WorldWideScience

Sample records for learning outcome evaluation

  1. The Social Outcomes of Older Adult Learning in Taiwan: Evaluation Framework and Indicators

    Science.gov (United States)

    Lin, Li-Hui

    2015-01-01

    The purpose of this study is to explore the social outcomes of older adult learning in Taiwan. In light of our society's aging population structure, the task of establishing evaluation framework and indicators for the social outcomes of learning (SOL) as applied to older adults is urgent. In order to construct evaluation indicators for older adult…

  2. Evaluating the Quality of the Learning Outcome in Healthcare Sector: The Expero4care Model

    Science.gov (United States)

    Cervai, Sara; Polo, Federica

    2015-01-01

    Purpose: This paper aims to present the Expero4care model. Considering the growing need for a training evaluation model that does not simply fix processes, the Expero4care model represents the first attempt of a "quality model" dedicated to the learning outcomes of healthcare trainings. Design/Methodology/Approach: Created as development…

  3. Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project

    Science.gov (United States)

    Jensen, Murray; Mattheis, Allison; Johnson, Brady

    2012-01-01

    Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619

  4. An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

    Science.gov (United States)

    Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

    2014-01-01

    In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

  5. Learning Outcomes Report

    NARCIS (Netherlands)

    Stoyanov, Slavi; Spoelstra, Howard; Burgoyne, Louise; O’Tuathaigh, Colm

    2018-01-01

    Aim of the study The learning outcomes study, conducted as part of WP3 of the BioApp project, has as objectives: (a) generating a comprehensive list of the learning outcomes; (b) reaching an agreement on the scope and priority of the learning outcomes, and (c) making suggestions for the further

  6. Learning outcomes evaluation of a simulation-based introductory course to anaesthesia.

    Science.gov (United States)

    Rábago, J L; López-Doueil, M; Sancho, R; Hernández-Pinto, P; Neira, N; Capa, E; Larraz, E; Redondo-Figuero, C G; Maestre, J M

    2017-10-01

    An increased number of errors and reduced patient safety have been reported during the incorporation of residents, as this period involves learning new skills. The objectives were to evaluate the learning outcomes of an immersive simulation boot-camp for incoming residents before starting the clinical rotations. Airway assessment, airway control with direct laryngoscopy, and epidural catheterization competencies were evaluated. Twelve first-year anaesthesiology residents participated. A prospective study to evaluate transfer of endotracheal intubation skills learned at the simulation centre to clinical practice (primary outcome) was conducted. A checklist of 28 skills and behaviours was used to assess the first supervised intubation performed during anaesthesia induction in ASA I/II patients. Secondary outcome was self-efficacy to perform epidural catheterization. A satisfaction survey was also performed. Seventy-five percent of residents completed more than 21 out of 28 skills and behaviours to assess and control the airway during their first intubation in patients. Twelve items were performed by all residents and 5 by half of them. More than 83% of participants reported a high level of self-efficacy in placing an epidural catheter. All participants would recommend the course to their colleagues. A focused intensive simulation-based boot-camp addressing key competencies required to begin anaesthesia residency was well received, and led to transfer of airway management skills learned to clinical settings when performing for first time on patients, and to increased self-reported efficacy in performing epidural catheterization. Copyright © 2017 Sociedad Española de Anestesiología, Reanimación y Terapéutica del Dolor. Publicado por Elsevier España, S.L.U. All rights reserved.

  7. The impact of arbitrarily applicable relational responding on evaluative learning about hypothetical money and shock outcomes.

    Science.gov (United States)

    Dymond, Simon; Molet, Mikael; Davies, Lynette

    2017-08-01

    Evaluative learning comprises changes in preferences after co-occurrences between conditioned stimuli (CSs) and an unconditioned stimulus (US) of affective value. Co-occurrences may involve relational responding. Two experiments examined the impact of arbitrary relational responding on evaluative preferences for hypothetical money and shock outcomes. In Experiment 1, participants were trained to make arbitrary relational responses by placing CSs of the same size but different colours into boxes and were then instructed that these CSs represented different intensities of hypothetical USs (money or shock). Liking ratings of the CSs were altered in accordance with the underlying bigger/smaller than relations. A reversal of preference was also observed: the CS associated with the smallest hypothetical shock was rated more positively than the CS associated with the smallest amount of hypothetical money. In Experiment 2, procedures from Relational Frame Theory (RFT) established a relational network of more than/less than relations consisting of five CSs (A-B-C-D-E). Overall, evaluative preferences were altered, but not reversed, depending on (a) how stimuli had been related to one another during the learning phase and (b) whether those stimuli referred to money or shocks. The contribution of RFT to evaluative learning research is discussed.

  8. Transcatheter closure of patent ductus arteriosus: Evaluating the effect of the learning curve on the outcome

    Directory of Open Access Journals (Sweden)

    Azhar Ahmad

    2009-01-01

    Full Text Available Background and Objectives : Initial experience with transcatheter closure of patent ductus arteriosus (PDA using detachable coils and Amplatzer duct occluder devices is reported. We evaluated the outcome, complications, and influence of the learning curve, and also assessed the need of surgical backup for such interventional procedures. Methods: From January 2000 to December 2004, 121 patients underwent transcatheter closure of PDA. Aortic angiogram was performed to evaluate the size, position, and shape of the duct for appropriately choosing the occluder device type and size. A second aortic angiogram was performed 10 minutes after device deployment. Echocardiography was repeated at intervals of 24 hours, then at 1, 3, and 6 months after the procedure to assess complications. Stepwise multiple regression analysis was used to assess the role of experience in improving the outcome of the procedure. Results: Of 121 cases, four patients had pulmonary artery embolization of the occluder device which was successfully retrieved in the catheterization laboratory, while two others had embolization that required surgical intervention. Four patients had temporary residual leak, nine had protrusion of the device into the aorta without significant Doppler pressure gradient or hemolysis on follow-up, and five had partial hemodynamically insignificant obstruction to the left pulmonary artery. Statistical analysis showed that the effect of the learning curve and experience was responsible for 93% improvement in the procedural outcome over the five-year study period. Conclusion: Transcatheter occlusion of PDA is safe and effective alternative to surgery. Complications occurred in those with unfavorable duct anatomy and with the use of multiple coils. Surgical backup was important for such interventional procedures. Experience played a major role in the proper choice of device type and size which greatly influenced the outcome of the procedure.

  9. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    Science.gov (United States)

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  10. Evaluating the Impact of Wikis on Student Learning Outcomes: An Integrative Review.

    Science.gov (United States)

    Trocky, Nina M; Buckley, Kathleen M

    2016-01-01

    Although wikis appear to have been reported as effective tools for educators, uncertainty exists as to their effectiveness in achieving student learning outcomes. The aim of this integrative review was to examine the current evidence on the impact of wikis on student learning in courses requiring collaborative or co-developed assignments or activities. The authors searched several electronic databases for relevant articles and used R. Whittemore and K. Knafl's (2005) integrative review method to analyze and synthesize the evidence. Twenty-five articles met the selection criteria for this review, and four major themes for wiki use were identified: (a) writing skills, (b) collaboration, (c) knowledge acquisition, and (d) centralized repository. Although wikis have been found useful in improving student learning outcomes and hold great potential as an instructional strategy to aid students in learning various skills and gaining new knowledge, more research is needed on their effectiveness, especially in the area of nursing education. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project.

    Science.gov (United States)

    Al-Kloub, Manal Ibrahim; Salameh, Taghreed Nayel; Froelicher, Erika Sivarajan

    2014-03-01

    This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.

  12. Comparison and Evaluation of Learning Outcomes from an International Perspective: Development of a Best-Practice Process

    Science.gov (United States)

    Elmgren, Maja; Ho, Felix; Åkesson, Eva; Schmid, Siegbert; Towns, Marcy

    2015-01-01

    Chemistry education focused on learning outcomes is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education and political decisions. In an International Union of Pure and…

  13. Utilizing Machine Learning and Automated Performance Metrics to Evaluate Robot-Assisted Radical Prostatectomy Performance and Predict Outcomes.

    Science.gov (United States)

    Hung, Andrew J; Chen, Jian; Che, Zhengping; Nilanon, Tanachat; Jarc, Anthony; Titus, Micha; Oh, Paul J; Gill, Inderbir S; Liu, Yan

    2018-05-01

    Surgical performance is critical for clinical outcomes. We present a novel machine learning (ML) method of processing automated performance metrics (APMs) to evaluate surgical performance and predict clinical outcomes after robot-assisted radical prostatectomy (RARP). We trained three ML algorithms utilizing APMs directly from robot system data (training material) and hospital length of stay (LOS; training label) (≤2 days and >2 days) from 78 RARP cases, and selected the algorithm with the best performance. The selected algorithm categorized the cases as "Predicted as expected LOS (pExp-LOS)" and "Predicted as extended LOS (pExt-LOS)." We compared postoperative outcomes of the two groups (Kruskal-Wallis/Fisher's exact tests). The algorithm then predicted individual clinical outcomes, which we compared with actual outcomes (Spearman's correlation/Fisher's exact tests). Finally, we identified five most relevant APMs adopted by the algorithm during predicting. The "Random Forest-50" (RF-50) algorithm had the best performance, reaching 87.2% accuracy in predicting LOS (73 cases as "pExp-LOS" and 5 cases as "pExt-LOS"). The "pExp-LOS" cases outperformed the "pExt-LOS" cases in surgery time (3.7 hours vs 4.6 hours, p = 0.007), LOS (2 days vs 4 days, p = 0.02), and Foley duration (9 days vs 14 days, p = 0.02). Patient outcomes predicted by the algorithm had significant association with the "ground truth" in surgery time (p algorithm in predicting, were largely related to camera manipulation. To our knowledge, ours is the first study to show that APMs and ML algorithms may help assess surgical RARP performance and predict clinical outcomes. With further accrual of clinical data (oncologic and functional data), this process will become increasingly relevant and valuable in surgical assessment and training.

  14. Evaluation of learning materials

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualized learning potential, and the actual learning. Each aspect is explained and exemplified through...

  15. Evaluation of International Observe the Moon Night: Outcomes, Challenges, and Lessons Learned from Six Years of Data Collection

    Science.gov (United States)

    Buxner, S.; Wenger, M.; Joseph, E.; Jones, A. P.; Bleacher, L.; Shaner, A. J.; Day, B. H.

    2015-12-01

    Evaluation of large public STEM events poses many challenges including data collection of moving crowds, representative sampling, and collecting sufficient data with available resources. International Observe the Moon Night (InOMN) is a yearly event held around the world on a single day coordinated by the Lunar Reconnaissance Orbiter with support from partners around the globe. Each year hundreds of events are held across the United States and in over 50 countries across the world. This distributed event poses even more challenges in its evaluation due to the fact that events vary widely in their implementation and that it is impossible for evaluators to collect data at any more than a small fraction of the events. We present findings of six years of evaluation at InOMN events that implemented varying data collection techniques, incentives, and target outcomes as the event has evolved. Through analysis of these years of data, we have found that InOMN events are hosted by a variety of public and private institutions all over the world including museums, planetaria, schools, universities, observatories, parks, and private businesses and families, over half of which have hosted events for more than one year. Telescopes are present at a majority of the events and lunar science and exploration is often highlighted. Visitors who have been surveyed or interviewed often report being regular attendees at science related events but many were new to InOMN. Many of those surveyed report that they attended with friends and family making their participation a social event. Visitors also reported an increase in knowledge and excitement to learn more about the Moon as a result of their participation in an event. Overall, InOMN events have met both organizers and facilitators' goals. We will discuss the different data collection techniques, challenges encountered and overcome, and lessons learned through this ongoing evaluation effort.

  16. Evaluation of Oral Production Learning Outcomes for Higher Education in Spain

    Science.gov (United States)

    Pierce, Joana; Robisco, Maria del Mar

    2010-01-01

    Higher education institutions across Europe are currently involved in a major process of reforming and restructuring as part of the Bologna process which stresses the role of competences and outcomes in curriculum design. This paper reports on the findings of a research project whose purpose was to assess the clarity and the appropriate…

  17. Developmental Evaluation Framework for Innovation and Learning Networks: Integration of the Structure, Process and Outcomes

    Science.gov (United States)

    Ramstad, Elise

    2009-01-01

    Purpose: During the past decade new types of broader networks that aim to achieve widespread effects in the working life have emerged. These are typically based on an interactive innovation approach, where knowledge is created jointly together with diverse players. At the moment, the challenge is how to evaluate these complex networks and learning…

  18. Are Student Evaluations of Teaching Effectiveness Valid for Measuring Student Learning Outcomes in Business Related Classes? A Neural Network and Bayesian Analyses

    Science.gov (United States)

    Galbraith, Craig S.; Merrill, Gregory B.; Kline, Doug M.

    2012-01-01

    In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find…

  19. Evaluation of E-Rat, a Computer-based Rat Dissection in Terms of Student Learning Outcomes.

    Science.gov (United States)

    Predavec, Martin

    2001-01-01

    Presents a study that used computer-based rat anatomy to compare student learning outcomes from computer-based instruction with a conventional dissection. Indicates that there was a significant relationship between the time spent on both classes and the marks gained. Shows that computer-based instruction can be a viable alternative to the use of…

  20. Assessing Higher Education Learning Outcomes in Brazil

    Science.gov (United States)

    Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

    2013-01-01

    Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…

  1. Didactic Experiments Suggest Enhanced Learning Outcomes

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet

    2011-01-01

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

  2. Evaluation and Policy Learning

    DEFF Research Database (Denmark)

    Borrás, Susana; Højlund, Steven

    2015-01-01

    This article examines how evaluation induces policy learning – a question largely neglected by the scholarly literature on evaluation and policy learning. Following a learner's perspective, the article attempts to ascertain who the learners are, and what, and how, learners actually learn from...... evaluations. In so doing, it focuses on what different types of learners actually learn within the context of the evaluation framework (the set of administrative structures defining the evaluation goals and process). Taking the empirical case of three EU programme evaluations, the patterns of policy learning...... emanating from them are examined. The findings are that only two types of actors involved in the evaluation are actually learning (programme units and external evaluators), that learners learn different things (programme overview, small-scale programme adjustments, policy change and evaluation methods...

  3. Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance.

    Science.gov (United States)

    Zheng, Meixun; Bender, Daniel

    2018-03-13

    Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

  4. Effects of Cooperative E-Learning on Learning Outcomes

    Science.gov (United States)

    Yeh, Shang-Pao; Fu, Hsin-Wei

    2014-01-01

    This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…

  5. Evaluation of learning from Practical Obstetric Multi-Professional Training and its impact on patient outcomes in Australia using Kirkpatrick's framework: a mixed methods study.

    Science.gov (United States)

    Kumar, Arunaz; Sturrock, Sam; Wallace, Euan M; Nestel, Debra; Lucey, Donna; Stoyles, Sally; Morgan, Jenny; Neil, Peter; Schlipalius, Michelle; Dekoninck, Philip

    2018-02-17

    The aim of this study was to evaluate the implementation of the Practical Obstetric Multi-Professional Training (PROMPT) simulation using the Kirkpatrick's framework. We explored participants' acquisition of knowledge and skills, its impact on clinical outcomes and organisational change to integrate the PROMPT programme as a credentialing tool. We also aimed to assess participants' perception of usefulness of PROMPT in their clinical practice. Mixed methods approach with a pre-test/post-test design. Healthcare network providing obstetric care in Victoria, Australia. Medical and midwifery staff attending PROMPT between 2013 and 2015 (n=508); clinical outcomes were evaluated in two cohorts: 2011-2012 (n=15 361 births) and 2014-2015 (n=12 388 births). Attendance of the PROMPT programme, a simulation programme taught in multidisciplinary teams to facilitate teaching emergency obstetric skills. Clinical outcomes compared before and after embedding PROMPT in educational practice. Assessment of knowledge gained by participants through a qualitative analysis and description of process of embedding PROMPT in educational practice. There was a change in the management of postpartum haemorrhage by early recognition and intervention. The key learning themes described by participants were being prepared with a prior understanding of procedures and equipment, communication, leadership and learning in a safe, supportive environment. Participants reported a positive learning experience and increase in confidence in managing emergency obstetric situations through the PROMPT programme, which was perceived as a realistic demonstration of the emergencies. Participants reported an improvement of both clinical and non-technical skills highlighting principles of teamwork, communication, leadership and prioritisation in an emergency situation. An improvement was observed in management of postpartum haemorrhage, but no significant change was noted in clinical outcomes over a 2-year period

  6. Relationship between Learning Outcomes and Online Accesses

    Science.gov (United States)

    Suanpang, Pannee; Petocz, Peter; Reid, Anna

    2004-01-01

    This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by…

  7. Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

    Directory of Open Access Journals (Sweden)

    Lyn Brodie

    2011-05-01

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

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

    Science.gov (United States)

    El-Maaddawy, Tamer; Deneen, Christopher

    2017-01-01

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

  9. Results of the Students’ Lecturer Evaluations and Evaluations of Their Own Learning-Outcomes in Accordance with the Bologna Process in German as a Second Foreign Language Program (G2FL

    Directory of Open Access Journals (Sweden)

    B. Sevinç Mesbah

    2013-04-01

    Full Text Available Purpose of the Study: While preparing for the Bologna process at our university, student involvement was essential. During the university-wide, end of semester survey, students were asked to evaluate their instructors as well as their individual learning outcomes. Our goal, in the Department of G2FL, was to quantitatively analyze the survey results, the effectiveness of the Department’s language teaching methods and ultimately to ascertain student learning outcomes.Methods: In the first part of the survey, students evaluated their instructors. They answered 15 questions using a five-point scale. In the second part of the survey, they evaluated their own learning outcomes in five language competencies. The data obtained from the students’ evaluation were qualitatively analized by the German Department.Findings: Based on the survey results, the G2FL Department scored higher than the entire university. Most of the students rated themselves good/very good in listening, reading, and writing skills. However, they gave themselves lower marks in the two-way conversation and the oral explanation competencies.Discussions: After the survey, the opinions of 778 students in German Language courseswere evaluated by 12 German Language Lecturers. Finally, the opinions of both studentsand instructors were analyzed by the Department Head.Conclusion: We concluded that our teaching strategy should include a greater emphasis onimproving student conversational competency in German. As such, this year-end surveyidentifies essential learning, concomitantly, the teaching of specific competencies. Once theresults are analyzed in detail, they are very useful for improving the quality of teaching aswell as learning.

  10. Embedding Affective Learning Outcomes in Library Instruction

    Directory of Open Access Journals (Sweden)

    Ellysa Stern Cahoy

    2012-12-01

    Full Text Available While information literacy in higher education has long been focused on cognitive learning outcomes, attention must be paid to students’ affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students’ self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a recent survey of instruction librarians’ familiarity and inclusion of affective learning outcomes within teaching and learning initiatives.

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

    Science.gov (United States)

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

    2015-01-01

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

  12. An Evaluation of a Human Development Laboratory. A Study of the Outcome and Process of a Laboratory Learning Experience

    Science.gov (United States)

    1977-08-01

    Lewis, W. A. Sensitivity training mutual emotional masturbation ? Personnel and Guidance Journal, 1970, 48, 525. L’Herisson, L., and Krumm, K. J. Changes...for the purpose of practicing their newly learned skills. The groups were formed by the participants’ selecting members of the laboratory with whom...34how" it is said) are con- ji 83 gruent. After this input, the participants returned to their respective small groups to continue practicing the skills

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

    African Journals Online (AJOL)

    cce

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

  14. Holistic evaluations of learning materials

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    The aim of this paper is to present a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation of learning material comprises investigations of - the potential learning potential, i.e. the affordances and challenges of the learning material...

  15. Predicting radiotherapy outcomes using statistical learning techniques

    International Nuclear Information System (INIS)

    El Naqa, Issam; Bradley, Jeffrey D; Deasy, Joseph O; Lindsay, Patricia E; Hope, Andrew J

    2009-01-01

    Radiotherapy outcomes are determined by complex interactions between treatment, anatomical and patient-related variables. A common obstacle to building maximally predictive outcome models for clinical practice is the failure to capture potential complexity of heterogeneous variable interactions and applicability beyond institutional data. We describe a statistical learning methodology that can automatically screen for nonlinear relations among prognostic variables and generalize to unseen data before. In this work, several types of linear and nonlinear kernels to generate interaction terms and approximate the treatment-response function are evaluated. Examples of institutional datasets of esophagitis, pneumonitis and xerostomia endpoints were used. Furthermore, an independent RTOG dataset was used for 'generalizabilty' validation. We formulated the discrimination between risk groups as a supervised learning problem. The distribution of patient groups was initially analyzed using principle components analysis (PCA) to uncover potential nonlinear behavior. The performance of the different methods was evaluated using bivariate correlations and actuarial analysis. Over-fitting was controlled via cross-validation resampling. Our results suggest that a modified support vector machine (SVM) kernel method provided superior performance on leave-one-out testing compared to logistic regression and neural networks in cases where the data exhibited nonlinear behavior on PCA. For instance, in prediction of esophagitis and pneumonitis endpoints, which exhibited nonlinear behavior on PCA, the method provided 21% and 60% improvements, respectively. Furthermore, evaluation on the independent pneumonitis RTOG dataset demonstrated good generalizabilty beyond institutional data in contrast with other models. This indicates that the prediction of treatment response can be improved by utilizing nonlinear kernel methods for discovering important nonlinear interactions among model

  16. Evaluating the Stage Learning Hypothesis.

    Science.gov (United States)

    Thomas, Hoben

    1980-01-01

    A procedure for evaluating the Genevan stage learning hypothesis is illustrated by analyzing Inhelder, Sinclair, and Bovet's guided learning experiments (in "Learning and the Development of Cognition." Cambridge: Harvard University Press, 1974). (Author/MP)

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

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

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

  18. Measuring Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2003-01-01

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education, which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes......). The study provides evidence, which confirms an interrelationship between declarative and procedural knowledge in auditing, and the findings also suggest that students with auditing experience perform better than students without experience on procedural questions....

