa, Mathew; Scripa, Joseph S; Zastowny, Thomas R; Ford, James H

2011-11-01

Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county's experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. Copyright © 2011 Elsevier Ltd. All rights reserved.
From Learning Cultures to Educational Cultures: Values and Judgements in Educational Research and Educational Improvement

Science.gov (United States)

Biesta, Gert

2011-01-01

This article outlines a new approach to the study of learning and the improvement of education. The approach consists of two elements: a theory of learning cultures and a cultural theory of learning. Learning cultures are different from learning contexts or learning environments in that they are to be understood as the social practices through…
Utilising learning environment assessments to improve teaching ...

African Journals Online (AJOL)

We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class?
M-Learning: The New Horizon of Learning at SQU

Directory of Open Access Journals (Sweden)

Z. Al-Khanjari

2014-12-01

Full Text Available M-learning extends the theory and practice of learning and mobility in converging technological environments. Developing a smart course in order to improve the standard of education at Sultan Qaboos University (SQU is one of the main aims of the current authors. This proposal requires developing innovative applications for ubiquitous, mobile technologies for learning. This kind of development covers new educational and technological methods and concepts for supporting formal and informal learning. SQU is currently using Moodle as the open source e-learning management system to support and enhance traditional learning. Although elearning in SQU has proven its importance in enhancing traditional learning, it is limited to areas and locations where a personal computer exists. This constraint is a burden to many e-learning users who are staff or students, especially if they live in rural areas of Oman. To overcome this drawback, an investigative survey of the importance of m-learning was designed and distributed to SQU students. The results showed that almost all students favored and supported the idea and requested the implementation of a m-learning application. As a step forward, this paper proposes an extension for e-learning—a new m-learning tool to support learners who use mobile device technologies. Our goal in introducing m-learning at SQU is not to replace e-learning but to complement and improve it so both modalities are available, since each grants certain advantages to users.
APPLICATION OF COOPERATIVE LEARNING MODEL INDEX CARD MATCH TYPE IN IMPROVING STUDENT LEARNING RESULTS ON COMPOSITION AND COMPOSITION FUNCTIONS OF FUNCTIONS INVERS IN MAN 1 MATARAM

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Syahrir Syahrir

2017-12-01

Full Text Available Lack of student response in learning mathematics caused by passive of student in process of learning progress so that student consider mathematics subject is difficult subject to be understood. The research is Classroom Action Research (PTK using 2 cycles, then the purpose of this research is how the implementation of cooperative learning type of index card match in improving student learning outcomes on the subject matter of composition function and inverse function in MAN 1 Mataram. While the results of the analysis in the study showed that there is in cycle I obtained classical completeness 78.79% with the average score of student learning outcomes 69.78 and the average value of student learning responses with the category Enough, then in cycle II shows that classical thoroughness 87 , 89% with mean score of student learning result 78,94 and average value of student learning response with good category. So it can be concluded that the implementation of Model Cooperative Learning Type Index Card Match can improve student learning outcomes on the subject matter of composition function and inverse function.
Courseware Development with Animated Pedagogical Agents in Learning System to Improve Learning Motivation

Science.gov (United States)

Chin, Kai-Yi; Hong, Zeng-Wei; Huang, Yueh-Min; Shen, Wei-Wei; Lin, Jim-Min

2016-01-01

The addition of animated pedagogical agents (APAs) in computer-assisted learning (CAL) systems could successfully enhance students' learning motivation and engagement in learning activities. Conventionally, the APA incorporated multimedia materials are constructed through the cooperation of teachers and software programmers. However, the thinking…
An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

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Kumar Yelamarthi

2016-12-01

Full Text Available Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.
School Improvement Model to Foster Student Learning

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Rulloda, Rudolfo Barcena

2011-01-01

Many classroom teachers are still using the traditional teaching methods. The traditional teaching methods are one-way learning process, where teachers would introduce subject contents such as language arts, English, mathematics, science, and reading separately. However, the school improvement model takes into account that all students have…
IMPROVEMENT OF RECOGNITION QUALITY IN DEEP LEARNING NETWORKS BY SIMULATED ANNEALING METHOD

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A. S. Potapov

2014-09-01

Full Text Available The subject of this research is deep learning methods, in which automatic construction of feature transforms is taken place in tasks of pattern recognition. Multilayer autoencoders have been taken as the considered type of deep learning networks. Autoencoders perform nonlinear feature transform with logistic regression as an upper classification layer. In order to verify the hypothesis of possibility to improve recognition rate by global optimization of parameters for deep learning networks, which are traditionally trained layer-by-layer by gradient descent, a new method has been designed and implemented. The method applies simulated annealing for tuning connection weights of autoencoders while regression layer is simultaneously trained by stochastic gradient descent. Experiments held by means of standard MNIST handwritten digit database have shown the decrease of recognition error rate from 1.1 to 1.5 times in case of the modified method comparing to the traditional method, which is based on local optimization. Thus, overfitting effect doesn’t appear and the possibility to improve learning rate is confirmed in deep learning networks by global optimization methods (in terms of increasing recognition probability. Research results can be applied for improving the probability of pattern recognition in the fields, which require automatic construction of nonlinear feature transforms, in particular, in the image recognition. Keywords: pattern recognition, deep learning, autoencoder, logistic regression, simulated annealing.
Promoting Continuous Quality Improvement in the Alabama Child Health Improvement Alliance Through Q-Sort Methodology and Learning Collaboratives.

Science.gov (United States)

Fifolt, Matthew; Preskitt, Julie; Rucks, Andrew; Corvey, Kathryn; Benton, Elizabeth Cason

Q-sort methodology is an underutilized tool for differentiating among multiple priority measures. The authors describe steps to identify, delimit, and sort potential health measures and use selected priority measures to establish an overall agenda for continuous quality improvement (CQI) activities within learning collaboratives. Through an iterative process, the authors vetted a list of potential child and adolescent health measures. Multiple stakeholders, including payers, direct care providers, and organizational representatives sorted and prioritized measures, using Q-methodology. Q-methodology provided the Alabama Child Health Improvement Alliance (ACHIA) an objective and rigorous approach to system improvement. Selected priority measures were used to design learning collaboratives. An open dialogue among stakeholders about state health priorities spurred greater organizational buy-in for ACHIA and increased its credibility as a statewide provider of learning collaboratives. The integrated processes of Q-sort methodology, learning collaboratives, and CQI offer a practical yet innovative way to identify and prioritize state measures for child and adolescent health and establish a learning agenda for targeted quality improvement activities.

Crocin Improved Learning and Memory Impairments in Streptozotocin-Induced Diabetic Rats

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Esmaeal Tamaddonfard

2013-01-01

Full Text Available Objective(s: Crocin influences many biological functions including memory and learning. The present study was aimed to investigate the effects of crocin on learning and memory impairments in streptozotocine-induced diabetic rats. Materials and Methods: Diabetes was induced by intraperitoneal (IP injection of streptozotocin (STZ, 45 mg/kg. Transfer latency (TL paradigm in elevated plus-maze (EPM was used as an index of learning and memory. Plasma levels of total antioxidant capacity (TAC and malondialdehyde (MDA, blood levels of glucose, and serum concentrations of insulin were measured. The number of hippocampal neurons was also counted. Results: STZ increased acquisition transfer latency (TL1 and retention transfer latency (TL2, and MDA, decreased transfer latency shortening (TLs and TCA, produced hyperglycemia and hypoinsulinemia, and reduced the number of neurons in the hippocampus. Learning and memory impairments and blood TCA, MDA, glucose, and insulin changes induced by streptozotocin were improved with long-term IP injection of crocin at doses of 15 and 30 mg/kg. Crocin prevented hippocampal neurons number loss in diabetic rats. Conclusion: The results indicate that oxidative stress, hyperglycemia, hypoinsulinemia, and reduction of hippocampal neurons may be involved in learning and memory impairments in STZ-induced diabetic rats. Antioxidant, antihyperglycemic, antihypoinsulinemic, and neuroprotective activities of crocin might be involved in improving learning and memory impairments.
E-Portfolio improving learning in methematics pre-service teacher

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Marcelo Almeida

2012-06-01

Full Text Available This research is focused on dimensions of mathematical thinking among preservice teachers learning through the use of e-Portfolios. The data came from portfolios created and reconstructed by future mathematics teachers. Their process of reviewing and republishing pages through the Internet was constantly saved and reviewed in turn by the researchers. Seven case studies were conducted. Results stress the importance of the use of ICT by pre-service teachers as an interface to become more reflective about their learning and to improve their knowledge. Besides being a tool to recognize different dimensions (technological, conceptual and communicative the e-Portfolios were a powerful resource for creating, publicizing ideas, and learning mathematics in different ways. The article also presents some methodological issues
Measurable improvement in patient safety culture: A departmental experience with incident learning.

Science.gov (United States)

Kusano, Aaron S; Nyflot, Matthew J; Zeng, Jing; Sponseller, Patricia A; Ermoian, Ralph; Jordan, Loucille; Carlson, Joshua; Novak, Avrey; Kane, Gabrielle; Ford, Eric C

2015-01-01

Rigorous use of departmental incident learning is integral to improving patient safety and quality of care. The goal of this study was to quantify the impact of a high-volume, departmental incident learning system on patient safety culture. A prospective, voluntary, electronic incident learning system was implemented in February 2012 with the intent of tracking near-miss/no-harm incidents. All incident reports were reviewed weekly by a multiprofessional team with regular department-wide feedback. Patient safety culture was measured at baseline with validated patient safety culture survey questions. A repeat survey was conducted after 1 and 2 years of departmental incident learning. Proportional changes were compared by χ(2) or Fisher exact test, where appropriate. Between 2012 and 2014, a total of 1897 error/near-miss incidents were reported, representing an average of 1 near-miss report per patient treated. Reports were filed by a cross section of staff, with the majority of incidents reported by therapists, dosimetrists, and physicists. Survey response rates at baseline and 1 and 2 years were 78%, 80%, and 80%, respectively. Statistically significant and sustained improvements were noted in several safety metrics, including belief that the department was openly discussing ways to improve safety, the sense that reports were being used for safety improvement, and the sense that changes were being evaluated for effectiveness. None of the surveyed dimensions of patient safety culture worsened. Fewer punitive concerns were noted, with statistically significant decreases in the worry of embarrassment in front of colleagues and fear of getting colleagues in trouble. A comprehensive incident learning system can identify many areas for improvement and is associated with significant and sustained improvements in patient safety culture. These data provide valuable guidance as incident learning systems become more widely used in radiation oncology. Copyright © 2015
Online transfer learning with extreme learning machine

Science.gov (United States)

Yin, Haibo; Yang, Yun-an

2017-05-01

In this paper, we propose a new transfer learning algorithm for online training. The proposed algorithm, which is called Online Transfer Extreme Learning Machine (OTELM), is based on Online Sequential Extreme Learning Machine (OSELM) while it introduces Semi-Supervised Extreme Learning Machine (SSELM) to transfer knowledge from the source to the target domain. With the manifold regularization, SSELM picks out instances from the source domain that are less relevant to those in the target domain to initialize the online training, so as to improve the classification performance. Experimental results demonstrate that the proposed OTELM can effectively use instances in the source domain to enhance the learning performance.
Learning leadership skills in practice through quality improvement.

Science.gov (United States)

Gamble, James; Vaux, Emma

2014-02-01

The development of leadership skills in doctors in training is essential to support both their professional development and the future supply of clinical leaders the NHS so desperately needs. There is, however, limited opportunity in current training programmes for trainees to learn and develop these skills, and what opportunity there is has often focused on management rather than leadership skills. Involvement in trainee-led supported quality improvement projects can teach these skills. We summarise the current limitations in leadership training and discuss how the College's 'Learning To Make a Difference' programme, and others like it, are helping to teach leadership.
A User-Centered Educational Modeling Language Improving the Controllability of Learning Design Quality

Science.gov (United States)

Zendi, Asma; Bouhadada, Tahar; Bousbia, Nabila

2016-01-01

Semiformal EMLs are developed to facilitate the adoption of educational modeling languages (EMLs) and to address practitioners' learning design concerns, such as reusability and readability. In this article, SDLD (Structure Dialogue Learning Design) is presented, which is a semiformal EML that aims to improve controllability of learning design…
AN ADAPTIVE ACO-DRIVEN SCHEME FOR LEARNING AIM ORIENTED PERSONALIZED E-LEARNING

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Sushma Hans

2014-10-01

Full Text Available The e-learning paradigm is now a well-established vehicle of modern education. It caters to a wide spectrum of students with diverse backgrounds who enroll with their own learning aims. A core challenge under this scenario is to generate personalized learning paths so that each student can achieve her learning aim most effectively. Prior works used static attributes such as prior knowledge level, learning ability, browsing preferences, learning style etc. to generate personalized learning paths. In this paper, we take an entirely new route by taking into account the continuous improvement of a learner in the light of her own learning aim, to redefine her learning path at each level of the course. We introduce the concept of personalized examination system that systematically evaluates the dynamic learning ability of every student according to her pre-set goals. The proposed intelligent e-learning system uses Ant Colony Optimization to iteratively optimize the forward learning paths. Experimental results reveal that the system is able to tap a student’s improved learning ability to choose more difficult paths that contribute highly towards her own aims. We demonstrate that the overall learning success of weaker students doubles as compared to statically generated paths while there is considerable improvement of 50% in the learning success for average students as well. This clearly indicates that our approach gives realistic benefits to initially weak students who gradually evolve as the course progresses.
Filtering sensory information with XCSF: improving learning robustness and robot arm control performance.

Science.gov (United States)

Kneissler, Jan; Stalph, Patrick O; Drugowitsch, Jan; Butz, Martin V

2014-01-01

It has been shown previously that the control of a robot arm can be efficiently learned using the XCSF learning classifier system, which is a nonlinear regression system based on evolutionary computation. So far, however, the predictive knowledge about how actual motor activity changes the state of the arm system has not been exploited. In this paper, we utilize the forward velocity kinematics knowledge of XCSF to alleviate the negative effect of noisy sensors for successful learning and control. We incorporate Kalman filtering for estimating successive arm positions, iteratively combining sensory readings with XCSF-based predictions of hand position changes over time. The filtered arm position is used to improve both trajectory planning and further learning of the forward velocity kinematics. We test the approach on a simulated kinematic robot arm model. The results show that the combination can improve learning and control performance significantly. However, it also shows that variance estimates of XCSF prediction may be underestimated, in which case self-delusional spiraling effects can hinder effective learning. Thus, we introduce a heuristic parameter, which can be motivated by theory, and which limits the influence of XCSF's predictions on its own further learning input. As a result, we obtain drastic improvements in noise tolerance, allowing the system to cope with more than 10 times higher noise levels.
E-learning and blended learning in orthodontic education

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Avinash Kumar

2017-01-01

Full Text Available The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student's attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.
Learning to improve path planning performance

International Nuclear Information System (INIS)

Chen, Pang C.

1995-04-01

In robotics, path planning refers to finding a short. collision-free path from an initial robot configuration to a desired configuratioin. It has to be fast to support real-time task-level robot programming. Unfortunately, current planning techniques are still too slow to be effective, as they often require several minutes, if not hours of computation. To remedy this situation, we present and analyze a learning algorithm that uses past experience to increase future performance. The algorithm relies on an existing path planner to provide solutions to difficult tasks. From these solutions, an evolving sparse network of useful robot configurations is learned to support faster planning. More generally, the algorithm provides a speedup-learning framework in which a slow but capable planner may be improved both cost-wise and capability-wise by a faster but less capable planner coupled with experience. The basic algorithm is suitable for stationary environments, and can be extended to accommodate changing environments with on-demand experience repair and object-attached experience abstraction. To analyze the algorithm, we characterize the situations in which the adaptive planner is useful, provide quantitative bounds to predict its behavior, and confirm our theoretical results with experiments in path planning of manipulators. Our algorithm and analysis are sufficiently, general that they may also be applied to other planning domains in which experience is useful
Case-based learning in VTLE: An effective strategy for improving learning design

OpenAIRE

Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

2014-01-01

This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...
Experiential Learning Model on Entrepreneurship Subject to Improve Students’ Soft Skills

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Lina Rifda Naufalin

2016-06-01

Full Text Available This research aims to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in the year of 2015/2016. Findings show that the experiential learning model could improve students’ soft skills. The research showed that there is increased at the dimension of confidence by 52.1%, result-oriented by 22.9%, being courageous to take risks by 10.4%, leadership by 12.5%, originality by 10.4%, and future-oriented by 18.8%. It could be concluded that the experiential learning model is effective model to improve students’ soft skills on entrepreneurship subject. Dimension of confidence has the highest rise. Students’ soft skills are shaped through the continuous stimulus when they get involved at the implementation.
Undergraduate teaching in geriatric medicine using computer-aided learning improves student performance in examinations.

Science.gov (United States)

Daunt, Laura A; Umeonusulu, Patience I; Gladman, John R F; Blundell, Adrian G; Conroy, Simon P; Gordon, Adam L

2013-07-01

computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.
Quality Improvement and Learning in Productive Systems

OpenAIRE

Charles H. Fine

1986-01-01

Recent interest in product quality suggests that effort devoted to improving the quality of manufactured products may reduce unit costs. This conjecture---that improving quality can lower costs---challenges the traditional assumption that unit costs increase with increased quality assurance activities and has significant implications for quality management. By introducing the idea of a quality-based learning curve, this paper links the previously disjoint literatures of quality control and le...
A blended learning program on undergraduate nursing students' learning of electrocardiography.

Science.gov (United States)

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

2006-01-01

This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.
An implementation of 7E Learning Cycle Model to Improve Student Self-esteem

Science.gov (United States)

Firdaus, F.; Priatna, N.; Suhendra, S.

2017-09-01

One of the affective factors that affect student learning outcomes is student self-esteem in mathematics, learning achievement and self-esteem influence each other. The purpose of this research is to know whether self-esteem students who get 7E learning cycle model is better than students who get conventional learning. This research method is a non-control group design. Based on the results obtained that the normal and homogeneous data so that the t test and from the test results showed there are significant differences in self-esteem students learning with 7E learning cycle model compared with students who get conventional learning. The implications of the results of this study are that students should be required to conduct many discussions, presentations and evaluations on classroom activities as these learning stages can improve students’ self-esteem especially pride in the results achieved.
Machine-Learning Research

OpenAIRE

Dietterich, Thomas G.

1997-01-01

Machine-learning research has been making great progress in many directions. This article summarizes four of these directions and discusses some current open problems. The four directions are (1) the improvement of classification accuracy by learning ensembles of classifiers, (2) methods for scaling up supervised learning algorithms, (3) reinforcement learning, and (4) the learning of complex stochastic models.
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.
Effects of Using Online Tools in Improving Regulation of the Teaching-Learning Process

Science.gov (United States)

de la Fuente, Jesus; Cano, Francisco; Justicia, Fernando; Pichardo, Maria del Carmen; Garcia-Berben, Ana Belen; Martinez-Vicente, Jose Manuel; Sander, Paul

2007-01-01

Introduction: The current panorama of Higher Education reveals a need to improve teaching and learning processes taking place there. The rise of the information society transforms how we organize learning and transmit knowledge. On this account, teaching-learning processes must be enhanced, the role of teachers and students must be evaluated, and…
Discovery learning model with geogebra assisted for improvement mathematical visual thinking ability

Science.gov (United States)

Juandi, D.; Priatna, N.

2018-05-01

The main goal of this study is to improve the mathematical visual thinking ability of high school student through implementation the Discovery Learning Model with Geogebra Assisted. This objective can be achieved through study used quasi-experimental method, with non-random pretest-posttest control design. The sample subject of this research consist of 62 senior school student grade XI in one of school in Bandung district. The required data will be collected through documentation, observation, written tests, interviews, daily journals, and student worksheets. The results of this study are: 1) Improvement students Mathematical Visual Thinking Ability who obtain learning with applied the Discovery Learning Model with Geogebra assisted is significantly higher than students who obtain conventional learning; 2) There is a difference in the improvement of students’ Mathematical Visual Thinking ability between groups based on prior knowledge mathematical abilities (high, medium, and low) who obtained the treatment. 3) The Mathematical Visual Thinking Ability improvement of the high group is significantly higher than in the medium and low groups. 4) The quality of improvement ability of high and low prior knowledge is moderate category, in while the quality of improvement ability in the high category achieved by student with medium prior knowledge.

COOPERATIVE LEARNING IN DISTANCE LEARNING: A MIXED METHODS STUDY

Directory of Open Access Journals (Sweden)

Lori Kupczynski

2012-07-01

Full Text Available Distance learning has facilitated innovative means to include Cooperative Learning (CL in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student participants. Quantitative results revealed no significant difference on student success between CL and Traditional formats. The qualitative data revealed that students in the cooperative learning groups found more learning benefits than the Traditional group. The study will benefit instructors and students in distance learning to improve teaching and learning practices in a virtual classroom.
A Qualitative Study to Improve the Student Learning Experience

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Jastania, Raid A.; Balata, Gehan F.; Abd El-Hady, Mohamed I. S.; Gouda, Ahmad; Abd El-Wahab, Mohamad; Mohamad, Abeer S.; Ibrahim, Nashwa M.; Beshr, Eman; Mahdi, Abeer Y.; Mousa, Rabab; Tag, Batool F.; Hisham, Hadeel; El-Sofiani, Ibtehal

2017-01-01

Purpose: For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define--measure--analyse--improve--control (DMAIC) methodology, to improve students' satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.…
Action Research to Improve the Learning Space for Diagnostic Techniques

Directory of Open Access Journals (Sweden)

Ellen Ariel

2015-08-01

Full Text Available The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001, it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed.
Action Research to Improve the Learning Space for Diagnostic Techniques.

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Ariel, Ellen; Owens, Leigh

2015-12-01

The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of "knowledge" and "understanding." The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education.
Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

Energy Technology Data Exchange (ETDEWEB)

Shin, Jae Goo; Park, Soo Jin [Daegu Health College, Daegu (Korea, Republic of); Kim, Yon Min [Dept. of Radiotechnology, Wonkwang Health Science University, Iksan (Korea, Republic of)

2016-12-15

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.
Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

International Nuclear Information System (INIS)

Shin, Jae Goo; Park, Soo Jin; Kim, Yon Min

2016-01-01

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods
Edmodo social learning network for elementary school mathematics learning

Science.gov (United States)

Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

2017-12-01

A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.
Improving the learning of clinical reasoning through computer-based cognitive representation.

Science.gov (United States)

Wu, Bian; Wang, Minhong; Johnson, Janice M; Grotzer, Tina A

2014-01-01

Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. A significant improvement was found in students' learning products from the beginning to the end of the study, consistent with students' report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction.
Collaborative activities for improving the quality of science teaching and learning and learning to teach science

Science.gov (United States)

Tobin, Kenneth

2012-03-01

I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.
Understanding Learning Style by Eye Tracking in Slide Video Learning

Science.gov (United States)

Cao, Jianxia; Nishihara, Akinori

2012-01-01

More and more videos are now being used in e-learning context. For improving learning effect, to understand how students view the online video is important. In this research, we investigate how students deploy their attention when they learn through interactive slide video in the aim of better understanding observers' learning style. Felder and…
Learning how to learn: Meta-learning strategies for the challenges of learning pharmacology.

Science.gov (United States)

Alton, Suzanne

2016-03-01

Nursing students have difficulty with pharmacology courses because of the complicated nomenclature and the difficulty of applying drug information to actual patient care. As part of a new pharmacology course being created, meta-learning strategies designed to diminish the difficulties of learning this difficult content were part of the course pedagogy. Strategies were demonstrated, reviewed in class, and implemented through homework assignments. The setting was an Academic Health Center's School of Nursing in the southern United States. Participants were third-year nursing students in an undergraduate nursing program. Surveys of students' opinions of learning gains were conducted at the end of the course over several semesters. In addition, pharmacology scores on a standardized exit exam were compared prior to implementing the course and after. Students reported learning dry material more easily, having greater confidence, and finding substantial value in the learning strategies. Students indicated the most helpful strategies, in descending order, as follows: making charts to compare and contrast drugs and drug classes, writing out drug flash cards, making or reviewing creative projects, prioritizing information, making or using visual study aids, and using time and repetition to space learning. Implementation of the new course improved pharmacology scores on a standardized exit exam from 67.0% to 74.3%. Overall response to learning strategies was positive, and the increase in the pharmacology standardized exit exam scores demonstrated the effectiveness of this instructional approach. Copyright © 2016 Elsevier Ltd. All rights reserved.
Learning and improvement in product innovation processes: Enabling behaviors

NARCIS (Netherlands)

Gieskes, J.F.B.; Langenberg, Ilse

2001-01-01

Product Innovation is described as a continuous and cross-functional process involving all stages in the product life cycle. This approach gives way to study product innovation processes from a continuous improvement and learning viewpoint. The Continuous Improvement in the global product MAnagement
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.
A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

OpenAIRE

Nur Rokhimah Hanik, Anwari Adi Nugroho

2015-01-01

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

OpenAIRE

Simmonds, Anna J.