  19. The structure of observed learning outcome (SOLO) taxonomy: a model to promote dental students' learning.

    Science.gov (United States)

    Lucander, H; Bondemark, L; Brown, G; Knutsson, K

    2010-08-01

    Selective memorising of isolated facts or reproducing what is thought to be required - the surface approach to learning - is not the desired outcome for a dental student or a dentist in practice. The preferred outcome is a deep approach as defined by an intention to seek understanding, develop expertise and relate information and knowledge into a coherent whole. The aim of this study was to investigate whether the structure of observed learning outcome (SOLO) taxonomy could be used as a model to assist and promote the dental students to develop a deep approach to learning assessed as learning outcomes in a summative assessment. Thirty-two students, participating in course eight in 2007 at the Faculty of Odontology at Malmö University, were introduced to the SOLO taxonomy and constituted the test group. The control group consisted of 35 students participating in course eight in 2006. The effect of the introduction was measured by evaluating responses to a question in the summative assessment by using the SOLO taxonomy. The evaluators consisted of two teachers who performed the assessment of learning outcomes independently and separately on the coded material. The SOLO taxonomy as a model for learning was found to improve the quality of learning. Compared to the control group significantly more strings and structured relations between these strings were present in the test group after the SOLO taxonomy had been introduced (P SOLO taxonomy is recommended as a model for promoting and developing a deeper approach to learning in dentistry.

  20. Teacher Planning in a learning outcome perspective

    DEFF Research Database (Denmark)

    Bremholm, Jesper; Skott, Charlotte Krog

    2017-01-01

    . In this study, use of participatory observation has permitted us to gain insight into the practices of two teams of teachers in mathematics and Danish, and thus to identify barriers in teachers’ planning that seem to impede a learning outcome approach. However, further analysis shows how these barriers......Like most European countries, Denmark is facing dramatic educational changes towards a focus on learning outcome. This focus enhances the importance of teachers’ planning. However, research studies highlight the plight of teachers facing severe challenges when trying to fulfil the requirements...

  1. [Patient evaluation and outcome measures].

    Science.gov (United States)

    Nieto Pol, Enrique

    2014-01-01

    Both the initial evaluation and follow-up of patients with osteoarthritis require systematic evaluation of the indicators that provide information on the degree of involvement of the disease and allow its quantification. Reliable measures of disease progression help decision-making by clinicians and provide valid information on treatment response and the effectiveness of the distinct therapeutic interventions. The instruments recommended in research, as outcome measures in osteoarthritis, are pain evaluation, assessment of physical function, and self-reported global evaluation. In studies lasting more than 1 year, structural changes are evaluated through simple X-ray. Self-reported quality of life assessment and physician global assessment are also recommended as options. These indicators should be incorporated into routine clinical practice for adequate evaluation and correct follow-up of patients with osteoarthritis. The recommended pain evaluation method for use in clinical practice is the visual analog scale (VAS). The best instrument to evaluate physical function in patients with hip or knee osteoarthritis is the WOMAC scale (Western Ontario and McMaster Universities Osteoarthritis Index). For patient-reported global assessment in routine practice, the recommended scales are VAS or the SF-12 (12-item short-form health survey). Copyright © 2014 Elsevier España, S.L. All rights reserved.

  2. Subjective and Objective Evaluation of PBL Outcomes in Preclinical ...

    African Journals Online (AJOL)

    Subjective and Objective Evaluation of PBL Outcomes in Preclinical Medical Students. ... ABSTRACT: Problem based learning curriculum is widely recognized as a progressive, learner-centered, active learning approach and is currently used in the entire medical curriculum in over 10% of medical schools worldwide.

  3. 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.

  4. A Participative Approach to Evaluation of Graduates' Professional Outcomes

    Science.gov (United States)

    Clerici, Renata; Castiglioni, Maria; Grion, Valentina; Zago, Giuseppe; Da Re, Lorenza

    2014-01-01

    This work discusses the professional outcomes of University of Padova graduates in academic year 2007/08. Its aim was to carry out an overall assessment of higher education professional outcomes, involving all the main actors of the learning process, students, teachers and tutors, in a perspective of participatory evaluation, to improve teaching…

  5. Repository Services for Outcome-based Learning

    NARCIS (Netherlands)

    Totschnig, Michael; Derntl, Michael; Gutiérrez, Israel; Najjar, Jad; Klemke, Roland; Klerkx, Joris; Duval, Erik; Müller, Franz

    2010-01-01

    Totschnig, M., Derntl, M., Gutiérrez, I., Najjar, J., Klemke, R., Klerkx, J., Duval, E., & Müller, F. (2010). Repository Services for Outcome-based Learning. Fourth International Workshop on Search and Exchange of e-le@rning Materials (SE@M’10). September, 27-28, 2010, Barcelona, Spain.

  6. Some Factors Effected Student's Calculus Learning Outcome

    Science.gov (United States)

    Rajagukguk, Wamington

    2016-01-01

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

  7. Capstone Portfolios and Geography Student Learning Outcomes

    Science.gov (United States)

    Mossa, Joann

    2014-01-01

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

  8. Taylorism and the Logic of Learning Outcomes

    Science.gov (United States)

    Stoller, Aaron

    2015-01-01

    This essay examines the shared philosophical foundations of Fredrick W. Taylor's scientific management principles and the contemporary learning outcomes movement (LOM). It analyses the shared philosophical ground between the focal point of Taylor's system--"the task"--and the conceptualization and deployment of "learning…

  9. Do E-Textbooks Impact Learning Outcomes?

    Science.gov (United States)

    Fike, David; Fike, Renea

    2016-01-01

    The primary focus of this study was to determine if student learning outcomes in an undergraduate Statistics course differed based upon the type of textbook used (e-textbook or hardcopy). Fifty-six students enrolled in the course were allowed to choose textbook type. After controlling for student demographics and academic preparedness, student…

  10. Measuring Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education, which reflects that some students taking accounting classes also are provided with on-the-job training in accountin...

  11. Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

    OpenAIRE

    Eckler Ursula; Greisberger Andrea; Höhne Franziska; Putz Peter

    2017-01-01

    Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree) at ...

  12. Rethinking Educational Evaluation for Quality Educational Outcomes

    African Journals Online (AJOL)

    Rethinking Educational Evaluation for Quality Educational Outcomes. ... Educational Evaluation (EE) provides information for action by offering invaluable knowledge in terms of theoretical and practical ... AJOL African Journals Online.

  13. 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...

  14. Measuring Learning Outcomes in Library Instruction

    OpenAIRE

    Connor, Elizabeth

    2010-01-01

    The author uses clicker technology to incorporate polling and multiple choice question techniques into library instruction classes. Clickers can be used to give a keener understanding of how many students grasp the concepts presented in a specific class session. Typically, a student that aces a definition-type question will fail to answer an application-type question correctly. Immediate, electronic feedback helps to calibrate teaching approaches and gather data about learning outcomes. Th...

  15. Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

    Science.gov (United States)

    Casey, Ashley; Goodyear, Victoria A.

    2015-01-01

    Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

  16. Exploring outcomes and evaluation in narrative pedagogy: An integrative review.

    Science.gov (United States)

    Brady, Destiny R; Asselin, Marilyn E

    2016-10-01

    To identify narrative pedagogy learning outcomes and evaluation methods used for pre-licensure nursing students. Recommend areas for expanding narrative pedagogy research. An integrative review using a modified version of Cooper's 1998 framework, as described by Whittemore and Knafl (2005). A computer-assisted search of the literature from 1995 to 2015 was performed using the search terms narrative pedagogy and nursing. Databases included the Cumulative Index to Nursing and Allied Health Literature, Academic Search Premier, Educational Resources Information Center, Educational Research Complete, Medline, PsychArticles, PsychINFO, and the Teacher Reference Center. Ancestry searches led to the inclusion of additional articles. Twenty-six texts met the criteria for full review and were evaluated for methodological rigor and relevance to the review aims. Nine articles achieved an acceptable quality score and were used for thematic analysis. Learning outcomes associated with narrative pedagogy were grouped into five themes: thinking, empowerment, interconnectedness, learning as a process of making meaning, and ethical/moral judgment. Multiple methods of evaluation are necessary to evaluate these learning outcomes. Narrative pedagogy may be a beneficial philosophical approach to teaching. However, at this time, there is insufficient evidence to recommend its universal adoption. It is too broad in its approach to reliably measure its effectiveness. Future research should examine the effectiveness of specific teaching strategies to promote desired learning outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Feedback-related negativity codes outcome valence, but not outcome expectancy, during reversal learning.

    Science.gov (United States)

    von Borries, A K L; Verkes, R J; Bulten, B H; Cools, R; de Bruijn, E R A

    2013-12-01

    Optimal behavior depends on the ability to assess the predictive value of events and to adjust behavior accordingly. Outcome processing can be studied by using its electrophysiological signatures--that is, the feedback-related negativity (FRN) and the P300. A prominent reinforcement-learning model predicts an FRN on negative prediction errors, as well as implying a role for the FRN in learning and the adaptation of behavior. However, these predictions have recently been challenged. Notably, studies so far have used tasks in which the outcomes have been contingent on the response. In these paradigms, the need to adapt behavioral responses is present only for negative, not for positive feedback. The goal of the present study was to investigate the effects of positive as well as negative violations of expectancy on FRN amplitudes, without the usual confound of behavioral adjustments. A reversal-learning task was employed in which outcome value and outcome expectancy were orthogonalized; that is, both positive and negative outcomes were equally unexpected. The results revealed a double dissociation, with effects of valence but not expectancy on the FRN and, conversely, effects of expectancy but not valence on the P300. While FRN amplitudes were largest for negative-outcome trials, irrespective of outcome expectancy, P300 amplitudes were largest for unexpected-outcome trials, irrespective of outcome valence. These FRN effects were interpreted to reflect an evaluation along a good-bad dimension, rather than reflecting a negative prediction error or a role in behavioral adaptation. By contrast, the P300 reflects the updating of information relevant for behavior in a changing context.

  18. Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

    Directory of Open Access Journals (Sweden)

    Eckler Ursula

    2017-11-01

    Full Text Available Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94, or with a blended learning model (intervention-group, n=93. Long-term effects (1.5 year follow-up on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain by means of a six-option Likert scale (n=282. Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis at the long-term (p<0,01; r=-0,33. In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge and 2 (understanding (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively. Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.

  19. Informal Workplace Learning among Nurses: Organisational Learning Conditions and Personal Characteristics That Predict Learning Outcomes

    Science.gov (United States)

    Kyndt, Eva; Vermeire, Eva; Cabus, Shana

    2016-01-01

    Purpose: This paper aims to examine which organisational learning conditions and individual characteristics predict the learning outcomes nurses achieve through informal learning activities. There is specific relevance for the nursing profession because of the rapidly changing healthcare systems. Design/Methodology/Approach: In total, 203 nurses…

  20. 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...

  1. 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.

  2. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    Science.gov (United States)

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  3. Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain

    Science.gov (United States)

    Savickiene, Izabela

    2010-01-01

    The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The…

  4. 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.

  5. Research evaluation and organizational learning

    DEFF Research Database (Denmark)

    Hansson, Finn

    The paper will address the role of the recent implementation of systems of research evaluation in universities. The role of classic quality control system, the peer review, is to produce the most trustworthy knowledge and at the same time function as a learning system in a peer-to-peer learning p...

  6. ANALYSIS LEARNING MODEL OF DISCOVERY AND UNDERSTANDING THE CONCEPT PRELIMINARY TO PHYSICS LEARNING OUTCOMES SMA

    Directory of Open Access Journals (Sweden)

    Sri Rosepda Sebayang

    2015-12-01

    Full Text Available This study aims: 1 to determine whether the student learning outcomes using discovery learning is better than conventional learning 2 To determine whether the learning outcomes of students who have a high initial concept understanding better then of low initial concept understanding, and 3 to determine the effect of interaction discovery learning and understanding of the initial concept of the learning outcomes of students. The samples in this study was taken by cluster random sampling two classes where class X PIA 3 as a class experiment with applying discovery learning and class X PIA 2 as a control class by applying conventional learning. The instrument used in this study is a test of learning outcomes in the form of multiple-choice comprehension test initial concept description form. The results of research are: 1 learning outcomes of students who were taught with discovery learning is better than the learning outcomes of students who are taught by conventional learning, 2 student learning outcomes with high initial conceptual understanding better than the learning outcomes of students with low initial conceptual understanding, and 3 there was no interaction between discovery learning and understanding of initial concepts for the student learning outcomes.

  7. An Intentional Approach to Achieving Learning Outcomes during a Youth Leadership Residential Program

    Directory of Open Access Journals (Sweden)

    Jeremy Green

    2012-09-01

    Full Text Available The High Desert Leadership Retreat (HDLR is an annual four-day youth conference which incorporates positive youth development practices to build life skills and increase youth leadership capacity. There are numerous examples in youth development literature of program models and associated outcomes. However, few studies have articulated which aspects of a conference contribute to the achievement of learning outcomes. By utilizing proven program evaluation methods, the achievement of learning outcomes was measured during both formal and informal conference sessions.

  8. Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes

    Science.gov (United States)

    Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah

    2008-01-01

    The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…

  9. Evaluation and Learning Policy

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

    Amy Etherington

    decisions. More broadly, evaluation generates knowledge about research and development. ... toward common goals; evaluations are part of our commitment to document and assess our joint .... of both qualitative and quantitative measures.

  10. Social outcomes of learning - Response to paper by David Campwell

    DEFF Research Database (Denmark)

    Andersen, John

    Expert kommentar til rapportudkast fra David Cambell (tidligere forskningsassistent for Robert Putman) i OECD projektet SOL (Social Outcomes of Learning). Publiceres senere som Discussionpaper af OECD...

  11. Outcome Mapping Virtual Learning Community - Phase II | IDRC ...

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

    The first phase of the project (103520) focused on developing the Outcome ... as distance learning) and strategically communicating Outcome Mapping to key ... an organization based in India with South Asian reach, to facilitate exchange ...

  12. Stratified Outcome Evaluation of Peritonitis

    African Journals Online (AJOL)

    Risk evaluation in secondary peritonitis can direct treatment planning, predict ... ulcer (22.9%) and ileum (18.6%). Patients who complicated .... Frequency Percentage. Appendicitis. 22. 31.4%. Duodenal perforation. 16. 22.9%. Ileal. 13. 18.6%.

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

    Science.gov (United States)

    Yousefzadeh, Malahat; Salimi, Asghar

    2015-01-01

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

  14. Geriatrics Curricula for Internal and Family Medicine Residents: Assessing Study Quality and Learning Outcomes.

    Science.gov (United States)

    Cheng, Huai Yong; Davis, Molly

    2017-02-01

    Prior reviews of geriatrics curricula for internal medicine (IM) and family medicine (FM) residents have not evaluated study quality or assessed learning objectives or specific IM or FM competencies. This review of geriatrics curricula for IM and FM residents seeks to answer 3 questions: (1) What types of learning outcomes were measured? (2) How were learning outcomes measured? and (3) What was the quality of the studies? We evaluated geriatrics curricula that reported learning objectives or competencies, teaching methods, and learning outcomes, and those that used a comparative design. We searched PubMed and 4 other data sets from 2003-2015, and assessed learning outcomes, outcome measures, and the quality of studies using the Medical Education Research Study Quality Instrument (MERSQI) and Best Evidence Medical Education (BEME) methods. Fourteen studies met inclusion criteria. Most curricula were intended for IM residents in the inpatient setting; only 1 was solely dedicated to FM residents. Median duration was 1 month, and minimum geriatrics competencies covered were 4. Learning outcomes ranged from Kirkpatrick levels 1 to 3. Studies that reported effect size showed a considerable impact on attitudes and knowledge, mainly via pretests and posttests. The mean MERSQI score was 10.5 (range, 8.5-13) on a scale of 5 (lowest quality) to 18 (highest quality). Few geriatrics curricula for IM and FM residents that included learning outcome assessments were published recently. Overall, changes in attitudes and knowledge were sizeable, but reporting was limited to low to moderate Kirkpatrick levels. Study quality was moderate.

  15. Machine Learning and Neurosurgical Outcome Prediction: A Systematic Review.

    Science.gov (United States)

    Senders, Joeky T; Staples, Patrick C; Karhade, Aditya V; Zaki, Mark M; Gormley, William B; Broekman, Marike L D; Smith, Timothy R; Arnaout, Omar

    2018-01-01

    Accurate measurement of surgical outcomes is highly desirable to optimize surgical decision-making. An important element of surgical decision making is identification of the patient cohort that will benefit from surgery before the intervention. Machine learning (ML) enables computers to learn from previous data to make accurate predictions on new data. In this systematic review, we evaluate the potential of ML for neurosurgical outcome prediction. A systematic search in the PubMed and Embase databases was performed to identify all potential relevant studies up to January 1, 2017. Thirty studies were identified that evaluated ML algorithms used as prediction models for survival, recurrence, symptom improvement, and adverse events in patients undergoing surgery for epilepsy, brain tumor, spinal lesions, neurovascular disease, movement disorders, traumatic brain injury, and hydrocephalus. Depending on the specific prediction task evaluated and the type of input features included, ML models predicted outcomes after neurosurgery with a median accuracy and area under the receiver operating curve of 94.5% and 0.83, respectively. Compared with logistic regression, ML models performed significantly better and showed a median absolute improvement in accuracy and area under the receiver operating curve of 15% and 0.06, respectively. Some studies also demonstrated a better performance in ML models compared with established prognostic indices and clinical experts. In the research setting, ML has been studied extensively, demonstrating an excellent performance in outcome prediction for a wide range of neurosurgical conditions. However, future studies should investigate how ML can be implemented as a practical tool supporting neurosurgical care. Copyright © 2017 Elsevier Inc. All rights reserved.

  16. How Are Students' Attitudes Related to Learning Outcomes?

    Science.gov (United States)

    Metsärinne, Mika; Kallio, Manne

    2016-01-01

    This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in technology education related to the school subject Sloyd (craft). The research question of this article is: "How are ninth grade students' attitudes towards the subject related to their learning outcomes?"…

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

    Science.gov (United States)

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

    2014-01-01

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

  18. Explaining Differences in Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2014-01-01

    In this paper we use a learner perspective on learning outcomes which reflects that some students taking accounting classes are also provided with on-the-job training in accounting firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators...

  19. Evaluation of Learning Materials: A Holistic Framework

    Science.gov (United States)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualised learning potential, and the actual learning. Each aspect is explained and exemplified through theoretical models and definitions. (Contains 3 figures…

  20. The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

    Science.gov (United States)

    Park, Yoonhee; Jacobs, Ronald L.

    2011-01-01

    Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

  1. Assessments in outcome evaluation in aphasia therapy

    DEFF Research Database (Denmark)

    Isaksen, Jytte; Brouwer, Catherine E.

    2015-01-01

    Abstract Outcomes of aphasia therapy in Denmark are documented in evaluation sessions in which both the person with aphasia and the speech-language therapist take part. The participants negotiate agreements on the results of therapy. By means of conversation analysis, we study how such agreements...... on therapy outcome are reached interactionally. The sequential analysis of 34 video recordings focuses on a recurrent method for reaching agreements in these outcome evaluation sessions. In and through a special sequence of conversational assessment it is claimed that the person with aphasia has certain...

  2. Physics Education: Desired outcomes, minds, and learning systems

    Science.gov (United States)

    van Heuvelen, Alan

    2000-11-01

    Recent studies and surveys indicate that the workplace is looking for different outcomes than are emphasized in traditional physics instruction. Cognitive science has learned much about the operation of our minds. Physicists have now systematically studied student learning in physics for about 30 years. What has been learned from these different studies that can help us achieve the desired outcomes in our large (and small) introductory physics courses? The talk will focus on these three ideas: the desired outcomes, student minds (very brief), and pedagogical strategies and activities that help achieve these outcomes.

  3. Outcome Evaluation of Family Eats.

    Science.gov (United States)

    Cullen, Karen Weber; Thompson, Debbe; Chen, Tzu-An

    2017-02-01

    This article presents the results of a randomized clinical trial evaluating the eight-session Family Eats web-based intervention promoting healthy home food environments for African American families. African American families ( n = 126) with 8- to 12-year-old children completed online baseline questionnaires and were randomized into intervention or control groups. Data collection occurred at baseline, immediately postintervention (Post 1), and 4 months later (Post 2), for parents and children, separately. There were two group by time intervention effects: Control group parents reported a significantly greater frequency of drinking 100% fruit juice at Post 1 compared with intervention group parents. Parent menu planning skills were significantly higher at Post 2 for the intervention group compared with the control group. Significant positive changes overtime were noted for both groups for home fruit/vegetable availability, food preparation practices, and healthy restaurant selection. Intervention group children reported a significant increase in home juice availability at Post 1 compared with the control group; home fruit availability improved for both groups. There was no difference in log on rates by group: 84% and 86% for those who completed Post 1 and Post 2 measurements, respectively. Sixty-four participants completed the evaluation survey: 17 control (50%) and 47 intervention (51%) participants. All participants reported liking the program components; all but one gave it an A or B grade. An Internet-delivered nutrition intervention for families was successful in achieving change in some mediating variables, with good log on rates. Future research with Family Eats should include larger sample sizes, with longer follow-up and a more objective measure of diet.