2015-01-01

Rapid vocal motor learning is observed when acquiring a language in early childhood, or learning to speak another language later in life. Accurate pronunciation is one of the hardest things for late learners to master and they are almost always left with a non-native accent. Here, I propose a novel hypothesis that this accent could be improved by optimizing variability in vocal learning brain circuits during learning. Much of the neurobiology of human vocal motor learning has been inferred fr...
Adaptive Learning and Thinking Style to Improve E-Learning Environment Using Neural Network (ALTENN) Model

OpenAIRE

Dagez, Hanan Ettaher; Ambarka, Ali Elghali

2015-01-01

In recent years we have witnessed an increasingly heightened awareness of the potential benefits of adaptively in e-learning. This has been mainly driven by the realization that the ideal of individualized learning (i.e., learning tailored to the specific requirements and preferences of the individual) cannot be achieved, especially at a “massive” scale, using traditional approaches. In e-learning when the learning style of the student is not compatible with the teaching style of the teacher...
A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

Science.gov (United States)

Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

2015-01-01

Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…
Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

Science.gov (United States)

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

2011-01-01

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

Science.gov (United States)

Hyun, Jung; Ediger, Ruth; Lee, Donghun

2017-01-01

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

Applying cheerful disco learning for improving of motivation and learning result of PKn in grade viii c students junior high school 1 Kebumen in second semester 2013/2014 academic years

Directory of Open Access Journals (Sweden)

Siti Makmuroh

2017-06-01

Full Text Available The aim of this classroom action research is to improve students’ learning motivation, learning result of PKn on Basic Competence of Describing Indonesian Government System and the Roles of the State Institutions as the Sovereignty Executive and the characters of Grade VIII C Students of Junior High School 1 of Kebumen in Second Semester of Academic Year 2013/2014 by applying CHEERFUL DISCO learning method. The research is a classroom action research conducted in two cycles; each cycle of which includes planning, conducting, observation, and reflection. The result of the research shows that the learning method was able to improve the students’ learning motivation in learning activities from 62.37% in pre cycle to 73.74% in the first cycle, then from 78.91% in the second cycle, improved the PKn learning achievement in mastering concept of the ability to describe Indonesian Government System and the Roles of the State Institutions as the Sovereignty Executive, which can be seen that the students’ achievement test result is improving in average from 78.18 with 54.55% of mastery learning in pre cycle to 83.23 with 72.73% of mastery learning in the first cycle, then it was improved to 86.59 in average with 81.82% of mastery learning in the second cycle.
An improved segmentation-based HMM learning method for Condition-based Maintenance

International Nuclear Information System (INIS)

Liu, T; Lemeire, J; Cartella, F; Meganck, S

2012-01-01

In the domain of condition-based maintenance (CBM), persistence of machine states is a valid assumption. Based on this assumption, we present an improved Hidden Markov Model (HMM) learning algorithm for the assessment of equipment states. By a good estimation of initial parameters, more accurate learning can be achieved than by regular HMM learning methods which start with randomly chosen initial parameters. It is also better in avoiding getting trapped in local maxima. The data is segmented with a change-point analysis method which uses a combination of cumulative sum charts (CUSUM) and bootstrapping techniques. The method determines a confidence level that a state change happens. After the data is segmented, in order to label and combine the segments corresponding to the same states, a clustering technique is used based on a low-pass filter or root mean square (RMS) values of the features. The segments with their labelled hidden state are taken as 'evidence' to estimate the parameters of an HMM. Then, the estimated parameters are served as initial parameters for the traditional Baum-Welch (BW) learning algorithms, which are used to improve the parameters and train the model. Experiments on simulated and real data demonstrate that both performance and convergence speed is improved.
Effectiveness of Memantine in Improvement of Cognitive Deficits in Specific Learning Disorder

Directory of Open Access Journals (Sweden)

Elham Ahmadi Zahrani

2016-12-01

Full Text Available Abstract Background: Specific learning disorder is a neurodevelopmental disorder characterized by persistent difficulties in learning academic skills in reading, written expression, or mathematics. This study was performed to investigate the effectiveness of memantine in the relief of cognitive deficits (selective attention, sustained attention, and working memory in specific learning disorder. Materials and Methods: This study is a clinical trial. Of all children 8-12 years referred to Amir Kabir Hospital 94 patients diagnosed with specific learning disorder based on DSMV diagnostic interview referred by specialist and randomly divided by two groups, memantine and placebo. Cognitive deficits before and after treatment were measured with continuous performance test, Stroop test and Wechsler Digit Span forward and reverse and Corsi test. Results: Multivariate analysis of variance showed a significant difference in error when answering, omission answer and corrected answer in continuous performance test, but this difference is not significant in response time. Difference in forward, reverse and collected auditory was significant and not significant in the auditory span. In active visual working memory at corsi cube test, difference was significant (p <0.05. Conclusion: The results showed that memantine in improvement of sustained attention, auditory working memory and visual working memory, is effective, while in selective attention is not effective and according to similarities of learning disorder and Attention deficit / Hyperactivity disorder (ADHD and the effectiveness of memantine in improvement of symptoms of ADHD, we can also use this drug in improvement of cognitive deficits of specific learning disorder.
Development of cyberblog-based intelligent tutorial system to improve students learning ability algorithm

Science.gov (United States)

Wahyudin; Riza, L. S.; Putro, B. L.

2018-05-01

E-learning as a learning activity conducted online by the students with the usual tools is favoured by students. The use of computer media in learning provides benefits that are not owned by other learning media that is the ability of computers to interact individually with students. But the weakness of many learning media is to assume that all students have a uniform ability, when in reality this is not the case. The concept of Intelligent Tutorial System (ITS) combined with cyberblog application can overcome the weaknesses in neglecting diversity. An Intelligent Tutorial System-based Cyberblog application (ITS) is a web-based interactive application program that implements artificial intelligence which can be used as a learning and evaluation media in the learning process. The use of ITS-based Cyberblog in learning is one of the alternative learning media that is interesting and able to help students in measuring ability in understanding the material. This research will be associated with the improvement of logical thinking ability (logical thinking) of students, especially in algorithm subjects.
Organizational learning and continuous quality improvement: examining the impact on nursing home performance.

Science.gov (United States)

Rondeau, Kent V; Wagar, Terry H

2002-01-01

Interest is growing in learning more about the ability of total quality management and continuous quality improvement (TQM/CQI) initiatives to contribute to the performance of healthcare organizations. A major factor in the successful implementation of TQM/CQI is the seminal contribution of an organization's culture. Many implementation efforts have not succeeded because of a corporate culture that failed to stress broader organizational learning. This may help to explain why some TQM/CQI programs have been unsuccessful in improving healthcare organization performance. Organizational performance variables and organizational learning orientation were assessed in a sample of 181 Canadian long-term care organizations that had implemented a formal TQM/CQI program. Categorical regression analysis shows that, in the absence of a strong corporAte culture that stresses organizational learning and employee development, few performance enhancements are reported. The results of the assessment suggest that a TQM/CQI program without the backing of a strong organizational learning culture may be insufficient to achieve augmented organizational performance.
Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

Science.gov (United States)

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

2005-10-01

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

Directory of Open Access Journals (Sweden)

Bian Wu

2014-12-01

Full Text Available Objective: Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Methods: Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. Results: A significant improvement was found in students’ learning products from the beginning to the end of the study, consistent with students’ report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. Conclusions: The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge
Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers

Science.gov (United States)

Retnowati, E.; Murdiyani, N. M.; Marsigit; Sugiman; Mahmudi, A.

2018-03-01

This article reported a classroom action research that was aimed to improve student’s pedagogic competence during a course namely Methods of Mathematics Instruction. An asynchronous e-learning approach was provided as supplementary material to the main lecture. This e-learning consisted of selected references and educational website addresses and also facilitated online discussions about various methods of mathematics instructions. The subject was twenty-six pre-service teachers in the Department of Mathematics Education, Yogyakarta State University, Indonesia, conducted by the researchers. The research completed three cycles, where each cycle consisted of plan-action-reflection. Through observation, documentation, and interview, it was concluded that asynchronous e-learning might be used to improve pedagogic competence when direct instruction is also applied in the classroom. Direct instruction in this study provided review, explanation, scheme, and examples which could be used by students to select relevant resources in the e-learning portal. Moreover, the pedagogic competence improved after students accomplished assignments to identify aspects of pedagogic instruction either from analyzing videos in e-learning course or simulating in the classroom with direct commentaries. Supporting factors were enthusiasm, discipline, and interactions among students and lecturer that were built throughout the lectures.
Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students

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Hafizh Nizham

2017-12-01

Full Text Available This study is a Quasi Experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. Population in this research is all student of class X SHS in South Jakarta. Sampling is done by purposive sampling, to obtain an experimental class and control class. In the experimental class, students learn with Treffinger learning model and control, class learning with conventional learning. This study is also to examine the differences of self-efficacy improvement and students literacy skills, and decreased students' mathematical anxiety. Also, this study also examines the relevance of early mathematical abilities (high, medium, low with improving students' math literacy skills. The instrument used in this research is literacy skill test, self-efficacy scale, mathematical anxiety scale, observation sheet, and student interview. Data were analyzed by t-test, one-way ANOVA, and two lines. From the results of the data, it is found that: (1 The improvement of literacy ability of students who are learned with Treffinger model learning is not significantly higher than students who learn with conventional. (2 The self-efficacy of students who learning with the Treffinger model learning is better than the student that is learning by conventional. (3 The mathematical anxiety of students learning with Treffinger model learning reduces better than students learning with conventional. (4 There is a difference in the improvement of students' mathematical literacy skills learning by learning the Treffinger model and students learning with conventional learning based on early mathematical abilities. (5 Student response to Treffinger model learning is better than students learning with conventional learning. Therefore, learning model Treffinger can be an alternative model of learning to improve students' mathematical literacy skills, and self-efficacy students, and able to reduce mathematical anxiety.
Physics-Based Scientific Learning Module to Improve Students Motivation and Results

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Soni Nugroho Yuliono

2018-02-01

Full Text Available Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves maerial. The research aims is to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consist of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning are integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientifically-based learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are ; 1 Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2 Physics-based scietific learning modules with material scientific
Beyond Effectiveness: A Pragmatic Evaluation Framework for Learning and Continuous Quality Improvement of e-Learning Interventions in Healthcare.

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Dafalla, Tarig Dafalla Mohamed; Kushniruk, Andre W; Borycki, Elizabeth M

2015-01-01

A pragmatic evaluation framework for evaluating the usability and usefulness of an e-learning intervention for a patient clinical information scheduling system is presented in this paper. The framework was conceptualized based on two different but related concepts (usability and usefulness) and selection of appropriate and valid methods of data collection and analysis that included: (1) Low-Cost Rapid Usability Engineering (LCRUE), (2) Cognitive Task Analysis (CTA), (3) Heuristic Evaluation (HE) criteria for web-based learning, and (4) Software Usability Measurement Inventory (SUMI). The results of the analysis showed some areas where usability that were related to General Interface Usability (GIU), instructional design and content was problematic; some of which might account for the poorly rated aspects of usability when subjectively measured. This paper shows that using a pragmatic framework can be a useful way, not only for measuring the usability and usefulness, but also for providing a practical objective evidences for learning and continuous quality improvement of e-learning systems. The findings should be of interest to educators, developers, designers, researchers, and usability practitioners involved in the development of e-learning systems in healthcare. This framework could be an appropriate method for assessing the usability, usefulness and safety of health information systems both in the laboratory and in the clinical context.
Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

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Maria Eugenia Guapacha Chamorro

2017-07-01

Full Text Available This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.
Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

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Sulisworo, Dwi; Sutadi, Novitasari

2017-01-01

There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…
An improved clustering algorithm based on reverse learning in intelligent transportation

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Qiu, Guoqing; Kou, Qianqian; Niu, Ting

2017-05-01

With the development of artificial intelligence and data mining technology, big data has gradually entered people's field of vision. In the process of dealing with large data, clustering is an important processing method. By introducing the reverse learning method in the clustering process of PAM clustering algorithm, to further improve the limitations of one-time clustering in unsupervised clustering learning, and increase the diversity of clustering clusters, so as to improve the quality of clustering. The algorithm analysis and experimental results show that the algorithm is feasible.
Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

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Hayati, R. S.

2017-02-01

This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.
Effect of improving the usability of an e-learning resource: a randomized trial.

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Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

2014-06-01

Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning resource, followed by fixing of all problems identified, would translate into improvements in usability parameters and learning by medical residents. Two iterations of our e-learning resource [version 1 (V1) and version 2 (V2)] were compared. V1 was the first fully functional version and V2 was the revised version after all identified usability problems were addressed. Residents in internal medicine and anesthesiology were randomly assigned to one of the versions. Usability was evaluated by having participants complete a user satisfaction questionnaire and by recording and analyzing their interactions with the application. The effect on learning was assessed by questions designed to test the retention and transfer of knowledge. Participants reported high levels of satisfaction with both versions, with good ratings on the System Usability Scale and adjective rating scale. In contrast, analysis of video recordings revealed significant differences in the occurrence of serious usability problems between the two versions, in particular in the interactive HandsOn case with its treatment simulation, where there was a median of five serious problem instances (range: 0-50) recorded per participant for V1 and zero instances (range: 0-1) for V2 (P e-learning resource resulted in significant improvements in usability. This is likely to translate into improved motivation and willingness to engage with the learning material. In this population of relatively high-knowledge participants, learning scores were similar across the two versions. Copyright © 2014 The American Physiological Society.
Can machine-learning improve cardiovascular risk prediction using routine clinical data?

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Kai, Joe; Garibaldi, Jonathan M.; Qureshi, Nadeem

2017-01-01

Background Current approaches to predict cardiovascular risk fail to identify many people who would benefit from preventive treatment, while others receive unnecessary intervention. Machine-learning offers opportunity to improve accuracy by exploiting complex interactions between risk factors. We assessed whether machine-learning can improve cardiovascular risk prediction. Methods Prospective cohort study using routine clinical data of 378,256 patients from UK family practices, free from cardiovascular disease at outset. Four machine-learning algorithms (random forest, logistic regression, gradient boosting machines, neural networks) were compared to an established algorithm (American College of Cardiology guidelines) to predict first cardiovascular event over 10-years. Predictive accuracy was assessed by area under the ‘receiver operating curve’ (AUC); and sensitivity, specificity, positive predictive value (PPV), negative predictive value (NPV) to predict 7.5% cardiovascular risk (threshold for initiating statins). Findings 24,970 incident cardiovascular events (6.6%) occurred. Compared to the established risk prediction algorithm (AUC 0.728, 95% CI 0.723–0.735), machine-learning algorithms improved prediction: random forest +1.7% (AUC 0.745, 95% CI 0.739–0.750), logistic regression +3.2% (AUC 0.760, 95% CI 0.755–0.766), gradient boosting +3.3% (AUC 0.761, 95% CI 0.755–0.766), neural networks +3.6% (AUC 0.764, 95% CI 0.759–0.769). The highest achieving (neural networks) algorithm predicted 4,998/7,404 cases (sensitivity 67.5%, PPV 18.4%) and 53,458/75,585 non-cases (specificity 70.7%, NPV 95.7%), correctly predicting 355 (+7.6%) more patients who developed cardiovascular disease compared to the established algorithm. Conclusions Machine-learning significantly improves accuracy of cardiovascular risk prediction, increasing the number of patients identified who could benefit from preventive treatment, while avoiding unnecessary treatment of others
Deal or No Deal: using games to improve student learning, retention and decision-making

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Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-03-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.
Create a good learning environment and motivate active learning enthusiasm

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

2017-08-01

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

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So, Wing-mui Winnie; Ching, Ngai-ying Fiona

2011-01-01

With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

Instructional Utility and Learning Efficacy of Common Active Learning Strategies

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

2017-01-01

The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…
Teaching EBP Using Game-Based Learning: Improving the Student Experience.

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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.
INOVASI PEMBELAJARAN AKUNTANSI BERBASIS BLENDED LEARNING

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Lyna Latifah

2016-02-01

Full Text Available the accounting lectures have a big challengeb to improve the quality of graduates who are expected to have high knowledge and skill, to have good critical analysis and decision making. Thus: accounting lecturers are needed to improve their teaching and learning processes especially on learning design and assessment. Improving students knowledge and skill in accounting field can be created by using learning philosophy which makes students active and integrative in the class room. this articles discusses about the innovation of accounting learning with blended learning which collaborates cooperative learning and e-learning. Cooperative learning is a learning approach which emphasizes on structured behavior to cooperate in groups it can improve students interpersonal skill, cooperation, critical analysis and decision making. On the other hand, the application of cooperative learning needs more time so it can be solved by using computer with e-learning.
Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms

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Hong, Zeng-Wei; Huang, Yueh-Min; Hsu, Marie; Shen, Wei-Wei

2016-01-01

Anthropomorphized robots are regarded as beneficial tools in education due to their capabilities of improving teaching effectiveness and learning motivation. Therefore, one major trend of research, known as Robot- Assisted Language Learning (RALL), is trying to develop robots to support teaching and learning English as a foreign language (EFL). As…
Effects of Improving Primary Health Care Workers’ Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning

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Zhan, Xingxin; Zhang, Zhixia; Sun, Fang; Liu, Qian; Peng, Weijun; Zhang, Heng

2017-01-01

Background Primary health care workers (PHCWs) are a major force in delivering basic public health services (BPHS) in rural China. It is necessary to take effective training approaches to improve PHCWs’ competency on BPHS. Both electronic learning (e-learning) and blended learning have been widely used in the health workers’ education. However, there is limited evidence on the effects of blended learning in comparison with pure e-learning. Objective The aim of this study was to evaluate the effects of a blended-learning approach for rural PHCWs in improving their knowledge about BPHS as well as training satisfaction in comparison with a pure e-learning approach. Methods The study was conducted among PHCWs in 6 rural counties of Hubei Province, China, between August 2013 and April 2014. Three counties were randomly allocated blended-learning courses (29 township centers or 612 PHCWs—the experimental group), and three counties were allocated pure e-learning courses (31 township centers or 625 PHCWs—the control group). Three course modules were administered for 5 weeks, with assessments at baseline and postcourse. Primary outcomes were score changes in courses’ knowledge. Secondary outcome was participant satisfaction (5-point Likert scale anchored between 1 [strongly agree] and 5 [strongly disagree]). Results The experimental group had higher mean scores than the control group in knowledge achievement in three course modules: (1) module 1: 93.21 (95% CI 92.49-93.93) in experimental group versus 88.29 (95% CI 87.19-89.40) in the control group; adjusted difference, 4.92 (95% CI 2.61-7.24; Plearning group gave more positive responses with the four issues than control group participants: (1) the increase of interest in learning, 1.85 (95% CI 1.22-2.80; P=.003); (2) the increase of interaction with others, 1.77 (95% CI 1.20-2.60; P=.004); (3) the satisfaction with learning experience, 1.78 (95% CI 1.11-2.88; P=.02); and (4) achievement of learning objectives, 1
Improving the Achievement of Second Year Natural Resource Management Students of Madawalabu University through Cooperative Learning

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Abdulahi, Mohammed Mussa; Hashim, Hakim; Kawo, Mohammed

2017-01-01

The purpose of this action research is to improve the achievement of students in general and, to examine the perception of students and teachers about cooperative learning, to identify major factors affecting the implementation of cooperative learning and to identify the possible strategies used to improve cooperative learning in Madawalabu…
Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

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

2016-09-04

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

DEFF Research Database (Denmark)

Jimeno-Yepes, Antonio; Mork, James G.; Wilkowski, Bartlomiej

2012-01-01

and analyzed the issues when using standard machine learning algorithms. We show that in some cases machine learning can improve the annotations already recommended by MTI, that machine learning based on low variance methods achieves better performance and that each MeSH heading presents a different behavior......Map and a k-NN approach called PubMed Related Citations (PRC). Our motivation is to improve the quality of MTI based on machine learning. Typical machine learning approaches fit this indexing task into text categorization. In this work, we have studied some Medical Subject Headings (MeSH) recommended by MTI...
Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.

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Behling, K C; Murphy, M M; Mitchell-Williams, J; Rogers-McQuade, H; Lopez, O J

2016-12-01

As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant ( p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students' perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.
Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

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Kathryn C. Behling

2016-12-01

Full Text Available As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant (p < 0.01 improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students’ perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.
Using Learning Analytics to Predict (and Improve) Student Success: A Faculty Perspective

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Dietz-Uhler, Beth; Hurn, Janet E.

2013-01-01

Learning analytics is receiving increased attention, in part because it offers to assist educational institutions in increasing student retention, improving student success, and easing the burden of accountability. Although these large-scale issues are worthy of consideration, faculty might also be interested in how they can use learning analytics…
Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

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Suwono, H.; Susanti, S.; Lestari, U.

2017-04-01

The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in
Facilitating vocabulary learning through metacognitive strategy training and learning journals

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Carmen Luz Trujillo Becerra

2015-10-01

Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima. The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines. Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.
Visual Perceptual Learning and Models.

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Dosher, Barbara; Lu, Zhong-Lin

2017-09-15

Visual perceptual learning through practice or training can significantly improve performance on visual tasks. Originally seen as a manifestation of plasticity in the primary visual cortex, perceptual learning is more readily understood as improvements in the function of brain networks that integrate processes, including sensory representations, decision, attention, and reward, and balance plasticity with system stability. This review considers the primary phenomena of perceptual learning, theories of perceptual learning, and perceptual learning's effect on signal and noise in visual processing and decision. Models, especially computational models, play a key role in behavioral and physiological investigations of the mechanisms of perceptual learning and for understanding, predicting, and optimizing human perceptual processes, learning, and performance. Performance improvements resulting from reweighting or readout of sensory inputs to decision provide a strong theoretical framework for interpreting perceptual learning and transfer that may prove useful in optimizing learning in real-world applications.
Caring, learning, improving quality and doing research: Different ...

African Journals Online (AJOL)

The aim of this article is to describe the similarities between the consultation process, the quality improvement (QI) process, action- and problem-based learning and participatory action research (PAR). We feel this understanding adds value to our work in enabling personal development as practitioners, fostering teamwork ...
Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

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Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

2015-01-01

The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…
The role of peer assisted learning to improve the effectivity of clinical skill laboratory learning in dental education

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Agus Ardinansyah

2016-06-01

Full Text Available Nowadays, the clinical skill learning in dental education has begun in pre-clinic, known as Clinical Skill Laboratory (CSL which needs human resources, many and expensive tools and manikins, and enough times for practise. One of the method used in CSL in dental education is PeerAssisted Learning (PAL defined as “the development of knowledge and skill through active help and support among status equals or match companions”. This paper aims is to explain the role of PAL method to improve the effectivity of CSL learning in dental education in preclinical stage. Reviewing on the relevant literatures regarding peer assisted learning on the implementation of the clinical skill laboratory in dental education. The effectivity of CSL learning needs close supervision and individual feedback, so enough tutors is important through the process. This PAL method considered to be helpfull with the increasing numbers of dental students and the limitation of staff faculty. This method is found feasible, well accepted by peer-tutors and students, and can be as effective as conventional learning method. This is also useful for peer-teacher because they more intrinsically motivated, have higher conceptual learning scores, and perceive themselves to be more actively engaged with the environment than students who learn in order to be tested. However, there are several limitation of this method. The contact time between students and medical doctors may decrease significantlyand it does not seem to be generally qualified to transfer such complex procedures.It also needs peer-teachers training and a detailed manual. Questions concerning the cost-effectiveness and profitability of student tutor-guided technical skills training may thus arise. But one institution that implemented this method states that the majority of their tutors decided to continue their teaching activity in the skills lab and that these experienced tutors, in addition to established faculty staff
Using Feedback Strategies to Improve Peer-Learning in Welding

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Chan, Selena; Leijten, Flip

2012-01-01

Due to safety considerations, students' practice and learning of welding is conducted within individual welding booths. The booth setting presents some challenges to student learning as collaborative learning within a workshop learning environment is compromised. The project reported in this paper, established peer-learning (i.e., students…
Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

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

2016-01-01

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

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Miller-Young, Janice; Dean, Yasmin; Rathburn, Melanie; Pettit, Jennifer; Underwood, Margot; Gleeson, Judy; Lexier, Roberta; Calvert, Victoria; Clayton, Patti

2015-01-01

Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn…

Professional Learning through Everyday Work: How Finance Professionals Self-Regulate Their Learning

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Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia; Margaryan, Anoush

2016-01-01

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper…
Machine learning, social learning and the governance of self-driving cars.

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Stilgoe, Jack

2018-02-01

Self-driving cars, a quintessentially 'smart' technology, are not born smart. The algorithms that control their movements are learning as the technology emerges. Self-driving cars represent a high-stakes test of the powers of machine learning, as well as a test case for social learning in technology governance. Society is learning about the technology while the technology learns about society. Understanding and governing the politics of this technology means asking 'Who is learning, what are they learning and how are they learning?' Focusing on the successes and failures of social learning around the much-publicized crash of a Tesla Model S in 2016, I argue that trajectories and rhetorics of machine learning in transport pose a substantial governance challenge. 'Self-driving' or 'autonomous' cars are misnamed. As with other technologies, they are shaped by assumptions about social needs, solvable problems, and economic opportunities. Governing these technologies in the public interest means improving social learning by constructively engaging with the contingencies of machine learning.
An Improved Brain-Inspired Emotional Learning Algorithm for Fast Classification

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Ying Mei

2017-06-01

Full Text Available Classification is an important task of machine intelligence in the field of information. The artificial neural network (ANN is widely used for classification. However, the traditional ANN shows slow training speed, and it is hard to meet the real-time requirement for large-scale applications. In this paper, an improved brain-inspired emotional learning (BEL algorithm is proposed for fast classification. The BEL algorithm was put forward to mimic the high speed of the emotional learning mechanism in mammalian brain, which has the superior features of fast learning and low computational complexity. To improve the accuracy of BEL in classification, the genetic algorithm (GA is adopted for optimally tuning the weights and biases of amygdala and orbitofrontal cortex in the BEL neural network. The combinational algorithm named as GA-BEL has been tested on eight University of California at Irvine (UCI datasets and two well-known databases (Japanese Female Facial Expression, Cohn–Kanade. The comparisons of experiments indicate that the proposed GA-BEL is more accurate than the original BEL algorithm, and it is much faster than the traditional algorithm.
Galantamine improves olfactory learning in the Ts65Dn mouse model of Down syndrome.

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de Souza, Fabio M Simoes; Busquet, Nicolas; Blatner, Megan; Maclean, Kenneth N; Restrepo, Diego

2011-01-01

Down syndrome (DS) is the most common form of congenital intellectual disability. Although DS involves multiple disturbances in various tissues, there is little doubt that in terms of quality of life cognitive impairment is the most serious facet and there is no effective treatment for this aspect of the syndrome. The Ts65Dn mouse model of DS recapitulates multiple aspects of DS including cognitive impairment. Here the Ts65Dn mouse model of DS was evaluated in an associative learning paradigm based on olfactory cues. In contrast to disomic controls, trisomic mice exhibited significant deficits in olfactory learning. Treatment of trisomic mice with the acetylcholinesterase inhibitor galantamine resulted in a significant improvement in olfactory learning. Collectively, our study indicates that olfactory learning can be a sensitive tool for evaluating deficits in associative learning in mouse models of DS and that galantamine has therapeutic potential for improving cognitive abilities.
Improving resident well-being and clinical learning environment through academic initiatives.

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Lee, Nathaniel; Appelbaum, Nital; Amendola, Michael; Dodson, Kelley; Kaplan, Brian

2017-07-01

Organizational effects on job satisfaction, burnout, work-life balance, and perceived support have not been studied in the context of the clinical learning environment. We evaluated the relationship between academic resources and resident well-being, the clinical learning environment, and in-service examination performance of surgical residents. Residents of general surgery and surgical specialty programs were recruited from March 2016 through June 2016 across the Southeast, Mid-Atlantic, and Northeast regions. Program directors were asked to allow distribution of a paper survey or to forward an electronic survey link onto residents. Five dichotomous questions were asked regarding access to academic resources. Validated measures were obtained assessing resident well-being and perceived clinical learning environment. Data were analyzed through t-tests and chi-squared test of independence. We received 276 respondents across 50 programs. Residents perceiving adequate support to succeed had less burnout (P = 0.008), better resilience (P = 0.009), better job satisfaction (P workplace climate (P < 0.001), better organizational support (P < 0.001), and were more likely to have high performance on the in-service examination (P = 0.001). Specific resources including educational stipends, review questions, in-service board prep, and support for poor performers correlated with improved well-being and perceived clinical learning environment. Provision of academic resources has implications beyond in-service examination performance, correlating with improved resident well-being and perceptions of the clinical learning environment. Copyright © 2017 Elsevier Inc. All rights reserved.
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics?

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Retnowati, Endah; Ayres, Paul; Sweller, John

2017-01-01

Worked examples and collaborative learning have both been shown to facilitate learning. However, the testing of both strategies almost exclusively has been conducted independently of each other. The main aim of the current study was to examine interactions between these 2 strategies. Two experiments (N = 182 and N = 122) were conducted with…
STEM LEARNING IN MATERIAL OF TEMPERATURE AND ITS CHANGE TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL

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N. Khaeroningtyas

2016-04-01

Full Text Available This research aims to determine the improvement of students’ scientific literacy after STEM (Science, Technology, Engineering, and Mathematics learning using 6E Learning by DesignTM Model on temperature and its changes material. The research was conducted in SMP Negeri (State Junior High School 1 Bumiayu in the academic year 2015/2016. The method used was quasi-experimental design with The Matching Only - pretest posttest control group design. This study used two group of experiment group of students who learned the material with STEM learning using 6E Learning by DesignTM, while the control group students learned with non-STEM learning. The analysis showed that the students' scientific literacy in experiment group is better than control group. The conclusion that can be drawn is STEM learning using 6E Learning by DesignTM on temperature and its changes material can improve students’ scientific literacy.
Piloting a Statewide Home Visiting Quality Improvement Learning Collaborative.

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Goyal, Neera K; Rome, Martha G; Massie, Julie A; Mangeot, Colleen; Ammerman, Robert T; Breckenridge, Jye; Lannon, Carole M

2017-02-01

Objective To pilot test a statewide quality improvement (QI) collaborative learning network of home visiting agencies. Methods Project timeline was June 2014-May 2015. Overall objectives of this 8-month initiative were to assess the use of collaborative QI to engage local home visiting agencies and to test the use of statewide home visiting data for QI. Outcome measures were mean time from referral to first home visit, percentage of families with at least three home visits per month, mean duration of participation, and exit rate among infants learning. A statewide data system was used to generate monthly run charts. Results Mean time from referral to first home visit was 16.7 days, and 9.4% of families received ≥3 visits per month. Mean participation was 11.7 months, and the exit rate among infants learning network, agencies tested and measured changes using statewide and internal data. Potential next steps are to develop and test new metrics with current pilot sites and a larger collaborative.
Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

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Ying Adeline Ng Ling

2017-01-01

Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.
Inquiry-based learning to improve student engagement in a large first year topic

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Masha Smallhorn

2015-08-01

Full Text Available Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners.
Effects of Jigsaw Learning Method on Students’ Self-Efficacy and Motivation to Learn

OpenAIRE

Dwi Nur Rachmah

2017-01-01

Jigsaw learning as a cooperative learning method, according to the results of some studies, can improve academic skills, social competence, behavior in learning, and motivation to learn. However, in some other studies, there are different findings regarding the effect of jigsaw learning method on self-efficacy. The purpose of this study is to examine the effects of jigsaw learning method on self-efficacy and motivation to learn in psychology students at the Faculty of Medicine, Universitas La...
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...
Content-based VLE designs improve learning efficiency in constructivist statistics education.

Science.gov (United States)

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

2011-01-01

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

Directory of Open Access Journals (Sweden)

Patrick Wessa

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

Science.gov (United States)

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

2011-01-01

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

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Irawan, Vincentius Tjandra; Sutadji, Eddy; Widiyanti

2017-01-01

The aims of this study were to determine: (1) the differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning, (2) the differences in learning outcome between students with prior knowledge of high, medium, and low, and (3) the interaction between Blended Learning based on Schoology and prior knowledge to…
SVM and PCA Based Learning Feature Classification Approaches for E-Learning System

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Khamparia, Aditya; Pandey, Babita

2018-01-01

E-learning and online education has made great improvements in the recent past. It has shifted the teaching paradigm from conventional classroom learning to dynamic web based learning. Due to this, a dynamic learning material has been delivered to learners, instead ofstatic content, according to their skills, needs and preferences. In this…
Effects of Improving Primary Health Care Workers' Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning.

Science.gov (United States)

Zhan, Xingxin; Zhang, Zhixia; Sun, Fang; Liu, Qian; Peng, Weijun; Zhang, Heng; Yan, Weirong

2017-05-01

Primary health care workers (PHCWs) are a major force in delivering basic public health services (BPHS) in rural China. It is necessary to take effective training approaches to improve PHCWs' competency on BPHS. Both electronic learning (e-learning) and blended learning have been widely used in the health workers' education. However, there is limited evidence on the effects of blended learning in comparison with pure e-learning. The aim of this study was to evaluate the effects of a blended-learning approach for rural PHCWs in improving their knowledge about BPHS as well as training satisfaction in comparison with a pure e-learning approach. The study was conducted among PHCWs in 6 rural counties of Hubei Province, China, between August 2013 and April 2014. Three counties were randomly allocated blended-learning courses (29 township centers or 612 PHCWs-the experimental group), and three counties were allocated pure e-learning courses (31 township centers or 625 PHCWs-the control group). Three course modules were administered for 5 weeks, with assessments at baseline and postcourse. Primary outcomes were score changes in courses' knowledge. Secondary outcome was participant satisfaction (5-point Likert scale anchored between 1 [strongly agree] and 5 [strongly disagree]). The experimental group had higher mean scores than the control group in knowledge achievement in three course modules: (1) module 1: 93.21 (95% CI 92.49-93.93) in experimental group versus 88.29 (95% CI 87.19-89.40) in the control group; adjusted difference, 4.92 (95% CI 2.61-7.24; Plearning group gave more positive responses with the four issues than control group participants: (1) the increase of interest in learning, 1.85 (95% CI 1.22-2.80; P=.003); (2) the increase of interaction with others, 1.77 (95% CI 1.20-2.60; P=.004); (3) the satisfaction with learning experience, 1.78 (95% CI 1.11-2.88; P=.02); and (4) achievement of learning objectives, 1.63 (95% CI 1.08-2.48; P=.02). Among PHCWs in
Perceptual learning.

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Seitz, Aaron R

2017-07-10

Perceptual learning refers to how experience can change the way we perceive sights, sounds, smells, tastes, and touch. Examples abound: music training improves our ability to discern tones; experience with food and wines can refine our pallet (and unfortunately more quickly empty our wallet), and with years of training radiologists learn to save lives by discerning subtle details of images that escape the notice of untrained viewers. We often take perceptual learning for granted, but it has a profound impact on how we perceive the world. In this Primer, I will explain how perceptual learning is transformative in guiding our perceptual processes, how research into perceptual learning provides insight into fundamental mechanisms of learning and brain processes, and how knowledge of perceptual learning can be used to develop more effective training approaches for those requiring expert perceptual skills or those in need of perceptual rehabilitation (such as individuals with poor vision). I will make a case that perceptual learning is ubiquitous, scientifically interesting, and has substantial practical utility to us all. Copyright © 2017. Published by Elsevier Ltd.
Supporting Learning from Illustrated Texts: Conceptualizing and Evaluating a Learning Strategy

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Schlag, Sabine; Ploetzner, Rolf

2011-01-01

Texts and pictures are often combined in order to improve learning. Many students, however, have difficulty to appropriately process text-picture combinations. We have thus conceptualized a learning strategy which supports learning from illustrated texts. By inducing the processes of information selection, organization, integration, and…

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…
IRB Process Improvements: A Machine Learning Analysis.

Science.gov (United States)

Shoenbill, Kimberly; Song, Yiqiang; Cobb, Nichelle L; Drezner, Marc K; Mendonca, Eneida A

2017-06-01

Clinical research involving humans is critically important, but it is a lengthy and expensive process. Most studies require institutional review board (IRB) approval. Our objective is to identify predictors of delays or accelerations in the IRB review process and apply this knowledge to inform process change in an effort to improve IRB efficiency, transparency, consistency and communication. We analyzed timelines of protocol submissions to determine protocol or IRB characteristics associated with different processing times. Our evaluation included single variable analysis to identify significant predictors of IRB processing time and machine learning methods to predict processing times through the IRB review system. Based on initial identified predictors, changes to IRB workflow and staffing procedures were instituted and we repeated our analysis. Our analysis identified several predictors of delays in the IRB review process including type of IRB review to be conducted, whether a protocol falls under Veteran's Administration purview and specific staff in charge of a protocol's review. We have identified several predictors of delays in IRB protocol review processing times using statistical and machine learning methods. Application of this knowledge to process improvement efforts in two IRBs has led to increased efficiency in protocol review. The workflow and system enhancements that are being made support our four-part goal of improving IRB efficiency, consistency, transparency, and communication.
Online Video Modules for Improvement in Student Learning

Science.gov (United States)

Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

2016-01-01

The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…
Mobile Learning in the Institution of Higher Learning for Malaysia Students : Culture Perspectives

OpenAIRE

Ariffin, Shamsul Arrieya

2011-01-01

Mobile learning usage in a developing country like Malaysia can be considered new. This literature research is a state of art overview to discuss current issues. The emerging issues come from: types of mobile learning and learning styles; implementation issues of mobile learning; culture dimensions; and user readiness to accept the mobile learning technology. Currently, there is a lack of research about culture aspects to improve mobile learning and university students’ engagement in Malaysi...
A Learning Object Approach To Evidence based learning

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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
An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt.

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Abdelhai, Rehab; Yassin, Sahar; Ahmad, Mohamad F; Fors, Uno G H

2012-03-20

The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.
Effect Of Inquiry Learning Model And Motivation On Physics Outcomes Learning Students

OpenAIRE

Pardede, Dahlia Megawati; Manurung, Sondang Rina

2016-01-01

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

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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
Use and limitations of learning curves for energy technology policy: A component-learning hypothesis

International Nuclear Information System (INIS)

Ferioli, F.; Schoots, K.; Zwaan, B.C.C. van der

2009-01-01

In this paper, we investigate the use of learning curves for the description of observed cost reductions for a variety of energy technologies. Starting point of our analysis is the representation of energy processes and technologies as the sum of different components. While we recognize that in many cases 'learning-by-doing' may improve the overall costs or efficiency of a technology, we argue that so far insufficient attention has been devoted to study the effects of single component improvements that together may explain an aggregated form of learning. Indeed, for an entire technology the phenomenon of learning-by-doing may well result from learning of one or a few individual components only. We analyze under what conditions it is possible to combine learning curves for single components to derive one comprehensive learning curve for the total product. The possibility that for certain technologies some components (e.g., the primary natural resources that serve as essential input) do not exhibit cost improvements might account for the apparent time dependence of learning rates reported in several studies (the learning rate might also change considerably over time depending on the data set considered, a crucial issue to be aware of when one uses the learning curve methodology). Such an explanation may have important consequences for the extent to which learning curves can be extrapolated into the future. This argumentation suggests that cost reductions may not continue indefinitely and that well-behaved learning curves do not necessarily exist for every product or technology. In addition, even for diffusing and maturing technologies that display clear learning effects, market and resource constraints can eventually significantly reduce the scope for further improvements in their fabrication or use. It appears likely that some technologies, such as wind turbines and photovoltaic cells, are significantly more amenable than others to industry-wide learning. For such
Experiential learning model on entrepreneurship subject for improving students’ soft skills

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Lina Rifda Naufalin

2017-01-01

Full Text Available The objective of the research was to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in 2015/2016. The result of the research showed that the experiential learning model could improve students’ soft skills. The research showed that there were increases at the dimension of confidence, (52.1%, result-oriented (22.9%, being courageous to take risks (10.4%, leadership (12.5%, originality (10.4%, and future-oriented (18.8%. It could be concluded that the experiential learning model was effective to improve students’ soft skills on entrepreneurship subject. It also showed that the dimension of confidence had the highest rise. Students’ soft skills were shaped through the continuous stimulus when they got involved at the implementation.Penelitian ini bertujuan untuk meningkatkan soft skills mahasiswa dalam mata kuliah kewirausahaan dengan menggunakan model experietial learning. Diharapkan dengan model pembelajaran ini terjadi peningkatan soft skills mahasiswa yang ditandai dengan peningkatan rasa percaya diri, berorientasi tugas dan hasil, berani mengambil resiko, kepemimpinan, keorisinilan, dan berorientasi masa depan. Penelitian ini menggunakan metode penelitian tindakan kelas dengan menggunakan model desain menurut Kemmis dan Mc Tagart. Penelitian ini dilakukan dalam dua siklus, yaitu siklus I dan siklus II. Penelitian ini dilaksanakan di kelas pendidikan ekonomi angkatan 2015/2016. Hasil penelitian ini menunjukkan bahwa penggunaan model experiential learning dapat meningkatkan soft skills
Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

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Rahayu, D. V.; Kusumah, Y. S.; Darhim

2018-05-01

This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.
Deep learning classification in asteroseismology using an improved neural network

DEFF Research Database (Denmark)

Hon, Marc; Stello, Dennis; Yu, Jie

2018-01-01

Deep learning in the form of 1D convolutional neural networks have previously been shown to be capable of efficiently classifying the evolutionary state of oscillating red giants into red giant branch stars and helium-core burning stars by recognizing visual features in their asteroseismic...... frequency spectra. We elaborate further on the deep learning method by developing an improved convolutional neural network classifier. To make our method useful for current and future space missions such as K2, TESS, and PLATO, we train classifiers that are able to classify the evolutionary states of lower...
A Human/Computer Learning Network to Improve Biodiversity Conservation and Research

OpenAIRE

Kelling, Steve; Gerbracht, Jeff; Fink, Daniel; Lagoze, Carl; Wong, Weng-Keen; Yu, Jun; Damoulas, Theodoros; Gomes, Carla

2012-01-01

In this paper we describe eBird, a citizen-science project that takes advantage of the human observational capacity to identify birds to species, which is then used to accurately represent patterns of bird occurrences across broad spatial and temporal extents. eBird employs artificial intelligence techniques such as machine learning to improve data quality by taking advantage of the synergies between human computation and mechanical computation. We call this a Human-Computer Learning Network,...
Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

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Zainuba, Mohamed; Rahal, Ahmad

2012-01-01

This article proposes an approach for using cross-cultural dimensions exercises to improve and measure learning outcomes in international business courses. The following key issues are highlighted: (a) what are the targeted learning outcomes to be assessed, (b) how to measure the accomplishment of these learning outcomes, (c) the input measures…
Automation of information decision support to improve e-learning resources quality

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A.L. Danchenko

2013-06-01

Full Text Available Purpose. In conditions of active development of e-learning the high quality of e-learning resources is very important. Providing the high quality of e-learning resources in situation with mass higher education and rapid obsolescence of information requires the automation of information decision support for improving the quality of e-learning resources by development of decision support system. Methodology. The problem is solved by methods of artificial intelligence. The knowledge base of information structure of decision support system that is based on frame model of knowledge representation and inference production rules are developed. Findings. According to the results of the analysis of life cycle processes and requirements to the e-learning resources quality the information model of the structure of the knowledge base of the decision support system, the inference rules for the automatically generating of recommendations and the software implementation are developed. Practical value. It is established that the basic requirements for quality are performance, validity, reliability and manufacturability. It is shown that the using of a software implementation of decision support system for researched courses gives a growth of the quality according to the complex quality criteria. The information structure of a knowledge base system to support decision-making and rules of inference can be used by methodologists and content developers of learning systems.
Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience

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Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

2009-01-01

Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics & Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically…
Accuracy Feedback Improves Word Learning from Context: Evidence from a Meaning-Generation Task

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Frishkoff, Gwen A.; Collins-Thompson, Kevyn; Hodges, Leslie; Crossley, Scott

2016-01-01

The present study asked whether accuracy feedback on a meaning generation task would lead to improved contextual word learning (CWL). Active generation can facilitate learning by increasing task engagement and memory retrieval, which strengthens new word representations. However, forced generation results in increased errors, which can be…
Improving Learning Experiences through Gamification: A Case Study

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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…
Perceptual learning improves visual performance in juvenile amblyopia.

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Li, Roger W; Young, Karen G; Hoenig, Pia; Levi, Dennis M

2005-09-01

To determine whether practicing a position-discrimination task improves visual performance in children with amblyopia and to determine the mechanism(s) of improvement. Five children (age range, 7-10 years) with amblyopia practiced a positional acuity task in which they had to judge which of three pairs of lines was misaligned. Positional noise was produced by distributing the individual patches of each line segment according to a Gaussian probability function. Observers were trained at three noise levels (including 0), with each observer performing between 3000 and 4000 responses in 7 to 10 sessions. Trial-by-trial feedback was provided. Four of the five observers showed significant improvement in positional acuity. In those four observers, on average, positional acuity with no noise improved by approximately 32% and with high noise by approximately 26%. A position-averaging model was used to parse the improvement into an increase in efficiency or a decrease in equivalent input noise. Two observers showed increased efficiency (51% and 117% improvements) with no significant change in equivalent input noise across sessions. The other two observers showed both a decrease in equivalent input noise (18% and 29%) and an increase in efficiency (17% and 71%). All five observers showed substantial improvement in Snellen acuity (approximately 26%) after practice. Perceptual learning can improve visual performance in amblyopic children. The improvement can be parsed into two important factors: decreased equivalent input noise and increased efficiency. Perceptual learning techniques may add an effective new method to the armamentarium of amblyopia treatments.
It takes biking to learn: Physical activity improves learning a second language.

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Liu, Fengqin; Sulpizio, Simone; Kornpetpanee, Suchada; Job, Remo

2017-01-01

Recent studies have shown that concurrent physical activity enhances learning a completely unfamiliar L2 vocabulary as compared to learning it in a static condition. In this paper we report a study whose aim is twofold: to test for possible positive effects of physical activity when L2 learning has already reached some level of proficiency, and to test whether the assumed better performance when engaged in physical activity is limited to the linguistic level probed at training (i.e. L2 vocabulary tested by means of a Word-Picture Verification task), or whether it extends also to the sentence level (which was tested by means of a Sentence Semantic Judgment Task). The results show that Chinese speakers with basic knowledge of English benefited from physical activity while learning a set of new words. Furthermore, their better performance emerged also at the sentential level, as shown by their performance in a Semantic Judgment task. Finally, an interesting temporal asymmetry between the lexical and the sentential level emerges, with the difference between the experimental and control group emerging from the 1st testing session at the lexical level but after several weeks at the sentential level.

Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

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Godfrey Mayende

2017-06-01

Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.
Mobile learning for teacher professional learning: benefits, obstacles and issues

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Peter Aubusson

2009-12-01

Full Text Available This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.
Learning to Learn.

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Weiss, Helen; Weiss, Martin

1988-01-01

The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)
Ubiquitous learning model using interactive internet messenger group (IIMG) to improve engagement and behavior for smart campus

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Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-01-01

The recent popularity of internet messenger based smartphone technologies has motivated some university lecturers to use them for educational activities. These technologies have enormous potential to enhance the teaching and ubiquitous learning experience for smart campus development. However, the design ubiquitous learning model using interactive internet messenger group (IIMG) and empirical evidence that would favor a broad application of mobile and ubiquitous learning in smart campus settings to improve engagement and behavior is still limited. In addition, the expectation that mobile learning could improve engagement and behavior on smart campus cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present ubiquitous learning model design and showing learners’ experiences in improved engagement and behavior using IIMG for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous learning and realize the impressions of learners and lecturers about engagement and behavior aspect, and its contribution to learning.
Influence on Learning of a Collaborative Learning Method Comprising the Jigsaw Method and Problem-based Learning (PBL).

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Takeda, Kayoko; Takahashi, Kiyoshi; Masukawa, Hiroyuki; Shimamori, Yoshimitsu

2017-01-01

Recently, the practice of active learning has spread, increasingly recognized as an essential component of academic studies. Classes incorporating small group discussion (SGD) are conducted at many universities. At present, assessments of the effectiveness of SGD have mostly involved evaluation by questionnaires conducted by teachers, by peer assessment, and by self-evaluation of students. However, qualitative data, such as open-ended descriptions by students, have not been widely evaluated. As a result, we have been unable to analyze the processes and methods involved in how students acquire knowledge in SGD. In recent years, due to advances in information and communication technology (ICT), text mining has enabled the analysis of qualitative data. We therefore investigated whether the introduction of a learning system comprising the jigsaw method and problem-based learning (PBL) would improve student attitudes toward learning; we did this by text mining analysis of the content of student reports. We found that by applying the jigsaw method before PBL, we were able to improve student attitudes toward learning and increase the depth of their understanding of the area of study as a result of working with others. The use of text mining to analyze qualitative data also allowed us to understand the processes and methods by which students acquired knowledge in SGD and also changes in students' understanding and performance based on improvements to the class. This finding suggests that the use of text mining to analyze qualitative data could enable teachers to evaluate the effectiveness of various methods employed to improve learning.
EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

OpenAIRE

Hayati .; Retno Dwi Suyanti

2013-01-01

The objective in this research: (1) Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2) Determine the level of motivation to learn in affects physics student learning outcomes. (3) Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all s...
Improving Students’ Motivation in Learning ICT Course With the Use of A Mobile Augmented Reality Learning Environment

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Fahri Hanafi, Hafizul; Soh Said, Che; Helmy Wahab, Mohd; Samsuddin, Khairulanuar

2017-08-01

Studies have shown that many Malaysian non-technical students have low motivation in learning ICT course due to a number of reasons, such as a lack of learning practice and effective learning applications. In view of such a problem, the researchers carried out a quasi-experimental study to examine the impact of a novel mobile augmented reality learning application (MARLA) on students’ motivation in learning a topic of a university ICT course. The research was based on the pretest-posttest control group design, and the study sample consisted of 120 non-technical undergraduates majoring in social science, with a mean age of 19.5 years. They were divided into an experimental group and a control group. The dependent variable was students’ motivation in learning, and the independent variables were learning method and gender. The experimental group used MARLA on their mobile devices to learn one of the topics of the ICT Competency course, namely Computer System; whereas the control group used a similar application on their desktop computers. The Intrinsic Motivation Inventory (IMI) was the research instrument used to measure students’ motivation before and after learning sessions, which spanned 6 hours. Utilizing the SPSS (version 21), an analysis of covariance was performed, showing there was a main effect attributed to gender only, with male and female students attaining mean scores of 4.24 and 3.90 respectively for the motivation construct. This finding showed male students were more motivated than their opposite counterparts. In contrast, no such main effect attributed to learning method was observed, as evidenced from the mean scores of 4.08 and 4.07 of the experimental group and control group respectively for the measured construct, suggesting both methods were both equally effective. Additionally, there was an interaction effect between gender and learning method, with male students attaining different levels of motivation based on learning method. Arguably
Developing a service improvement initiative for people with learning disabilities in hospice settings.

Science.gov (United States)

Springall, Fiona

2018-03-21

People with learning disabilities are often marginalised in healthcare, including in hospice settings, and as a result may not receive effective end of life care. Research in hospice settings has identified that many staff lack confidence, skills and knowledge in caring for people with learning disabilities, which can have a negative effect on the care these individuals receive. To address these issues, the author has proposed a service improvement initiative, which she developed as part of her learning disability nursing degree programme. This proposed initiative aimed to enhance end of life care for people with learning disabilities through the implementation of a community learning disability link nurse in the hospice setting. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.
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.
Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

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Pakpahan, N. F. D. B.

2018-01-01

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.
Improving the Design of Workplace E-Learning Research

Science.gov (United States)

Dubois, Cathy; Long, Lori

2012-01-01

E-learning researchers face considerable challenges in creating meaningful and generalizable studies due to the complex nature of this dynamic training medium. Our experience in conducting workplace e-learning research led us to create this guide for planning research on e-learning. We share the unanticipated complications we encountered in our…
PowerPoint presentation in learning physiology by undergraduates with different learning styles.

Science.gov (United States)

Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja

2015-12-01

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms. Copyright © 2015 The American Physiological Society.
Do pre-trained deep learning models improve computer-aided classification of digital mammograms?