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

    Science.gov (United States)

    Nguyen, Trang Thi Thuy

    2017-01-01

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

  5. 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.

  6. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments

    Directory of Open Access Journals (Sweden)

    Hagiwara N

    2017-12-01

    Full Text Available Nobuko Hagiwara Division of Cardiovascular Medicine, Department of Internal Medicine, School of Medicine, University of California, Davis, CA, USA Abstract: The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed. Keywords

  7. Evaluating groups in learning disabilities.

    Science.gov (United States)

    Chia, S H

    Groupwork can be effective in meeting a range of needs presented by students with profound learning disabilities. This article describes the process involved in setting up groups for these students, and includes examples of a group session and methods for evaluating groupwork.

  8. Cognitive Load Imposed by Ultrasound-Facilitated Teaching Does Not Adversely Affect Gross Anatomy Learning Outcomes

    Science.gov (United States)

    Jamniczky, Heather A.; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W. Y.

    2017-01-01

    Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using…

  9. PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

    Science.gov (United States)

    Liu, Yan; Bui, Elisabeth N.; Chang, Chew-Hung; Lossman, Hans G.

    2010-01-01

    This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The…

  10. Incorporating Learning Outcomes into an Introductory Geotechnical Engineering Course

    Science.gov (United States)

    Fiegel, Gregg L.

    2013-01-01

    The article describes the process of incorporating a set of learning outcomes into a geotechnical engineering course. The outcomes were developed using Bloom's taxonomy and define the knowledge, skills, and abilities the students are expected to achieve upon completion of the course. Each outcome begins with an action-oriented verb corresponding…

  11. Impairments in action-outcome learning in schizophrenia.

    Science.gov (United States)

    Morris, Richard W; Cyrzon, Chad; Green, Melissa J; Le Pelley, Mike E; Balleine, Bernard W

    2018-03-03

    Learning the causal relation between actions and their outcomes (AO learning) is critical for goal-directed behavior when actions are guided by desire for the outcome. This can be contrasted with habits that are acquired by reinforcement and primed by prevailing stimuli, in which causal learning plays no part. Recently, we demonstrated that goal-directed actions are impaired in schizophrenia; however, whether this deficit exists alongside impairments in habit or reinforcement learning is unknown. The present study distinguished deficits in causal learning from reinforcement learning in schizophrenia. We tested people with schizophrenia (SZ, n = 25) and healthy adults (HA, n = 25) in a vending machine task. Participants learned two action-outcome contingencies (e.g., push left to get a chocolate M&M, push right to get a cracker), and they also learned one contingency was degraded by delivery of noncontingent outcomes (e.g., free M&Ms), as well as changes in value by outcome devaluation. Both groups learned the best action to obtain rewards; however, SZ did not distinguish the more causal action when one AO contingency was degraded. Moreover, action selection in SZ was insensitive to changes in outcome value unless feedback was provided, and this was related to the deficit in AO learning. The failure to encode the causal relation between action and outcome in schizophrenia occurred without any apparent deficit in reinforcement learning. This implies that poor goal-directed behavior in schizophrenia cannot be explained by a more primary deficit in reward learning such as insensitivity to reward value or reward prediction errors.

  12. Naturally Acquired Mentoring Relationships and Young Adult Outcomes among Adolescents with Learning Disabilities

    Science.gov (United States)

    Ahrens, Kym; DuBois, David Lane; Lozano, Paula; Richardson, Laura P.

    2010-01-01

    We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self-esteem, and reported a higher overall number of positive outcomes than nonmentored…

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

    Science.gov (United States)

    Zhang, Wei; Zhu, Chang

    2018-01-01

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

  14. Vicarious neural processing of outcomes during observational learning.

    Directory of Open Access Journals (Sweden)

    Elisabetta Monfardini

    Full Text Available Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC, the anterior insula and the posterior superior temporal sulcus (pSTS.

  15. Vicarious neural processing of outcomes during observational learning.

    Science.gov (United States)

    Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

    2013-01-01

    Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC), the anterior insula and the posterior superior temporal sulcus (pSTS).

  16. Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game

    NARCIS (Netherlands)

    Schmitz, Birgit; Klemke, Roland; Totschnig, Michael; Czauderna, André; Specht, Marcus

    2011-01-01

    Schmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011, 23 September). Transferring an outcome-oriented learning architecture to an IT learning game. Presented at the 6th European conference on Technology enhanced learning: towards ubiquitous learning (EC-TEL 2011), Palermo,

  17. Integration of e-learning outcomes into work processes

    Directory of Open Access Journals (Sweden)

    Kerstin Grundén

    2011-07-01

    Full Text Available Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of reference. Although the pedagogical approaches for all of the cases seemed to be relevant and most of the learners showed overall positive attitudes towards the courses, there were problems with integration of the e-learning outcomes into work processes. There were deficiencies in the adaption of the course contents to the local educational needs. There was also a lack of adjusting the local work organization and work routines in order to facilitate the integration of the e-learning outcomes into the work processes. A lack of local management engagement affected the learners’ motivation negatively. Group discussions in local work groups facilitated the integration of the e-learning outcomes. Much of the difficulties of integrating e-learning outcomes into work processes in big organizations are related to the problems with adjusting centrally developed e-learning courses to local needs and a lack of co-operation among among the developers (often IT-professionals and the Human Resources Department of the organizations.

  18. 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.

  19. Research: Learning outcomes of occupational therapy and ...

    African Journals Online (AJOL)

    Background. Community-based education (CBE) is a learning approach that enables students to acquire skills by means of applied learning in the community. The goals of CBE include creating adequate knowledge, skills and attitudes that facilitate service delivery in communities. These goals ensure the provision of ...

  20. Evaluating outcomes from stakeholders' perception: evidence from ...

    African Journals Online (AJOL)

    The need for the appreciation of values and knowledge diversity has contributed to the increasing relevance of stakeholder participation in the monitoring and evaluation (M&E) of development projects. Using mixed methods research design and indicators, this paper assesses the outcomes of the participatory monitoring ...

  1. Interpreting Students’ Perceptions in Fluid Mechanics Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Filomena SOARES

    2015-11-01

    Full Text Available The objective of this study is to analyse the impact of introducing a practical work in the learning process of the Fluid Transport Systems course in Chemical Engineering degree. The students, in groups of two or three elements, were free to choose the application case in order to develop the practical work proposed by the responsible teachers. The students selected a centrifugal pump to supply water to houses or buildings and designed the piping system. The practical work was evaluated through the written report. The students’ perceptions were analysed through a questionnaire. The learning outcomes were also considered in order to understand how the fluid mechanics concepts were acquired. In the teachers’ point of view the teamwork should enable the development of students’ soft skills and competencies, promoting the ability to integrate and work in teams. The students changed their learning processing and perception becoming more reflective and less accommodative, forcing them to think critically and share opinions. Regarding the Fluid Mechanics assessment, the practical work increased, in average, the final grade at least one value.

  2. Explaining Differences in Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes is a complex matter requiring sensible measures for both declarative knowledge (ability to verbalize pertinent facts...... or processes) and procedural knowledge (intellectual skills). The performance of 75 graduate accounting students representing both types of schema is examined. The findings suggest that differences in learning outcomes may be attributed to differences in student background and prior knowledge (auditing...

  3. Doing Outcomes-Based Collaborative Teaching and Learning in Asia

    Science.gov (United States)

    van Schalkwyk, Gertina J.

    2015-01-01

    This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

  4. Vicarious Neural Processing of Outcomes during Observational Learning

    NARCIS (Netherlands)

    Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

    2013-01-01

    Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on

  5. Personality, Organizational Orientations and Self-Reported Learning Outcomes

    Science.gov (United States)

    Bamber, David; Castka, Pavel

    2006-01-01

    Purpose: To identify competencies connecting personality, organizational orientations and self-reported learning outcomes (as measured by concise Likert-type scales), for individuals who are learning for their organizations. Design/methodology/approach: Five concise factor scales were constructed to represent aspects of personality. Three further…

  6. Measuring Student Learning Outcomes Using the SALG Instrument

    Science.gov (United States)

    Scholl, Kathleen; Olsen, Heather M.

    2014-01-01

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

  7. Service-Learning in Nonprofit Organizations: Motivations, Expectations, and Outcomes

    Science.gov (United States)

    Basinger, Nancy; Bartholomew, Keith

    2006-01-01

    This article applies theories of giving from philanthropic studies to enhance understanding of service-learning relationships between students and community partners. Focusing on the participation motivations, outcome expectations, and satisfaction levels of community partners who have recently completed work with service-learning students, the…

  8. 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.

  9. Unintended outcomes evaluation approach: A plausible way to evaluate unintended outcomes of social development programmes.

    Science.gov (United States)

    Jabeen, Sumera

    2018-06-01

    Social development programmes are deliberate attempts to bring about change and unintended outcomes can be considered as inherent to any such intervention. There is now a solid consensus among the international evaluation community regarding the need to consider unintended outcomes as a key aspect in any evaluative study. However, this concern often equates to nothing more than false piety. Exiting evaluation theory suffers from overlap of terminology, inadequate categorisation of unintended outcomes and lack of guidance on how to study them. To advance the knowledge of evaluation theory, methods and practice, the author has developed an evaluation approach to study unintended effects using a theory building, testing and refinement process. A comprehensive classification of unintended outcomes on the basis of knowability, value, distribution and temporality helped specify various type of unintended outcomes for programme evaluation. Corresponding to this classification, a three-step evaluation process was proposed including a) outlining programme intentions b) forecasting likely unintended effects c) mapping the anticipated and understanding unanticipated unintended outcomes. This unintended outcomes evaluation approach (UOEA) was then trialled by undertaking a multi-site and multi-method case study of a poverty alleviation programme in Pakistan and refinements were made to the approach.The case study revealed that this programme was producing a number of unintended effects, mostly negative, affecting those already disadvantaged such as the poorest, women and children. The trialling process demonstrated the effectiveness of the UOEA and suggests that this can serve as a useful guide for future evaluation practice. It also provides the discipline of evaluation with an empirically-based reference point for further theoretical developments in the study of unintended outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Gain and loss learning differentially contribute to life financial outcomes.

    Directory of Open Access Journals (Sweden)

    Brian Knutson

    Full Text Available Emerging findings imply that distinct neurobehavioral systems process gains and losses. This study investigated whether individual differences in gain learning and loss learning might contribute to different life financial outcomes (i.e., assets versus debt. In a community sample of healthy adults (n = 75, rapid learners had smaller debt-to-asset ratios overall. More specific analyses, however, revealed that those who learned rapidly about gains had more assets, while those who learned rapidly about losses had less debt. These distinct associations remained strong even after controlling for potential cognitive (e.g., intelligence, memory, and risk preferences and socioeconomic (e.g., age, sex, ethnicity, income, education confounds. Self-reported measures of assets and debt were additionally validated with credit report data in a subset of subjects. These findings support the notion that different gain and loss learning systems may exert a cumulative influence on distinct life financial outcomes.

  11. 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…

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

    Science.gov (United States)

    Mitee, Telimoye Leesi; Obaitan, Georgina N.

    2015-01-01

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

  13. Comparing Virtual and Location-Based Augmented Reality Mobile Learning: Emotions and Learning Outcomes

    Science.gov (United States)

    Harley, Jason M.; Poitras, Eric G.; Jarrell, Amanda; Duffy, Melissa C.; Lajoie, Susanne P.

    2016-01-01

    Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students' emotions and learning outcomes during a guided historical tour using mobile…

  14. Learning Outcomes in Vocational Education: A Business Plan Development by Production-Based Learning Model Approach

    Science.gov (United States)

    Kusumaningrum, Indrati; Hidayat, Hendra; Ganefri; Anori, Sartika; Dewy, Mega Silfia

    2016-01-01

    This article describes the development of a business plan by using production-based learning approach. In addition, this development also aims to maximize learning outcomes in vocational education. Preliminary analysis of curriculum and learning and the needs of the market and society become the basic for business plan development. To produce a…

  15. 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.

  16. Fulfilling Schmidt Ocean Institute's commitment to open sharing of information, data, and research outcomes: Successes and Lessons Learned from Proposal Evaluation to Public Repositories to Lasting Achievements

    Science.gov (United States)

    Miller, A.; Zykov, V.

    2016-02-01

    Schmidt Ocean Institute's vision is that the world's ocean be understood through technological advancement, intelligent observation, and open sharing of information. As such, making data collected aboard R/V Falkor available to the general public is a key pillar of the organization and a major strategic focus. Schmidt Ocean Institute supports open sharing of information about the ocean to stimulate the growth of its applications and user community, and amplify further exploration, discovery, and deeper understanding of our environment. These efforts are supported through partnerships with data management experts in the oceanographic community to enable standards-compliant sharing of scientific information and data collected during research cruises. To properly fulfill the commitment, proponents' data management plans are evaluated as part of the proposal process when applying for ship time. We request a thorough data management plan be submitted and expert reviewers evaluate the proposal's plan as part of the review process. Once a project is successfully selected, the chief scientist signs an agreement stating delivery dates for post-cruise data deliverables in a timely manner, R/V Falkor underway and meterological data is shared via public repositories, and links and reports are posted on the cruise webpage. This allows many more creative minds and thinkers to analyze, process, and study the data collected in the world ocean rather than privileging one scientist with the proprietary information, driving international and national scientific progress. This presentation will include the Institute's mission, vision, and strategy for sharing data, based on our Founders' passions, the process for evaluating proposed data management plans, and our partnering efforts to make data publically available in fulfillment of our commitment. Recent achievements and successes in data sharing, as well as future plans to improve our efforts will also be discussed.

  17. Heterogeneous inflation expectations, learning, and market outcomes

    OpenAIRE

    Madeira, Carlos; Zafar, Basit

    2012-01-01

    Using the panel component of the Michigan Survey of Consumers, we show that individuals, in particular women and ethnic minorities, are highly heterogeneous in their expectations of inflation. We estimate a model of inflation expectations based on learning from experience that also allows for heterogeneity in both private information and updating. Our model vastly outperforms existing models of inflation expectations in explaining the heterogeneity in the data. We find that women, ethnic mino...

  18. Heterogeneus Inflation Expectations Learning and Market Outcomes

    OpenAIRE

    Carlos Madeira; Basit Zafar

    2012-01-01

    Using the panel component of the Michigan Survey of Consumers we estimate a learning model of inflation expectations, allowing for heterogeneous use of both private information and lifetime inflation experience. We find that women, ethnic minorities, and less educated agents have a higher degree of heterogeneity in their private information, and are slower to update their expectations. During the 2000s, consumers believe inflation to be more persistent in the short term, but temporary fluctua...

  19. 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.

  20. Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.

    Science.gov (United States)

    Jamniczky, Heather A; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W Y

    2017-03-01

    Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five-point scale. Cognitive load on using ultrasound was measured on a nine-point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on "image interpretation" was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = -0.22; P = 0.61]. Weighted factor score on "basic knobology" was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P learning and may improve learning outcomes. Anat Sci Educ 10: 144-151. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  1. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.

    Science.gov (United States)

    Hagiwara, Nobuko

    2017-01-01

    The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

  2. Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes.

    Science.gov (United States)

    Desantis, Andrea; Haggard, Patrick

    2016-08-01

    To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

  3. Blended Learning Based on Schoology: Effort of Improvement Learning Outcome and Practicum Chance in Vocational High School

    Science.gov (United States)

    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…

  4. ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT

    Directory of Open Access Journals (Sweden)

    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.

  5. E-learning Programmes and Courses Evaluation Report

    DEFF Research Database (Denmark)

    Badger, Merete; Prag, Sidsel-Marie Winther; Monaco, Lucio

    the development, testing, and evaluation of a series of applications for training and entrepreneurship in the field of sustainable energy (project work package 2, 3, and 4). This report describes the project outcomes related to this work stream with focus on E-learning programmes and courses. It represents...... the project deliverable “D3.4 E-learning Programmes and Courses Evaluation Report”. The applications developed for entrepreneurship will be described and evaluated in the project deliverable “D4.3 e-link evaluation report”. The second work stream (work package 5) covers the development of E......-infrastructure eduGAIN2. The access point is a web portal – the VCH Portal – which is used to manage users and groups. The E-infrastructure of VCH will be described and evaluated in the project deliverable “5.4 Virtual Campus Hub Technology Evaluation Report”. The E-learning applications described in this report...

  6. Communitarian educative proposal with robotics: evaluation and learning process outcomes Propuesta comunitaria con robótica educativa: valoración y resultados de aprendizaje

    Directory of Open Access Journals (Sweden)

    María Dolores Castro Rojas

    2012-07-01

    Full Text Available Normal.dotm 0 0 1 193 1102 Universidad de Salamanca 9 2 1353 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} The project seeks to expand young people´s educative horizons that live in conditions of poverty and social risk, by means of an innovative didactic proposal integrating robotics. In this way the participants design, construct and program prototypes in real situations giving them new ways to experiment and share a significant experience. Their building representations are constructed with mechanical LEGO bricks and controlled by iconographic language (Robolab 2, 9. In fact, it was developed in three communitarian centers, which are no formal centers of schooling, located in urban marginal communities. As part of the evaluative process it was observed that students might be much likely to work in groups to represent different environments or conventional events, integrating different mechanical systems to drive their robotics prototypes. Thus, students may incorporate automatic responses, as well as programming structures such as multitask, conditional loops, time control and use of sensors. For many young students of these communities there were over and over again constant social difficulties such as teamwork, lack of socialization skills and deficient formative experiences that we must pay

  7. Integration of e-learning outcomes into work processes

    OpenAIRE

    Kerstin Grundén

    2011-01-01

    Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of refe...

  8. Computer Assisted Language Learning (CALL) Software: Evaluation ...

    African Journals Online (AJOL)

    Evaluating the nature and extent of the influence of Computer Assisted Language Learning (CALL) on the quality of language learning is highly problematic. This is owing to the number and complexity of interacting variables involved in setting the items for teaching and learning languages. This paper identified and ...

  9. Evaluation Framework for Dependable Mobile Learning Scenarios

    Science.gov (United States)

    Bensassi, Manel; Laroussi, Mona

    2014-01-01

    The goal of the dependability analysis is to predict inconsistencies and to reveal ambiguities and incompleteness in the designed learning scenario. Evaluation, in traditional learning design, is generally planned after the execution of the scenario. In mobile learning, this stage becomes too difficult and expensive to apply due to the complexity…

  10. Measuring Longitudinal Student Performance on Student Learning Outcomes in Sustainability Education

    Science.gov (United States)

    Jarchow, Meghann E.; Formisano, Paul; Nordyke, Shane; Sayre, Matthew

    2018-01-01

    Purpose: The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach:…

  11. On-Line Investment Analysis and Portfolio Management: Using Learning Outcome Statements To Design Projects.

    Science.gov (United States)

    Pettijohn, James B.; Ragan, Gay A.; Ragan, Kent P.

    2003-01-01

    Describes an Internet-based project to familiarize students with online investment analysis and stock portfolio management. Outlines a process for writing learning outcomes that address three levels of cognition: knowledge/comprehension, application/analysis, and synthesis/evaluation. (SK)

  12. Assessing the Quality of the Learning Outcome in Vocational Education: The Expero Model

    Science.gov (United States)

    Cervai, Sara; Cian, Luca; Berlanga, Alicia; Borelli, Massimo; Kekale, Tauno

    2013-01-01

    Purpose: This paper aims to present an innovative model to evaluate the quality of the learning outcome in vocational education and training (VET) considering a wide approach that includes, in particular, stakeholders' expectations and perceptions. Design/methodology/approach: The Expero model was implemented in various kinds of vocational schools…

  13. Online Finance and Economics Courses: A Comparative Study of Course Satisfaction and Outcomes across Learning Models

    Science.gov (United States)

    Wiechowski, Linda; Washburn, Terri L.

    2014-01-01

    Student learning outcomes and course satisfaction scores are two key considerations when assessing the success of any degree program. This empirical study was based upon more than 3,000 end-of-semester course evaluations collected from 171 courses in the 2010-2011 academic year. The study, conducted at a Midwestern business college, considered the…

  14. Enhancing learning: A comparison of lecture and gaming outcomes.

    Science.gov (United States)

    Gipson, Mary; Bear, Mary

    2013-01-01

    Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

  15. The better you feel the better you learn: do warm colours and rounded shapes enhance learning outcome in multimedia learning?

    OpenAIRE

    Münchow, Hannes; Mengelkamp, Christoph; Bannert, Maria

    2018-01-01

    The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes (n=61) or an affectively neutral environment that used achromatic colours and sharp edges (n=50). Participants learned about the topic of functional neuroanatomy for 20...

  16. Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

    Science.gov (United States)

    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.

  17. Online Quiz Time Limits and Learning Outcomes in Economics

    Science.gov (United States)

    Evans, Brent; Culp, Robert

    2015-01-01

    In an effort to better understand the impact of timing limits, the authors compare the learning outcomes of students who completed timed quizzes with students who took untimed quizzes in economics principles courses. Students were assigned two online quizzes--one timed and one untimed--and re-tested on the material the following class day. Our…

  18. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    Science.gov (United States)

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  19. Modifying Softball for Maximizing Learning Outcomes in Physical Education

    Science.gov (United States)

    Brian, Ali; Ward, Phillip; Goodway, Jacqueline D.; Sutherland, Sue

    2014-01-01

    Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of…

  20. Learning Outcomes in Professional Contexts in Higher Education

    Science.gov (United States)

    Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian

    2017-01-01

    With the policy of developing a transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In…

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

    Science.gov (United States)

    Kenyon, George; Barnes, Cynthia

    2010-01-01

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

  2. The Effects of Game Design on Learning Outcomes

    Science.gov (United States)

    Martin, Michael W.; Shen, Yuzhong

    2014-01-01

    This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the…

  3. Learning outcomes using video in supervision and peer feedback during clinical skills training

    DEFF Research Database (Denmark)

    Lauridsen, Henrik Hein; Toftgård, Rie Castella; Nørgaard, Cita

    supervision of clinical skills (formative assessment). Demonstrations of these principles will be presented as video podcasts during the session. The learning outcomes of video supervision and peer-feedback were assessed in an online questionnaire survey. Results Results of the supervision showed large self......Objective New technology and learning principles were introduced in a clinical skills training laboratory (iLab). The intension was to move from apprenticeship to active learning principles including peer feedback and supervision using video. The objective of this study was to evaluate student...... learning outcomes in a manual skills training subject using video during feedback and supervision. Methods The iLab classroom was designed to fit four principles of teaching using video. Two of these principles were (a) group work using peer-feedback on videos produced by the students and, (b) video...

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

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2000-01-01

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

  5. Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

    Science.gov (United States)

    Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

    2014-01-01

    This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

  6. Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students' Learning Outcomes

    Science.gov (United States)

    Hamad, Mona M.

    2017-01-01

    Blackboard Collaborate was introduced to King Khalid University recently in the last decade; instructors and students were trained to use it in an effective way. The objective of this study is to find pros and cons of using Blackboard Collaborate for Blended Learning and its effect on students' learning outcomes. The researcher used the…

  7. Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

    Science.gov (United States)

    Wentao, Chen; Jinyu, Zhang; Zhonggen, Yu

    2016-01-01

    English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to…

  8. Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

    Science.gov (United States)

    Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

    2013-01-01

    The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

  9. The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

    Science.gov (United States)

    Sumantri, Mohamad Syarif; Satriani, Retni

    2016-01-01

    The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…

  10. Observation and assessment of faculty development learning outcomes.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

    2010-11-01

    Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development

  11. Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

    Science.gov (United States)

    Whelan, Michael

    2017-01-01

    Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…

  12. Effects of Elicited Reflections combined with Tutor or Peer Feedback on Self-Regulated Learning and Learning Outcomes

    NARCIS (Netherlands)

    Van den Boom, Gerard; Paas, Fred; Van Merriënboer, Jeroen

    2009-01-01

    Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548.

  13. The effect of learning models and emotional intelligence toward students learning outcomes on reaction rate

    Science.gov (United States)

    Sutiani, Ani; Silitonga, Mei Y.

    2017-08-01

    This research focused on the effect of learning models and emotional intelligence in students' chemistry learning outcomes on reaction rate teaching topic. In order to achieve the objectives of the research, with 2x2 factorial research design was used. There were two factors tested, namely: the learning models (factor A), and emotional intelligence (factor B) factors. Then, two learning models were used; problem-based learning/PBL (A1), and project-based learning/PjBL (A2). While, the emotional intelligence was divided into higher and lower types. The number of population was six classes containing 243 grade X students of SMAN 10 Medan, Indonesia. There were 15 students of each class were chosen as the sample of the research by applying purposive sampling technique. The data were analyzed by applying two-ways analysis of variance (2X2) at the level of significant α = 0.05. Based on hypothesis testing, there was the interaction between learning models and emotional intelligence in students' chemistry learning outcomes. Then, the finding of the research showed that students' learning outcomes in reaction rate taught by using PBL with higher emotional intelligence is higher than those who were taught by using PjBL. There was no significant effect between students with lower emotional intelligence taught by using both PBL and PjBL in reaction rate topic. Based on the finding, the students with lower emotional intelligence were quite hard to get in touch with other students in group discussion.

  14. 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.

  15. Improving STEM Student Learning Outcomes with GIS

    Science.gov (United States)

    Montgomery, W. W.

    2013-12-01

    Longitudinal data collection initiated a decade ago as part of a successful NSF-CCLI grant proposal has resulted in a large - and growing - sample (200+) of students who report on their perceptions of self-improvement in Technology, Critical Thinking, and Quantitative Reasoning proficiencies upon completion of an introductory (200-level) GIS course at New Jersey City University, a Hispanic-Serving and Minority Institution in Jersey City, NJ. Results from student satisfaction surveys indicate that, not surprisingly, 80% of respondents report improved confidence in Technology Literacy. Critical Thinking proficiency is judged to be significantly improved by 60% of respondents. On the other hand, Quantitative Reasoning proficiency confidence is improved in only 30% of students. This latter finding has prompted the instructor to search for more easily recognizable (to the student) ways of embedding quantitative reasoning into the course, as it is obvious to any GIS professional that there is an enormous amount of quantitative reasoning associated with this technology. A second post-course questionnaire asks students to rate themselves in these STEM proficiency areas using rubrics. Results mirror those from the self-satisfaction surveys. On a 5-point Likkert scale, students tend to see themselves improving about one letter grade on average in each proficiency area. The self-evaluation rubrics are reviewed by the instructor and are judged to be accurate for about 75% of the respondents.

  16. Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom's Taxonomy

    Science.gov (United States)

    Meda, Lawrence; Swart, Arthur James

    2018-05-01

    Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a University of Technology in South Africa, in order to determine if academics are structuring them in a way that enables student learning. A qualitative case study is used where the learning outcomes from 33 study guides are reviewed using illustrative verbs derived from Bloom's Taxonomy. Results indicate that 9% of all the learning outcomes are unclear, 10% are unobservable and 23% are unmeasurable. A key recommendation is to provide regular workshops to assist academics in reviewing their learning outcomes using the illustrative verbs derived from Bloom's Taxonomy, thereby ensuring that their learning outcomes promote student learning.

  17. Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

    Directory of Open Access Journals (Sweden)

    Colla J. MacDonald

    2005-07-01

    Full Text Available This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001 to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model. Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000. Quality and design of e-Learning courses, however, are sometimes compromised in an “ . . . effort to simply get something up and running��� in response to pressing consumer demands (Dick, 1996, p. 59. Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001. McGorry (2003 adds, “although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences

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

    Science.gov (United States)

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

    2011-01-01

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

  19. Feedback-related negativity codes outcome valence, but not outcome expectancy, during reversal learning

    NARCIS (Netherlands)

    Borries, A.K.L. von; Verkes, R.J.; Bulten, B.H.; Cools, R.; Bruijn, E.R.A. de

    2013-01-01

    Optimal behavior depends on the ability to assess the predictive value of events and to adjust behavior accordingly. Outcome processing can be studied by using its electrophysiological signatures-that is, the feedback-related negativity (FRN) and the P300. A prominent reinforcement-learning model

  20. Feedback-related negativity codes outcome valence, but not outcome expectancy, during reversal learning

    NARCIS (Netherlands)

    Borries, A.K.L. von; Verkes, R.J.; Bulten, B.H.; Cools, R.

    2013-01-01

    Optimal behavior depends on the ability to assess the predictive value of events and to adjust behavior accordingly. Outcome processing can be studied by using its electrophysiological signatures--that is, the feedback-related negativity (FRN) and the P300. A prominent reinforcement-learning model

  1. Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Arthur Shelley

    2014-01-01

    Full Text Available Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

  2. The Influence Of Learning Model Guided Findings Of Student Learning Outcomes

    Directory of Open Access Journals (Sweden)

    A. SaefulBahri

    2015-03-01

    Full Text Available Abstract This study examines the influence of the learning model guided findings on student learning outcomes in subjects PAI eighth grade students of SMP Plus al Masoem. The research method used in this study is a quantitative method in the form of quasi-experiment Quasi-Experimental Design. The findings of the study are expected to demonstrate 1 the difference significant increase in learning outcomes between the experimental class using guided discovery method that uses the control class discussion of learning models 2 Constraints in the method of guided discovery activities and the limited ability of educators in the experimental class in implements the method of guided discovery and constraints faced by students while digging the information they need so we need special strategies to motivate students in the experimental class in order for them creatively find the right way to gather information that supports learning PAI.

  3. Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

    Science.gov (United States)

    van Schalkwyk, Gertina J.

    2015-01-01

    This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

  4. Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

    Science.gov (United States)

    Peleg, Ran; Baram-Tsabari, Ayelet

    2017-12-01

    Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

  5. Evaluation of multi-outcome longitudinal studies

    DEFF Research Database (Denmark)

    Jensen, Signe Marie; Pipper, Christian Bressen; Ritz, Christian

    2015-01-01

    Evaluation of intervention effects on multiple outcomes is a common scenario in clinical studies. In longitudinal studies, such evaluation is a challenge if one wishes to adequately capture simultaneous data behavior. In this situation, a common approach is to analyze each outcome separately...... conservative conclusions. We propose an alternative approach for multiplicity adjustment that incorporates dependence between outcomes, resulting in an appreciably less conservative evaluation. The ability of the proposed method to control the familywise error rate is evaluated in a simulation study...

  6. Evaluation of Code Blue Implementation Outcomes

    Directory of Open Access Journals (Sweden)

    Bengü Özütürk

    2015-09-01

    Full Text Available Aim: In this study, we aimed to emphasize the importance of Code Blue implementation and to determine deficiencies in this regard. Methods: After obtaining the ethics committee approval, 225 patient’s code blue call data between 2012 and 2014 January were retrospectively analyzed. Age and gender of the patients, date and time of the call and the clinics giving Code Blue, the time needed for the Code Blue team to arrive, the rates of false Code Blue calls, reasons for Code Blue calls and patient outcomes were investigated. Results: A total of 225 patients (149 male, 76 female were evaluated in the study. The mean age of the patients was 54.1 years. 142 (67.2% Code Blue calls occurred after hours and by emergency unit. The mean time for the Code Blue team to arrive was 1.10 minutes. Spontaneous circulation was provided in 137 patients (60.8%; 88 (39.1% died. The most commonly identified possible causes were of cardiac origin. Conclusion: This study showed that Code Blue implementation with a professional team within an efficient and targeted time increase the survival rate. Therefore, we conclude that the application of Code Blue carried out by a trained team is an essential standard in hospitals. (The Medical Bulletin of Haseki 2015; 53:204-8

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

    Science.gov (United States)

    Isna, R.; Masykuri, M.; Sukarmin

    2018-03-01

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

  8. The Effect of Group Investigation Learning Model with Brainstroming Technique on Students Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Astiti Kade kAyu

    2018-01-01

    Full Text Available This study aims to determine the effect of group investigation (GI learning model with brainstorming technique on student physics learning outcomes (PLO compared to jigsaw learning model with brainstroming technique. The learning outcome in this research are the results of learning in the cognitive domain. The method used in this research is experiment with Randomised Postest Only Control Group Design. Population in this research is all students of class XI IPA SMA Negeri 9 Kupang year lesson 2015/2016. The selected sample are 40 students of class XI IPA 1 as the experimental class and 38 students of class XI IPA 2 as the control class using simple random sampling technique. The instrument used is 13 items description test. The first hypothesis was tested by using two tailed t-test. From that, it is obtained that H0 rejected which means there are differences of students physics learning outcome. The second hypothesis was tested using one tailed t-test. It is obtained that H0 rejected which means the students PLO in experiment class were higher than control class. Based on the results of this study, researchers recommend the use of GI learning models with brainstorming techniques to improve PLO, especially in the cognitive domain.

  9. THE EFFECT OF LEARNING INQUIRY TRAINING MODEL ON STUDENT LEARNING OUTCOMES ON MEASUREMENT MATERIALS

    Directory of Open Access Journals (Sweden)

    Felisa Irawani Hutabarat

    2017-06-01

    Full Text Available This research aims to know the effect of learning model of inquiry learning results students training material measurement. This type of research is quasi experiment. Sampling done by cluster random sampling by taking 2 classes from grade 9 i.e. class X SCIENCE experiments as a class-B that add up to 35 people and class X SCIENCE-C as control classes that add up to 35 people. The instruments used to find out the results of student learning is the learning outcomes tests have been validated in multiple choice form numbered 15 reserved and activity sheets students. The results of the value obtained 37.71 pretes and postest 70.11. The t-test analysis retrieved thitung greater than ttabel so that it can be concluded no difference due to the influence of the learning model of inquiry learning results students training material measurement.

  10. Training with Differential Outcomes Enhances Discriminative Learning and Visuospatial Recognition Memory in Children Born Prematurely

    Science.gov (United States)

    Martinez, Lourdes; Mari-Beffa, Paloma; Roldan-Tapia, Dolores; Ramos-Lizana, Julio; Fuentes, Luis J.; Estevez, Angeles F.

    2012-01-01

    Previous studies have demonstrated that discriminative learning is facilitated when a particular outcome is associated with each relation to be learned. When this training procedure is applied (the differential outcome procedure; DOP), learning is faster and more accurate than when the more common non-differential outcome procedure is used. This…

  11. Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

    Science.gov (United States)

    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…

  12. Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Alyson Brown

    2013-10-01

    Full Text Available The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.

  13. Investigating students' perceptions of graduate learning outcomes in mathematics

    Science.gov (United States)

    King, Deborah; Varsavsky, Cristina; Belward, Shaun; Matthews, Kelly

    2017-11-01

    The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for students majoring in mathematics. Specifically, the study asked students who were close to completing a mathematics major (n = 144) to indicate the extent to which opportunities to develop mathematical knowledge along with more transferable skills (communication to experts and non-experts, writing, working in teams and thinking ethically) were included and assessed in their major. Their perceptions were compared to the importance they assign to each of these outcomes, their own assessment of improvement during the programme and their confidence in applying these outcomes. Overall, the findings reveal a pattern of high levels of students' agreement that these outcomes are important, but evidence a startling gap when compared to students' perceptions of the extent to which many of these - communication, writing, teamwork and ethical thinking - are actually included and assessed in the curriculum, and their confidence in using such learning.

  14. 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.

  15. Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

    Science.gov (United States)

    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.

  16. Forum: Learning Outcomes in Communication. Assessment and NCA's Student Learning Outcomes

    Science.gov (United States)

    Mello, Brad; Brammer, Leila R.; White, Cindy; Hernandez, Trisha; Bach, Betsy

    2016-01-01

    Among faculty, assessment is frequently discussed as an added burden that does little to improve student learning, existing to appease administrators and accreditors. In fact, at one of the author's institutions, a faculty listserv post argued that assessment was a corporate and political move to standardize all education and destroy faculty…

  17. Strategies for Assessing Learning Outcomes in an Online Oceanography Course

    Science.gov (United States)

    Reed, D. L.

    2003-12-01

    All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

  18. Motivation Matters? The Relationship among Different Types of Learning Motivation, Engagement Behaviors and Learning Outcomes of Undergraduate Students in Taiwan

    Science.gov (United States)

    Hsieh, Tzu-Ling

    2014-01-01

    The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…

  19. Machine learning approach for the outcome prediction of temporal lobe epilepsy surgery.

    Directory of Open Access Journals (Sweden)

    Rubén Armañanzas

    Full Text Available Epilepsy surgery is effective in reducing both the number and frequency of seizures, particularly in temporal lobe epilepsy (TLE. Nevertheless, a significant proportion of these patients continue suffering seizures after surgery. Here we used a machine learning approach to predict the outcome of epilepsy surgery based on supervised classification data mining taking into account not only the common clinical variables, but also pathological and neuropsychological evaluations. We have generated models capable of predicting whether a patient with TLE secondary to hippocampal sclerosis will fully recover from epilepsy or not. The machine learning analysis revealed that outcome could be predicted with an estimated accuracy of almost 90% using some clinical and neuropsychological features. Importantly, not all the features were needed to perform the prediction; some of them proved to be irrelevant to the prognosis. Personality style was found to be one of the key features to predict the outcome. Although we examined relatively few cases, findings were verified across all data, showing that the machine learning approach described in the present study may be a powerful method. Since neuropsychological assessment of epileptic patients is a standard protocol in the pre-surgical evaluation, we propose to include these specific psychological tests and machine learning tools to improve the selection of candidates for epilepsy surgery.

  20. Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

    Science.gov (United States)

    Posey, Laurie; Pintz, Christine

    2017-09-01

    To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. A critical review of simulation-based mastery learning with translational outcomes.

    Science.gov (United States)

    McGaghie, William C; Issenberg, Saul B; Barsuk, Jeffrey H; Wayne, Diane B

    2014-04-01

    This article has two objectives. Firstly, we critically review simulation-based mastery learning (SBML) research in medical education, evaluate its implementation and immediate results, and document measured downstream translational outcomes in terms of improved patient care practices, better patient outcomes and collateral effects. Secondly, we briefly address implementation science and its importance in the dissemination of innovations in medical education and health care. This is a qualitative synthesis of SBML with translational (T) science research reports spanning a period of 7 years (2006-2013). We use the 'critical review' approach proposed by Norman and Eva to synthesise findings from 23 medical education studies that employ the mastery learning model and measure downstream translational outcomes. Research in SBML in medical education has addressed a range of interpersonal and technical skills. Measured outcomes have been achieved in educational laboratories (T1), and as improved patient care practices (T2), patient outcomes (T3) and collateral effects (T4). Simulation-based mastery learning in medical education can produce downstream results. Such results derive from integrated education and health services research programmes that are thematic, sustained and cumulative. The new discipline of implementation science holds promise to explain why medical education innovations are adopted slowly and how to accelerate innovation dissemination. © 2014 John Wiley & Sons Ltd.

  2. A Comparison of Learning Outcomes in Cognitive Behavioural Therapy and Existential Therapy

    DEFF Research Database (Denmark)

    Sørensen, Anders Dræby

    of the outcome of psychotherapy through qualitative research. The precise aim is to draw attention to the special characteristics of this outcome in terms of learning outcome. This regards both existential therapy and cognitive behavioural therapy and to clarify the possible differences and similarities between...... the lived experience of the learning outcomes of these approaches. The study also clarifies the differences between existential psychotherapy as an art of learning directed at existential learning of authenticity and cognitive- behavioural therapy as a learning-based medical treatment technology directed...... at behavioural and cognitive learning of adaptive and functional responses that alleviates pathological symptoms....

  3. The Association Between Learning Climate and Adverse Obstetrical Outcomes in 16 Nontertiary Obstetrics-Gynecology Departments in the Netherlands.

    Science.gov (United States)

    Smirnova, Alina; Ravelli, Anita C J; Stalmeijer, Renée E; Arah, Onyebuchi A; Heineman, Maas Jan; van der Vleuten, Cees P M; van der Post, Joris A M; Lombarts, Kiki M J M H

    2017-12-01

    To investigate the association between learning climate and adverse perinatal and maternal outcomes in obstetrics-gynecology departments. The authors analyzed 23,629 births and 103 learning climate evaluations from 16 nontertiary obstetrics-gynecology departments in the Netherlands in 2013. Multilevel logistic regressions were used to calculate the odds of adverse perinatal and maternal outcomes, by learning climate score tertile, adjusting for maternal and department characteristics. Adverse perinatal outcomes included fetal or early neonatal mortality, five-minute Apgar score Learning climate scores were significantly associated with increased odds of adverse perinatal outcomes (aOR 2.06, 95% CI 1.14-3.72). Compared with the lowest tertile, departments in the middle tertile had 46% greater odds of adverse perinatal outcomes (aOR 1.46, 95% CI 1.09-1.94); departments in the highest tertile had 69% greater odds (aOR 1.69, 95% CI 1.24-2.30). Learning climate was not associated with adverse maternal outcomes (middle vs. lowest tertile: OR 1.04, 95% CI 0.93-1.16; highest vs. lowest tertile: OR 0.98, 95% CI 0.88-1.10). Learning climate was associated with significantly increased odds of adverse perinatal, but not maternal, outcomes. Research in similar clinical contexts is needed to replicate these findings and explore potential mechanisms behind these associations.

  4. THE INTENTIONAL USE OF LEARNING TECHNOLOGIES TO IMPROVE LEARNING OUTCOMES IN STUDIO.

    Directory of Open Access Journals (Sweden)

    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.

  5. Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

    Science.gov (United States)

    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

  6. Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

    Science.gov (United States)

    Yurdugül, Halil; Menzi Çetin, Nihal

    2015-01-01

    Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

  7. Event-related potential studies of outcome processing and feedback-guided learning

    Directory of Open Access Journals (Sweden)

    René eSan Martín

    2012-11-01

    Full Text Available In order to control behavior in an adaptive manner the brain has to learn how some situations and actions predict positive or negative outcomes. During the last decade cognitive neuroscientists have shown that the brain is able to evaluate and learn from outcomes within a few hundred milliseconds of their occurrence. This research has been primarily focused on the feedback-related negativity (FRN and the P3, two event-related potential (ERP components that are elicited by outcomes. The FRN is a frontally distributed negative-polarity ERP component that typically reaches its maximal amplitude 250 ms after outcome presentation and tends to be larger for negative than for positive outcomes. The FRN has been associated with activity in the anterior cingulate cortex. The P3 (~300-600 ms is a parietally distributed positive-polarity ERP component that tends to be larger for large magnitude than for small magnitude outcomes. The neural sources of the P3 are probably distributed over different regions of the cortex. This paper examines the theories that have been proposed to explain the functional role of these two ERP components during outcome processing. Special attention is paid to extant literature addressing how these ERP components are modulated by outcome valence (negative vs. positive, outcome magnitude (large vs. small, outcome probability (unlikely vs. likely and behavioral adjustment. The literature offers few generalizable conclusions, but is beset with a number of inconsistencies across studies. This paper discusses the potential reasons for these inconsistencies and points out some challenges that will shape the field over the next decade.