Science.gov (United States)

Aboutalib, Sarah S.; Mohamed, Aly A.; Zuley, Margarita L.; Berg, Wendie A.; Luo, Yahong; Wu, Shandong

2018-02-01

Digital mammography screening is an important exam for the early detection of breast cancer and reduction in mortality. False positives leading to high recall rates, however, results in unnecessary negative consequences to patients and health care systems. In order to better aid radiologists, computer-aided tools can be utilized to improve distinction between image classifications and thus potentially reduce false recalls. The emergence of deep learning has shown promising results in the area of biomedical imaging data analysis. This study aimed to investigate deep learning and transfer learning methods that can improve digital mammography classification performance. In particular, we evaluated the effect of pre-training deep learning models with other imaging datasets in order to boost classification performance on a digital mammography dataset. Two types of datasets were used for pre-training: (1) a digitized film mammography dataset, and (2) a very large non-medical imaging dataset. By using either of these datasets to pre-train the network initially, and then fine-tuning with the digital mammography dataset, we found an increase in overall classification performance in comparison to a model without pre-training, with the very large non-medical dataset performing the best in improving the classification accuracy.
Integrating machine learning and physician knowledge to improve the accuracy of breast biopsy.

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Dutra, I; Nassif, H; Page, D; Shavlik, J; Strigel, R M; Wu, Y; Elezaby, M E; Burnside, E

2011-01-01

In this work we show that combining physician rules and machine learned rules may improve the performance of a classifier that predicts whether a breast cancer is missed on percutaneous, image-guided breast core needle biopsy (subsequently referred to as "breast core biopsy"). Specifically, we show how advice in the form of logical rules, derived by a sub-specialty, i.e. fellowship trained breast radiologists (subsequently referred to as "our physicians") can guide the search in an inductive logic programming system, and improve the performance of a learned classifier. Our dataset of 890 consecutive benign breast core biopsy results along with corresponding mammographic findings contains 94 cases that were deemed non-definitive by a multidisciplinary panel of physicians, from which 15 were upgraded to malignant disease at surgery. Our goal is to predict upgrade prospectively and avoid surgery in women who do not have breast cancer. Our results, some of which trended toward significance, show evidence that inductive logic programming may produce better results for this task than traditional propositional algorithms with default parameters. Moreover, we show that adding knowledge from our physicians into the learning process may improve the performance of the learned classifier trained only on data.
EFFECT OF INQUIRY LEARNING MODEL AND MOTIVATION ON PHYSICS OUTCOMES LEARNING STUDENTS

Directory of Open Access Journals (Sweden)

Dahlia Megawati Pardede

2016-06-01

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

Science.gov (United States)

Freedberg, Michael; Schacherer, Jonathan; Hazeltine, Eliot

2016-01-01

Reward has been shown to change behavior as a result of incentive learning (by motivating the individual to increase their effort) and instrumental learning (by increasing the frequency of a particular behavior). However, Palminteri et al. (2011) demonstrated that reward can also improve the incidental learning of a motor skill even when…
Organizational learning perspective on continuous improvement and innovation in product realization

DEFF Research Database (Denmark)

Møller, Christina Villefrance

with cross-functional collaboration in solving problems that subsequently restraining continuous improvement and innovation (CII) in product realization. This research project apply an organizational learning perspective on cross-functional problem solving in product realization processes. The research...... project has two main objectives, first to develop and test a CIIprogram that integrates cross-functional work practices into product realization. The second objective is to enhance understanding of organizational learning processes in cross-functional and multilevel settings within manufacturing....
Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

Science.gov (United States)

Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

2017-01-01

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

Science.gov (United States)

Fitzpatrick, Eileen; Dennison, Barbara A; Welge, Sara Bonam; Hisgen, Stephanie; Boyce, Patricia Simino; Waniewski, Patricia A

2013-06-01

Exclusive breastfeeding is a public health priority. A strong body of evidence links maternity care practices, based on the Ten Steps to Successful Breastfeeding, to increased breastfeeding initiation, duration and exclusivity. Despite having written breastfeeding policies, New York (NY) hospitals vary widely in reported maternity care practices and in prevalence rates of breastfeeding, especially exclusive breastfeeding, during the birth hospitalization. To improve hospital maternity care practices, breastfeeding support, and the percentage of infants exclusively breastfeeding, the NY State Department of Health developed the Breastfeeding Quality Improvement in Hospitals (BQIH) Learning Collaborative. The BQIH Learning Collaborative was the first to use the Institute for Health Care Improvement's Breakthrough Series methodology to specifically focus on increasing hospital breastfeeding support. The evidence-based maternity care practices from the Ten Steps to Successful Breastfeeding provided the basis for the Change Package and Data Measurement Plan. The present article describes the development of the BQIH Learning Collaborative. The engagement of breastfeeding experts, partners, and stakeholders in refining the Learning Collaborative design and content, in defining the strategies and interventions (Change Package) that drive hospital systems change, and in developing the Data Measurement Plan to assess progress in meeting the Learning Collaborative goals and hospital aims is illustrated. The BQIH Learning Collaborative is a model program that was implemented in a group of NY hospitals with plans to spread to additional hospitals in NY and across the country.
Machine Learning.

Science.gov (United States)

Kirrane, Diane E.

1990-01-01

As scientists seek to develop machines that can "learn," that is, solve problems by imitating the human brain, a gold mine of information on the processes of human learning is being discovered, expert systems are being improved, and human-machine interactions are being enhanced. (SK)

E-Learning in Urology: Implementation of the Learning and Teaching Platform CASUS® - Do Virtual Patients Lead to Improved Learning Outcomes? A Randomized Study among Students.

Science.gov (United States)

Schneider, Anna-Teresa; Albers, Peter; Müller-Mattheis, Volker

2015-01-01

E-learning is playing an increasing role in medical education, supporting a problem-based and practical oriented education without putting patients at risk and compensating for the decrease in instructor-centered teaching. Not much research has been done concerning learning effects and reaction on behalf of the students. We created computer-based cases for four important diagnoses in urology using the authoring system CASUS®. Fourth-year medical school students were randomized into two groups: (1) the CASUS® group, using the online cases for preparation, and (2) the book group, using a textbook. A multiple-choice test referring to the prepared topic had to be completed at the beginning of each lecture and the results were analyzed. Evaluation of the students concerning the acceptance of the program was done at the end of the semester. Members of the CASUS® group scored significantly higher with an average of 20% better test results than students using textbooks for preparation. Evaluation regarding the program showed a highly positive rating. Limitations include the small study population and the possibly biased test performance of the students. Computerized patient cases facilitate practice-oriented teaching and result in an interesting and engaging learning model with improved learning outcomes. © 2015 S. Karger AG, Basel.
An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

Science.gov (United States)

2012-01-01

Background The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring. PMID:22433670
An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

Directory of Open Access Journals (Sweden)

Abdelhai Rehab

2012-03-01

Full Text Available Abstract Background The Public Health (PH course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH section of the PH course into e-learning and assessing e-course utilization. Methods This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.
PROJECT BASED LEARNING (PBL TO IMPROVE PSYCHOMOTORIC SKILLS: A CLASSROOM ACTION RESEARCH

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W. Sumarni

2016-10-01

Full Text Available This paper discusses the application of project-based learning (PBL to improve student’ psychomotor skills and concept understanding, as well as knowing what PBL contribution to the improvement of student’ psychomotor skills in chemistry learning. The study was conducted in three cycles. Each cycle consisted of planning, implementation, observation, and reflection steps. One set of data consists of student’ psychomotor skills assesment, student’ conceptual understanding and questionnaire responses were obtained from the action research. Learning process was performed in the eleventh grade students included 37 students (10 males and 27 females and 3 collaborators. The successful research was indicated by 85% of students achieve the mastery learning on concept understanding and well on psychomotor aspects. Data collection was performed using documentation method by questionnaire, observations, and tests. Data was analyzed quantitatively and qualitatively. The results show that all aspects of the psychomotor assessed include sets, mechanical response, complex response, adaptation, and origination were in high category. At the end of the lesson, the project assigned to students were evaluated jointly between teachers and students. The project results in the form of a series of distillation apparatus is applied to separate the natural compounds.
Information Literacy and technology to improve learning and education

NARCIS (Netherlands)

Mooij, Ton; Smeets, Ed

2011-01-01

Mooij, T., & Smeets, E. (2011, 13-16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross-network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research
Improvement of Learning and Memory Induced by Cordyceps Polypeptide Treatment and the Underlying Mechanism

Directory of Open Access Journals (Sweden)

Guangxin Yuan

2018-01-01

Full Text Available Our previous research revealed that Cordyceps militaris can improve the learning and memory, and although the main active ingredient should be its polypeptide complexes, the underlying mechanism of its activity remains poorly understood. In this study, we explored the mechanisms by which Cordyceps militaris improves learning and memory in a mouse model. Mice were given scopolamine hydrobromide intraperitoneally to establish a mouse model of learning and memory impairment. The effects of Cordyceps polypeptide in this model were tested using the Morris water maze test; serum superoxide dismutase activity; serum malondialdehyde levels; activities of acetyl cholinesterase, Na+-k+-ATPase, and nitric oxide synthase; and gamma aminobutyric acid and glutamate contents in brain tissue. Moreover, differentially expressed genes and the related cellular signaling pathways were screened using an mRNA expression profile chip. The results showed that the genes Pik3r5, Il-1β, and Slc18a2 were involved in the effects of Cordyceps polypeptide on the nervous system of these mice. Our findings suggest that Cordyceps polypeptide may improve learning and memory in the scopolamine-induced mouse model of learning and memory impairment by scavenging oxygen free radicals, preventing oxidative damage, and protecting the nervous system.
A framework for designing and improving learning environments fostering creativity

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Norio Ishii

Full Text Available This paper proposes a framework for designing and improving learning environment for creativity in engineering. The framework consists of the following three components: instructional design based on knowledge from psychology, development of systems for supporting creative activities, and objective evaluation of learning results related to creativity. Based on that framework, we design and practice course based in the programation of a robot at a Japan University in the 2004 academic year. As a result, we confirm the following two advantages of our framework: learners' idea generation skills were improved and their meta-cognitive activities were also activated. In the 2005 academic year, we improve the course based on 2004 results. As a result, we confirm that the number of uploads of activity data from students have increased in the 2005 course, students' reflection sheets have become more detailed, and their volume of information have also increased.
FPGA implementation of neuro-fuzzy system with improved PSO learning.

Science.gov (United States)

Karakuzu, Cihan; Karakaya, Fuat; Çavuşlu, Mehmet Ali

2016-07-01

This paper presents the first hardware implementation of neuro-fuzzy system (NFS) with its metaheuristic learning ability on field programmable gate array (FPGA). Metaheuristic learning of NFS for all of its parameters is accomplished by using the improved particle swarm optimization (iPSO). As a second novelty, a new functional approach, which does not require any memory and multiplier usage, is proposed for the Gaussian membership functions of NFS. NFS and its learning using iPSO are implemented on Xilinx Virtex5 xc5vlx110-3ff1153 and efficiency of the proposed implementation tested on two dynamic system identification problems and licence plate detection problem as a practical application. Results indicate that proposed NFS implementation and membership function approximation is as effective as the other approaches available in the literature but requires less hardware resources. Copyright © 2016 Elsevier Ltd. All rights reserved.
Improving care for people with learning disabilities.

Science.gov (United States)

Turner, Sue

2014-11-25

People with learning disabilities have poorer health than the general population and experience health inequalities - partly as a result of problems with accessing health services. Health services have a duty to address health inequalities, by making reasonable adjustments to their services so they are more accessible to people with learning disabilities, but this does not always happen. Failure to make reasonable adjustments can have significant adverse effects for people with learning disabilities and their families. Nurses are well placed to implement reasonable adjustments, many of which are simple to do and can save lives.
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...
Learn, how to learn

Science.gov (United States)

Narayanan, M.

2002-12-01

Ernest L. Boyer, in his 1990 book, "Scholarship Reconsidered: Priorities of the Professorate" cites some ground breaking studies and offers a new paradigm that identifies the need to recognize the growing conversation about teaching, scholarship and research in the Universities. The use of `ACORN' model suggested by Hawkins and Winter to conquer and mastering change, may offer some helpful hints for the novice professor, whose primary objective might be to teach students to `learn how to learn'. Action : It is possible to effectively change things only when a teaching professor actually tries out a new idea. Communication : Changes are successful only when the new ideas effectively communicated and implemented. Ownership : Support for change is extremely important and is critical. Only strong commitment for accepting changes demonstrates genuine leadership. Reflection : Feedback helps towards thoughtful evaluation of the changes implemented. Only reflection can provide a tool for continuous improvement. Nurture : Implemented changes deliver results only when nurtured and promoted with necessary support systems, documentation and infrastructures. Inspired by the ACORN model, the author experimented on implementing certain principles of `Total Quality Management' in the classroom. The author believes that observing the following twenty principles would indeed help the student learners how to learn, on their own towards achieving the goal of `Lifelong Learning'. The author uses an acronym : QUOTES : Quality Underscored On Teaching Excellence Strategy, to describe his methods for improving classroom teacher-learner participation. 1. Break down all barriers. 2. Create consistency of purpose with a plan. 3. Adopt the new philosophy of quality. 4. Establish high Standards. 5. Establish Targets / Goals. 6. Reduce dependence on Lectures. 7. Employ Modern Methods. 8. Control the Process. 9. Organize to reach goals. 10. Prevention vs. Correction. 11. Periodic Improvements. 12
Exploring, Documenting, and Improving Humanitarian Service Learning through Engineers Without Borders USA

OpenAIRE

Buchanan, Elizabeth; Berg, Devin; Lee, Tina; Buchanan, Elizabeth; Lacksonen, Tom

2017-01-01

Exploring, Documenting, and Improving Humanitarian Service Learning through Engineers without Borders-USA is a four-year project exploring a variety of challenges and opportunities in university-based service learning programs. Specifically, this project looks holistically at the inception and evolution of a new Engineers Without Borders USA chapter, while analyzing characteristics, values, and demographics of individuals involved in EWB community-based humanitarian projects in multiple chapt...
BLENDED LEARNING AS AN INNOVATIVE FORM OF TEACHING AND LEARNING AT SCHOOL

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Olga Kuzmenko

2017-09-01

Full Text Available In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching
Using E-Learning Portfolio Technology To Support Visual Art Learning

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Greer Jones-Woodham

2009-08-01

Full Text Available Inspired by self-directed learning (SDL theories, this paper uses learning portfolios as a reflective practice to improve student learning and develop personal responsibility, growth and autonomy in learning in a Visual Arts course. Students use PowerPoint presentations to demonstrate their concepts by creating folders that are linked to e-portfolios on the University website. This paper establishes the role of learning e-portfolios to improve teaching and learning as a model of reflection, collaboration and documentation in the making of art as a self-directed process. These portfolios link students' creative thinking to their conceptual frameworks. They also establish a process of inquiry using journals to map students' processes through their reflections and peer feedback. This practice argues that learning e-portfolios in studio art not only depends on a set of objectives whose means are justified by an agreed end but also depends on a practice that engages students' reflection about their actions while in their art- making practice. Using the principles of the maker as the intuitive and reflective practitioner, the making as the process in which the learning e-portfolios communicate the process and conceptual frameworks of learning and the eventual product, and the made as evidence of that learning in light of progress made, this paper demonstrates that learning-in-action and reflecting-in and-on-action are driven by self-direction. With technology, students bring their learning context to bear with the use of SDL. Students' use of PowerPoint program technology in making their portfolios is systematic and builds on students' competencies as this process guides students' beliefs and actions about their work that is based on theory and concepts in response to a visual culture that is Trinidad and Tobago. Students' self–directed art-making process as a self directed learning, models the process of articulated learning. Communicating about
Participation in asynchronous online discussion forums does improve student learning of gross anatomy.

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Green, Rodney A; Farchione, Davide; Hughes, Diane L; Chan, Siew-Pang

2014-01-01

Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty-eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching. Copyright © 2013 American Association of Anatomists.
Implementation of a virtual learning from discrepancy meeting: a method to improve attendance and facilitate shared learning from radiological error

International Nuclear Information System (INIS)

Carlton Jones, A.L.; Roddie, M.E.

2016-01-01

Aim: To assess the effect on radiologist participation in learning from discrepancy meetings (LDMs) in a multisite radiology department by establishing virtual LDMs using OsiriX (Pixmeo). Materials and methods: Sets of anonymised discrepancy cases were added to an OsiriX database available for viewing on iMacs in all radiology reporting rooms. Radiologists were given a 3-week period to review the cases and send their feedback to the LDM convenor. Group learning points and consensus feedback were added to each case before it was moved to a permanent digital LDM library. Participation was recorded and compared with that from the previous 4 years of conventional LDMs. Radiologist feedback comparing the two types of LDM was collected using an anonymous online questionnaire. Results: Numbers of radiologists attending increased significantly from a mean of 12±2.9 for the conventional LDM to 32.7±7 for the virtual LDM (p<0.0001) and the percentage of radiologists achieving the UK standard of participation in at least 50% of LDMs annually rose from an average of 18% to 68%. The number of cases submitted per meeting rose significantly from an average of 11.1±3 for conventional LDMs to 15.9±5.9 for virtual LDMs (p<0.0097). Analysis of 35 returned questionnaires showed that radiologists welcomed being able to review cases at a time and place of their choosing and at their own pace. Conclusion: Introduction of virtual LDMs in a multisite radiology department improved radiologist participation in shared learning from radiological discrepancy and increased the number of submitted cases. - Highlights: • Learning from error is an important way to improve patient safety. • Consultant attendance at learning from discrepancy meetings (LDMs) was persistently poor in a large, multisite Trust. • Introduction of a ‘virtual’ LDM improved consultant participation and increased the number of cases submitted.
Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

Science.gov (United States)

Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…
Organizational learning in a college of nursing: A learning history.

Science.gov (United States)

Lyman, Bret; Cowan, Lisa A; Hoyt, Hannah C

2018-02-01

College of nursing leaders can foster organizational learning as a means of achieving their desired organizational outcomes. Organizational learning has not previously been studied in colleges of nursing, leaving college administrators and faculty little guidance as they strive to improve outcomes in their own colleges. The purpose of this study was to discover new insights related to organizational learning in a college of nursing. The learning history method was used to document and describe organizational learning in a college of nursing. This study was conducted with a college of nursing situated in a private, religious-based university in the western United States. Six stakeholders and 16 individuals familiar with the college's history were purposively recruited for this study. Participants included college administrators, faculty, students, alumni, and individuals with university-level responsibilities related to the college. Semi-structured interviews and college artifacts were used to gather data. Data was reviewed and themes identified through a process called "distillation." The college's vision, "Learning the Healer's Art" provides purpose and motivation within the college. Four themes provide additional insight into how the college established a learning culture and fosters behavior conducive to organizational learning: (1) Character and Quality, (2) Long-Term Perspective, (3) Collaborative Leadership and Adaptation, and (4) Mentoring. College of nursing leaders can foster organizational learning and pursue improvement within their colleges. Recommended actions include developing a shared vision for the college, building a cadre of qualified faculty and students who have strong personal character, maintaining a long-term perspective, using a collaborative approach to leadership and adaptation, and facilitating mentoring. Copyright © 2017 Elsevier Ltd. All rights reserved.
Alignment of an interprofessional student learning experience with a hospital quality improvement initiative.

Science.gov (United States)

Fowler, Terri O; Wise, Holly H; Mauldin, Mary P; Ragucci, Kelly R; Scheurer, Danielle B; Su, Zemin; Mauldin, Patrick D; Bailey, Jennifer R; Borckardt, Jeffrey J

2018-04-11

Assessment of interprofessional education (IPE) frequently focuses on students' learning outcomes including changes in knowledge, skills, and/or attitudes. While a foundational education in the values and information of their chosen profession is critical, interprofessional learning follows a continuum from formal education to practice. The continuum increases in significance and complexity as learning becomes more relationship based and dependent upon the ability to navigate complex interactions with patients, families, communities, co-workers, and others. Integrating IPE into collaborative practice is critical to enhancing students' experiential learning, developing teamwork competencies, and understanding the complexity of teams. This article describes a project that linked students with a hospital-based quality-improvement effort to focus on the acquisition and practice of teamwork skills and to determine the impact of teamwork on patient and quality outcome measures. A hospital unit was identified with an opportunity for improvement related to quality care, patient satisfaction, employee engagement, and team behaviours. One hundred and thirty-seven students from six health profession colleges at the Medical University of South Carolina underwent TeamSTEPPS® training and demonstrated proficiency of their teamwork-rating skills with the TeamSTEPPS® Team Performance Observation Tool (T-TPO). Students observed real-time team behaviours of unit staff before and after staff attended formal TeamSTEPPS® training. The students collected a total of 778 observations using the T-TPO. Teamwork performance on the unit improved significantly across all T-TPO domains (team structure, communication, leadership, situation monitoring, and mutual support). Significant improvement in each domain continued post-intervention and at 15-month follow-up, improvement remained significant compared to baseline. Student engagement in TeamSTEPPS® training and demonstration of their
eLearning techniques supporting problem based learning in clinical simulation.

Science.gov (United States)

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

2005-08-01

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

Learning About Climate and Atmospheric Models Through Machine Learning

Science.gov (United States)

Lucas, D. D.

2017-12-01

From the analysis of ensemble variability to improving simulation performance, machine learning algorithms can play a powerful role in understanding the behavior of atmospheric and climate models. To learn about model behavior, we create training and testing data sets through ensemble techniques that sample different model configurations and values of input parameters, and then use supervised machine learning to map the relationships between the inputs and outputs. Following this procedure, we have used support vector machines, random forests, gradient boosting and other methods to investigate a variety of atmospheric and climate model phenomena. We have used machine learning to predict simulation crashes, estimate the probability density function of climate sensitivity, optimize simulations of the Madden Julian oscillation, assess the impacts of weather and emissions uncertainty on atmospheric dispersion, and quantify the effects of model resolution changes on precipitation. This presentation highlights recent examples of our applications of machine learning to improve the understanding of climate and atmospheric models. This work was performed under the auspices of the U.S. Department of Energy by Lawrence Livermore National Laboratory under Contract DE-AC52-07NA27344.
Transcranial infrared laser stimulation improves rule-based, but not information-integration, category learning in humans.

Science.gov (United States)

Blanco, Nathaniel J; Saucedo, Celeste L; Gonzalez-Lima, F

2017-03-01

This is the first randomized, controlled study comparing the cognitive effects of transcranial laser stimulation on category learning tasks. Transcranial infrared laser stimulation is a new non-invasive form of brain stimulation that shows promise for wide-ranging experimental and neuropsychological applications. It involves using infrared laser to enhance cerebral oxygenation and energy metabolism through upregulation of the respiratory enzyme cytochrome oxidase, the primary infrared photon acceptor in cells. Previous research found that transcranial infrared laser stimulation aimed at the prefrontal cortex can improve sustained attention, short-term memory, and executive function. In this study, we directly investigated the influence of transcranial infrared laser stimulation on two neurobiologically dissociable systems of category learning: a prefrontal cortex mediated reflective system that learns categories using explicit rules, and a striatally mediated reflexive learning system that forms gradual stimulus-response associations. Participants (n=118) received either active infrared laser to the lateral prefrontal cortex or sham (placebo) stimulation, and then learned one of two category structures-a rule-based structure optimally learned by the reflective system, or an information-integration structure optimally learned by the reflexive system. We found that prefrontal rule-based learning was substantially improved following transcranial infrared laser stimulation as compared to placebo (treatment X block interaction: F(1, 298)=5.117, p=0.024), while information-integration learning did not show significant group differences (treatment X block interaction: F(1, 288)=1.633, p=0.202). These results highlight the exciting potential of transcranial infrared laser stimulation for cognitive enhancement and provide insight into the neurobiological underpinnings of category learning. Copyright © 2017 Elsevier Inc. All rights reserved.
Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.
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.
Process Improvement for Next Generation Space Flight Vehicles: MSFC Lessons Learned

Science.gov (United States)

Housch, Helen

2008-01-01

This viewgraph presentation reviews the lessons learned from process improvement for Next Generation Space Flight Vehicles. The contents include: 1) Organizational profile; 2) Process Improvement History; 3) Appraisal Preparation; 4) The Appraisal Experience; 5) Useful Tools; and 6) Is CMMI working?
MAP as a model for practice-based learning and improvement in child psychiatry training.

Science.gov (United States)

Kataoka, Sheryl H; Podell, Jennifer L; Zima, Bonnie T; Best, Karin; Sidhu, Shawn; Jura, Martha Bates

2014-01-01

Not only is there a growing literature demonstrating the positive outcomes that result from implementing evidence based treatments (EBTs) but also studies that suggest a lack of delivery of these EBTs in "usual care" practices. One way to address this deficit is to improve the quality of psychotherapy teaching for clinicians-in-training. The Accreditation Council for Graduate Medical Education (ACGME) requires all training programs to assess residents in a number of competencies including Practice-Based Learning and Improvements (PBLI). This article describes the piloting of Managing and Adapting Practice (MAP) for child psychiatry fellows, to teach them both EBT and PBLI skills. Eight child psychiatry trainees received 5 full days of MAP training and are delivering MAP in a year-long outpatient teaching clinic. In this setting, MAP is applied to the complex, multiply diagnosed psychiatric patients that present to this clinic. This article describes how MAP tools and resources assist in teaching trainees each of the eight required competency components of PBLI, including identifying deficits in expertise, setting learning goals, performing learning activities, conducting quality improvement methods in practice, incorporating formative feedback, using scientific studies to inform practice, using technology for learning, and participating in patient education. A case example illustrates the use of MAP in teaching PBLI. MAP provides a unique way to teach important quality improvement and practice-based learning skills to trainees while training them in important psychotherapy competence.
Evaluation of students' perception of their learning environment and approaches to learning

Science.gov (United States)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.
Improving a Deep Learning based RGB-D Object Recognition Model by Ensemble Learning

DEFF Research Database (Denmark)

Aakerberg, Andreas; Nasrollahi, Kamal; Heder, Thomas

2018-01-01

Augmenting RGB images with depth information is a well-known method to significantly improve the recognition accuracy of object recognition models. Another method to im- prove the performance of visual recognition models is ensemble learning. However, this method has not been widely explored...... in combination with deep convolutional neural network based RGB-D object recognition models. Hence, in this paper, we form different ensembles of complementary deep convolutional neural network models, and show that this can be used to increase the recognition performance beyond existing limits. Experiments...
Goodnight Book: Sleep Consolidation Improves Word Learning via Storybooks

Directory of Open Access Journals (Sweden)

Sophie E. Williams

2014-03-01

Full Text Available Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children’s word retention were tested 2.5 hours later, 24 hours later and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children’s word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed.
An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

Science.gov (United States)

Balasubramanian, R.