  8. The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students' Motivation toward Physics Learning Outcome

    Science.gov (United States)

    Nadrah; Tolla, Ismail; Ali, Muhammad Sidin; Muris

    2017-01-01

    This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and…

  9. Learning, Teaching, and Evaluating Century 21 Shorthand.

    Science.gov (United States)

    Dresselhaus, Patricia A.

    This paper describes and evaluates the implementation of a two-semester course in Century 21 shorthand by an experienced business education instructor. Student characteristics, course organization, learning activities, and difficulties encountered by both students and the instructor are described for each course. Detailed evaluations of the…

  10. Assessing Complexity in Learning Outcomes--A Comparison between the SOLO Taxonomy and the Model of Hierarchical Complexity

    Science.gov (United States)

    Stålne, Kristian; Kjellström, Sofia; Utriainen, Jukka

    2016-01-01

    An important aspect of higher education is to educate students who can manage complex relationships and solve complex problems. Teachers need to be able to evaluate course content with regard to complexity, as well as evaluate students' ability to assimilate complex content and express it in the form of a learning outcome. One model for evaluating…

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

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

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

  12. The scientific learning approach using multimedia-based maze game to improve learning outcomes

    Science.gov (United States)

    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%).

  13. Evaluation of teaching and learning strategies

    Directory of Open Access Journals (Sweden)

    SK Lechner

    2001-08-01

    Full Text Available With the growing awareness of the importance of teaching and learning in universities and the need to move towards evidence-based teaching, it behooves the professions to re-examine their educational research methodology. While the what, how and why of student learning have become more explicit, the professions still struggle to find valid methods of evaluating the explosion of new innovation in teaching/learning strategies. This paper discusses the problems inherent in applying traditional experimental design techniques to advances in educational practice.

  14. Updating expected action outcome in the medial frontal cortex involves an evaluation of error type.

    Science.gov (United States)

    Maier, Martin E; Steinhauser, Marco

    2013-10-02

    Forming expectations about the outcome of an action is an important prerequisite for action control and reinforcement learning in the human brain. The medial frontal cortex (MFC) has been shown to play an important role in the representation of outcome expectations, particularly when an update of expected outcome becomes necessary because an error is detected. However, error detection alone is not always sufficient to compute expected outcome because errors can occur in various ways and different types of errors may be associated with different outcomes. In the present study, we therefore investigate whether updating expected outcome in the human MFC is based on an evaluation of error type. Our approach was to consider an electrophysiological correlate of MFC activity on errors, the error-related negativity (Ne/ERN), in a task in which two types of errors could occur. Because the two error types were associated with different amounts of monetary loss, updating expected outcomes on error trials required an evaluation of error type. Our data revealed a pattern of Ne/ERN amplitudes that closely mirrored the amount of monetary loss associated with each error type, suggesting that outcome expectations are updated based on an evaluation of error type. We propose that this is achieved by a proactive evaluation process that anticipates error types by continuously monitoring error sources or by dynamically representing possible response-outcome relations.

  15. Evaluation of the outcomes after posterior urethroplasty.

    Science.gov (United States)

    Liberman, Daniel; Pagliara, Travis J; Pisansky, Andrew; Elliott, Sean P

    2015-03-01

    Posterior urethral injury is a clinically significant complication of pelvic fractures. The management is complicated by the associated organ injuries, distortion of the pelvic anatomy and the ensuing fibrosis that occurs with urethral injury. We report a review of the outcomes after posterior urethroplasty in the context of pelvic fracture urethral injury.

  16. Designing evaluation of learning in outline courses

    Directory of Open Access Journals (Sweden)

    Estévez, Orosmán V.

    2010-07-01

    Full Text Available This paper is intended to characterize the evaluation process of online courses from the perspectives of several scholars who are currently conducting research on the topic. The importance of an integral diagnosis and the interconnections between diagnosis, learning activities design and evaluation are outlined. The study leads the authors to the conclusion that evaluation in online courses in Cuba demands a thorough scientific research so as to go deeper into its characterizing features.

  17. Student learning outcomes associated with video vs. paper cases in a public health dentistry course.

    Science.gov (United States)

    Chi, Donald L; Pickrell, Jacqueline E; Riedy, Christine A

    2014-01-01

    Educational technologies such as video cases can improve health professions student learning outcomes, but few studies in dentistry have evaluated video-based technologies. The goal of this study was to compare outcomes associated with video and paper cases used in an introductory public health dentistry course. This was a retrospective cohort study with a historical control group. Based on dual coding theory, the authors tested the hypotheses that dental students who received a video case (n=37) would report better affective, cognitive, and overall learning outcomes than students who received a paper case (n=75). One-way ANOVA was used to test the hypotheses across ten cognitive, two affective, and one general assessment measures (α=0.05). Students in the video group reported a significantly higher overall mean effectiveness score than students in the paper group (4.2 and 3.3, respectively; p<0.001). Video cases were also associated with significantly higher mean scores across the remaining twelve measures and were effective in helping students achieve cognitive (e.g., facilitating good discussions, identifying public health problems, realizing how health disparities might impact their future role as dentists) and affective (e.g., empathizing with vulnerable individuals, appreciating how health disparities impact real people) goals. Compared to paper cases, video cases significantly improved cognitive, affective, and overall learning outcomes for dental students.

  18. Emotion, cognitive load and learning outcomes during simulation training.

    Science.gov (United States)

    Fraser, Kristin; Ma, Irene; Teteris, Elise; Baxter, Heather; Wright, Bruce; McLaughlin, Kevin

    2012-11-01

    Simulation training has emerged as an effective way to complement clinical training of medical students. Yet outcomes from simulation training must be considered suboptimal when 25-30% of students fail to recognise a cardiac murmur on which they were trained 1 hour previously. There are several possible explanations for failure to improve following simulation training, which include the impact of heightened emotions on learning and cognitive overload caused by interactivity with high-fidelity simulators. This study was conducted to assess emotion during simulation training and to explore the relationships between emotion and cognitive load, and diagnostic performance. We trained 84 Year 1 medical students on a scenario of chest pain caused by symptomatic aortic stenosis. After training, students were asked to rate their emotional state and cognitive load. We then provided training on a dyspnoea scenario before asking participants to diagnose the murmur in which they had been trained (aortic stenosis) and a novel murmur (mitral regurgitation). We used factor analysis to identify the principal components of emotion, and then studied the associations between these components of emotion and cognitive load and diagnostic performance. We identified two principal components of emotion, which we felt represented invigoration and tranquillity. Both of these were associated with cognitive load with adjusted regression coefficients of 0.63 (95% confidence interval [CI] 0.28-0.99; p = 0.001) and - 0.44 (95% CI - 0.77 to - 0.10; p = 0.009), respectively. We found a significant negative association between cognitive load and the odds of subsequently identifying the trained murmur (odds ratio 0.27, 95% CI 0.11-0.67; p = 0.004). We found that increased invigoration and reduced tranquillity during simulation training were associated with increased cognitive load, and that the likelihood of correctly identifying a trained murmur declined with increasing cognitive load. Further

  19. The Influence of Learning Management Technology to Student’s Learning Outcome

    Directory of Open Access Journals (Sweden)

    Taufiq Lilo Adi Sucipto

    2017-02-01

    Full Text Available The study examines the influence of learning management systems to the implementation of flipped classroom model in a vocational school in Indonesia. The flipped classroom is a relatively new educational model that inverts students’ time to study on lectures and time spent on homework. Despite studies have been conducted on the model, few addressed the impact of the use of a learning management system to the performance of students involved in such learning model particularly within Indonesian educational systems context. A quasi-experiment approach was applied to an experiment class and another control class. Upon the analysis, the results emphasized previously held research outcomes. The use of Edmodo learning management systems enhances students’ performance in the experiment class, relative to those of the control class.     Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License.

  20. A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Ismo Hakala

    2011-05-01

    Full Text Available Blended learning based on lecture videos and face-to-face teaching provides good opportunities for students for participation in education, regardless of time or place. The article describes a blended learning solution that is based on face-to-face teaching and the use of streaming lecture videos as it has developed in connection with master studies in mathematical information technology. The particular focus of this article is on the use of lecture videos and the impacts of blended learning on participation in education and on learning outcomes. According to the results, lecture videos have become very popular among students. Moreover the use of lecture videos increases participation activeness, and the increase in participation has a positive impact on completion of courses. However, the use of lecture videos does not seem to have any clear-cut effect on grades obtained.

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

    OpenAIRE

    Piyaluk Wongsri; Prasart Nuangchalerm

    2010-01-01

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

  2. Effect of Methods of Learning and Self Regulated Learning toward Outcomes of Learning Social Studies

    Science.gov (United States)

    Tjalla, Awaluddin; Sofiah, Evi

    2015-01-01

    This research aims to reveal the influence of learning methods and self-regulated learning on students learning scores for Social Studies object. The research was done in Islamic Junior High School (MTs Manba'ul Ulum), Batuceper City Tangerang using quasi-experimental method. The research employed simple random technique to 28 students. Data were…

  3. Outcomes of an Academic Service-Learning Project on Four Urban Community Colleges

    Science.gov (United States)

    Greenwood, Debra Abston

    2015-01-01

    Service-learning has a rich history in higher education, with a multitude of studies indicating positive learning, community engagement, and moral development outcomes of student participants. The majority of the research findings, however, have represented four-year colleges. And while there are limited outcome studies of service-learning in…

  4. Evaluating stakeholder participation in water management: intermediary outcomes as potential indicators for future resource management outcomes

    Science.gov (United States)

    Carr, Gemma; Bloeschl, Guenter; Loucks, Daniel Pete

    2013-04-01

    Evaluation of participation programmes, projects and activities is essential to identify whether stakeholder involvement has been successful in achieving its aims. Aims may include an improvement in water resource management such as enhanced ecological functioning, an improvement in human wellbeing and economic conditions, or overcoming a conflict between interest groups. Evaluating against "interest-based" resource management criteria requires that a desirable outcome can be identified, agreed upon and be measured at the time of evaluation. In many water management situations where collaborative approaches are applied, multiple interests and objectives are present, or stakeholders have not yet identified their own positions and priorities. Even if a resource management objective has been identified and strategy agreed upon, resource management changes tend to emerge over longer timescales and evaluation frequently takes place before they can be recognised. Evaluating against resource management criteria may lead evaluators to conclude that a programme has failed because it has not achieved a resource management objective at the time of evaluation. This presents a critical challenge to researchers assessing the effectiveness of stakeholder participation programmes. One strategy to overcome this is to conduct "goal-free" evaluation to identify what the programme is actually achieving. An evaluation framework that includes intermediary outcomes that are both tangible achievements such as innovation, creation of new organisations, and shared information and knowledge, as well as intangible achievements such as trust and network development can be applied to more broadly assess a programme's success. Analysis of case-studies in the published literature for which a resource management outcome has been achieved shows that intermediary outcomes frequently precede resource management outcomes. They seem to emerge over shorter timescales than resource management outcomes

  5. National Curricula in Norway and Finland: The Role of Learning Outcomes

    Science.gov (United States)

    Mølstad, Christina Elde; Karseth, Berit

    2016-01-01

    The core curricular category of "learning outcomes" has entered the educational policy scene in Europe. While content-oriented curricula have dominated the Nordic countries, a shift towards outcomes can also be observed. In this article, we describe the fundamental distinctions between "Didaktik" and learning outcomes and…

  6. Differences between the IPA Learning Outcomes Learning Module Part with Conventional Learning Class IV in SDN Jodipan Malang

    Directory of Open Access Journals (Sweden)

    Helda Kusuma Wardani

    2014-06-01

    Full Text Available Perbedaan Hasil Pembelajaran IPA antara Pembelajaran Modul Bagian dengan Pembelajaran Konvensional Kelas IV SD Abstract: The aim of this study was to test the effectiveness of learning science a significant difference between the learning modules with conventional learning class section IV in SDN Jodipan Malang and describe the realization of the effectiveness and appeal of learning on learning module and conventional learning section. This quasi-experimental research design was used pre- and post-test design or nonequivalent control group. Testing the hypothesis used t test using SPSS. Conclusions from the results of hypothesis testing is no significant difference between the effectiveness of learning modules with conventional learning section on the topic of the relationship between structure and function of plant roots after the implementation of learning. Minimal realization completeness criteria (KKM classroom learning module parts is very high. Scores posttes conventional learning classes showed no achievement of KKM. Realization appeal the high part of the learning modules according to the whole class learning module sample parts, and the appeal of high-graded conventional learning. KKM realization is directly proportional to the realization of part of the appeal of the learning module. Key Words: learning outcomes, the learning module parts, conventional learning Abstrak: Tujuan penelitian ini adalah menguji perbedaan signifikan keefektifan pembelajaran IPA antara pembelajaran modul bagian dengan pembelajaran konvensional kelas IV di SDN Jodipan Kota Malang dan mendeskripsikan realisasi keefektifan serta daya tarik pembelajaran pada pembelajaran modul bagian maupun pembelajaran konvensional. Penelitian eksperimen kuasi ini menggunakan rancangan pre- and post-test design atau nonequivalent control group design. Pengujian hipotesis digunakan uji t menggunakan SPSS. Simpulan dari hasil uji hipotesis adalah ada perbedaan signifikan antara

  7. Problem-based learning in pre-clinical medical education: 22 years of outcome research.

    Science.gov (United States)

    Hartling, Lisa; Spooner, Carol; Tjosvold, Lisa; Oswald, Anna

    2010-01-01

    To conduct a systematic review of problem-based learning (PBL) in undergraduate, pre-clinical medical education. A research librarian developed comprehensive search strategies for MEDLINE, PSYCINFO, and ERIC (1985-2007). Two reviewers independently screened search results and applied inclusion criteria. Studies were included if they had a comparison group and reported primary data for evaluative outcomes. One reviewer extracted data and a second reviewer checked data for accuracy. Two reviewers independently assessed methodological quality. Quantitative synthesis was not performed due to heterogeneity. A qualitative review with detailed evidence tables is provided. Thirty unique studies were included. Knowledge acquisition measured by exam scores was the most frequent outcome reported; 12 of 15 studies found no significant differences. Individual studies demonstrated either improved clerkship (N = 3) or residency (N = 1) performance, or benefits on some clinical competencies during internships for PBL (N = 1). Three of four studies found some benefits for PBL when evaluating diagnostic accuracy. Three studies found few differences of clinical (or practical) importance on the impact of PBL on practicing physicians. Twenty-two years of research shows that PBL does not impact knowledge acquisition; evidence for other outcomes does not provide unequivocal support for enhanced learning. Work is needed to determine the most appropriate outcome measures to capture and quantify the effects of PBL. General conclusions are limited by methodological weaknesses and heterogeneity across studies. The critical appraisal of previous studies, conducted as part of this review, provides direction for future research in this area.

  8. Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

    Science.gov (United States)

    Shi, Nianfeng; Cui, Wen; Zhang, Ping; Sun, Ximing

    2018-01-01

    This research applies the roles of variables to the novice programmers in the C language programming. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants were divided into an experimental group and a control group. The students from the control group learned programming in the traditional…

  9. Learning science in a cooperative setting: Academic achievement and affective outcomes

    Science.gov (United States)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  10. Implicit emotion regulation affects outcome evaluation.

    Science.gov (United States)

    Yang, Qiwei; Tang, Ping; Gu, Ruolei; Luo, Wenbo; Luo, Yue-jia

    2015-06-01

    Efficient implicit emotion regulation processes, which run without awareness, are important for human well-being. In this study, to investigate the influence of implicit emotion regulation on psychological and electrophysiological responses to gains and losses, participants were required to select between two Chinese four-character idioms to match the meaning of the third one before they performed a monetary gambling task. According to whether their meanings were related to emotion regulation, the idioms fell into two categories. Event-related potentials and self-rating emotional experiences to outcome feedback were recorded during the task. Priming emotion regulation reduced subjective emotional experience to both gains and losses and the amplitudes of the feedback-related negativity, while the P3 component was not influenced. According to these results, we suggest that the application of implicit emotion regulation effectively modulated the subjective emotional experience and the motivational salience of current outcomes without the cost of cognitive resources. This study implicates the potential significance of implicit emotion regulation in decision-making processes. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  11. Selected engagement factors and academic learning outcomes of undergraduate engineering students

    Science.gov (United States)

    Justice, Patricia J.

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

  12. Developing, implementing and evaluating a simulation learning ...

    African Journals Online (AJOL)

    Background: The training of undergraduate midwifery students to identify and manage post-partum haemorrhage, is an essential skill in midwifery. Aim: The aim of this study was to develop, implement and evaluate a simulation learning package (SLP) on post-partum haemorrhage for undergraduate midwifery students ...

  13. Evaluating Liberal Learning: Doubts and Explorations.

    Science.gov (United States)

    Green, Thomas F.

    1982-01-01

    In current evaluation practice, the implicit philosophy of value, appraisal, and action is seen as a form of Benthamite utilitarianism. A domain of value called "educational worth" is described. Ways of detecting the presence of educational worth in liberal learning programs are identified. (MLW)

  14. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

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

    Science.gov (United States)

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

    2013-01-01

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

  16. Effects of mobile gaming patterns on learning outcomes: a literature review

    NARCIS (Netherlands)

    Schmitz, Birgit; Klemke, Roland; Specht, Marcus

    2013-01-01

    Schmitz, B., Klemke, R., & Specht, M. (2012). Effects of mobile gaming patterns on learning outcomes: A literature review. International Journal of Technology Enhanced Learning, 4(5-6), 345-358. doi:10.1504/IJTEL.2012.051817

  17. Peer Evaluation in CMC Learning Environment and Writing Skill

    Directory of Open Access Journals (Sweden)

    Morteza Mellati

    2014-09-01

    Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

  18. Evaluation of outcome in Mesenteric Ischemia

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    Samad Shams Vahdati

    2017-04-01

    Full Text Available Background: Acute mesenteric ischemia (AMI is an infrequent but a complicated life threatening condition. It is the leading causes of mortality with the rate of 60-100%. The purpose of our study is to investigate demographic outcomes of the patients referred to the emergency department of Imam Reza hospital with the diagnosis of AMI. Methods and materials: All patients with the diagnosis of AMI from March 2014 to March 2016 who were referred to emergency department of Imam Reza hospital, were studied. Demographic characteristics (age, sex, the period from symptom onset till laparotomy, risk factors and the last outcomes of patients were noted in the check lists for each patient. P value less than 0.05 was determined as significant. Results: from 111 patients, 76 cases (68.8% were male, 35 cases (31.5% were female. Chief complaint of all patients was stomachache. Period of arriving to the emergency room in 5 cases (4.5% was 1-6 hours, in 3 cases (2.7% was 6-12 hours, and in 103 cases (92.8% has taken more than 12 hours. In 55 cases (49.5%, there was a significant relationship between clinical signs and physical examination findings, whereas in 56 cases (50.5% there was no relation. In our study 42 cases (37.8% were treated, whereas the morbidity and mortality rate were respectively 7 (6.3% and 62 (55.9%. According to the results of our study the most important finding was pain which was disproportionate to physical examination findings (P value< 0.052. Conclusion: Acute mesenteric ischemia is a severe and progressive disease so early diagnosis and appropriate treatment are very important. One of the main reasons of higher mortality rate in AMI is difficulty in early diagnosis, before necrosis occurrence. Major factor that determines the survival rate is the accurate diagnosis before necrosis and peritonitis happens.

  19. Biology learning evaluation model in Senior High Schools

    Directory of Open Access Journals (Sweden)

    Sri Utari

    2017-06-01

    Full Text Available The study was to develop a Biology learning evaluation model in senior high schools that referred to the research and development model by Borg & Gall and the logic model. The evaluation model included the components of input, activities, output and outcomes. The developing procedures involved a preliminary study in the form of observation and theoretical review regarding the Biology learning evaluation in senior high schools. The product development was carried out by designing an evaluation model, designing an instrument, performing instrument experiment and performing implementation. The instrument experiment involved teachers and Students from Grade XII in senior high schools located in the City of Yogyakarta. For the data gathering technique and instrument, the researchers implemented observation sheet, questionnaire and test. The questionnaire was applied in order to attain information regarding teacher performance, learning performance, classroom atmosphere and scientific attitude; on the other hand, test was applied in order to attain information regarding Biology concept mastery. Then, for the analysis of instrument construct, the researchers performed confirmatory factor analysis by means of Lisrel 0.80 software and the results of this analysis showed that the evaluation instrument valid and reliable. The construct validity was between 0.43-0.79 while the reliability of measurement model was between 0.88-0.94. Last but not the least, the model feasibility test showed that the theoretical model had been supported by the empirical data.

  20. Technology Education Using a Novel Approach in e-Learning-Towards Optimizing the Quality of Learning Outcomes

    Science.gov (United States)

    Malkawi, M. I.; Hawarey, M. M.

    2012-04-01

    Ever since the advent of the new era in presenting taught material in Electronic Form, international bodies, academic institutions, public sectors, as well as specialized entities in the private sector, globally, have all persevered to exploit the power of Distance Learning and e-Learning to disseminate the knowledge in Science and Art using the ubiquitous World Wide Web and its supporting Internet and Internetworking. Many Science & Education-sponsoring bodies, like UNESCO, the European Community, and the World Bank have been keen at funding multinational Distance Learning projects, many of which were directed at an educated audience in certain technical areas. Many countries around the Middle East have found a number of interested European partners to launch funding requests, and were generally successful in their solicitation efforts for the needed funds from these funding bodies. Albeit their intricacies in generating a wealth of knowledge in electronic form, many of the e-Learning schemas developed thus far, have only pursued their goals in the most conventional of ways; In essence, there had been little innovation introduced to gain anything, if any, above traditional classroom lecturing, other than, of course, the gained advantage of the simultaneous online testing and evaluation of the learned material by the examinees. In a sincere effort to change the way in which people look at the merits of e-Learning, and seek the most out of it, we shall propose a novel approach aimed at optimizing the learning outcomes of presented materials. In this paper we propose what shall henceforth be called as Iterative e-Learning. In Iterative e-Learning, as the name implies, a student uses some form of electronic media to access course material in a specific subject. At the end of each phase (Section, Chapter, Session, etc.) on a specific topic, the student is assessed online of how much he/she would have achieved before he/she would move on. If the student fails, due to

  1. Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

    Science.gov (United States)

    Pi, Zhongling; Hong, Jianzhong

    2016-01-01

    Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire…

  2. Treatment outcomes for substance abuse among adolescents with learning disorders.

    Science.gov (United States)

    Yu, Jennifer W; Buka, Stephen L; Fitzmaurice, Garrett M; McCormick, Marie C

    2006-07-01

    This paper assesses whether chemically dependent adolescents with comorbid learning disorders (LDs) derived less effective treatment results when compared to chemically dependent adolescents without LD and examines the moderating effects of prior treatments, treatment length, and treatment completion. Two hundred one adolescents were recruited between 1992 and 1993 from Massachusetts residential treatment centers and subsequently followed up 6 months after enrollment. Compared to chemically dependent teenagers without LD, those with LD were twice as likely to re-use substances at least once by follow-up. LD teenagers were more likely to attend Alcoholics/Narcotics Anonymous if they had prior admissions to treatment programs and longer treatment length. LD teenagers who completed treatment also experienced a greater decrease in current depression compared to LD teenagers not completing the treatment. This study is the first to consider outcomes of substance abuse treatment for adolescents with LD and contributes to the growing literature on comorbidity and substance abuse treatment.

  3. National Evaluation of Bologna Implementation in Finland: Procedures and Outcomes

    Science.gov (United States)

    Ahola, Sakari

    2012-01-01

    Finland has performed, as one of the first Bologna countries, a national evaluation of the outcomes of the implementation of the Bologna process. The evaluation was organized by the Finnish Higher Education Evaluation Council and performed by an independent expert group during 2010. In general, the reform was conceived as a significant development…

  4. Evaluating and Enhancing Outcomes Assessment Quality in Higher Education Programs

    Science.gov (United States)

    Wolf, Kenneth; Goodwin, Laura

    2007-01-01

    Accreditation is a mark of distinction indicating that an institution has met high standards set by the profession, and an increasingly important feature of the accreditation process in higher education is "outcomes assessment." This article presents two rubrics for evaluating the quality of an institution's outcomes assessment system. One rubric…

  5. A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome

    Science.gov (United States)

    Lin, Ming-Hung; Chen, Huang-Cheng; Liu, Kuang-Sheng

    2017-01-01

    In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. In this…

  6. The evaluation of immediate behavioural outcomes of the syndromic ...

    African Journals Online (AJOL)

    The evaluation of immediate behavioural outcomes of the syndromic case management approach for the treatement of patients with sexually transmitted infections at PHC centres of South Africa: Knowledge, attitudes, beliefs and sexual behaviour.

  7. Implementation and outcome evaluation of the Medical Education ...

    African Journals Online (AJOL)

    Implementation and outcome evaluation of the Medical Education ... the pretest median score was 55% (interquartile range (IQR) 40 - 62%) and the posttest ... This education mode offers the opportunity for health researchers to advance their ...

  8. Assistive Technology for Persons with Physical Disabilities: Evaluation and Outcomes

    NARCIS (Netherlands)

    Rigby, P.J.

    2009-01-01

    This thesis presents a compilation of published studies that evaluated assistive technology interventions for children and adults with physical disabilities. The first chapter introduces the need for and the challenges involved in studying the outcomes of assistive technology interventions. The

  9. Machine learning landscapes and predictions for patient outcomes

    Science.gov (United States)

    Das, Ritankar; Wales, David J.

    2017-07-01

    The theory and computational tools developed to interpret and explore energy landscapes in molecular science are applied to the landscapes defined by local minima for neural networks. These machine learning landscapes correspond to fits of training data, where the inputs are vital signs and laboratory measurements for a database of patients, and the objective is to predict a clinical outcome. In this contribution, we test the predictions obtained by fitting to single measurements, and then to combinations of between 2 and 10 different patient medical data items. The effect of including measurements over different time intervals from the 48 h period in question is analysed, and the most recent values are found to be the most important. We also compare results obtained for neural networks as a function of the number of hidden nodes, and for different values of a regularization parameter. The predictions are compared with an alternative convex fitting function, and a strong correlation is observed. The dependence of these results on the patients randomly selected for training and testing decreases systematically with the size of the database available. The machine learning landscapes defined by neural network fits in this investigation have single-funnel character, which probably explains why it is relatively straightforward to obtain the global minimum solution, or a fit that behaves similarly to this optimal parameterization.

  10. Preoperative patient education: evaluating postoperative patient outcomes.

    Science.gov (United States)

    Meeker, B J

    1994-04-01

    Preoperative teaching is an important part of patient care and can prevent complications, as well as promote patient fulfillment during hospitalization. A study was conducted at Alton Ochsner Medical Foundation in New Orleans, LA, in 1989, to determine the impact of a preoperative teaching program on the incidence of postoperative atelectasis and patient satisfaction. Results showed no significant difference of postoperative complications and patient gratification after participating in a structured preoperative teaching program. As part of this study, it was identified that a patient evaluation tool for a preoperative teaching class needed to be developed. The phases of this process are explained in the following article.

  11. Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

    Science.gov (United States)

    Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

    2011-01-01

    We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

  12. Learning outcomes associated with patient simulation method in pharmacotherapy education: an integrative review.

    Science.gov (United States)

    Aura, Suvi M; Sormunen, Marjorita S T; Jordan, Sue E; Tossavainen, Kerttu A; Turunen, Hannele E

    2015-06-01

    The aims of this systematic integrative review were to identify evidence for the use of patient simulation teaching methods in pharmacotherapy education and to explore related learning outcomes. A systematic literature search was conducted using 6 databases as follows: CINAHL, PubMed, SCOPUS, ERIC, MEDIC, and the Cochrane Library, using the key words relating to patient simulation and pharmacotherapy. The methodological quality of each study was evaluated. Eighteen articles met the inclusion criteria. The earliest article was published in 2005. The selected research articles were subjected to qualitative content analysis. Patient simulation has been used in pharmacotherapy education for preregistration nursing, dental, medical, and pharmacy students and for the continuing education of nurses. Learning outcomes reported were summarized as follows: (1) commitment to pharmacotherapy learning, (2) development of pharmacotherapy evaluation skills, (3) improvement in pharmacotherapy application skills, and (4) knowledge and understanding of pharmacotherapy. To develop effective teaching methods and ensure health care professionals' competence in medication management, further research is needed to determine the educational and clinical effectiveness of simulation teaching methods.

  13. Path Analysis on the Factors Influencing Learning Outcome for Hospitality Interns--From the Flow Theory Perspective

    Science.gov (United States)

    Wang, Shu-Tai; Chen, Cheng-Chung

    2015-01-01

    Learning outcome is an important indicator for educators in evaluating curriculum design. The focus of this study has been to examine the factors within internship programs, recognizing the complex nature of knowledge application in a practical industry environment. Flow theory was adopted to explain the psychological state of hospitality students…

  14. Learning from internships in gerontology and geriatrics: assessment and program evaluation.

    Science.gov (United States)

    Karasik, Rona J

    2009-01-01

    Internships are an essential component of gerontological education. Harvesting the learning from internships, however, requires careful attention to assessing an intern's work. In addition to providing feedback to students, internship assessment can also yield data useful for academic program evaluation. Drawing on internship assessment data collected from undergraduate and graduate gerontology interns and their community preceptors over a period of seven semesters, this article explores (1) concerns regarding how to assess what interns are learning, (2) ways to provide students with additional opportunities for learning from their internships, and (3) how information from these student-learning outcomes may be used to evaluate the effectiveness of the overall academic program.

  15. ADAPTIVE E-LEARNING AND ITS EVALUATION

    Directory of Open Access Journals (Sweden)

    KOSTOLÁNYOVÁ, Katerina

    2012-12-01

    Full Text Available This paper introduces a complex plan for a complete system of individualized electronic instruction. The core of the system is a computer program to control teaching, the so called “virtual teacher”. The virtual teacher automatically adapts to individual student’s characteristics and their learning style. It adapts to static as well as to dynamic characteristics of the student. To manage all this it needs a database of various styles and forms of teaching as well as a sufficient amount of information about the learning style, type of memory and other characteristics of the student. The information about these characteristics, the structure of data storage and its use by the virtual teacher are also part of this paper. We also outline a methodology of adaptive study materials. We define basic rules and forms to create adaptive study materials. This adaptive e-learning system was pilot tested in learning of more than 50 students. These students filled in a learning style questionnaire at the beginning of the study and they had the option to fill in an adaptive evaluation questionnaire at the end of the study. Results of these questionnaires were analyzed. Several conclusions were concluded from this analysis to alter the methodology of adaptive study materials.

  16. DEVELOPMENT AND IMPROVEMENT OF BUSINESS HIGHER EDUCATION THROUGH IMPLEMENTATION OF STUDENTS LEARNING OUTCOMES ASSESSMENT PLAN (SLOAP

    Directory of Open Access Journals (Sweden)

    Zoran Ivanovski

    2013-03-01

    Full Text Available This study presents new vision how to upgrade business higher education at the Faculty of Economics at University of Tourism and Management in Skopje (UTMS. This paper is result of analyses of best practices of leading higher education institutions as well authors experience in higher education and business education and practice. The UTMS is orientated to introduce best practices and objective standards in order to offer high-quality business education for its students. UTMS has mission for permanent implementation of quality improvement measures as a way to achieve high professional and academic standards and become part of prosperous and respective Universities. In order to achieve this goal, UTMS plan to use additional measures, outcomes assessment as a way to measure institutional effectiveness, as well as effective technique for identifying where changes and improvements are necessary. UTMS has developed Students Learning Outcomes Assessment Plan (SLOAP as a way to reach this goal.Based on permanent analysis of students needs as well as business sector suggestions about desirable level of knowledge, skills and competence of the students from Faculty of Economics, gained from conducted evaluations, UTMS decide to make additional improvement and development of business education. This process have 4 phases: 1 evaluation of students attitude towards curricula and the instructors efficiency, 2preparation of the SLOAP (Student Learning Outcomes Assessment Plan document, 3 implementation of two direct measures from the SLOAP through assessment analysis and action planning, and 4 monitoring changes and improvements made as a result of action planning.The first phase was completed in spring semester 2012, as well as second one with development of Comprehensive Exam and Capstone Course as direct measures. Complete SLOAP also has indirect measures like student satisfaction inventory, course evaluations, alumni, and employers’ surveys, and a

  17. Motivation, students' needs and learning outcomes: a hybrid game-based app for enhanced language learning.

    Science.gov (United States)

    Berns, Anke; Isla-Montes, José-Luis; Palomo-Duarte, Manuel; Dodero, Juan-Manuel

    2016-01-01

    In the context of European Higher Education students face an increasing focus on independent, individual learning-at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app-designed specifically for this study-harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1-which seamlessly combine individual and collaborative learning tasks-motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today's digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve

  18. 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

  19. The role of outcome inhibition in interference between outcomes: a contingency-learning analogue of retrieval-induced forgetting.

    Science.gov (United States)

    Vadillo, Miguel A; Orgaz, Cristina; Luque, David; Cobos, Pedro L; López, Francisco J; Matute, Helena

    2013-05-01

    Current associative theories of contingency learning assume that inhibitory learning plays a part in the interference between outcomes. However, it is unclear whether this inhibitory learning results in the inhibition of the outcome representation or whether it simply counteracts previous excitatory learning so that the outcome representation is neither activated nor inhibited. Additionally, these models tend to conceptualize inhibition as a relatively transient and cue-dependent state. However, research on retrieval-induced forgetting suggests that the inhibition of representations is a real process that can be relatively independent of the retrieval cue used to access the inhibited information. Consistent with this alternative view, we found that interference between outcomes reduces the retrievability of the target outcome even when the outcome is associated with a novel (non-inhibitory) cue. This result has important theoretical implications for associative models of interference and shows that the empirical facts and theories developed in studies of retrieval-induced forgetting might be relevant in contingency learning and vice versa. © 2012 The British Psychological Society.

  20. Analysing Learning Outcomes in an Electrical Engineering Curriculum Using Illustrative Verbs Derived from Bloom's Taxonomy

    Science.gov (United States)

    Meda, Lawrence; Swart, Arthur James

    2018-01-01

    Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a…

  1. The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

    Directory of Open Access Journals (Sweden)

    Hannes Münchow

    2017-01-01

    Full Text Available The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes (n=61 or an affectively neutral environment that used achromatic colours and sharp edges (n=50. Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.

  2. Deep learning evaluation using deep linguistic processing

    OpenAIRE

    Kuhnle, Alexander; Copestake, Ann

    2017-01-01

    We discuss problems with the standard approaches to evaluation for tasks like visual question answering, and argue that artificial data can be used to address these as a complement to current practice. We demonstrate that with the help of existing 'deep' linguistic processing technology we are able to create challenging abstract datasets, which enable us to investigate the language understanding abilities of multimodal deep learning models in detail, as compared to a single performance value ...

  3. The relationship between emotional intelligence and learning outcomes, and the mediating role of emotional conflict

    OpenAIRE

    Hjertø, Kjell B.

    2010-01-01

    A field sample of 1100 employees in the army was investigated to study the relationship between the individuals’ self reported emotional intelligence and learning outcomes in work groups, with two dimensions of emotional conflict as mediators, emotional person conflict and emotional task conflict. Most importantly, emotional intelligence predicted positively learning outcomes and emotional task conflict, and predicted negatively emotional person conflict. Further, emotional task ...

  4. The Effect of Gender and Race Intersectionality on Student Learning Outcomes in Engineering

    Science.gov (United States)

    Ro, Hyun Kyoung; Loya, Karla I.

    2015-01-01

    Women and underrepresented minorities in traditionally White and male-dominated disciplines tend to report lower learning outcomes than their White peers. Adopting a feminist intersectionality framework, this study looks at the intersections of gender and race to investigate differences in self-assessed learning outcomes in engineering…

  5. Hunting and Gathering: New Imperatives in Mapping and Collecting Student Learning Data to Assure Quality Outcomes

    Science.gov (United States)

    Lawson, Romy; Taylor, Tracy; French, Erica; Fallshaw, Eveline; Hall, Cathy; Kinash, Shelley; Summers, Jane

    2015-01-01

    Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for…

  6. Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course

    Science.gov (United States)

    Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B.

    2015-01-01

    An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base…

  7. Perceived Learning Outcomes from Participation in One Type of Registered Student Organization: Equestrian Sport Clubs

    Science.gov (United States)

    Mikulec, Erin; McKinney, Kathleen

    2014-01-01

    Learning takes place both inside and outside of the classroom. While there are a few studies that focus on the professional, developmental, and learning outcomes of participation in student organizations, there has been insufficient research on these outcomes in sport clubs. The paper reports on the results of an online, primarily qualitative…

  8. Aligning Learning and Talent Development Performance Outcomes with Organizational Objectives: A Proposed Model

    Science.gov (United States)

    Ware, Iris

    2017-01-01

    The value proposition for learning and talent development (LTD) is often challenged due to human resources' inability to demonstrate meaningful outcomes in relation to organizational needs and return-on-investment. The primary role of human resources (HR) and the learning and talent development (LTD) function is to produce meaningful outcomes to…

  9. Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes

    Science.gov (United States)

    Prøitz, Tine Sophie

    2015-01-01

    Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development,…

  10. Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates

    Science.gov (United States)

    Reed, Carole-Rae; Garcia, Luis Ivan; Slusser, Margaret M.; Konowitz, Sharon; Yep, Jewelry

    2017-01-01

    Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: "….articulate the impact of personal…

  11. Grasping the TLRP Nettle: Preliminary Analysis and Some Enduring Issues Surrounding the Improvement of Learning Outcomes

    Science.gov (United States)

    James, Mary; Brown, Sally

    2005-01-01

    The ESRC Teaching and Learning Research Programme is the largest ever programme of educational research in the UK. This article reports the purposes, processes, outcomes and issues arising from cross-programme thematic work on the conceptualization of, and research into, 'enhancing learning outcomes' which is a key aim of the programme. Early…

  12. Evaluating PLATO: postgraduate teaching and learning online.

    Science.gov (United States)

    Brown, Menna; Bullock, Alison

    2014-02-01

      The use of the Internet as a teaching medium has increased rapidly over the last decade. PLATO (postgraduate learning and teaching online) was launched in 2008 by the e-learning unit (ELU) of Wales Deanery. Located within Learning@NHSWales, a Moodle virtual learning environment (VLE), it hosts a wide range of freely available courses and resources tailored to support the education, training and continuing professional development (CPD) needs of health care professionals working across the National Health Service (NHS) Wales. The evaluation aimed to identify the costs and benefits of PLATO, report its value as attributed by users, identify potential cost savings and make recommendations.   Five courses (case studies) were selected, representing the range of available e-learning resources: e-induction; fetal heart monitoring; cervical screening; GP prospective trainers; and tools for trainers. Mixed methods were used: one-to-one qualitative interviews, focus group discussions and surveys explored user views, and identified individual and organisational value.   Qualitative findings identified six key areas of value for users: ELU support and guidance; avoidance of duplication and standardisation; central reference; local control; flexibility for learners; and specific features. Survey results (n=72) indicated 72 per cent of consultants reported that PLATO was easy to access and user friendly. E-learning was rated as 'very/important' for CPD by 79 per cent of respondents. Key challenges were: access, navigation, user concerns, awareness and support.   PLATO supports education and helps deliver UK General Medical Council standards. Future plans should address the suggested recommendations to realise cost savings for NHS Wales and the Wales Deanery. The findings have wider applicability to others developing or using VLEs. © 2014 John Wiley & Sons Ltd.

  13. Evaluation of an intelligent open learning system for engineering education

    Directory of Open Access Journals (Sweden)

    Maria Samarakou

    2016-09-01

    Full Text Available In computer-assisted education, the continuous monitoring and assessment of the learner is crucial for the delivery of personalized education to be effective. In this paper, we present a pilot application of the Student Diagnosis, Assistance, Evaluation System based on Artificial Intelligence (StuDiAsE, an open learning system for unattended student diagnosis, assistance and evaluation based on artificial intelligence. The system demonstrated in this paper has been designed with engineering students in mind and is capable of monitoring their comprehension, assessing their prior knowledge, building individual learner profiles, providing personalized assistance and, finally, evaluating a learner's performance both quantitatively and qualitatively by means of artificial intelligence techniques. The architecture and user interface of the system are being exhibited, the results and feedback received from a pilot application of the system within a theoretical engineering course are being demonstrated and the outcomes are being discussed.

  14. Evaluation of use of e-Learning in undergraduate radiology education: A review

    Energy Technology Data Exchange (ETDEWEB)

    Zafar, Saad, E-mail: saad.zafar@riphah.edu.pk [Riphah International University, Islamabad (Pakistan); Safdar, Saima, E-mail: saima.safdar@riphah.edu.pk [Riphah International University, Islamabad (Pakistan); Zafar, Aasma N., E-mail: aasmarad@gmail.com [Radiology Department, Senior Registrar Shifa College of Medicine and Assistant Consultant Shifa International Hospital, Islamabad (Pakistan)

    2014-12-15

    Highlights: • We have systematically reviewed the literature on use of e-Learning in Radiology at the undergraduate level. • Kirkpatrick's Learning Model is used to evaluate the learning outcomes of the reported studies. • There is an increase in positive response for learning management systems used in blended learning environments. • There are wide range of technologies being used for e-Learning including use of audio response system and customized PAC solutions. • There is a clear trend toward highly interactive, self directed learning environment to support the concept of life long independent learners. - Abstract: Purpose: The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level. Materials and methods: Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies. Results: The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of

  15. Evaluation of use of e-Learning in undergraduate radiology education: A review

    International Nuclear Information System (INIS)

    Zafar, Saad; Safdar, Saima; Zafar, Aasma N.

    2014-01-01

    Highlights: • We have systematically reviewed the literature on use of e-Learning in Radiology at the undergraduate level. • Kirkpatrick's Learning Model is used to evaluate the learning outcomes of the reported studies. • There is an increase in positive response for learning management systems used in blended learning environments. • There are wide range of technologies being used for e-Learning including use of audio response system and customized PAC solutions. • There is a clear trend toward highly interactive, self directed learning environment to support the concept of life long independent learners. - Abstract: Purpose: The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level. Materials and methods: Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies. Results: The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of

  16. The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: A systematic review.

    Science.gov (United States)

    Sinclair, Peter M; Kable, Ashley; Levett-Jones, Tracy; Booth, Debbie

    2016-05-01

    care professional behaviour. There was variation in behavioural outcomes depending on the skill being taught, and the learning approach utilised. No papers were identified that reported the effectiveness of an e-learning programme on patient outcomes. This review found insufficient evidence regarding the effectiveness of e-learning on healthcare professional behaviour or patient outcomes, consequently further research in this area is warranted. Future randomised controlled trials should adhere to the CONSORT reporting guidelines in order to improve the quality of reporting, to allow evaluation of the effectiveness of e-learning programmes on healthcare professional behaviour and patient outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. 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.