2007-12-01

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

Science.gov (United States)

Usmeldi

2018-05-01

The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.
A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task.

Directory of Open Access Journals (Sweden)

Benjamin A Motz

Full Text Available Despite widespread assertions that enthusiasm is an important quality of effective teaching, empirical research on the effect of enthusiasm on learning and memory is mixed and largely inconclusive. To help resolve these inconsistencies, we conducted a carefully-controlled laboratory experiment, investigating whether enthusiastic instructions for a memory task would improve recall accuracy. Scripted videos, either enthusiastic or neutral, were used to manipulate the delivery of task instructions. We also manipulated the sequence of learning items, replicating the spacing effect, a known cognitive technique for memory improvement. Although spaced study reliably improved test performance, we found no reliable effect of enthusiasm on memory performance across two experiments. We did, however, find that enthusiastic instructions caused participants to respond to more item prompts, leaving fewer test questions blank, an outcome typically associated with increased task motivation. We find no support for the popular claim that enthusiastic instruction will improve learning, although it may still improve engagement. This dissociation between motivation and learning is discussed, as well as its implications for education and future research on student learning.
A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task.

Science.gov (United States)

Motz, Benjamin A; de Leeuw, Joshua R; Carvalho, Paulo F; Liang, Kaley L; Goldstone, Robert L

2017-01-01

Despite widespread assertions that enthusiasm is an important quality of effective teaching, empirical research on the effect of enthusiasm on learning and memory is mixed and largely inconclusive. To help resolve these inconsistencies, we conducted a carefully-controlled laboratory experiment, investigating whether enthusiastic instructions for a memory task would improve recall accuracy. Scripted videos, either enthusiastic or neutral, were used to manipulate the delivery of task instructions. We also manipulated the sequence of learning items, replicating the spacing effect, a known cognitive technique for memory improvement. Although spaced study reliably improved test performance, we found no reliable effect of enthusiasm on memory performance across two experiments. We did, however, find that enthusiastic instructions caused participants to respond to more item prompts, leaving fewer test questions blank, an outcome typically associated with increased task motivation. We find no support for the popular claim that enthusiastic instruction will improve learning, although it may still improve engagement. This dissociation between motivation and learning is discussed, as well as its implications for education and future research on student learning.
Information Literacy and technology to improve learning and education

OpenAIRE

Mooij, Ton; Smeets, Ed

2011-01-01

Mooij, T., & Smeets, E. (2011, 13-16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross-network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Berlin, Germany.
Infrastructure under construction: continuous improvement and learning in projects

NARCIS (Netherlands)

Gieskes, J.F.B.; ten Broeke, André M.

2000-01-01

Continuous improvement and learning are popular concepts in management literature and practice. Often they are situated in an environment where the work is of a repetitive nature. However, there are a lot of organisations where (part of) the primary processes are carried out by means of projects. An
E-Learning Personalization Based on Hybrid Recommendation Strategy and Learning Style Identification

Science.gov (United States)

Klasnja-Milicevic, Aleksandra; Vesin, Boban; Ivanovic, Mirjana; Budimac, Zoran

2011-01-01

Personalized learning occurs when e-learning systems make deliberate efforts to design educational experiences that fit the needs, goals, talents, and interests of their learners. Researchers had recently begun to investigate various techniques to help teachers improve e-learning systems. In this paper, we describe a recommendation module of a…
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.
eLEARNING

OpenAIRE

Hamburg, Ileana; Lindecke, Christiane; Terstriep, Judith

2005-01-01

eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL), as a catalyst of change and a chance for small and medium-sized enterprises (SMEs) to improve their business and to integrate into European market. But so far eLearning in the context of vocational educational training mainly has been adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are and...
STUDENT-CENTERED LEARNING AND CROSS CULTURAL UNDERSTANDING IN LEARNING INTODUCTION TO LITERATURE TO IMPROVE THE STUDENTS MORALITY AND MULTICULTURAL VALUES

Directory of Open Access Journals (Sweden)

Siminto Siminto

2017-04-01

Full Text Available Previously the paradigm change was done from the teacher centered to the student centered in teaching learning process. It was expected to be able to encourage the students to be involved in building their knowledge, attitude, and character. Besides that, English learners did not understand about the native culture and morality values to the language that they are learning. Cross cultural understanding knowledge is very useful to improve the students‘ ability in recognizing the dissimilarity culture and live together in the middle of the dissimilarity culture. This research was based on the qualitative research principle. The research type used was qualitative study by using action research design. Subject of this research was the fourth semester students who have programmed Introduction to Literature in English Study Program at Palangkaraya State Islamic Institute in academic year 2014/2015, consisted of two learning group. Based on the research findings, by implementing of student-centered learning and cross cultural understanding, it showed that they can increase: (1 the students‘ readiness, being active, seriousness in analyzing English literature text; (2 the students‘ performance in doing of tasks given to each students to be able to share their understanding about English literature text to the other students; (3 the students‘ learning quality, academic achievement, interest, response in learning of Introduction to Literature related to literature text analysis concept mastering; (4 the students‘ morality and multicultural values. It could be seen from the students‘ study result, literature text analysis result, and the students‘ character.
E-learning as a Way to Improve the Quality of Educational for International Students

OpenAIRE

Yanushchik, Olga Vladimirovna; Pakhomova, Elena Grigorievna; Batbold, Khongorzul

2015-01-01

The article focuses on the problem of teaching mathematics to students of an engineering university learning in a non-native language. The results of a survey helped us identify the main difficulties facing international students when they begin their studies at Russian universities. We also describe a methodology of teaching mathematics using e-learning as web-based instruction. The use of e-learning in the educational process improves the quality of practical training and provides a better ...

Light exposure before learning improves memory consolidation at night

Science.gov (United States)

Shan, Li-Li; Guo, Hao; Song, Ning-Ning; Jia, Zheng-Ping; Hu, Xin-Tian; Huang, Jing-Fei; Ding, Yu-Qiang; Richter-Levine, Gal; Zhou, Qi-Xin; Xu, Lin

2015-01-01

Light is recently recognized as a modulator able to activate the hippocampus and modulate memory processing, but little is known about the molecular mechanisms. Here, we report that in mice, a short pulse of white light before learning dramatically improves consolidation of contextual fear memory during the night. The light exposure increases hippocampal active p21-activated kinase 1 (PAK1) and CA1 long-term potentiation (LTP). These light effects are abolished in PAK1 knockout and dominant-negative transgenic mice, but preserved by expression of constitutively active PAK1 in the hippocampus. Our results indicate that light can act as a switch of PAK1 activity that modulate CA1 LTP and thereby memory consolidation without affecting learning and short-term memory. PMID:26493375
Improving Accessibility for Seniors in a Life-Long Learning Network: A Usability Study of Learning Websites

Science.gov (United States)

Gu, Xiaoqing; Ding, Rui; Fu, Shirong

2011-01-01

Senior citizens are comparatively vulnerable in accessing learning opportunities offered on the Internet due to usability problems in current web design. In an effort to build a senior-friendly learning web as a part of the Life-long Learning Network in Shanghai, usability studies of two websites currently available to Shanghai senior citizens…
A Formative Assessment-Based Mobile Learning Approach to Improving the Learning Attitudes and Achievements of Students

Science.gov (United States)

Hwang, Gwo-Jen; Chang, Hsun-Fang

2011-01-01

The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content.…
The FITS model: an improved Learning by Design approach

OpenAIRE

Michels, Koen; Vries, de, Marc; Breukelen, van, Dave; Schure, Frank

2016-01-01

Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A series of exploratory studies, previous to the study in this paper, indicated how to enhance concept learning. Small-scale tested modifications, based on explicit teaching and scaffolding, were promisin...
Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum.

Science.gov (United States)

Mahmoodi, Benjamin; Sagheb, K; Sagheb, Ka; Schulz, P; Willershausen, B; Al-Nawas, B; Walter, C

2016-12-01

Online learning media are increasingly being incorporated into medical and dental education. However, the coordination between obligatory and facultative teaching domains still remains unsatisfying. The Catalogue of Interactive Learning Objectives of the University Clinic of Mainz (ILKUM), aims to offer knowledge transfer for students while being mindful of their individual qualifications. Its hierarchical structure is designed according to the Association for Dental Education in Europe (ADEE) levels of competence. The ILKUM was designed to establish a stronger interconnection between already existing and prospective learning strategies. All contents are linked to the current lectures as well as to e-learning modules, e.g., clinical case studies and OR videos. Students can conduct self-examinations regarding specific learning objectives. Since 2007, ILKUM has been developed and analyzed regarding its acceptance among dental students. These improved e-learning techniques foster time and location-independent access to study materials and allow an estimation of the knowledge achieved by students. Surveys of our students clearly show a large demand for upgrading ILKUM content (89%; n = 172) with integrated self-testing (89%; n = 174). In parallel to the advancement of our e-learning offering, a portion of internet-based learning is constantly rising among students. The broad acceptance and demand for the development of ILKUM show its potential. Moreover, ILKUM grants fast, topic-oriented querying of learning content without time and locale limitations as well as direct determination of the individually needed knowledge conditions. The long-term goal of the ILKUM project is to be a sustainable, important additional modality of teaching and training for dental and medical students.
Improving students’ creativity using cooperative learning with virtual media on static fluida concept

Science.gov (United States)

Gunawan; Harjono, A.; Sahidu, H.; Nisrina

2018-04-01

Creativity is an important component of global competition in the 21st century. Therefore, learning innovation is needed to make students more creative. This research was conducted to improve students' creativity through cooperative learning using virtual media for the static fluid concept. This study was a quasi-experiment through a pre-test post-test design. The samples were chosen using cluster random sampling technique to obtain two groups, namely experimental group and control group. Data were collected using a creativity test in the form of an essay consisting of verbal and figural tests. The data were analyzed using t-test and N-gain test to determine the improvement of creativity in both groups. The results showed that the improvement of students' creativity in the experimental group was higher than the control group. The difference in the improvement of students’ creativity in both group is significant. Students become more creative especially related to indicators of fluency and elaboration. We conclude that the application of cooperative learning model using virtual media has a positive effect on students’ creativity.
Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

Science.gov (United States)

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-01-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were…
The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning

Directory of Open Access Journals (Sweden)

Erfan Priyambodo

2016-11-01

Full Text Available Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY. In determining the differences SRL before and after teaching and learning processes, the data was analized by stastitical method. The results showed that the implementation of the Collaborative Academic Online Based Learning method in teaching and learning was effective for improving students’ SRL.
Integrating e-Learning and Classroom Learning; Four Years of Asynchronous Learning to Improve Academic Competences

Directory of Open Access Journals (Sweden)

Bart Rienties

2008-06-01

Full Text Available In an ever-changing world, competencies to process information efficiently are essential. However, several researchers indicate that graduates have limited abilities to solve complex problems in reality. In this paper, a possible solution to increase competences in effective searching, analysing and comparing information is provided. In a blended-learning environment, students had to share information before coming to class. The results of an analysis of four consecutive years of computersupported learning in a master-course indicate that students are willing to share information when conditions are favourable. In addition, a specific redesign of the task, control and social dimension let to increased knowledge sharing. Future research is necessary to assess whether this also has increased performance.
Effects of Jigsaw Learning Method on Students’ Self-Efficacy and Motivation to Learn

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Dwi Nur Rachmah

2017-12-01

Full Text Available Jigsaw learning as a cooperative learning method, according to the results of some studies, can improve academic skills, social competence, behavior in learning, and motivation to learn. However, in some other studies, there are different findings regarding the effect of jigsaw learning method on self-efficacy. The purpose of this study is to examine the effects of jigsaw learning method on self-efficacy and motivation to learn in psychology students at the Faculty of Medicine, Universitas Lambung Mangkurat. The method used in the study is the experimental method using one group pre-test and post-test design. The results of the measurements before and after the use of jigsaw learning method were compared using paired samples t-test. The results showed that there is a difference in students’ self-efficacy and motivation to learn before and after subjected to the treatments; therefore, it can be said that jigsaw learning method had significant effects on self-efficacy and motivation to learn. The application of jigsaw learning model in a classroom with large number of students was the discussion of this study.
Improve Outcomes Study subjects Chemistry Teaching and Learning Strategies through independent study with the help of computer-based media

Science.gov (United States)

Sugiharti, Gulmah

2018-03-01

This study aims to see the improvement of student learning outcomes by independent learning using computer-based learning media in the course of STBM (Teaching and Learning Strategy) Chemistry. Population in this research all student of class of 2014 which take subject STBM Chemistry as many as 4 class. While the sample is taken by purposive as many as 2 classes, each 32 students, as control class and expriment class. The instrument used is the test of learning outcomes in the form of multiple choice with the number of questions as many as 20 questions that have been declared valid, and reliable. Data analysis techniques used one-sided t test and improved learning outcomes using a normalized gain test. Based on the learning result data, the average of normalized gain values for the experimental class is 0,530 and for the control class is 0,224. The result of the experimental student learning result is 53% and the control class is 22,4%. Hypothesis testing results obtained t count> ttable is 9.02> 1.6723 at the level of significance α = 0.05 and db = 58. This means that the acceptance of Ha is the use of computer-based learning media (CAI Computer) can improve student learning outcomes in the course Learning Teaching Strategy (STBM) Chemistry academic year 2017/2018.
The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

Science.gov (United States)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

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

Directory of Open Access Journals (Sweden)

S. R. Manurung

2018-01-01

Full Text Available The effectiveness of hypertext media in improving graph interpretation ability is investigated in this paper. In addition, joint ability of the formal thinking to improve the graph ability of prospective students is considered. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from Physics Education Program in one institute for teacher education in Medan. The test consists of graph interpretation ability test in the topic of kinematics and Test of Logical Thinking (TOLT or formal thinking before learning and graph interpretation ability test after learning. The data are then analysed by using SPSS based two ways Analisys of Variance (ANOVA method. The results show that the ability to interpretate graph is significantly improved by using hypertext media assisted kinematic learning.
Rolling bearing fault feature learning using improved convolutional deep belief network with compressed sensing

Science.gov (United States)

Shao, Haidong; Jiang, Hongkai; Zhang, Haizhou; Duan, Wenjing; Liang, Tianchen; Wu, Shuaipeng

2018-02-01

The vibration signals collected from rolling bearing are usually complex and non-stationary with heavy background noise. Therefore, it is a great challenge to efficiently learn the representative fault features of the collected vibration signals. In this paper, a novel method called improved convolutional deep belief network (CDBN) with compressed sensing (CS) is developed for feature learning and fault diagnosis of rolling bearing. Firstly, CS is adopted for reducing the vibration data amount to improve analysis efficiency. Secondly, a new CDBN model is constructed with Gaussian visible units to enhance the feature learning ability for the compressed data. Finally, exponential moving average (EMA) technique is employed to improve the generalization performance of the constructed deep model. The developed method is applied to analyze the experimental rolling bearing vibration signals. The results confirm that the developed method is more effective than the traditional methods.
The effect of the use of android-based application in learning together to improve students' academic performance

Science.gov (United States)

Ulfa, Andi Maria; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

Poor achievement of students' performance on Chemistry may result from unfavourable learning processes. Therefore, innovation on learning process must be created. Regarding fast development of mobile technology, learning process cannot ignore the crucial role of the technology. This research and development (R&D) studies was done to develop android based application and to study the effect of its integration in Learning together (LT) into the improvement of students' learning creativity and cognitive achievement. The development of the application was carried out by adapting Borg & Gall and Dick & Carey model. The developed-product was reviewed by chemist, learning media practitioners, peer reviewers, and educators. After the revision based on the reviews, the application was used in the LT model on the topic of Stoichiometry in a senior high school. The instruments were questionnaires to get comments and suggestion from the reviewers about the application, and the another questionnaire was to collect the data of learning creativity. Another instrument used was a set of test by which data of students' achievement was collected. The results showed that the use of the mobile based application on Learning Together can bring about significant improvement of students' performance including creativity and cognitive achievement.
IMPROVING THE EDUCATIONAL PROCESS BASED ON THE USE OF INFORMATION LEARNING MANAGEMENT SYSTEMS

Directory of Open Access Journals (Sweden)

Aleksandra B. Kriger

2015-01-01

Full Text Available The paper considers with the development of effective educational process, using leaning management system. The analysis of the results of the use Blackboard Learning System for the organization of educational activities to the university students. Built process models of learning (ideal and real on the basis of their proposals on the improvement of the educational process.
Using reflective learning journals to improve students learning and awareness

DEFF Research Database (Denmark)

Jensen, Lars Peter

2008-01-01

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

Science.gov (United States)

Novak, Joseph D

2003-01-01

There have been enormous advances in our understanding of human learning in the past three decades. There have also been important advances in our understanding of the nature of knowledge and new knowledge creation. These advances, when combined with the explosive development of the Internet and other technologies, permit advances in educational practices at least as important as the invention of the printing press in 1460. We have built on the cognitive learning theory of David Ausubel and various sources of new ideas on epistemology. Our research program has focused on understanding meaningful learning and on developing better methods to achieve such learning and to assess progress in meaningful learning. The concept map tool developed in our program has proved to be highly effective both in promoting meaningful learning and in assessing learning outcomes. Concept mapping strategies are also proving powerful for eliciting, capturing, and archiving knowledge of experts and organizations. New technology for creating concept maps developed at the University of West Florida permits easier and better concept map construction, thus facilitating learning, knowledge capture, and local or distance creation and sharing of structured knowledge, especially when utilized with the Internet. A huge gap exists between what we now know to improve learning and use of knowledge and the practices currently in place in most schools and corporations. There are promising projects in progress that may help to achieve accelerated advances. These include projects in schools at all educational levels, including projects in Colombia, Costa Rica, Italy, Spain, and the United States, and collaborative projects with corporate organizations and distance learning projects. Results to date have been encouraging and suggest that we may be moving from the lag phase of educational innovation to a phase of exponential growth.
The FITS model: an improved Learning by Design approach

NARCIS (Netherlands)

Drs. Ing. Koen Michels; Prof. Dr. Marc de Vries; MEd Dave van Breukelen; MEd Frank Schure

2016-01-01

Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

NARCIS (Netherlands)

Kostons, Danny; Van Gog, Tamara; Paas, Fred

2012-01-01

Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004

Learning to Play in a Day: Faster Deep Reinforcement Learning by Optimality Tightening

OpenAIRE

He, Frank S.; Liu, Yang; Schwing, Alexander G.; Peng, Jian

2016-01-01

We propose a novel training algorithm for reinforcement learning which combines the strength of deep Q-learning with a constrained optimization approach to tighten optimality and encourage faster reward propagation. Our novel technique makes deep reinforcement learning more practical by drastically reducing the training time. We evaluate the performance of our approach on the 49 games of the challenging Arcade Learning Environment, and report significant improvements in both training time and...
A randomised controlled trial of blended learning to improve the newborn examination skills of medical students.

Science.gov (United States)

Stewart, Alice; Inglis, Garry; Jardine, Luke; Koorts, Pieter; Davies, Mark William

2013-03-01

To evaluate the hypotheses that a blended learning approach would improve the newborn examination skills of medical students and yield a higher level of satisfaction with learning newborn examination. Undergraduate medical students at a tertiary teaching hospital were individually randomised to receive either a standard neonatology teaching programme (control group), or additional online access to the PENSKE Baby Check Learning Module (blended learning group). The primary outcome was performance of newborn examination on standardised assessment by blinded investigators. The secondary outcomes were performance of all 'essential' items of the examination, and participant satisfaction. The recruitment rate was 88% (71/81). The blended learning group achieved a significantly higher mean score than the control group (p=0.02) for newborn examination. There was no difference for performance of essential items, or satisfaction with learning newborn examination. The blended learning group rated the module highly for effective use of learning time and ability to meet specific learning needs. A blended learning approach resulted in a higher level of performance of newborn examination on standardised assessment. This is consistent with published literature on blended learning and has implications for all neonatal clinicians including junior doctors, midwifes and nurse practitioners.
Creating Dynamic Learning Environment to Enhance Students’ Engagement in Learning Geometry

Science.gov (United States)

Sariyasa

2017-04-01

Learning geometry gives many benefits to students. It strengthens the development of deductive thinking and reasoning; it also provides an opportunity to improve visualisation and spatial ability. Some studies, however, have pointed out the difficulties that students encountered when learning geometry. A preliminary study by the author in Bali revealed that one of the main problems was teachers’ difficulties in delivering geometry instruction. It was partly due to the lack of appropriate instructional media. Coupling with dynamic geometry software, dynamic learning environments is a promising solution to this problem. Employing GeoGebra software supported by the well-designed instructional process may result in more meaningful learning, and consequently, students are motivated to engage in the learning process more deeply and actively. In this paper, we provide some examples of GeoGebra-aided learning activities that allow students to interactively explore and investigate geometry concepts and the properties of geometry objects. Thus, it is expected that such learning environment will enhance students’ internalisation process of geometry concepts.
Organizational structure and continuous improvement and learning: Moderating effects of cultural endorsement of participative leadership

OpenAIRE

Xiaowen Huang; Joseph C Rode; Roger G Schroeder

2011-01-01

Building upon the culturally endorsed implicit theory of leadership, we investigated the moderating effects of national culture on the relationship between organizational structure and continuous improvement and learning. We propose that the relationship between organic organizations (characterized by flat, decentralized structures with a wide use of multifunctional employees) and continuous improvement and learning will be stronger when national cultural endorsement for participative leaders...
Readiness of Adults to Learn Using E-Learning, M-Learning and T-Learning Technologies

Science.gov (United States)

Vilkonis, Rytis; Bakanoviene, Tatjana; Turskiene, Sigita

2013-01-01

The article presents results of the empirical research revealing readiness of adults to participate in the lifelong learning process using e-learning, m-learning and t-learning technologies. The research has been carried out in the framework of the international project eBig3 aiming at development a new distance learning platform blending virtual…
Using an improved association rules mining optimization algorithm in web-based mobile-learning system

Science.gov (United States)

Huang, Yin; Chen, Jianhua; Xiong, Shaojun

2009-07-01

Mobile-Learning (M-learning) makes many learners get the advantages of both traditional learning and E-learning. Currently, Web-based Mobile-Learning Systems have created many new ways and defined new relationships between educators and learners. Association rule mining is one of the most important fields in data mining and knowledge discovery in databases. Rules explosion is a serious problem which causes great concerns, as conventional mining algorithms often produce too many rules for decision makers to digest. Since Web-based Mobile-Learning System collects vast amounts of student profile data, data mining and knowledge discovery techniques can be applied to find interesting relationships between attributes of learners, assessments, the solution strategies adopted by learners and so on. Therefore ,this paper focus on a new data-mining algorithm, combined with the advantages of genetic algorithm and simulated annealing algorithm , called ARGSA(Association rules based on an improved Genetic Simulated Annealing Algorithm), to mine the association rules. This paper first takes advantage of the Parallel Genetic Algorithm and Simulated Algorithm designed specifically for discovering association rules. Moreover, the analysis and experiment are also made to show the proposed method is superior to the Apriori algorithm in this Mobile-Learning system.
Improving AACSB Assurance of Learning with Importance-Performance and Learning Growth: A Case Study

Science.gov (United States)

Harvey, James W.; McCrohan, Kevin F.

2017-01-01

Two fallacious assumptions can mislead assurance of learning (AoL) loop closing. Association to Advance Collegiate Schools of Business guidance states that learning goals should reflect the outcomes most valued by the program, but evidence shows that schools assign equal priorities to the skills selected. The second false assumption is that…
Innovative learning model for improving students’ argumentation skill and concept understanding on science

Science.gov (United States)

Nafsiati Astuti, Rini

2018-04-01

Argumentation skill is the ability to compose and maintain arguments consisting of claims, supports for evidence, and strengthened-reasons. Argumentation is an important skill student needs to face the challenges of globalization in the 21st century. It is not an ability that can be developed by itself along with the physical development of human, but it must be developed under nerve like process, giving stimulus so as to require a person to be able to argue. Therefore, teachers should develop students’ skill of arguing in science learning in the classroom. The purpose of this study is to obtain an innovative learning model that are valid in terms of content and construct in improving the skills of argumentation and concept understanding of junior high school students. The assessment of content validity and construct validity was done through Focus Group Discussion (FGD), using the content and construct validation sheet, book model, learning video, and a set of learning aids for one meeting. Assessment results from 3 (three) experts showed that the learning model developed in the category was valid. The validity itself shows that the developed learning model has met the content requirement, the student needs, state of the art, strong theoretical and empirical foundation and construct validity, which has a connection of syntax stages and components of learning model so that it can be applied in the classroom activities
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...
You Like It, You Learn It: Affectivity and Learning in Competitive Social Role Play Gaming

Science.gov (United States)

Brom, Cyril; Šisler, Vít; Slussareff, Michaela; Selmbacherová, Tereza; Hlávka, Zdenek

2016-01-01

Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team-based games with competitive elements, even less is known about the relationship between…
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.
Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

Science.gov (United States)

Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

2009-06-01

In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.
Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative.

Science.gov (United States)

Ford, James H; Robinson, James M; Wise, Meg E

2016-09-29

NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants' preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes
A hypothesis on improving foreign accents by optimizing variability in vocal learning brain circuits.

Science.gov (United States)

Simmonds, Anna J

2015-01-01

Rapid vocal motor learning is observed when acquiring a language in early childhood, or learning to speak another language later in life. Accurate pronunciation is one of the hardest things for late learners to master and they are almost always left with a non-native accent. Here, I propose a novel hypothesis that this accent could be improved by optimizing variability in vocal learning brain circuits during learning. Much of the neurobiology of human vocal motor learning has been inferred from studies on songbirds. Jarvis (2004) proposed the hypothesis that as in songbirds there are two pathways in humans: one for learning speech (the striatal vocal learning pathway), and one for production of previously learnt speech (the motor pathway). Learning new motor sequences necessary for accurate non-native pronunciation is challenging and I argue that in late learners of a foreign language the vocal learning pathway becomes inactive prematurely. The motor pathway is engaged once again and learners maintain their original native motor patterns for producing speech, resulting in speaking with a foreign accent. Further, I argue that variability in neural activity within vocal motor circuitry generates vocal variability that supports accurate non-native pronunciation. Recent theoretical and experimental work on motor learning suggests that variability in the motor movement is necessary for the development of expertise. I propose that there is little trial-by-trial variability when using the motor pathway. When using the vocal learning pathway variability gradually increases, reflecting an exploratory phase in which learners try out different ways of pronouncing words, before decreasing and stabilizing once the "best" performance has been identified. The hypothesis proposed here could be tested using behavioral interventions that optimize variability and engage the vocal learning pathway for longer, with the prediction that this would allow learners to develop new motor
Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

Science.gov (United States)

Milic, Natasa M; Trajkovic, Goran Z; Bukumiric, Zoran M; Cirkovic, Andja; Nikolic, Ivan M; Milin, Jelena S; Milic, Nikola V; Savic, Marko D; Corac, Aleksandar M; Marinkovic, Jelena M; Stanisavljevic, Dejana M

2016-01-01

Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (pstatistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics.
Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

Science.gov (United States)

Milic, Natasa M.; Trajkovic, Goran Z.; Bukumiric, Zoran M.; Cirkovic, Andja; Nikolic, Ivan M.; Milin, Jelena S.; Milic, Nikola V.; Savic, Marko D.; Corac, Aleksandar M.; Marinkovic, Jelena M.; Stanisavljevic, Dejana M.

2016-01-01

Background Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. Methods This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Results Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (plearning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics. PMID:26859832
Knowledge Reuse Method to Improve the Learning of Interference-Preventive Allocation Policies in Multi-Car Elevators

Science.gov (United States)

Valdivielso Chian, Alex; Miyamoto, Toshiyuki

In this letter, we introduce a knowledge reuse method to improve the performance of a learning algorithm developed to prevent interference in multi-car elevators. This method enables the algorithm to use its previously acquired experience in new learning processes. The simulation results confirm the improvement achieved in the algorithm's performance.
Improving active Mealy machine learning for protocol conformance testing

NARCIS (Netherlands)

Aarts, F.; Kuppens, H.; Tretmans, J.; Vaandrager, F.; Verwer, S.

2014-01-01

Using a well-known industrial case study from the verification literature, the bounded retransmission protocol, we show how active learning can be used to establish the correctness of protocol implementation I relative to a given reference implementation R. Using active learning, we learn a model M
Improving Job Performance: Workplace Learning Is the First Step

Science.gov (United States)

Daryoush, Younes; Silong, Abu Daud; Omar, Zohara; Othman, Jamilah

2013-01-01

The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study…
Haptic Human-Human Interaction Through a Compliant Connection Does Not Improve Motor Learning in a Force Field

NARCIS (Netherlands)

Beckers, Niek; Keemink, Arvid; van Asseldonk, Edwin; van der Kooij, Herman; Prattichizzo, Domenico; Shinoda, Hiroyuki; Tan, Hong Z.; Ruffaldi, Emanuele; Frisoli, Antonio

2018-01-01

Humans have a natural ability to haptically interact with other humans, for instance during physically assisting a child to learn how to ride a bicycle. A recent study has shown that haptic human-human interaction can improve individual motor performance and motor learning rate while learning to

The impact of E-learning on improving Iranian EFL learners ...

African Journals Online (AJOL)

Multimedia materials in the English classroom play a novel role in language learning. The report presents the advantages of the e-learning and its role in enhancing “English Foreign language” (EFL) students' language skills and independent learning. An already running and established virtual learning environment, ...
Putting Learning into Library Planning

Science.gov (United States)

Bennett, Scott

2015-01-01

This essay notes the emergence of learning as a key factor in academic library planning. It argues for an improved, learning-oriented planning process by noting the dangers that arise from the priority usually given to fixing dysfunctional space and from the traps of mistaking the "things" of learning for learning itself and of thinking…
Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution

Science.gov (United States)

Mahalingam, Sheila; Abdollah, Faizal Mohd; Sahib, Shahrin

2014-01-01

M-Learning has a potential to improve efficiency in the education sector and has a tendency to grow advance and transform the learning environment in the future. Yet there are challenges in many areas faced when introducing and implementing m-learning. The learner centered attribute in mobile learning implies deployment in untrustworthy learning…
The Effects of Cooperative Learning on Improving English Pronunciation and Comprehension of Medical Students

Directory of Open Access Journals (Sweden)

Zeinab Sanaee Moghadam

2013-12-01

Full Text Available Introduction: Acquisition of intelligible English pronunciation and comprehension of medical texts has been considered as an important need for medical students. This can be improved by employing different methods and taking into consideration various learning styles of students. This study is an attempt to reveal the effect of cooperative learning on enhancing pronunciation and reading comprehension in students of medicine in Yasuj University of Medical Sciences. Methods: All 60 students of medicine in Yasuj University of Medical Sciences who enrolled in English for specific purposes 1st Feb 2013 took part in this quasi experimental study and were divided into two groups of thirties, according to the enrollment list. Cooperative learning was implemented with the experimental group dividing them into groups of five randomly, while the control group was taught with traditional method. Phonetic transcriptions were used along with passages taken from their book for the two groups. The data collected from three reading aloud tasks, scores of pretest, and midterm and final written examinations were analyzed using SPSS software, version19. Results: The results of the study showed that the experimental group outperformed the control group significantly (P<0.05 in all areas of reading aloud tests, pronunciation, and comprehension. Conclusion: It is concluded that cooperative learning significantly improves medical students’ pronunciation and comprehension. Teaching pronunciation and comprehension through cooperative learning yields better learning results for university students.
The Implementation of Collaborative Learning Using AfL through Giving Feedback Strategy for Improving Students’ Attention to Mathematics Lesson

Science.gov (United States)

Kurniasih, R.; Sujadi, I.; Pramesti, G.

2016-02-01

This research aims to describe the process of implementation collaborative learning with AfL through giving feedback strategy for improving students’ attention to mathematics lesson. Data which is collected in this research are students’ attention towards learning and students’ achievement. The result of this research showed that the learning steps by using collaborative learning with AfL through giving feedback strategy which can improve students’ attention are: 1) pre activity: the teacher delivers the purpose of the learning, successful criteria, apperception, and motivation. 2) main activity: the teacher gives the background of learning activity, explains learning materials at a glance, divides students discuss, the teacher observes and guides students to the problem solving, present their discussion result, gives feedback, the students do AfL problem and the answer is collected and result will be given before next meeting. 3) post activity: the teacher with students concludes the material. Test result, the percentage of students who complete the examination in the second cycle is 77.27%. Based on those results can be concluded that the implementation of collaborative learning using AfL through giving feedback can improve students’ attention towards learning and students’ achievement of XI IPA Students MA Al-Islam Jamsaren Surakarta academic year 2013/2014.
Attention Cueing and Activity Equally Reduce False Alarm Rate in Visual-Auditory Associative Learning through Improving Memory.

Science.gov (United States)

Nikouei Mahani, Mohammad-Ali; Haghgoo, Hojjat Allah; Azizi, Solmaz; Nili Ahmadabadi, Majid

2016-01-01

In our daily life, we continually exploit already learned multisensory associations and form new ones when facing novel situations. Improving our associative learning results in higher cognitive capabilities. We experimentally and computationally studied the learning performance of healthy subjects in a visual-auditory sensory associative learning task across active learning, attention cueing learning, and passive learning modes. According to our results, the learning mode had no significant effect on learning association of congruent pairs. In addition, subjects' performance in learning congruent samples was not correlated with their vigilance score. Nevertheless, vigilance score was significantly correlated with the learning performance of the non-congruent pairs. Moreover, in the last block of the passive learning mode, subjects significantly made more mistakes in taking non-congruent pairs as associated and consciously reported lower confidence. These results indicate that attention and activity equally enhanced visual-auditory associative learning for non-congruent pairs, while false alarm rate in the passive learning mode did not decrease after the second block. We investigated the cause of higher false alarm rate in the passive learning mode by using a computational model, composed of a reinforcement learning module and a memory-decay module. The results suggest that the higher rate of memory decay is the source of making more mistakes and reporting lower confidence in non-congruent pairs in the passive learning mode.
The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

Directory of Open Access Journals (Sweden)

Benjamin L. Wiggins

2017-05-01

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

Directory of Open Access Journals (Sweden)

Hongwei eMao

2015-03-01

Full Text Available Animals learn to choose a proper action among alternatives to improve their odds of success in food foraging and other activities critical for survival. Through trial-and-error, they learn correct associations between their choices and external stimuli. While a neural network that underlies such learning process has been identified at a high level, it is still unclear how individual neurons and a neural ensemble adapt as learning progresses. In this study, we monitored the activity of single units in the rat medial and lateral agranular (AGm and AGl, respectively areas as rats learned to make a left or right side lever press in response to a left or right side light cue. We noticed that rat movement parameters during the performance of the directional choice task quickly became stereotyped during the first 2-3 days or sessions. But learning the directional choice problem took weeks to occur. Accompanying rats’ behavioral performance adaptation, we observed neural modulation by directional choice in recorded single units. Our analysis shows that ensemble mean firing rates in the cue-on period did not change significantly as learning progressed, and the ensemble mean rate difference between left and right side choices did not show a clear trend of change either. However, the spatiotemporal firing patterns of the neural ensemble exhibited improved discriminability between the two directional choices through learning. These results suggest a spatiotemporal neural coding scheme in a motor cortical neural ensemble that may be responsible for and contributing to learning the directional choice task.
From learning objects to learning activities

DEFF Research Database (Denmark)

Dalsgaard, Christian

2005-01-01

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

NARCIS (Netherlands)

Vahdat, M.; Oneto, L.; Anguita, D.; Funk, M.; Rauterberg, G.W.M.

2016-01-01

Learning Analytics (LA) has a major interest in exploring and understanding the learning process of humans and, for this purpose, benefits from both Cognitive Science, which studies how humans learn, and Machine Learning, which studies how algorithms learn from data. Usually, Machine Learning is
Brahmi rasayana Improves Learning and Memory in Mice

Directory of Open Access Journals (Sweden)

Hanumanthachar Joshi

2006-01-01

Full Text Available Cure of cognitive disorders such as amnesia, attention deficit and Alzheimer's disease is still a nightmare in the field of medicine. Nootropic agents such as piracetam, aniracetam and choline esterase inhibitors like Donepezil® are being used to improve memory, mood and behavior, but the resulting side effects associated with these agents have made their use limited. The present study was undertaken to assess the potential of Brahmi rasayana (BR as a memory enhancer. BR (100 and 200 mg kg−1 p.o. was administered for eight successive days to both young and aged mice. Elevated plus maze and passive-avoidance paradigm were employed to evaluate learning and memory parameters. Scopolamine (0.4 mg kg−1 i.p. was used to induce amnesia in mice. The effect of BR on whole brain AChE activity was also assessed. Piracetam (200 mg kg−1 i.p. was used as a standard nootropic agent. BR significantly improved learning and memory in young mice and reversed the amnesia induced by both scopolamine (0.4 mg kg−1 i.p. and natural aging. BR significantly decreased whole brain acetyl cholinesterase activity. BR might prove to be a useful memory restorative agent in the treatment of dementia seen in elderly.
E-Learning 2.0: Learning Redefined

OpenAIRE

Kumar, Rupesh

2009-01-01

The conventional e-learning approach emphasizes a learning system more than a learning environment. While traditional e-learning systems continue to be significant, there is a new set of services emerging, embracing the philosophy of Web 2.0. Known as e-learning 2.0, it aims to create a personalized learning environment. E-learning 2.0 combines the use of discrete but complementary tools and web services to support the creation of ad-hoc learning communities. This paper discusses the influenc...
Financial Learning: Is It The Effective Way to Improve Financial Literacy among Accounting Students?

Directory of Open Access Journals (Sweden)

Herawati Nyoman Trisna

2018-01-01

Full Text Available The aims of this study are to determine: the difference of financial literacy level between students who have had experience in financial learning and who have not had experience in financial learning. The data for this study was collected through financial literacy test and questionnaire which was distributed through randomized sampling method. A total of 173 completed and usable questionnaire have been collected. The result shows that the level of financial literacy among accounting students comes under below optimal standard category. Students who have had financial learning experience have a higher level of financial literacy than students who have not. This study provides means to improve financial learning for accounting students in preparation for creating a prosperous future.
The Future of Learning: From eLearning to mLearning.

Science.gov (United States)

Keegan, Desmond

The future of electronic learning was explored in an analysis that viewed the provision of learning at a distance as a continuum and traced the evolution from distance learning to electronic learning to mobile learning in Europe and elsewhere. Special attention was paid to the following topics: (1) the impact of the industrial revolution, the…
Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

Directory of Open Access Journals (Sweden)

Natasa M Milic

Full Text Available Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face learning to further assess the potential value of web-based learning in medical statistics.This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545 the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course.Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001 and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023 with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001.This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional
Conceptualizing On-the-Job Learning Styles

Science.gov (United States)

Berings, Marjolein G. M. C.; Poell, Rob F.; Simons, P. Robert-Jan

2005-01-01

The broad aims of this study are to gain insight into employees' on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and…
Learning More than Expected: The Influence of Teachers' Attitudes on Children's Learning Outcomes

Science.gov (United States)

Youn, Minjong

2016-01-01

This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…
Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

Science.gov (United States)

Entezari, Maria; Javdan, Mohammad

2016-01-01

Because Human Anatomy and Physiology (A&P), a gateway course for allied health majors, has high dropout rates nationally, it is challenging to find a successful pedagogical intervention. Reports on the effect of integration of flipped classrooms and whether it improves learning are contradictory for different disciplines. Thus many educators…
Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning

Science.gov (United States)

Pierson, Susan Jacques

2015-01-01

One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…
Enhancement of Learning Style in Kolej Poly-Tech MARA (KPTM) via Mobile EEF Learning System (MEEFLS)

OpenAIRE

M. E. Marwan; A. R. Madar; N. Fuad

2014-01-01

Mobile communication provides access to the outside world without borders everywhere and at any time. The learning method that related to mobile communication technology is known as mobile learning (M-learning). It is a method that communicates learning materials with mobile device technology. The purpose of this method is to increase the interest in learning among students and assist them in obtaining learning materials at Kolej Poly-Tech MARA (KPTM) in order to improve the student’s perform...

On the asymptotic improvement of supervised learning by utilizing additional unlabeled samples - Normal mixture density case

Science.gov (United States)

Shahshahani, Behzad M.; Landgrebe, David A.

1992-01-01

The effect of additional unlabeled samples in improving the supervised learning process is studied in this paper. Three learning processes. supervised, unsupervised, and combined supervised-unsupervised, are compared by studying the asymptotic behavior of the estimates obtained under each process. Upper and lower bounds on the asymptotic covariance matrices are derived. It is shown that under a normal mixture density assumption for the probability density function of the feature space, the combined supervised-unsupervised learning is always superior to the supervised learning in achieving better estimates. Experimental results are provided to verify the theoretical concepts.
Improving the Understanding of Research Methodology and Self-Regulated Learning Through Blog Project

OpenAIRE

Retnawati, Heri

2017-01-01

: This classroom action research seeks to improve self-regulated learning (SRL) and understanding of research methodology at the graduate school. Nineteen graduate school students were involved. Using project-based learning (PjBL), students were assigned to create online blogs as the main project. The blog was intended for representing their understanding of research methodology by writing review of research articles and submitting a research proposal. The classroom action research was based ...
Active Learning Improves Student Performance in a Respiratory Physiology Lab

Science.gov (United States)

Wolf, Alex M.; Liachovitzky, Carlos; Abdullahi, Abass S.

2015-01-01

This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of…
Using Mixed-Modality Learning Strategies via e-Learning for Second Language Vocabulary Acquisition

Science.gov (United States)

Yang, Fang-Chuan Ou; Wu, Wen-Chi Vivian

2015-01-01

This study demonstrated an e-learning system, MyEVA, based on a mixed-modality vocabulary strategy in assisting learners of English as a second language (L2 learners) to improve their vocabulary. To explore the learning effectiveness of MyEVA, the study compared four vocabulary-learning techniques, MyEVA in preference mode, MyEVA in basic mode, an…
e-Learning initiatives to support prescribing

Science.gov (United States)

Maxwell, Simon; Mucklow, John

2012-01-01

Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885
2017 Hans O. Mauksch Address: Using the Science of Learning to Improve Student Learning in Sociology Classes

Science.gov (United States)

Messineo, Melinda

2018-01-01

The 2017 Mauksch Address invites readers to consider how the field of sociology might benefit from greater inclusion of the science of learning into its pedagogy. Results from a survey of 92 teaching and learning experts in sociology reveal the degree to which the discipline's understanding of teaching and learning is informed by the science of…
CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

Science.gov (United States)

Jamhari, Wongkia, Wararat

2018-01-01

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

DEFF Research Database (Denmark)

Nielsen, Kurt Aagaard; Svensson, Lennart

2006-01-01

The authors suggest routines and educational structures that could improve a succesfull learning and education of action research.......The authors suggest routines and educational structures that could improve a succesfull learning and education of action research....
Maximizing flexibility and learning; using learning technology to improve course programs in higher education

OpenAIRE

Aasbrenn, Martin; Bingen, Hanne Maria

2009-01-01

ICDE 23rd World Conference. Including EADTU Annual Conference 7-10 June, 2009 The Netherlands, Maastricht MECC We propose a framework for development of course programs in higher education : Our vision is that all teaching in higher education should aim for maximal learning with maximal flexibility. Learning technology could be used to optimize this, implemented through continuous feedback from the students.
The Design of Mechatronics Simulator for Improving the Quality of Student Learning Course in Mechatronics

Science.gov (United States)

Kustija, J.; Hasbullah; Somantri, Y.

2018-02-01

Learning course on mechatronics specifically the Department of Electrical Engineering Education FPTK UPI still using simulation-aided instructional materials and software. It is still not maximizing students’ competencies in mechatronics courses required to skilfully manipulate the real will are implemented both in industry and in educational institutions. The purpose of this study is to submit a design of mechatronic simulator to improve student learning outcomes at the course mechatronics viewed aspects of cognitive and psychomotor. Learning innovation products resulting from this study is expected to be a reference and a key pillar for all academic units at UPI in implementing the learning environment. The method used in this research is quantitative method with the approach of Research and Development (R and D). Steps being taken in this study includes a preliminary study, design and testing of the design of mechatronic simulator that will be used in the course of mechatronics in DPTE FPTK UPI. Results of mechatronic design simulator which has been in testing using simulation modules and is expected to motivate students to improve the quality of learning good study results in the course of mechatronic expected to be realized.
Using Learning Analytics to Assess Student Learning in Online Courses

Science.gov (United States)

Martin, Florence; Ndoye, Abdou

2016-01-01

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

Directory of Open Access Journals (Sweden)

Heri Retnawati

2017-06-01

Full Text Available Abstract: This classroom action research seeks to improveself-regulated learning (SRL and understanding of research methodology at the graduate school. Nineteen graduate school students were involved. Using project-based learning (PjBL, students were assigned to create online blogs as the main project. The blog was intended for representing their understanding of research methodology by writing review of research articles and submitting a research proposal. The classroom action research was based ona model by Kemmis & McTaggart and was conducted in two cycles. The data were analyzed using mixed methods in which the main data were analyzed qualitatively and further analysed quantitatively. The results of the study showed that after completing the course, students not only gained knowledge about research methods, but were also able to write are search proposal. In addition, the project-based learning could facilitate students to practice their communication skills while writing on their blog and to improve selfegulated learning. Keywords: Action research, project-based learning, blog, self-regulated learning PENINGKATAN PENGUASAAN METODOLOGI PENELITIAN DAN SELF REGULATED LEARNING MELALUI PROJEK BLOG Abstrak: Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemandirian belajar dan pemahaman metodologi penelitian di sekolah Pascasarjana. Partisipan yang terlibat pada studi ini adalah 19 mahasiswa master di sekolah pascasarjana. Dengan menerapkan pembelajaran berbasis projek (PjBL, mahasiswa diberi tugas membuat blog sebagai projek utama. Projek yang dibuat mahasiswa berupa blog untuk merepresantasikan pemahaman metodologi penelitian mahasiswa melalui tulisan dan usulan penelitian tesis. Penelitian tindakan ini dilaksanakan dalam dua siklus dengan model Kemmis & Taggart. Analisis data dilakukan dengan mixed methods secara kualitatif dengan dilengkapi analisis kuantitatif sebagai pendukung. Hasil studi menunjukkan bahwa setelah menyelesaikan
Learning scikit-learn machine learning in Python

CERN Document Server

Garreta, Raúl

2013-01-01

The book adopts a tutorial-based approach to introduce the user to Scikit-learn.If you are a programmer who wants to explore machine learning and data-based methods to build intelligent applications and enhance your programming skills, this the book for you. No previous experience with machine-learning algorithms is required.
Nursing Students’ Preferred Learning Styles

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Sh Salehi

2009-11-01

Full Text Available Background and purpose: Learning style is the processing of information and comprehension. If teachers present contents in a style that matches a student’s preferred learning style, academic performance and success will improve. If content retention improves it will result in an increase in thetest scores. It is also important to determine if students, as a group, fit into a particular style or a particular cycle as they move through an educational program.Methods: The study is a descriptive analytical research. Nursing Students at Isfahan Medical Sciences University completed a questionnaire formulated to assess learning styles. Analysis of variance was used to investigate the possible relationship between learning cycle and student’s grades in the curriculum (i.e. freshman, sophomore, junior, or senior. Cross tabulation was used to test for a relationship between learning style and student academic year of study in the curriculum.Results: 294 students received the Kolb LSI questionnaire. The data demonstrated that juniors preferred a converger learning style and the senior students were in the abstract conceptualization cycle of learning. There were no relationships demonstrated between other groups in the study.Conclusion: The junior and senior students appear to prefer the stage of learning involving thinking and problem analysis. When a group of students demonstrate a preference for particular learning style teachers can develop their curriculum along their learning styleKey words: LEARNING STYLES, NURSING STUDENTS, FRESHMAN, SOPHOMORE, JUNIOR, SENIOR
Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

Science.gov (United States)

Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

2015-01-01

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.
Practical Measurement and Productive Persistence: Strategies for Using Digital Learning System Data to Drive Improvement

Science.gov (United States)

Krumm, Andrew E.; Beattie, Rachel; Takahashi, Sola; D'Angelo, Cynthia; Feng, Mingyu; Cheng, Britte

2016-01-01

This paper outlines the development of practical measures of productive persistence using digital learning system data. Practical measurement refers to data collection and analysis approaches originating from improvement science; productive persistence refers to the combination of academic and social mindsets as well as learning behaviours that…
"ELIP-MARC" Activities via TPS of Cooperative Learning to Improve Student's Mathematical Reasoning

Science.gov (United States)

Ulya, Wisulah Titah; Purwanto; Parta, I. Nengah; Mulyati, Sri

2017-01-01

The purpose of this study is to describe and generate interaction model of learning through "Elip-Marc" activity via "TPS" cooperative learning in order to improve student's mathematical reasoning who have valid, practical and effective criteria. "Elip-Marc" is an acronym of eliciting, inserting, pressing,…
Mobile Learning and Student Retention

Directory of Open Access Journals (Sweden)

Bharat Inder Fozdar

2007-06-01

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

Science.gov (United States)

Chmiliar, Linda

2017-01-01

The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.
SemiBoost: boosting for semi-supervised learning.

Science.gov (United States)

Mallapragada, Pavan Kumar; Jin, Rong; Jain, Anil K; Liu, Yi

2009-11-01

Semi-supervised learning has attracted a significant amount of attention in pattern recognition and machine learning. Most previous studies have focused on designing special algorithms to effectively exploit the unlabeled data in conjunction with labeled data. Our goal is to improve the classification accuracy of any given supervised learning algorithm by using the available unlabeled examples. We call this as the Semi-supervised improvement problem, to distinguish the proposed approach from the existing approaches. We design a metasemi-supervised learning algorithm that wraps around the underlying supervised algorithm and improves its performance using unlabeled data. This problem is particularly important when we need to train a supervised learning algorithm with a limited number of labeled examples and a multitude of unlabeled examples. We present a boosting framework for semi-supervised learning, termed as SemiBoost. The key advantages of the proposed semi-supervised learning approach are: 1) performance improvement of any supervised learning algorithm with a multitude of unlabeled data, 2) efficient computation by the iterative boosting algorithm, and 3) exploiting both manifold and cluster assumption in training classification models. An empirical study on 16 different data sets and text categorization demonstrates that the proposed framework improves the performance of several commonly used supervised learning algorithms, given a large number of unlabeled examples. We also show that the performance of the proposed algorithm, SemiBoost, is comparable to the state-of-the-art semi-supervised learning algorithms.

Unconscious improvement in foreign language learning using mismatch negativity neurofeedback: A preliminary study.