  18. The significance of clinical experience on learning outcome from resuscitation training-a randomised controlled study

    DEFF Research Database (Denmark)

    Jensen, Morten Lind; Lippert, Freddy; Hesselfeldt, Rasmus

    2008-01-01

    CONTEXT: The impact of clinical experience on learning outcome from a resuscitation course has not been systematically investigated. AIM: To determine whether half a year of clinical experience before participation in an Advanced Life Support (ALS) course increases the immediate learning outcome...... and retention of learning. MATERIALS AND METHODS: This was a prospective single blinded randomised controlled study of the learning outcome from a standard ALS course on a volunteer sample of the entire cohort of newly graduated doctors from Copenhagen University. The outcome measurement was ALS...... immediately following graduation. RESULTS: Invitation to participate was accepted by 154/240 (64%) graduates and 117/154 (76%) completed the study. There was no difference between the intervention and control groups with regard to the immediate learning outcome. The intervention group had significantly higher...

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

    Science.gov (United States)

    Prayekti

    2018-01-01

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

  20. Developing a blended learning program for nursing and midwifery students in Iran: Process and preliminary outcomes

    Science.gov (United States)

    Zolfaghari, Mitra; Negarandeh, Reza; Eybpoosh, Sana

    2013-01-01

    Background: We aimed to develop and evaluate outcomes of a blended learning (BL) program for educating nursing and midwifery students of Tehran university of medical sciences (Tehran, Iran). Materials and Methods: This was a participatory action research project. After designing BL website, providing technological infrastructures, and holding preparatory workshops, 22 blended courses were designed. BL method was implemented for one semester. Students’ grade point average, participation with courses, and opinion about educational methods, and instructors’ attitude and opinion about educational methods were assessed. Results: Most students (n = 181; 72.1%) and 17 instructors (28.3%) consented to participate in the study. Students’ grade point average and participation was significantly higher in BL rather than in face-to-face method (P students preferred BL method and felt more independent in this method. However, they complained about lack of easy access to Internet and weakness in computer skills. Instructors admired the flexibility and incentives that had been provided in the program. However, some of them complained about the time-consuming nature of BL course design. Conclusion: The program showed positive effect on students’ learning outcomes and participation. The strengths and weaknesses of the program should be considered for development of next phase of the project. Lessons learned in this phase might be helpful for decision makers who tend to develop similar programs in Iran. Motivational and communicational issues and users’ IT skills should be addressed in every BL program. PMID:23983723

  1. Learning curves and long-term outcome of simulation-based thoracentesis training for medical students

    Science.gov (United States)

    2011-01-01

    Background Simulation-based medical education has been widely used in medical skills training; however, the effectiveness and long-term outcome of simulation-based training in thoracentesis requires further investigation. The purpose of this study was to assess the learning curve of simulation-based thoracentesis training, study skills retention and transfer of knowledge to a clinical setting following simulation-based education intervention in thoracentesis procedures. Methods Fifty-two medical students were enrolled in this study. Each participant performed five supervised trials on the simulator. Participant's performance was assessed by performance score (PS), procedure time (PT), and participant's confidence (PC). Learning curves for each variable were generated. Long-term outcome of the training was measured by the retesting and clinical performance evaluation 6 months and 1 year, respectively, after initial training on the simulator. Results Significant improvements in PS, PT, and PC were noted among the first 3 to 4 test trials (p 0.05). Clinical competency in thoracentesis was improved in participants who received simulation training relative to that of first year medical residents without such experience (p simulation-based thoracentesis training can significantly improve an individual's performance. The saturation of learning from the simulator can be achieved after four practice sessions. Simulation-based training can assist in long-term retention of skills and can be partially transferred to clinical practice. PMID:21696584

  2. Towards effective outcomes in teaching, learning and assessment of law in medical education.

    Science.gov (United States)

    Preston-Shoot, Michael; McKimm, Judy

    2011-04-01

    Law is slowly emerging as a core subject area in medical education, alongside content on the ethical responsibilities of doctors to protect and promote patient health and well-being. Curriculum statements have begun to advise on core content and methods for organising teaching and assessment. However, no comprehensive overview of approaches to the delivery of this law curriculum has been undertaken. This paper reports an assessment of the nature and strength of the published evidence base for the teaching, learning and assessment of law in medical education. It also provides a thematic content overview from the best available literature on the teaching of law to medical students and on the assessment of their legal knowledge and skills. A systematic review of the evidence base was completed. Detailed scrutiny resulted in the inclusion of 31 empirical sources and 11 conceptual papers. The quality of the included material was assessed. Significant gaps exist in the evidence base. Empirical studies of the teaching of law are characterised by insufficient sample sizes and a focus on individual study programmes. They rely on measures of student satisfaction and on evaluating short-term outcomes rather than assessing whether knowledge is retained and whether learning impacts on patient outcomes. Studies reveal a lack of coordination between pre- or non-clinical and clinical medico-legal education. Although evidence on the development of students' knowledge is available, much learning is distant from the practice in which its application would be tested. Law learning in clinical placements appears to be opportunistic rather than structured. The place of law in the curriculum remains uncertain and should be more clearly identified. A more robust knowledge base is needed to realise the aspirations behind curriculum statements on law and to enable medical students to develop sufficient legal literacy to manage challenging practice encounters. Further research is needed into

  3. Six-Word Memoirs: A Content Analysis of First-Year Course Learning Outcomes

    Science.gov (United States)

    Rubin, Lisa

    2016-01-01

    First-year courses prepare students for the transition to, and success in, college. Institutions are interested in assessing student learning outcomes to achieve institutional goals and maintain accreditation. Though it may be difficult to measure student learning and success, colleges aim to assess student learning in the classroom by setting…

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

    NARCIS (Netherlands)

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

    2018-01-01

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

  5. Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences

    Science.gov (United States)

    Tseng, Hungwei; Walsh, Eamonn Joseph, Jr.

    2016-01-01

    This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format…

  6. Analysis of learners’ behaviors and learning outcomes in a massive open online course

    Directory of Open Access Journals (Sweden)

    Dong Liang

    2014-09-01

    Full Text Available This paper introduces a massive open online course (MOOC on educational technology, and studies the factors that may influence learners’ participation and performance in the MOOC. Students’ learning records captured in the course management system and students’ feedback collected from a questionnaire survey are explored. Regression analysis is adopted to examine the correlation among perceived learning experience, learning activities and learning outcomes; data mining is applied to optimize the correlation models. The findings suggest that learners’ perceived usefulness rather than perceived ease of use of the MOOC, positively influences learners’ use of the system, and consequentially, the learning outcome. In addition, learners’ previous MOOC experience is not found to have a significant impact on their learning behavior and learning outcome in general. However, the performance of less active learners is found to be influenced by their prior MOOC experience.

  7. Improving Outcome of Psychosocial Treatments by Enhancing Memory and Learning

    Science.gov (United States)

    Harvey, Allison G.; Lee, Jason; Williams, Joseph; Hollon, Steven D.; Walker, Matthew P.; Thompson, Monique A.; Smith, Rita

    2014-01-01

    Mental disorders are prevalent and lead to significant impairment. Progress toward establishing treatments has been good. However, effect sizes are small to moderate, gains may not persist, and many patients derive no benefit. Our goal is to highlight the potential for empirically-supported psychosocial treatments to be improved by incorporating insights from cognitive psychology and research on education. Our central question is: If it were possible to improve memory for content of sessions of psychosocial treatments, would outcome substantially improve? This question arises from five lines of evidence: (a) mental illness is often characterized by memory impairment, (b) memory impairment is modifiable, (c) psychosocial treatments often involve the activation of emotion, (d) emotion can bias memory and (e) memory for psychosocial treatment sessions is poor. Insights from scientific knowledge on learning and memory are leveraged to derive strategies for a transdiagnostic and transtreatment cognitive support intervention. These strategies can be applied within and between sessions and to interventions delivered via computer, the internet and text message. Additional novel pathways to improving memory include improving sleep, engaging in exercise and imagery. Given that memory processes change across the lifespan, services to children and older adults may benefit from cognitive support. PMID:25544856

  8. Learned predictiveness and outcome predictability effects are not simply two sides of the same coin.

    Science.gov (United States)

    Thorwart, Anna; Livesey, Evan J; Wilhelm, Francisco; Liu, Wei; Lachnit, Harald

    2017-10-01

    The Learned Predictiveness effect refers to the observation that learning about the relationship between a cue and an outcome is influenced by the predictive relevance of the cue for other outcomes. Similarly, the Outcome Predictability effect refers to a recent observation that the previous predictability of an outcome affects learning about this outcome in new situations, too. We hypothesize that both effects may be two manifestations of the same phenomenon and stimuli that have been involved in highly predictive relationships may be learned about faster when they are involved in new relationships regardless of their functional role in predictive learning as cues and outcomes. Four experiments manipulated both the relationships and the function of the stimuli. While we were able to replicate the standard effects, they did not survive a transfer to situations where the functional role of the stimuli changed, that is the outcome of the first phase becomes a cue in the second learning phase or the cue of the first phase becomes the outcome of the second phase. Furthermore, unlike learned predictiveness, there was little indication that the distribution of overt attention in the second phase was influenced by previous predictability. The results suggest that these 2 very similar effects are not manifestations of a more general phenomenon but rather independent from each other. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  9. Using evaluation strategically to promote active learning

    DEFF Research Database (Denmark)

    Münster, Marie

    as to grade them. For this purpose it was decided to change one report into a poster including a 15 minute group oral presentation. The oral examination allows for individual assessment of the students, for assessment of conceptual understanding and for learning during the examination. This type of evaluation...... is however very time consuming and a written examination will facilitate a better evaluation of whether the core elements of the course (including the tools used for the two projects) are achieved at an individual level, so it was decided to have a 4 hour written examination instead. Evaluation of conceptual...... understanding was undertaken through more open ended questions. Results: Using a poster instead of a report for one of the projects was found to be very successful. The students used most of their time on discussing and using the tool, and less on reporting, which was the purpose. When asked, they claimed...

  10. A Meta-Analysis of Educational Data Mining on Improvements in Learning Outcomes

    Science.gov (United States)

    AlShammari, Iqbal A.; Aldhafiri, Mohammed D.; Al-Shammari, Zaid

    2013-01-01

    A meta-synthesis study was conducted of 60 research studies on educational data mining (EDM) and their impacts on and outcomes for improving learning outcomes. After an overview, an examination of these outcomes is provided (Romero, Ventura, Espejo, & Hervas, 2008; Romero, "et al.", 2011). Then, a review of other EDM-related research…

  11. Outcome indicators for the evaluation of energy policy instruments and technical change

    International Nuclear Information System (INIS)

    Neij, Lena; Astrand, Kerstin

    2006-01-01

    The aim of this paper is to propose a framework for the evaluation of policy instruments designed to affect development and dissemination of new energy technologies. The evaluation approach is based on the analysis of selected outcome indicators describing the process of technical change, i.e. the development and dissemination of new energy technologies, on the basis of a socio-technical systems approach. The outcome indicators are used to analyse the effect, in terms of outcome, and outcome scope of the policy instruments as well as the extent to which the policy instruments support diversity, learning and institutional change. The analysis of two cases of evaluations, of energy efficiency policy and wind energy policy in Sweden, shows that the approach has several advantages, allowing continuous evaluation and providing important information for the redesign of policy instruments. There are also disadvantages associated with the approach, such as complexity, possible high cost and the requirement of qualified evaluators. Nevertheless, it is concluded that the information on the continuous performance of different policy instruments and their effects on the introduction and dissemination of new energy technologies, provided by this evaluation approach, is essential for an improved adaptation and implementation of energy and climate policy

  12. Learning outcomes and tutoring in problem based-learning: how do undergraduate medical students perceive them?

    Science.gov (United States)

    AlHaqwi, Ali I

    2014-04-01

    To explore opinions of undergraduate medical students regarding learning outcomes of the instructional strategy of Problem Based Learning (PBL). In addition their views were sought about the role of tutors and qualities of effective tutors. This was a cross-sectional, questionnaire based study which was conducted in two colleges of Medicine, Central region, Saudi Arabia during the period of 1st of April to 30(th) June 2012. One hundred seventy four undergraduate medical students participated in this study. Seventy percent of participants have indicated that PBL strategy contributed to the development of their knowledge, presentation skills, team work abilities, and accepting criticism from other colleagues. Regarding the tutors' role in PBL tutorials, majority of the participants (75%) indicated that this role is essential, nevertheless, only 58% of students indicated that this role is clear and well identified. Sixty three percent of participants preferred a member role in the PBL tutorials and 80 percent of participants preferred both content and process expert tutors in the PBL tutorials. Significant statistical difference was noted between the views of students and their schools, gender, and study phase. Majority of the participants believed that PBL had a positive impact on the development of their cognitive, personal and teamwork skills. The view of the students in this study and the available evidence suggest that tutor should have both qualities; content and process expertise, in order to have the best outcomes from the PBL tutorials.

  13. Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.

    Science.gov (United States)

    Hendricks, Susan; DeMeester, Deborah; Stephenson, Evelyn; Welch, Janet

    2016-05-01

    Understanding the strengths and challenges of various clinical models is important for nursing education. Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.]. Copyright 2016, SLACK Incorporated.

  14. Leadership Development through Virtual Action Learning: An Evaluation

    Science.gov (United States)

    Aspinwall, Kath; Pedler, Mike; Radcliff, Phil

    2018-01-01

    This paper presents a case study based on the evaluation of the two VAL (virtual action learning) sets. We report participants learning both leadership and the VAL process based on the basis of telephone interviews. We conclude that what is learned about leadership is connected with how learning takes place and suggest that the content and process…

  15. Checklist for Evaluating SREB-SCORE Learning Objects

    Science.gov (United States)

    Southern Regional Education Board (SREB), 2007

    2007-01-01

    This checklist is based on "Evaluation Criteria for SREB-SCORE Learning Objects" and is designed to help schools and colleges determine the quality and effectiveness of learning objects. It is suggested that each learning object be rated to the extent to which it meets the criteria and the SREB-SCORE definition of a learning object. A learning…

  16. The Implementation of Discovery Learning Method to Increase Learning Outcomes and Motivation of Student in Senior High School

    Directory of Open Access Journals (Sweden)

    Nanda Saridewi

    2017-11-01

    Full Text Available Based on data from the observation of high school students grade XI that daily low student test scores due to a lack of role of students in the learning process. This classroom action research aims to improve learning outcomes and student motivation through discovery learning method in colloidal material. This study uses the approach developed by Lewin consisting of planning, action, observation, and reflection. Data collection techniques used the questionnaires and ability tests end. Based on the research that results for students received a positive influence on learning by discovery learning model by increasing the average value of 74 students from the first cycle to 90.3 in the second cycle and increased student motivation in the form of two statements based competence (KD categories (sometimes on the first cycle and the first statement KD category in the second cycle. Thus the results of this study can be used to improve learning outcomes and student motivation

  17. Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

    Science.gov (United States)

    Tan, Meng; Hew, Khe Foon

    2016-01-01

    In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

  18. Evaluating children's conservation biology learning at the zoo.

    Science.gov (United States)

    Jensen, Eric

    2014-08-01

    Millions of children visit zoos every year with parents or schools to encounter wildlife firsthand. Public conservation education is a requirement for membership in professional zoo associations. However, in recent years zoos have been criticized for failing to educate the public on conservation issues and related biological concepts, such as animal adaptation to habitats. I used matched pre- and postvisit mixed methods questionnaires to investigate the educational value of zoo visits for children aged 7-15 years. The questionnaires gathered qualitative data from these individuals, including zoo-related thoughts and an annotated drawing of a habitat. A content analysis of these qualitative data produced the quantitative data reported in this article. I evaluated the relative learning outcomes of educator-guided and unguided zoo visits at London Zoo, both in terms of learning about conservation biology (measured by annotated drawings) and changing attitudes toward wildlife conservation (measured using thought-listing data). Forty-one percent of educator-guided visits and 34% of unguided visits resulted in conservation biology-related learning. Negative changes in children's understanding of animals and their habitats were more prevalent in unguided zoo visits. Overall, my results show the potential educational value of visiting zoos for children. However, they also suggest that zoos' standard unguided interpretive materials are insufficient for achieving the best outcomes for visiting children. These results support a theoretical model of conservation biology learning that frames conservation educators as toolmakers who develop conceptual resources to enhance children's understanding of science. © 2014 Society for Conservation Biology.

  19. Applying a Hybrid Model: Can It Enhance Student Learning Outcomes?

    Science.gov (United States)

    Potter, Jodi

    2015-01-01

    There has been a marked increase in the use of online learning over the past decade. There remains conflict in the current body of research on the efficacy of online versus face to face learning in these environments. One resolution of these issues is the hybrid learning option which is a combination of face-to-face classroom instruction with…

  20. 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…

  1. Intelligent Fuzzy Spelling Evaluator for e-Learning Systems

    Science.gov (United States)

    Chakraborty, Udit Kr.; Konar, Debanjan; Roy, Samir; Choudhury, Sankhayan

    2016-01-01

    Evaluating Learners' Response in an e-Learning environment has been the topic of current research in areas of Human Computer Interaction, e-Learning, Education Technology and even Natural Language Processing. The current paper presents a twofold strategy to evaluate single word response of a learner in an e-Learning environment. The response of…

  2. Predicting Refractive Surgery Outcome: Machine Learning Approach With Big Data.

    Science.gov (United States)

    Achiron, Asaf; Gur, Zvi; Aviv, Uri; Hilely, Assaf; Mimouni, Michael; Karmona, Lily; Rokach, Lior; Kaiserman, Igor

    2017-09-01

    To develop a decision forest for prediction of laser refractive surgery outcome. Data from consecutive cases of patients who underwent LASIK or photorefractive surgeries during a 12-year period in a single center were assembled into a single dataset. Training of machine-learning classifiers and testing were performed with a statistical classifier algorithm. The decision forest was created by feature vectors extracted from 17,592 cases and 38 clinical parameters for each patient. A 10-fold cross-validation procedure was applied to estimate the predictive value of the decision forest when applied to new patients. Analysis included patients younger than 40 years who were not treated for monovision. Efficacy of 0.7 or greater and 0.8 or greater was achieved in 16,198 (92.0%) and 14,945 (84.9%) eyes, respectively. Efficacy of less than 0.4 and less than 0.5 was achieved in 322 (1.8%) and 506 (2.9%) eyes, respectively. Patients in the low efficacy group (differences compared with the high efficacy group (≥ 0.8), yet were clinically similar (mean differences between groups of 0.7 years, of 0.43 mm in pupil size, of 0.11 D in cylinder, of 0.22 logMAR in preoperative CDVA, of 0.11 mm in optical zone size, of 1.03 D in actual sphere treatment, and of 0.64 D in actual cylinder treatment). The preoperative subjective CDVA had the highest gain (most important to the model). Correlations analysis revealed significantly decreased efficacy with increased age (r = -0.67, P big data from refractive surgeries may be of interest. [J Refract Surg. 2017;33(9):592-597.]. Copyright 2017, SLACK Incorporated.

  3. Isokinetic Testing in Evaluation Rehabilitation Outcome After ACL Reconstruction

    OpenAIRE

    Cvjetkovic, Dragana Dragicevic; Bijeljac, Sinisa; Palija, Stanislav; Talic, Goran; Radulovic, Tatjana Nozica; Kosanovic, Milkica Glogovac; Manojlovic, Slavko

    2015-01-01

    Introduction: Numerous rehab protocols have been used in rehabilitation after ACL reconstruction. Isokinetic testing is an objective way to evaluate dynamic stability of the knee joint that estimates the quality of rehabilitation outcome after ACL reconstruction. Our investigation goal was to show importance of isokinetic testing in evaluation thigh muscle strength in patients which underwent ACL reconstruction and rehabilitation protocol. Subjects and methods: In prospective study, we evalua...

  4. Evaluating herbivore management outcomes and associated vegetation impacts

    Directory of Open Access Journals (Sweden)

    Rina C.C. Grant

    2011-05-01

    Conservation implications: In rangeland, optimising herbivore numbers to achieve the management objectives without causing unacceptable or irreversible change in the vegetation is challenging. This manuscript explores different avenues to evaluate herbivore impact and the outcomes of management approaches that may affect vegetation.