Directory of Open Access Journals (Sweden)

Ming Chang

Full Text Available When people learn foreign languages, they find it difficult to perceive speech sounds that are nonexistent in their native language, and extensive training is consequently necessary. Our previous studies have shown that by using neurofeedback based on the mismatch negativity event-related brain potential, participants could unconsciously achieve learning in the auditory discrimination of pure tones that could not be consciously discriminated without the neurofeedback. Here, we examined whether mismatch negativity neurofeedback is effective for helping someone to perceive new speech sounds in foreign language learning. We developed a task for training native Japanese speakers to discriminate between 'l' and 'r' sounds in English, as they usually cannot discriminate between these two sounds. Without participants attending to auditory stimuli or being aware of the nature of the experiment, neurofeedback training helped them to achieve significant improvement in unconscious auditory discrimination and recognition of the target words 'light' and 'right'. There was also improvement in the recognition of other words containing 'l' and 'r' (e.g., 'blight' and 'bright', even though these words had not been presented during training. This method could be used to facilitate foreign language learning and can be extended to other fields of auditory and clinical research and even other senses.
The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student's Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

Science.gov (United States)

Yusmanto, Harry; Soetjipto, Budi Eko; Djatmika, Ery Tri

2017-01-01

This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of…
THE EFFECTS OF COOPERATIVE LEARNING MODEL GROUP INVESTIGATION AND MOTIVATION TOWARD PHYSICS LEARNING RESULTS MAN TANJUNGBALAI

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Amalia Febri Aristi

2014-12-01

Full Text Available This study aimed to determine: (1 Is there a difference in student's learning outcomes with the application of learning models Investigation Group and Direct Instruction teaching model. (2 Is there a difference in students' motivation with the application of learning models Investigation Group and Direct Instruction teaching model, (3 Is there an interaction between learning models Investigation Group and Direct Instruction to improve students' motivation in learning outcomes Physics. This research is a quasi experimental. The study population was a student of class XII Tanjung Balai MAN. Random sample selection is done by randomizing the class. The instrument used consisted of: (1 achievement test (2 students' motivation questionnaire. The tests are used to obtain the data is shaped essay. The data in this study were analyzed using ANOVA analysis of two paths. The results showed that: (1 there were differences in learning outcomes between students who used the physics model of Group Investigation learning compared with students who used the Direct Instruction teaching model. (2 There was a difference in student's learning outcomes that had a low learning motivation and high motivation to learn both in the classroom and in the classroom Investigation Group Direct Instruction. (3 There was interaction between learning models Instruction Direct Group Investigation and motivation to learn in improving learning outcomes Physics.
Learning to learn in the European Reference Framework for lifelong learning

NARCIS (Netherlands)

Pirrie, Anne; Thoutenhoofd, Ernst D.

2013-01-01

This article explores the construction of learning to learn that is implicit in the document Key Competences for Lifelong LearningEuropean Reference Framework and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a
Improved method for SNR prediction in machine-learning-based test

NARCIS (Netherlands)

Sheng, Xiaoqin; Kerkhoff, Hans G.

2010-01-01

This paper applies an improved method for testing the signal-to-noise ratio (SNR) of Analogue-to-Digital Converters (ADC). In previous work, a noisy and nonlinear pulse signal is exploited as the input stimulus to obtain the signature results of ADC. By applying a machine-learning-based approach,
Using Technology to Improve Student Learning. NCREL Viewpoints, Volume 12

Science.gov (United States)

Gahala, Jan, Ed.

2004-01-01

"Viewpoints" is a multimedia package containing two audio CDs and a short, informative booklet. This volume of "Viewpoints" focuses on how technology can help improve student learning. The audio CDs provide the voices, or viewpoints, of various leaders from the education field who work closely with technology issues. Their…
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
Incorporating Learning Analytics in the Classroom

Science.gov (United States)

Thille, Candace; Zimmaro, Dawn

2017-01-01

This chapter describes an open learning analytics system focused on learning process measures and designed to engage instructors and students in an evidence-informed decision-making process to improve learning.
EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS

Directory of Open Access Journals (Sweden)

Vika Andini

2014-12-01

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

Science.gov (United States)

Gilleen, J; Michalopoulou, P G; Reichenberg, A; Drake, R; Wykes, T; Lewis, S W; Kapur, S

2014-04-01

Improving cognition in people with neuropsychiatric disorders remains a major clinical target. By themselves pharmacological and non-pharmacological approaches have shown only modest effects in improving cognition. In the present study we tested a recently-proposed methodology to combine CT with a 'cognitive-enhancing' drug to improve cognitive test scores and expanded on previous approaches by delivering combination drug and CT, over a long intervention of repeated sessions, and used multiple tasks to reveal the cognitive processes being enhanced. We also aimed to determine whether gains from this combination approach generalised to untrained tests. In this proof of principle randomised-controlled trial thirty-three healthy volunteers were randomised to receive either modafinil or placebo combined with daily cognitive training over two weeks. Volunteers were trained on tasks of new-language learning, working memory and verbal learning following 200 mg modafinil or placebo for ten days. Improvements in trained and untrained tasks were measured. Rate of new-language learning was significantly enhanced with modafinil, and effects were greatest over the first five sessions. Modafinil improved within-day learning rather than between-day retention. No enhancement of gains with modafinil was observed in working memory nor rate of verbal learning. Gains in all tasks were retained post drug-administration, but transfer effects to broad cognitive abilities were not seen. This study shows that combining CT with modafinil specifically elevates learning over early training sessions compared to CT with placebo and provides a proof of principle experimental paradigm for pharmacological enhancement of cognitive remediation. Copyright © 2014 Elsevier B.V. and ECNP. All rights reserved.
Allergy, living and learning

DEFF Research Database (Denmark)

Chivato, T; Valovirta, E; Dahl, R

2012-01-01

Allergy Living and Learning (ALL) is a European initiative designed to increase knowledge and understanding of people living with allergies in order to improve respiratory allergy care.......Allergy Living and Learning (ALL) is a European initiative designed to increase knowledge and understanding of people living with allergies in order to improve respiratory allergy care....
Radix Achyranthis Bidentatae improves learning and memory capabilities in ovariectomized rats

Institute of Scientific and Technical Information of China (English)

Yuefen Wang; Ya Xu; Yanshu Pan; Weihong Li; Wei Zhang; Yang Liu; Jing Jia; Pengtao Li

2013-01-01

Kidney-tonifying recipe can reduce the accumulation of advanced glycation end products, prevent neuronal degeneration and improve cognitive functions in ovariectomized rats. Radix Achyranthis Bidentatae alcohol extracts may dose-dependently inhibit non-enzymatic saccharification in vitro. This study aimed to examine the effect of Radix Achyranthis Bidentatae on advanced glycation end products and on learning and memory capabilities in ovariectomized rats. Ovariectomized rats were treated with Radix Achyranthis Bidentatae alcohol extracts (containing 1.5 g/kg crude drug) or 0.1% aminoguanidine for 12 weeks and behavioral testing was performed with the Y-electrical maze. This test revealed that Radix Achyranthis Bidentatae and aminoguanidine could improve the learning and memory capabilities of ovariectomized rats. Results of competitive enzyme-linked immunosorbent assay showed that treatment with Radix Achyranthis Bidentatae or aminoguanidine reduced the accumulation of advanced glycation end products in the frontal cortex of ovariectomized rats, while increasing content in the blood and urine. Biochemical tests showed that treatment with Radix Achyranthis Bidentatae or aminoguanidine decreased superoxide dismutase activity in the serum and frontal cortex, and increased serum levels of glutathione peroxidase in ovariectomized rats. In addition, there was no apparent effect on malondialdehyde levels. These experimental findings indicate that Radix Achyranthis Bidentatae inhibits production of advanced glycation end products and its accumulation in brain tissue, and improves learning and memory capabilities in ovariectomized rats. These effects may be associated with an anti-oxidative action of the extract.
Kaiser Permanente's performance improvement system, Part 4: Creating a learning organization.

Science.gov (United States)

Schilling, Lisa; Dearing, James W; Staley, Paul; Harvey, Patti; Fahey, Linda; Kuruppu, Francesca

2011-12-01

In 2006, recognizing variations in performance in quality, safety, service, and efficiency, Kaiser Permanente leaders initiated the development of a performance improvement (PI) system. Kaiser Permanente has implemented a strategy for creating the systemic capacity for continuous improvement that characterizes a learning organization. Six "building blocks" were identified to enable Kaiser Permanente to make the transition to becoming a learning organization: real-time sharing of meaningful performance data; formal training in problem-solving methodology; workforce engagement and informal knowledge sharing; leadership structures, beliefs, and behaviors; internal and external benchmarking; and technical knowledge sharing. Putting each building block into place required multiple complex strategies combining top-down and bottom-up approaches. Although the strategies have largely been successful, challenges remain. The demand for real-time meaningful performance data can conflict with prioritized changes to health information systems. It is an ongoing challenge to teach PI, change management, innovation, and project management to all managers and staff without consuming too much training time. Challenges with workforce engagement include low initial use of tools intended to disseminate information through virtual social networking. Uptake of knowledge-sharing technologies is still primarily by innovators and early adopters. Leaders adopt new behaviors at varying speeds and have a range of abilities to foster an environment that is psychologically safe and stimulates inquiry. A learning organization has the capability to improve, and it develops structures and processes that facilitate the acquisition and sharing of knowledge.
Identifying Students learning Styles as a Way to Promote Learning Quality

Directory of Open Access Journals (Sweden)

Jafar Sadegh Tabrizi

2013-05-01

Full Text Available Introduction: The major part of peoples knowledge, skills and abilities are achieved during the complex process called learning. Learning is not simply the product of mere intelligence and capabilities of individual; it also depends on other factors such as personality traits, personal interests, and t ype of duty and di fferent methods and st yles. The understanding of each individual fits with his/her learning style. The aim of this study was to determine the learning st yles of Health Care Management students in Tabriz University of Medical Sciences. Methods: Learning styles of 55 Health Services Management students in Tabriz Health and Nutrition Faculty were evaluated in 2009 using a twelve-question Kolb questionnaire in a descriptive study. The data was anal yzed using SPSS. And the frequency of students learning styles was identified by their ages and averages. Results: In this study, 69% of the students were female and the dominant learning method was Assimilator (42%. Other styles with a regard to their frequency were Diverge (24%, Coverage (22%and Accommodator (12%. In the present study,no statistically significant relationship was found in learning styles between the gender (p= 0.644and average (p = 0.676of the students. Conclusion: Assimilator and Diverge methods were the most common ones among the management students. Hence, to improve the quality of learning in this group of students, it is proposed that the teachers use interactive and creative teaching methods such as small and la rge group discussion,brain storming, problem solving, debate-based learning, self-learning and lecturing.
Semantic Learning Service Personalized

Directory of Open Access Journals (Sweden)

Yibo Chen

2012-02-01

Full Text Available To provide users with more suitable and personalized service, personalization is widely used in various fields. Current e-Learning systems search for learning resources using information search technology, based on the keywords that selected or inputted by the user. Due to lack of semantic analysis for keywords and exploring the user contexts, the system cannot provide a good learning experiment. In this paper, we defined the concept and characteristic of the personalized learning service, and proposed a semantic learning service personalized framework. Moreover, we made full use of semantic technology, using ontologies to represent the learning contents and user profile, mining and utilizing the friendship and membership of the social relationship to construct the user social relationship profile, and improved the collaboration filtering algorithm to recommend personalized learning resources for users. The results of the empirical evaluation show that the approach is effectiveness in augmenting recommendation.
Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

Science.gov (United States)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.
Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

Directory of Open Access Journals (Sweden)

Fejzic J

2015-09-01

Full Text Available Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i Practice skills and (ii Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95 completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs. Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication
Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

Science.gov (United States)

Baepler, Paul; Walker, J. D.

2014-01-01

This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.
KARATE WITH CONSTRUCTIVE LEARNING

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Srikrishna Karanam

2012-02-01

Full Text Available Any conventional learning process involves the traditional hierarchy of garnering of information and then recall gathered information. Constructive learning is an important research area having wide impact on teaching methods in education, learning theories, and plays a major role in many education reform movements. It is observed that constructive learning advocates the interconnection between emotions and learning. Human teachers identify the emotions of students with varying degrees of accuracy and can improve the learning rate of the students by motivating them. In learning with computers, computers also should be given the capability to recognize emotions so as to optimize the learning process. Image Processing is a very popular tool used in the process of establishing the theory of Constructive Learning. In this paper we use the Optical Flow computation in image sequences to analyze the accuracy of the moves of a karate player. We have used the Lucas-Kanade method for computing the optical flow in image sequences. A database consisting of optical flow images by a group of persons learning karate is formed and the learning rates are analyzed in order to main constructive learning. The contours of flow images are compared with the standard images and the error graphs are plotted. Analysis of the emotion of the amateur karate player is made by observing the error plots.
Re-imagining Active Learning

DEFF Research Database (Denmark)

Dall'Alba, Gloria; Bengtsen, Søren Smedegaard

2018-01-01

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

Inquiry and Blended Learning Based Learning Material Development for Improving Student Achievement on General Physics I of Mathematics and Natural Science of State University of Medan

Science.gov (United States)

Motlan; Sinulinggga, Karya; Siagian, Henok

2016-01-01

The aim of this research is to determine if inquiry and blended learning based materials can improve student's achievement. The learning materials are: book, worksheet, and test, website, etc. The type of this research is quasi experiment using two-group pretest posttest design. The population is all students of first year who take general physics…
Deep Learning in Open Source Learning Streams

DEFF Research Database (Denmark)

Kjærgaard, Thomas

2016-01-01

This chapter presents research on deep learning in a digital learning environment and raises the question if digital instructional designs can catalyze deeper learning than traditional classroom teaching. As a theoretical point of departure the notion of ‘situated learning’ is utilized...... and contrasted to the notion of functionalistic learning in a digital context. The mechanism that enables deep learning in this context is ‘The Open Source Learning Stream’. ‘The Open Source Learning Stream’ is the notion of sharing ‘learning instances’ in a digital space (discussion board, Facebook group......, unistructural, multistructural or relational learning. The research concludes that ‘The Open Source Learning Stream’ can catalyze deep learning and that there are four types of ‘Open Source Learning streams’; individual/ asynchronous, individual/synchronous, shared/asynchronous and shared...
Using Online Presence to Improve Online Collaborative Learning

Directory of Open Access Journals (Sweden)

Zoran Jeremic

2012-02-01

Full Text Available Social software tools have become an integral part of students’ personal lives and their primary communication medium. Likewise, these tools are increasingly entering the enterprise world (within the recent trend known as Enterprise 2.0 and becoming a part of everyday work routines. Aiming to keep the pace with the job requirements and also to position learning as an integral part of students’ life, the field of education is challenged to embrace social software. Personal Learning Environments (PLEs emerged as a concept that makes use of social software to facilitate collaboration, knowledge sharing, group formation around common interests, active participation and reflective thinking in online learning settings. Furthermore, social software allows for establishing and maintaining one’s presence in the online world. By being aware of a student's online presence, a PLE is better able to personalize the learning settings, e.g., through recommendation of content to use or people to collaborate with. Aiming to explore the potentials of online presence for the provision of recommendations in PLEs, in the scope of the OP4L project, we have develop a software solution that is based on a synergy of Semantic Web technologies, online presence and socially-oriented learning theories. In this paper we present the current results of this research work.
Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

Science.gov (United States)

Chotimah, Siti; Bernard, M.; Wulandari, S. M.

2018-01-01

The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got
e-Learning initiatives to support prescribing.

Science.gov (United States)

Maxwell, Simon; Mucklow, John

2012-10-01

Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. © 2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.
Editorial: Advanced learning technologies

Directory of Open Access Journals (Sweden)

Yu-Ju Lan

2012-03-01

Full Text Available Recent rapid development of advanced information technology brings high expectations of its potential to improvement and innovations in learning. This special issue is devoted to using some of the emerging technologies issues related to the topic of education and knowledge sharing, involving several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as mobile technologies and social media towards learner centered learning. This editorial note provides an overview of relevant issues discussed in this special issue.
Learning by watching Vernacular Iñupiaq-Inuit design learning as inspiration for design education

Directory of Open Access Journals (Sweden)

Janne Beate Reitan

2014-12-01

Full Text Available In this article, I explore a single case of vernacular clothing design — the practice and learning of design for contemporary Iñupiaq-Inuit clothing made by women from Kaktovik in Northern Alaska — and I hope to contribute to a better understanding of design practice and learning in general. Design research has many unexplored areas, and one of these omissions is vernacular design, or folk design. In my opinion, professional and academic design may well have something to learn from vernacular design, although this research is about vernacular learning and about what, why and how the‘making’ discipline of clothing design is learned. This study was based on observations of and interviews with seamstresses and research-by-design, which includes authorial participation in designing and sewing in adherence to Iñupiaq tradition. All of this was recorded on digital video film. The investigation of Iñupiaq-Inuit clothing design indicates that watching was the most common way of learning, a phenomenon I have chosen to call learning-by-watching, a concept that can be seen as a development of both Schön and Wenger’s theories of learning, as influenced by John Dewey’s theory of learning-by-doing. This study will be discussed in connection with design education, from kindergarten to professional studies in higher education, in the forthcoming research project, Design Literacy, the purpose of which is to develop theory to improve design education in both compulsory and academic design education. Consequently, to improve design education in general, a thorough focus on learning-by-watching in communities of practice would make for more reflective practitioners and more sustainable design practices in the long run.Keywords: Vernacular design, clothing design, design thinking, learning-by-watching, learning-bydoing.
Professional Learning and Collaboration

OpenAIRE

Greer, Janet Agnes

2012-01-01

The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching and learning in isolation and hinder the shift to a more collaborative paradigm. Professional learning communities (PLCs) support continuous teacher learning, improved efficacy, and program implementation. The PLC provides the framework for the development and enhancement of teacher collaboration and teacher collaborat...
How mental health nurses improve their critical thinking through problem-based learning.

Science.gov (United States)

Hung, Tsui-Mei; Tang, Lee-Chun; Ko, Chen-Ju

2015-01-01

Critical thinking has been regarded as one of the most important elements for nurses to improve quality of patient care. The aim of this study was to use problem-based learning (PBL) as a method in a continuing education program to evaluate nurses' critical thinking skills. A quasiexperimental study design was carried out. The "Critical Thinking Disposition Inventory" in Chinese was used for data collection. The results indicated significant improvement after PBL continuous education, notably in the dimensions of systematic analysis and curiosity. Content analysis extracted four themes: (a) changes in linear thinking required, (b) logical and systematic thinking required performance improved, (3) integration of prior knowledge and clinical application, and (4) brainstorming learning strategy. The study supports PBL as a continuing education strategy for mental health nurses, and that systematic analysis and curiosity effectively facilitate the development of critical thinking.
Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

Science.gov (United States)

Elijido-Ten, Evangeline; Kloot, Louise

2015-01-01

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…
Active Learning Through Discussion in E-Learning

OpenAIRE

Daru Wahyuningsih

2016-01-01

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

Science.gov (United States)

Zigmont, Jason J; Kappus, Liana J; Sudikoff, Stephanie N

2011-04-01

Health care simulation is a powerful educational tool to help facilitate learning for clinicians and change their practice to improve patient outcomes and safety. To promote effective life-long learning through simulation, the educator needs to consider individuals, their experiences, and their environments. Effective education of adults through simulation requires a sound understanding of both adult learning theory and experiential learning. This review article provides a framework for developing and facilitating simulation courses, founded upon empiric and theoretic research in adult and experiential learning. Specifically, this article provides a theoretic foundation for using simulation to change practice to improve patient outcomes and safety. Copyright © 2011 Elsevier Inc. All rights reserved.
Deepening Learning through Learning-by-Inventing

OpenAIRE

Apiola, Mikko; Tedre, Matti

2013-01-01

It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning the...
Development of an e-learning package on Service-Learning for university teachers: experience from Hong Kong.

Science.gov (United States)

Shek, Daniel T L; Chan, Stephen C F

2013-01-01

To help university teachers to understand Service-Learning and develop Service-Learning subjects, a 3-h+ e-learning package was developed at The Hong Kong Polytechnic University (PolyU). There are seven units in this e-learning package: introduction session (Unit 1), what is Service-Learning? (Unit 2), impact and benefits of Service-Learning (Unit 3), myths and positive attitudes toward Service-Learning (Unit 4), developing a Service-Learning subject at PolyU (Unit 5), self-reflection about Service-Learning (Unit 6), and concluding session (Unit 7). To understand the views of the users on the e-learning package, the package was offered before formal launching. For the first offering, three focus group sessions were held. Results showed that the users were satisfied with the structural arrangement of the e-learning package and agreed that the e-learning package was useful for them to understand more about Service-Learning. For the second offering, colleagues were generally satisfied with the e-learning package and demonstrated gain in knowledge on Service-Learning. Suggestions for improvement were noted.
Intentional Learning Vs Incidental Learning

OpenAIRE

Shahbaz Ahmed

2017-01-01

This study is conducted to demonstrate the knowledge of intentional learning and incidental learning. Hypothesis of this experiment is intentional learning is better than incidental learning, participants were demonstrated and were asked to learn the 10 non sense syllables in a specific sequence from the colored cards in the end they were asked to recall the background color of each card instead of non-sense syllables. Independent variables of the experiment are the colored cards containing n...
Cross-limb Interference during motor learning

DEFF Research Database (Denmark)

Lauber, Benedikt; Jensen, Jesper Lundbye; Keller, Martin

2013-01-01

It is well known that following skill learning, improvements in motor performance may transfer to the untrained contralateral limb. It is also well known that retention of a newly learned task A can be degraded when learning a competing task B that takes place directly after learning A. Here we...
Validating YouTube Factors Affecting Learning Performance

Science.gov (United States)

Pratama, Yoga; Hartanto, Rudy; Suning Kusumawardani, Sri

2018-03-01

YouTube is often used as a companion medium or a learning supplement. One of the educational places that often uses is Jogja Audio School (JAS) which focuses on music production education. Music production is a difficult material to learn, especially at the audio mastering. With tutorial contents from YouTube, students find it easier to learn and understand audio mastering and improved their learning performance. This study aims to validate the role of YouTube as a medium of learning in improving student’s learning performance by looking at the factors that affect student learning performance. The sample involves 100 respondents from JAS at audio mastering level. The results showed that student learning performance increases seen from factors that have a significant influence of motivation, instructional content, and YouTube usefulness. Overall findings suggest that YouTube has a important role to student learning performance in music production education and as an innovative and efficient learning medium.
The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China.

Science.gov (United States)

Huang, Fang; Hoi, Cathy Ka Weng; Teo, Timothy

2018-03-26

Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf ). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students' English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching.
Exercising during learning improves vocabulary acquisition: behavioral and ERP evidence.

Science.gov (United States)

Schmidt-Kassow, Maren; Kulka, Anna; Gunter, Thomas C; Rothermich, Kathrin; Kotz, Sonja A

2010-09-20

Numerous studies have provided evidence that physical activity promotes cortical plasticity in the adult brain and in turn facilitates learning. However, until now, the effect of simultaneous physical activity (e.g. bicycling) on learning performance has not been investigated systematically. The current study aims at clarifying whether simultaneous motor activity influences verbal learning compared to learning in a physically passive situation. Therefore the learning behavior of 12 healthy subjects (4 male, 19-33 years) was monitored over a period of 3 weeks. During that time, behavioral and electrophysiological responses to memorized materials were measured. We found a larger N400 effect and better performance in vocabulary tests when subjects were physically active during the encoding phase. Thus, our data indicate that simultaneous physical activity during vocabulary learning facilitates memorization of new items. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.
Critical Points in Distance Learning System

Directory of Open Access Journals (Sweden)

Airina Savickaitė

2013-08-01

Full Text Available Purpose – This article presents the results of distance learning system analysis, i.e. the critical elements of the distance learning system. The critical points of distance learning are a part of distance education online environment interactivity/community process model. The most important is the fact that the critical point is associated with distance learning participants. Design/methodology/approach – Comparative review of articles and analysis of distance learning module. Findings – A modern man is a lifelong learner and distance learning is a way to be a modern person. The focus on a learner and feedback is the most important thing of learning distance system. Also, attention should be paid to the lecture-appropriate knowledge and ability to convey information. Distance system adaptation is the way to improve the learner’s learning outcomes. Research limitations/implications – Different learning disciplines and learning methods may have different critical points. Practical implications – The information of analysis could be important for both lecturers and students, who studies distance education systems. There are familiar critical points which may deteriorate the quality of learning. Originality/value – The study sought to develop remote systems for applications in order to improve the quality of knowledge. Keywords: distance learning, process model, critical points. Research type: review of literature and general overview.

Effective Strategies for Sustaining Professional Learning Communities

Science.gov (United States)

Bennett, Patricia R.

2010-01-01

Professional Learning Communities (PLCs), in which educators work collaboratively to improve learning for students, need effective strategies to sustain them. PLCs promote continuous improvement in student learning and build academic success with increased teacher expertise. Grounded in organizational systems theory, participative leadership…
Genistein improves spatial learning and memory in male rats with elevated glucose level during memory consolidation.

Science.gov (United States)

Kohara, Yumi; Kawaguchi, Shinichiro; Kuwahara, Rika; Uchida, Yutaro; Oku, Yushi; Yamashita, Kimihiro

2015-03-01

Cognitive dysfunction due to higher blood glucose level has been reported previously. Genistein (GEN) is a phytoestrogen that we hypothesized might lead to improved memory, despite elevated blood glucose levels at the time of memory consolidation. To investigate this hypothesis, we compared the effects of orally administered GEN on the central nervous system in normal versus glucose-loaded adult male rats. A battery of behavioral assessments was carried out. In the MAZE test, which measured spatial learning and memory, the time of normal rats was shortened by GEN treatment compared to the vehicle group, but only in the early stages of testing. In the glucose-loaded group, GEN treatment improved performance as mazes were advanced. In the open-field test, GEN treatment delayed habituation to the new environment in normal rats, and increased the exploratory behaviors of glucose-loaded rats. There were no significant differences observed for emotionality or fear-motivated learning and memory. Together, these results indicate that GEN treatment improved spatial learning and memory only in the early stages of testing in the normal state, but improved spatial learning and memory when glucose levels increased during memory consolidation. Copyright © 2014 Elsevier Inc. All rights reserved.
Shared Learning and the Drive to Improve Patient Safety: Lessons Learned from the Pittsburgh Regional Healthcare Initiative

National Research Council Canada - National Science Library

Sirio, Carl A; Keyser, Donna J; Norman, Heidi; Weber, Robert J; Muto, Carlene A

2005-01-01

Based on lessons learned through implementation of the Pittsburgh Regional Healthcare Initiative's region-wide shared learning model, we have identified the environmental, cultural, and infrastructure...
Use of the Learning together technique associated to the theory of significative learning

Directory of Open Access Journals (Sweden)

Ester López Donoso

2008-09-01

Full Text Available This article deals with an experimental research, regarding a qualitative and quantitative design, applied to a group of students of General Physics course during the first semester of the university career of Engineering. Historically, students of this course present learning difficulties that directly affect their performance, conceptualization and permanence in the university. The present methodology integrates the collaborative learning, denominated Learning Together", with the theory of significant learning to avoid the above-written difficulties. Results of this research show that the proposed methodology works properly, especially to improve the conceptualization.
E-learning and school development

DEFF Research Database (Denmark)

Skov Hansen, Line; Sunnevåg, Anne-Karin; Kostøl, Anne

2011-01-01

for Knowledge-Based Educational Practice (CVIPP), Denmark have designed projects for developing competences and training based on “blended learning” concepts. The didactic designs, in all three projects, are based on problem-oriented e-learning modules that are approached in teams. Through learning in teams......, competences are developed together with colleagues. Through e-learning training and development of competences can take place at each school, within the limits and resources available at the school by using e-learning. E-learning can therefore contribute to improved flexibility in human resource development...
E-learning process maturity level: a conceptual framework

Science.gov (United States)

Rahmah, A.; Santoso, H. B.; Hasibuan, Z. A.

2018-03-01

ICT advancement is a sure thing with the impact influencing many domains, including learning in both formal and informal situations. It leads to a new mindset that we should not only utilize the given ICT to support the learning process, but also improve it gradually involving a lot of factors. These phenomenon is called e-learning process evolution. Accordingly, this study attempts to explore maturity level concept to provide the improvement direction gradually and progression monitoring for the individual e-learning process. Extensive literature review, observation, and forming constructs are conducted to develop a conceptual framework for e-learning process maturity level. The conceptual framework consists of learner, e-learning process, continuous improvement, evolution of e-learning process, technology, and learning objectives. Whilst, evolution of e-learning process depicted as current versus expected conditions of e-learning process maturity level. The study concludes that from the e-learning process maturity level conceptual framework, it may guide the evolution roadmap for e-learning process, accelerate the evolution, and decrease the negative impact of ICT. The conceptual framework will be verified and tested in the future study.
Learning in shifts of transient attention improves recognition of parts of ambiguous figure-ground displays.

Science.gov (United States)

Kristjánsson, Arni

2009-04-24

Previously demonstrated learning effects in shifts of transient attention have only been shown to result in beneficial effects upon secondary discrimination tasks and affect landing points of express saccades. Can such learning result in more direct effects upon perception than previously demonstrated? Observers performed a cued Vernier acuity discrimination task where the cue was one of a set of ambiguous figure-ground displays (with a black and white part). The critical measure was whether, if a target appeared consistently within a part of a cue of a certain brightness, this would result in learning effects and whether such learning would then affect recognition of the cue parts. Critically the target always appeared within the same part of each individual cue. Some cues were used in early parts of streaks of repetition of cue-part brightness, and others in latter parts of such streaks. All the observers showed learning in shifts of transient attention, with improved performance the more often the target appeared within the part of the cue of the same brightness. Subsequently the observers judged whether cue-parts had been parts of the cues used on the preceding discrimination task. Recognition of the figure parts, where the target had consistently appeared, improved strongly with increased length of streaks of repetition of cue-part brightness. Learning in shifts of transient attention leads not only to faster attention shifts but to direct effects upon perception, in this case recognition of parts of figure-ground ambiguous cues.
Improving interprofessional competence in undergraduate students using a novel blended learning approach.

Science.gov (United States)

Riesen, Eleanor; Morley, Michelle; Clendinneng, Debra; Ogilvie, Susan; Ann Murray, Mary

2012-07-01

Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies.
Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review.

Science.gov (United States)

Jessee, Mary Ann

A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Copyright © 2016 Elsevier Inc. All rights reserved.
Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

DEFF Research Database (Denmark)

Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

by subconscious (subliminal) augmented visual feedback on motor performance. To test this, 45 subjects participated in the experiment, which involved learning of a ballistic task. The task was to execute simple ankle plantar flexion movements as quickly as possible within 200 ms and to continuously improve...... by the learner, indeed facilitated ballistic motor learning. This effect likely relates to multiple (conscious versus unconscious) processing of visual feedback and to the specific neural circuitries involved in optimization of ballistic motor performance.......). It is a well- described phenomenon that we may respond to features of our surroundings without being aware of them. It is also a well-known principle, that learning is reinforced by augmented feedback on motor performance. In the present experiment we hypothesized that motor learning may be facilitated...
Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report.

Science.gov (United States)

Balslev, Thomas; Rasmussen, Astrid Bruun; Skajaa, Torjus; Nielsen, Jens Peter; Muijtjens, Arno; De Grave, Willem; Van Merriënboer, Jeroen

2014-12-11

Abstract Morning reports offer opportunities for intensive work-based learning. In this controlled study, we measured learning processes and outcomes with the report of paediatric emergency room patients. Twelve specialists and 12 residents were randomised into four groups and discussed the same two paediatric cases. The groups differed in their presentation modality (verbal only vs. verbal + text) and the use of buzz groups (with vs. without). The verbal interactions were analysed for clinical reasoning processes. Perceptions of learning and judgment of learning were reported in a questionnaire. Diagnostic accuracy was assessed by a 20-item multiple-choice test. Combined bimodal presentation and buzz groups increased the odds ratio of clinical reasoning to occur in the discussion of cases by a factor of 1.90 (p = 0.013), indicating superior reasoning for buzz groups working with bimodal materials. For specialists, a positive effect of bimodal presentation was found on perceptions of learning (p presentation on diagnostic accuracy was noted in the specialists (p presentation and buzz group discussion of emergency cases improves clinicians' clinical reasoning and learning.
Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

Directory of Open Access Journals (Sweden)

Brian R. Morrison

2011-06-01

Full Text Available Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.
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
Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge.

Science.gov (United States)

Wirth, Stefan; William, York-Alexander; Paolini, Marco; Wirth, Kathrin; Maxien, Daniel; Reiser, Maximilian; Fischer, Martin R

2018-02-01

Based on evaluation and examination results of students, a necessity for improvement of so far purely instructor-based radiological teaching at the local institution was determined. Aim of our study was to use one out of eight seminars to exemplify adaptation of the teaching concept according to learning theory knowledge, to determine the resulting effects and to interpret them. The institutional review board approved the prospective study of the seminar conversion, which was performed after the end of the winter semester 2015/2016. Didactically, this included a course split into online preparation, attendance phase and online follow-up with integration of interactive scaffolding, practice-oriented clinical teaching according to Stanford, Peyton skills transfer and extensive feedback into the attendance phase. At the beginning and at the end of each course, each student filled in identical, standardized questionnaires (n = 256 before and after conversion) using a 5-point Likert scale (1: very good; to 5: deficient) and additionally answered two randomly chosen written examination questions from a content-adapted questionnaire pool of the last five years. For statistical evaluation, the Mann-Whitney U-Test was used for evaluation data and Fisher's Exact test for exam questions. Before/after conversion, the subjective total evaluation score of students was 3.22 (mean value) ± 1.51 (standard deviation) / 1.66 ± 0.78 (p theory concepts with reasonable effort.. · In a test seminar this improved the evaluation results of the teaching unit by the students.. · In addition, this also led to a higher rate of correctly answered examination questions from past state examinations.. · This supports further steps towards excellent radiological teaching.. · Wirth S, William Y, Paolini M et al. Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge. Fortschr R�
The Need to Change Education towards Open Learning

NARCIS (Netherlands)

Stracke, Christian M.

2015-01-01

The need to change education is discussed and Open Learning Concept is presented and adapted for improving school education. Open Learning aims at the balance between learning innovation and quality for modernizing learning, education and training. Learning innovation and learning quality are very
Hierarchical Meta-Learning in Time Series Forecasting for Improved Interference-Less Machine Learning

Directory of Open Access Journals (Sweden)

David Afolabi

2017-11-01

Full Text Available The importance of an interference-less machine learning scheme in time series prediction is crucial, as an oversight can have a negative cumulative effect, especially when predicting many steps ahead of the currently available data. The on-going research on noise elimination in time series forecasting has led to a successful approach of decomposing the data sequence into component trends to identify noise-inducing information. The empirical mode decomposition method separates the time series/signal into a set of intrinsic mode functions ranging from high to low frequencies, which can be summed up to reconstruct the original data. The usual assumption that random noises are only contained in the high-frequency component has been shown not to be the case, as observed in our previous findings. The results from that experiment reveal that noise can be present in a low frequency component, and this motivates the newly-proposed algorithm. Additionally, to prevent the erosion of periodic trends and patterns within the series, we perform the learning of local and global trends separately in a hierarchical manner which succeeds in detecting and eliminating short/long term noise. The algorithm is tested on four datasets from financial market data and physical science data. The simulation results are compared with the conventional and state-of-the-art approaches for time series machine learning, such as the non-linear autoregressive neural network and the long short-term memory recurrent neural network, respectively. Statistically significant performance gains are recorded when the meta-learning algorithm for noise reduction is used in combination with these artificial neural networks. For time series data which cannot be decomposed into meaningful trends, applying the moving average method to create meta-information for guiding the learning process is still better than the traditional approach. Therefore, this new approach is applicable to the forecasting
Self-regulated learning with reading

Directory of Open Access Journals (Sweden)

Petra Regent

2010-07-01

Full Text Available Self-regulatory skills do not appear on their own, rather they have to be developed, e.g. through modeling of reading and learning strategies in class. Question of development of self-regulatory skills was also important for this research. We examined, whether a planned intervention can promote development of self-regulatory skills and effective learning habits. The intervention for students of experimental group included systematical use and practice in use of two chosen learning strategies in geography class. After intervention was finished, experimental group showed improvement in reading comprehension. As for learning habits, improvement was only inclined. There was also positive correlation between learning habits and reading abilities after intervention was finished. Despite limitations of the study, results are encouraging enough to demonstrate potential use of applying well planned intervention program in class.
Learning in innovation networks: Some simulation experiments

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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.
Learning classification models with soft-label information.

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Nguyen, Quang; Valizadegan, Hamed; Hauskrecht, Milos

2014-01-01

Learning of classification models in medicine often relies on data labeled by a human expert. Since labeling of clinical data may be time-consuming, finding ways of alleviating the labeling costs is critical for our ability to automatically learn such models. In this paper we propose a new machine learning approach that is able to learn improved binary classification models more efficiently by refining the binary class information in the training phase with soft labels that reflect how strongly the human expert feels about the original class labels. Two types of methods that can learn improved binary classification models from soft labels are proposed. The first relies on probabilistic/numeric labels, the other on ordinal categorical labels. We study and demonstrate the benefits of these methods for learning an alerting model for heparin induced thrombocytopenia. The experiments are conducted on the data of 377 patient instances labeled by three different human experts. The methods are compared using the area under the receiver operating characteristic curve (AUC) score. Our AUC results show that the new approach is capable of learning classification models more efficiently compared to traditional learning methods. The improvement in AUC is most remarkable when the number of examples we learn from is small. A new classification learning framework that lets us learn from auxiliary soft-label information provided by a human expert is a promising new direction for learning classification models from expert labels, reducing the time and cost needed to label data.
Inductive learning of thyroid functional states using the ID3 algorithm. The effect of poor examples on the learning result.

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Forsström, J

1992-01-01

The ID3 algorithm for inductive learning was tested using preclassified material for patients suspected to have a thyroid illness. Classification followed a rule-based expert system for the diagnosis of thyroid function. Thus, the knowledge to be learned was limited to the rules existing in the knowledge base of that expert system. The learning capability of the ID3 algorithm was tested with an unselected learning material (with some inherent missing data) and with a selected learning material (no missing data). The selected learning material was a subgroup which formed a part of the unselected learning material. When the number of learning cases was increased, the accuracy of the program improved. When the learning material was large enough, an increase in the learning material did not improve the results further. A better learning result was achieved with the selected learning material not including missing data as compared to unselected learning material. With this material we demonstrate a weakness in the ID3 algorithm: it can not find available information from good example cases if we add poor examples to the data.

Learning for Life

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Robotham, Dan

2011-01-01

People working in the field of education know well the positive effects adult and community learning can have on mental health and wellbeing. Participating in adult and community learning can help to widen social networks and improve life and employment chances; it makes for better general health; and can strengthen the learner's self-confidence,…
Perceptual Learning in Children With Visual Impairment Improves Near Visual Acuity

NARCIS (Netherlands)

Huurneman, Bianca; Boonstra, F. Nienke; Cox, Ralf F. A.; van Rens, Ger; Cillessen, Antonius H. N.

PURPOSE. This study investigated whether visual perceptual learning can improve near visual acuity and reduce foveal crowding effects in four-to nine-year-old children with visual impairment. METHODS. Participants were 45 children with visual impairment and 29 children with normal vision. Children
Perceptual Learning in Children With Visual Impairment Improves Near Visual Acuity

NARCIS (Netherlands)

Huurneman, B.; Boonstra, F.N.; Cox, R.F.A.; van Rens, G.H.M.B.; Cillessen, A.H.N.

2013-01-01

Purpose. This study investigated whether visual perceptual learning can improve near visual acuity and reduce foveal crowding effects in four- to nine-year-old children with visual impairment. Methods. Participants were 45 children with visual impairment and 29 children with normal vision. Children
Perceptual learning in children with visual impairment improves near visual acuity

NARCIS (Netherlands)

Huurneman, B.; Boonstra, F.N.; Cox, R.F.; Rens, G. van; Cillessen, A.H.

2013-01-01

PURPOSE: This study investigated whether visual perceptual learning can improve near visual acuity and reduce foveal crowding effects in four- to nine-year-old children with visual impairment. METHODS: Participants were 45 children with visual impairment and 29 children with normal vision. Children
Perceptual Learning in Children With Visual Impairment Improves Near Visual Acuity

NARCIS (Netherlands)

Huurneman, B.; Boonstra, F.N.; Cox, R.F.A.; Rens, G.H.M.B. van; Cillessen, A.H.N.

2013-01-01

PURPOSE. This study investigated whether visual perceptual learning can improve near visual acuity and reduce foveal crowding effects in four-to nine-year-old children with visual impairment. METHODS. Participants were 45 children with visual impairment and 29 children with normal vision. Children
'Learning Organizations': a clinician's primer.

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O'Connor, Nick; Kotze, Beth

2008-06-01

Most clinicians are poorly informed in relation to the key concepts of organizational learning. Yet the paradigm may offer clinicians a powerful method for using their knowledge and skills to respond to the demands of a changing environment through experimentation and learning. The concept is critically examined. Organizational learning principles are presented, including a conceptual framework for assessing health services as Learning Organizations. Barriers to organizational learning and strategies to overcome these are discussed. The seminal works of Argyris and Senge are reviewed and a framework for assessing organizational learning in health services is proposed. Current area health service actions are evaluated against the 'diagnostic' framework for a Learning Organization. Although critical examination reveals a poor empirical basis for the concept, the metaphor of the Learning Organization provides a useful conceptual framework and tools for individuals and organizations to apply in developing knowledge and effecting change. The Clinical Practice Improvement and Root Cause Analysis programs being conducted across NSW area health services meet the criteria for effective organizational learning. Key concepts from organizational learning theory provide a diagnostic framework for evaluating area health services as Learning Organizations and support two current strategies for overcoming barriers to organizational learning.
Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions

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Tiessen, Rebecca

2018-01-01

Work-integrated learning options--or experiential learning--(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future…
Learning, Learning Organisations and the Global Enterprise

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Manikutty, Sankaran

2009-01-01

The steadily increasing degree of globalisation of enterprises implies development of many skills, among which the skills to learn are among the most important. Learning takes place at the individual level, but collective learning and organisational learning are also important. Learning styles of individuals are different and learning styles are…
Research on cultivating medical students' self-learning ability using teaching system integrated with learning analysis technology.

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Luo, Hong; Wu, Cheng; He, Qian; Wang, Shi-Yong; Ma, Xiu-Qiang; Wang, Ri; Li, Bing; He, Jia

2015-01-01

Along with the advancement of information technology and the era of big data education, using learning process data to provide strategic decision-making in cultivating and improving medical students' self-learning ability has become a trend in educational research. Educator Abuwen Toffler said once, the illiterates in the future may not be the people not able to read and write, but not capable to know how to learn. Serving as educational institutions cultivating medical students' learning ability, colleges and universities should not only instruct specific professional knowledge and skills, but also develop medical students' self-learning ability. In this research, we built a teaching system which can help to restore medical students' self-learning processes and analyze their learning outcomes and behaviors. To evaluate the effectiveness of the system in supporting medical students' self-learning, an experiment was conducted in 116 medical students from two grades. The results indicated that problems in self-learning process through this system was consistent with problems raised from traditional classroom teaching. Moreover, the experimental group (using this system) acted better than control group (using traditional classroom teaching) to some extent. Thus, this system can not only help medical students to develop their self-learning ability, but also enhances the ability of teachers to target medical students' questions quickly, improving the efficiency of answering questions in class.
The Effects of Differential Learning and Traditional Learning Trainings on Technical Development of Football Players

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Bozkurt, Sinan

2018-01-01

There are several different methods of learning motor skills, like traditional (linear) and differential (nonlinear) learning training. The traditional motor learning approach proposes that learners improve a skill just by repeating it. According to the teaching principles, exercises are selected along continua from easy to hard and from simple to…
A Dynamic Hidden Forwarding Path Planning Method Based on Improved Q-Learning in SDN Environments

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Yun Chen

2018-01-01

Full Text Available Currently, many methods are available to improve the target network’s security. The vast majority of them cannot obtain an optimal attack path and interdict it dynamically and conveniently. Almost all defense strategies aim to repair known vulnerabilities or limit services in target network to improve security of network. These methods cannot response to the attacks in real-time because sometimes they need to wait for manufacturers releasing corresponding countermeasures to repair vulnerabilities. In this paper, we propose an improved Q-learning algorithm to plan an optimal attack path directly and automatically. Based on this path, we use software-defined network (SDN to adjust routing paths and create hidden forwarding paths dynamically to filter vicious attack requests. Compared to other machine learning algorithms, Q-learning only needs to input the target state to its agents, which can avoid early complex training process. We improve Q-learning algorithm in two aspects. First, a reward function based on the weights of hosts and attack success rates of vulnerabilities is proposed, which can adapt to different network topologies precisely. Second, we remove the actions and merge them into every state that reduces complexity from O(N3 to O(N2. In experiments, after deploying hidden forwarding paths, the security of target network is boosted significantly without having to repair network vulnerabilities immediately.
Rapid learning in visual cortical networks.

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Wang, Ye; Dragoi, Valentin

2015-08-26

Although changes in brain activity during learning have been extensively examined at the single neuron level, the coding strategies employed by cell populations remain mysterious. We examined cell populations in macaque area V4 during a rapid form of perceptual learning that emerges within tens of minutes. Multiple single units and LFP responses were recorded as monkeys improved their performance in an image discrimination task. We show that the increase in behavioral performance during learning is predicted by a tight coordination of spike timing with local population activity. More spike-LFP theta synchronization is correlated with higher learning performance, while high-frequency synchronization is unrelated with changes in performance, but these changes were absent once learning had stabilized and stimuli became familiar, or in the absence of learning. These findings reveal a novel mechanism of plasticity in visual cortex by which elevated low-frequency synchronization between individual neurons and local population activity accompanies the improvement in performance during learning.
Administrative Barriers to Improving Undergraduate Education. Accent on Improving College Teaching and Learning, 6.

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Genthon, Michele; Joscelyn, Mary K., Ed.

Chief academic officers at 1,053 institutions of higher education across the United States were surveyed about the barriers to improving teaching and learning. Using factor analysis, responses were reduced to nine general problem areas. In order of importance from most important to least important, the problems identified were: financial support,…
The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

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Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.
Improving Geography Learning in the Schools: Efforts by the National Geographic Society.

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Dulli, Robert E.

1994-01-01

Contends that the National Geographic Society's Geography Education Program continues to work on improving geography instruction and learning. Outlines future activities of the National Geographic Society including urban outreach and technology training. (CFR)
Leveraging anatomical information to improve transfer learning in brain-computer interfaces

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Wronkiewicz, Mark; Larson, Eric; Lee, Adrian K. C.

2015-08-01

Objective. Brain-computer interfaces (BCIs) represent a technology with the potential to rehabilitate a range of traumatic and degenerative nervous system conditions but require a time-consuming training process to calibrate. An area of BCI research known as transfer learning is aimed at accelerating training by recycling previously recorded training data across sessions or subjects. Training data, however, is typically transferred from one electrode configuration to another without taking individual head anatomy or electrode positioning into account, which may underutilize the recycled data. Approach. We explore transfer learning with the use of source imaging, which estimates neural activity in the cortex. Transferring estimates of cortical activity, in contrast to scalp recordings, provides a way to compensate for variability in electrode positioning and head morphologies across subjects and sessions. Main results. Based on simulated and measured electroencephalography activity, we trained a classifier using data transferred exclusively from other subjects and achieved accuracies that were comparable to or surpassed a benchmark classifier (representative of a real-world BCI). Our results indicate that classification improvements depend on the number of trials transferred and the cortical region of interest. Significance. These findings suggest that cortical source-based transfer learning is a principled method to transfer data that improves BCI classification performance and provides a path to reduce BCI calibration time.
CHANGING TEACHING FOR BETTER LEARNING

NARCIS (Netherlands)

TOMIC, W.; VAN DER SIJDE, P.C.

2008-01-01

What is it that teachers do that leads to student learning? How can we increase students' achievement and improve their attitudes? In order to improve the quality of education the authors focus on teaching/learning processes taking place in the traditional classroom situations. The study reported is
Correlating learning and memory improvements to long-term potentiation in patients with brain injury

Institute of Scientific and Technical Information of China (English)

Xingfu Peng; Qian Yu

2008-01-01

BACKGROUND:Brain injury patients often exhibit learning and memory functional deficits.Long-term potentiation(LTP)is a representative index for studying learning and memory cellular models; the LTP index correlates to neural plasticity. OBJECTIVE:This study was designed to investigate correlations of learning and memory functions to LTP in brain injury patients,and to summarize the research advancements in mechanisms underlying brain functional improvements after rehabilitation intervention. RETRIEVAL STRATEGY:Using the terms "brain injuries,rehabilitation,learning and memory,long-term potentiation",manuscripts that were published from 2000-2007 were retrieved from the PubMed database.At the same time,manuscripts published from 2000-2007 were also retrieved from the Database of Chinese Scientific and Technical Periodicals with the same terms in the Chinese language.A total of 64 manuscripts were obtained and primarily screened.Inclusion criteria:studies on learning and memory,as well as LTP in brain injury patients,and studies focused on the effects of rehabilitation intervention on the two indices; studies that were recently published or in high-impact journals.Exclusion criteria:repetitive studies.LITERATURE EVALUATION:The included manuscripts primarily focused on correlations between learning and memory and LTP,the effects of brain injury on learning and memory,as well as LTP,and the effects of rehabilitation intervention on learning and memory after brain injury.The included 39 manuscripts were clinical,basic experimental,or review studies. DATA SYNTHESIS:Learning and memory closely correlates to LTP.The neurobiological basis of learning and memory is central nervous system plasticity,which involves neural networks,neural circuits,and synaptic connections,in particular,synaptic plasticity.LTP is considered to be an ideal model for studying synaptic plasticity,and it is also a classic model for studying neural plasticity of learning and memory.Brain injury
Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

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Wagner, Elissa A

2014-06-01

This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application. Copyright 2014, SLACK Incorporated.
Less is more: latent learning is maximized by shorter training sessions in auditory perceptual learning.

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Molloy, Katharine; Moore, David R; Sohoglu, Ediz; Amitay, Sygal

2012-01-01

The time course and outcome of perceptual learning can be affected by the length and distribution of practice, but the training regimen parameters that govern these effects have received little systematic study in the auditory domain. We asked whether there was a minimum requirement on the number of trials within a training session for learning to occur, whether there was a maximum limit beyond which additional trials became ineffective, and whether multiple training sessions provided benefit over a single session. We investigated the efficacy of different regimens that varied in the distribution of practice across training sessions and in the overall amount of practice received on a frequency discrimination task. While learning was relatively robust to variations in regimen, the group with the shortest training sessions (∼8 min) had significantly faster learning in early stages of training than groups with longer sessions. In later stages, the group with the longest training sessions (>1 hr) showed slower learning than the other groups, suggesting overtraining. Between-session improvements were inversely correlated with performance; they were largest at the start of training and reduced as training progressed. In a second experiment we found no additional longer-term improvement in performance, retention, or transfer of learning for a group that trained over 4 sessions (∼4 hr in total) relative to a group that trained for a single session (∼1 hr). However, the mechanisms of learning differed; the single-session group continued to improve in the days following cessation of training, whereas the multi-session group showed no further improvement once training had ceased. Shorter training sessions were advantageous because they allowed for more latent, between-session and post-training learning to emerge. These findings suggest that efficient regimens should use short training sessions, and optimized spacing between sessions.

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