  5. The effect of Using Mind Mapping and Learning Styles to Geography Learning outcomes of Junior High School Students

    Directory of Open Access Journals (Sweden)

    Sigit Purwoko

    2015-02-01

    Full Text Available Pengaruh Penggunaan Peta Pikiran dan Gaya Belajar terhadap Hasil Belajar Geografi Siswa SMP Abstract: This study aimed to determine the effect of the use of mind maps, learning styles and inter-action using a mind map learning style on geography learning outcomes. This study was a quasi-experimental study, with a 2 x 3 factorial design study subject consisted of two classes of class VII G as experimental class and class VII F as a control class. Variables consisted of: (1 the dependent variable is the student learning outcomes; (2 the independent variable is the use of mind maps; and (3 is the moderator variable learning styles. Geography learning outcomes were measured using an objective test, whereas learning styles with questionnaires. Measurement data are then analyzed using ANOVA two paths with SPSS v.7. Results of data analysis using ANOVA two path showed that: (1 the use of mind maps significantly effect on learning outcomes geography; (2 learning style does not significantly affect the results of learning geography; and (3 there is no interaction between the use of mind maps and learning style on learning outcomes. Key Words: mind maps, learning styles, learning outcomes   Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan peta pikiran, gaya belajar dan interaksi penggunaan peta pikiran dengan gaya belajar terhadap hasil belajar geografi. Penelitian ini merupakan penelitian eksperimen semu, dengan desain faktorial 2 x 3. Subjek penelitian terdiri dari dua kelas yaitu kelas VII G sebagai kelas eksperimen dan kelas VII F sebagai kelas kontrol. Variabel penelitian terdiri dari: (1 variabel terikat adalah hasil belajar siswa; (2 variabel bebas adalah pengguna-an peta pikiran; dan (3 variabel moderator adalah gaya belajar. Hasil belajar geografi diukur menggunakan tes objektif, sedangkan gaya belajar dengan angket. Data hasil pengukuran dianalisis menggunakan anova dua jalur dengan bantuan SPSS v.7. Hasil analisis data

  6. Evaluation on knowledge extraction and machine learning in ...

    African Journals Online (AJOL)

    Evaluation on knowledge extraction and machine learning in resolving Malay word ambiguity. ... No 5S (2017) >. Log in or Register to get access to full text downloads. ... Keywords: ambiguity; lexical knowledge; machine learning; Malay word ...

  7. Reponsive and Open Learning Environments (ROLE: Requirements, Evaluation and Reflection

    Directory of Open Access Journals (Sweden)

    Effie Lai-Chong Law

    2013-02-01

    Full Text Available Coordinating requirements engineering (RE and evaluation studies across heterogeneous technology-enhanced learning (TEL environments is deemed challenging, because each of them is situated in a specific organizational, technical and socio-cultural context. We have dealt with such challenges in the project of ROLE (http://www.role-project.eu/ in which five test-beds are involved in deploying and evaluating Personal Learning Environments (PLEs. They include Higher Education Institutions (HEIs and global enterprises in and beyond Europe, representing a range of values and assumptions. While the diversity provides fertile grounds for validating our research ideas, it poses many challenges for conducting comparison studies. In the paper, we first provide an overview of the ROLE project, focusing on its missions and aims. Next we present a Web2.0-inspired RE approach called Social Requirements Engineering (SRE. Then we depict our initial attempts to evaluate the ROLE framework and report some preliminary findings. One major outcome is that the technology adoption process must work on the basis of existing LMS, extending them with the ROLE functionality rather than embracing LMS functionality in ROLE.

  8. MONITORING OF UNIVERSITY ALUMNI: PERFORMANCE EVALUATION OF LEARNING

    Directory of Open Access Journals (Sweden)

    Mosienko N. L.

    2014-03-01

    Full Text Available The paper presents the methodology and results of graduates’ monitoring that solves the problem of the evaluation of higher education institutions. The goal of the present study is to develop methodology of the effectiveness of training estimation in high school and to test it on a sample of Department of Sociology’s graduates. The wide interpretation of learning outcomes, including objective and subjective indicators of employment of graduates of formation and professional, analytical and communication skills has been proposed. The result of monitoring information is the basis of informed decisions in the management of educational processes at the university. In scientific terms, the monitoring data allows us to estimate the impact of the various components of the learning outcomes (formed skills, acquired social capital, etc. at professional tracks. Information base of monitoring made by online alumni Sociology Department EF NSU survey, that’s materials revealed what analytical skills formed during study at the university, allow them to adapt to the diversified requirements of the labor market. Graduates sociologists are divided into two streams: a smaller consisting of working in the specialty, which is formed mainly through personalized contacts, and the bigger distributed to other segments of the labor market through a formal selection process.

  9. Evaluation of use of e-Learning in undergraduate radiology education: a review.

    Science.gov (United States)

    Zafar, Saad; Safdar, Saima; Zafar, Aasma N

    2014-12-01

    The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level. Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies. The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of customized tools according to learner needs assessment in radiology education at undergraduate level. All these initiatives are leading toward highly interactive self directed learning environments to support the idea of life-long independent learners. Moreover, majority of the studies in literature regarding e-Learning in radiology at undergraduate level are based on participant satisfaction followed by participant results or outcomes either before or after an intervention or both. There was no research particularly demonstrating performance change in clinical practice or patient outcome as they may be difficult to measure in medical education. Thus clinical competences and performances are

  10. The Effect of Learning Type and Avatar Similarity on Learning Outcomes in Educational Video Games

    Science.gov (United States)

    Lewis, Melissa L.

    2009-01-01

    Two theories guide two very different ideas about learning. Social cognitive theory (Bandura, 1977, 1989) places the greater emphasis on observational learning, or learning by watching a model produce a behavior before doing it oneself. Other researchers purport that experiential learning, or learning by doing, results in stronger learning (Kolb,…

  11. An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

    Science.gov (United States)

    Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

    2017-01-01

    Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…

  12. The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.

    Science.gov (United States)

    Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur

    2015-03-11

    Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. A cross-sectional study was conducted among randomly selected 419 pre-clinical, undergraduate medical students of the International Medical University (IMU) in Kuala Lumpur. The number of students from Year 2 was 217 while that from Year 3 was 202. The Visual, Auditory, Read/Write, Kinesthetic (VARK) and the Approaches and Study Skills Inventory for Students (ASSIST) questionnaires were used for data collection. This study revealed that 343 students (81.9%) had unimodal learning style, while the remaining 76 (18.1%) used a multimodal learning style. Among the unimodal learners, a majority (30.1%) were of Kinesthetic (K) type. Among the middle and high achievers in summative examinations, a majority had unimodal (Kinaesthetic) learning style (30.5%) and were also strategic/deep learners (79.4%). However, the learning styles and approaches did not contribute significantly towards the learning outcomes in summative examinations. A majority of the students in this study had Unimodal (Kinesthetic) learning style. The learning preferences (styles and approaches) did not contribute significantly to the learning outcomes. Future work to re-assess the viability of these learning preferences (styles and approaches) after the incorporation of teaching-learning instructions tailored specifically to the students will be beneficial to help medical teachers in facilitating students to become more capable learners.

  13. Improving utility conservation programs: outcomes, interventions, and evaluations

    Energy Technology Data Exchange (ETDEWEB)

    Condelli, L; Archer, D; Aronson, E; Curbow, B; McLeod, B; Pettigrew, T F; White, L T; Yates, S

    1984-06-01

    Four major California utility companies have active energy conservation programs mandated by the State's Public Utilities Commission (CPUC). These companies evaluate their programs and send reports of the evaluations to the CPUC. A review of 213 of these reports revealed a marketing research approach toward promoting conservation. Advertising and informational campaigns characterize most programs, and attitudes and self-reported behavior were the major outcome measures. This approach is shown to be ineffective. Suggestions for improvement include: (1) the use of actual energy consumption as the primary outcome measure in evaluating conservation programs; (2) the abandonment of conventional advertising, and the use of it only for the promotion of ''hard'' interventions; (3) increased use of social diffusion methods to disseminate information; (4) the design of more effective educational material by incorporating cognitive social psychological principles; and (5) the utilization of ''hard'' interventions that have a direct, verifiable link to conservation.

  14. A review of assertions about the processes and outcomes of social learning in natural resource management.

    Science.gov (United States)

    Cundill, G; Rodela, R

    2012-12-30

    Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. Systematic review of the effectiveness of continuing dental professional development on learning, behavior, or patient outcomes.

    Science.gov (United States)

    Firmstone, Victoria R; Elley, Karen M; Skrybant, Magdalena T; Fry-Smith, Anne; Bayliss, Sue; Torgerson, Carole J

    2013-03-01

    This study is based on a systematic review of studies using a randomized controlled trial or quasi-experimental design in order to synthesize existing evidence evaluating the effectiveness of continuing professional development (CPD) interventions in dentistry on learning gains, behavior change, or patient outcomes. The authors searched a range of electronic databases from 1986 to the present and screened all potentially relevant studies for inclusion, using pre-established inclusion/exclusion criteria. Following data extraction and quality appraisal of all included studies, a narrative synthesis of the studies was undertaken. Ten studies (in fourteen articles) were included. All were evaluation studies of CPD interventions targeted exclusively at dentists. The ten included studies evaluated a range of interventions: courses/workshops, written information, CAL, audit/self-reflection, face-to-face support, and black box combinations of these interventions. Two high- and moderately high-quality studies evaluated CAL CPD for dentists and found equivocal impact of CAL for dentists. A black box combination of interventions was rigorously evaluated and showed moderate impact on patient care. This finding suggests that multimethod and multiphased CPD has potential for the greatest impact. There is a need for more high-quality randomized controlled trials evaluating CPD interventions in dentistry. It is important that future evaluations of CPD interventions clarify the nature of the interventions such that they are explicit and replicable and that appropriate outcomes are selected (health of patients and change in practice or behavior as well as knowledge and understanding) in order to move the evidence base of effective practice forward in this area of dental education.

  16. Relations between student perceptions of assessment authenticity, study approaches and learning outcome

    NARCIS (Netherlands)

    Gulikers, J.T.M.; Bastiaens, Th.J.; Kirschner, P.A.; Kester, L.

    2006-01-01

    This article examines the relationships between perceptions of authenticity and alignment on study approach and learning outcome. Senior students of a vocational training program performed an authentic assessment and filled in a questionnaire about the authenticity of various assessment

  17. Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

    Science.gov (United States)

    Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

    2014-01-01

    This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

  18. e-Learning competency for practice nurses: an evaluation report.

    Science.gov (United States)

    Heartfield, Marie; Morello, Andrea; Harris, Melanie; Lawn, Sharon; Pols, Vincenza; Stapleton, Carolyn; Battersby, Malcolm

    2013-01-01

    Practice nurses in Australia are now funded to facilitate chronic condition management, including self-management support. Chronic disease management requires an established rapport, support and proactivity between general practitioners, patients and the practice nurses. To achieve this, training in shared decision making is needed. e-Learning supports delivery and achievement of such policy outcomes, service improvements and skill development. However, e-learning effectiveness for health care professionals' is determined by several organisational, economic, pedagogical and individual factors, with positive e-learning experience linked closely to various supports. This paper reinforces previous studies showing nurses' expanding role across general practice teams and reports on some of the challenges of e-learning. Merely providing practice nurses with necessary information via web-based learning systems does not ensure successful learning or progress toward improving health outcomes for patients.

  19. Evaluation of an established learning portfolio.

    Science.gov (United States)

    Vance, Gillian; Williamson, Alyson; Frearson, Richard; O'Connor, Nicole; Davison, John; Steele, Craig; Burford, Bryan

    2013-02-01

    The trainee-held learning portfolio is integral to the foundation programme in the UK. In the Northern Deanery, portfolio assessment is standardised through the Annual Review of Competence Progression (ARCP) process. In this study we aimed to establish how current trainees evaluate portfolio-based learning and ARCP, and how these attitudes may have changed since the foundation programme was first introduced. Deanery-wide trainee attitudes were surveyed by an electronic questionnaire in 2009 and compared with perceptions recorded during the pilot phase (2004-2005).  Many trainees continue to view the e-portfolio negatively. Indeed, significantly fewer trainees in 2009 thought that the e-portfolio was a 'good idea' or a 'worthwhile investment of time' than in 2005. Trainees remain unconvinced about the educational value of the e-portfolio: fewer trainees in 2009 regarded it as a tool that might help focus on training or recognise individual strengths and weaknesses. Issues around unnecessary bureaucracy persist. Current trainees tend to understand how to use the e-portfolio, but many did not know how much, or what evidence to collect. Few supervisors were reported to provide useful guidance on the portfolio. ARCP encouraged portfolio completion but did not give meaningful feedback to drive future learning.   Continued support is needed for both trainees and supervisors in portfolio-building skills and in using the e-portfolio as an educational tool. Trainee-tailored feedback is needed to ensure that portfolio-based assessment promotes lifelong, self-directed and reflective learners. © Blackwell Publishing Ltd 2013.

  20. The New Economy, Technology, and Learning Outcomes Assessment

    Science.gov (United States)

    Moore, Anne H.

    2007-01-01

    Many observers describe the 21st century as a complex age with new demands for education and new requirements for accountability in teaching and learning to meet society's needs in a new, global economy. At the same time, innovations in teaching and learning and proposals for measuring them often seem disconnected from public and political…

  1. Alberta Learning: Early Development Instrument Pilot Project Evaluation.

    Science.gov (United States)

    Meaney, Wanda; Harris-Lorenze, Elayne

    The Early Development Instrument (EDI) was designed by McMaster University to measure the outcomes of childrens early years as they influence their readiness to learn at school. The EDI was piloted in several Canadian cities in recent years through two national initiatives. Building on these initiatives, Alberta Learning piloted the EDI as a…

  2. Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis.

    Science.gov (United States)

    Denniston, Charlotte; Molloy, Elizabeth; Nestel, Debra; Woodward-Kron, Robyn; Keating, Jennifer L

    2017-04-07

    The aim of this study was to identify and analyse communication skills learning outcomes via a systematic review and present results in a synthesised list. Summarised results inform educators and researchers in communication skills teaching and learning across health professions. Systematic review and qualitative synthesis. A systematic search of five databases (MEDLINE, PsycINFO, ERIC, CINAHL plus and Scopus), from first records until August 2016, identified published learning outcomes for communication skills in health professions education. Extracted data were analysed through an iterative process of qualitative synthesis. This process was guided by principles of person centredness and an a priori decision guide. 168 papers met the eligibility criteria; 1669 individual learning outcomes were extracted and refined using qualitative synthesis. A final refined set of 205 learning outcomes were constructed and are presented in 4 domains that include: (1) knowledge (eg, describe the importance of communication in healthcare), (2) content skills (eg, explore a healthcare seeker's motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner's questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion). This study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions. Areas for future investigation include greater patient involvement in communication skills education design and further identification of learning outcomes that target knowledge and perceptual skills. This work may also prompt educators to be cognisant of the quality and scope of the learning outcomes they design and their application as goals for learning. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  3. Systematic review of learning curves for minimally invasive abdominal surgery: a review of the methodology of data collection, depiction of outcomes, and statistical analysis.

    Science.gov (United States)

    Harrysson, Iliana J; Cook, Jonathan; Sirimanna, Pramudith; Feldman, Liane S; Darzi, Ara; Aggarwal, Rajesh

    2014-07-01

    To determine how minimally invasive surgical learning curves are assessed and define an ideal framework for this assessment. Learning curves have implications for training and adoption of new procedures and devices. In 2000, a review of the learning curve literature was done by Ramsay et al and it called for improved reporting and statistical evaluation of learning curves. Since then, a body of literature is emerging on learning curves but the presentation and analysis vary. A systematic search was performed of MEDLINE, EMBASE, ISI Web of Science, ERIC, and the Cochrane Library from 1985 to August 2012. The inclusion criteria are minimally invasive abdominal surgery formally analyzing the learning curve and English language. 592 (11.1%) of the identified studies met the selection criteria. Time is the most commonly used proxy for the learning curve (508, 86%). Intraoperative outcomes were used in 316 (53%) of the articles, postoperative outcomes in 306 (52%), technical skills in 102 (17%), and patient-oriented outcomes in 38 (6%) articles. Over time, there was evidence of an increase in the relative amount of laparoscopic and robotic studies (P statistical evidence of a change in the complexity of analysis (P = 0.121). Assessment of learning curves is needed to inform surgical training and evaluate new clinical procedures. An ideal analysis would account for the degree of complexity of individual cases and the inherent differences between surgeons. There is no single proxy that best represents the success of surgery, and hence multiple outcomes should be collected.

  4. The evaluation of perinatal outcomes in pregnancies complicated with thrombophilias

    Directory of Open Access Journals (Sweden)

    Yusuf Taner Kafadar

    2014-06-01

    Full Text Available Aim: In our study we included pregnant patients diagnosed with thrombophilia and evaluated their follow up by thromboprophylaxy for perinatal outcomes. (pregnancy loss, preclampsia,small for gestational age, preterm labour, venous thrombosis. In addition to our study group we aimed to evaluate a control group with negative thrombophilia screen results and hypothesized similar perinatal outcomes in comparison with the study group. Materials-Methods: Pregnant subjects that applied to Çukurova University Hospital, between June 2010 - February 2012 were recruited in the study. Patients with a positive thrombophilia screen for primary and secondary recurrent pregnancy loss were initiated a thromboprophylaxia protocol in the first trimester and their demographic backgrounds and past obstetric histories were also recorded. In addition to this, the type of thrombophilia and number of thrombophilia defects were also noted and the route of birth and perinatal outcomes were evaluated prospectively. The control group included patients who had a history of recurrent unexplained miscarriages, with a negative thrombophilia screen. Differences between both groups were statistically significant at a p value <0.05. Results: 60 patients diagnosed thrombophilia were included in the study group, while 50 patients with unexplained recurrent miscarriage composed the control group. When the perinatal outcomes were compared; pregnancy loss, development of preeclampsia/eclampsia (p=0.257, small for gestational age birth rate (p=0.619, preterm birth rate (p=0.232 and the incidence of venous thrombosis (p=0.246 did not differ significantly. The cesarean section rate in the study group was 55% and 18% in the study group (p=0.000 and it was statistically significant between both groups. Discussion: Our study discovered similar findings and perinatal outcomes in patients with and without thrombophilia. The only significant difference between both groups was the difference in

  5. Incidental emotions influence risk preference and outcome evaluation.

    Science.gov (United States)

    Zhao, Ding; Gu, Ruolei; Tang, Ping; Yang, Qiwei; Luo, Yue-Jia

    2016-10-01

    Incidental emotions, which are irrelevant to the current decision, play a significant role in the decision-making process. In this study, to investigate the influence of incidental emotions on behavioral, psychological, and electrophysiological responses in the process of decision making, participants were required to perform a monetary gambling task. During the selection stage, an emotional picture, which was chosen from the Chinese Affective Picture System and fell into one of three categories: negative, neutral, and positive, was presented between two alternatives (small/large amount of bet). The pictures were provided to induce incidental emotions. ERPs and self-rating emotional experiences to outcome feedback were recorded during the task. Behavioral results showed that positive incidental emotions elicited risk preference, but emotional experiences to outcome feedback were not influenced by incidental emotions. The feedback-related negativity amplitudes were larger in the positive emotion condition than in the negative and neutral emotion conditions for small outcomes (including wins and losses), whereas there was no difference between the three conditions for large outcomes. In addition, the amplitudes of P3 were reduced overall in the negative emotion condition. We suggest that incidental emotions have modulated both the option assessment stage (manifested in behavioral choices) and the outcome evaluation stage (manifested in ERP amplitudes) of decision making unconsciously (indicated by unchanged subjective emotional experiences). The current findings have expanded our understanding of the role of incidental emotion in decision making. © 2016 Society for Psychophysiological Research.

  6. From SOPs to Reports to Evaluations: Learning and Memory ...

    Science.gov (United States)

    In an era of global trade and regulatory cooperation, consistent and scientifically based interpretation of developmental neurotoxicity (DNT) studies is essential. Because there is flexibility in the selection of test method(s), consistency can be especially challenging for learning and memory tests required by EPA and OECD DNT guidelines (chemicals and pesticides) and recommended for ICH prenatal/postnatal guidelines (pharmaceuticals). A well­ reasoned uniform approach is particularly important for variable endpoints and if non-standard tests are used. An understanding of the purpose behind the tests and expected outcomes is critical, and attention to elements of experimental design, conduct, and reporting can improve study design by the investigator as well as accuracy and consistency of interpretation by evaluators. This understanding also directs which information must be clearly described in study reports. While missing information may be available in standardized operating procedures (SOPs), if not clearly reflected in report submissions there may be questions and misunderstandings by evaluators which could impact risk assessments. A practical example will be presented to provide insights into important variables and reporting approaches. Cognitive functions most often tested in guidelines studies include associative, positional, sequential, and spatial learning and memory in weanling and adult animals. These complex behaviors tap different bra

  7. Perceived learning outcome: the relationship between experience, realism and situation awareness during simulator training.

    Science.gov (United States)

    Saus, Evelyn-Rose; Johnsen, Bjørn Helge; Eid, Jarle

    2010-01-01

    Navigation errors are a frequent cause of serious accidents and work-related injuries among seafarers. The present study investigated the effects of experience, perceived realism, and situation awareness (SA) on the perceived learning outcome of simulator-based navigation training. Thirty-two Norwegian Navy officer cadets were assigned to a low and a high mental workload conditions based on previous educational and navigational experience. In the low mental workload condition, experience (negatively associated), perceived realism, and subjective SA explained almost half of the total variance in perceived learning outcome. A hierarchical regression analysis showed that only subjective SA made a unique contribution to the learning outcome. In the high mental workload condition, perceived realism and subjective SA together explained almost half of the variance in perceived learning outcome. Furthermore, both perceived realism and subjective SA were shown to make an independent contribution to perceived learning outcomes. The results of this study show that in order to enhance the learning outcomes from simulator training it is necessary to design training procedures and scenarios that enable students to achieve functional fidelity and to generate and maintain SA during training. This can further improve safety and reduce the risk of maritime disasters.

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

    Directory of Open Access Journals (Sweden)

    Ünal Çakıroğlu

    2009-11-01

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

  9. Evolving Digital Divides in Information Literacy and Learning Outcomes: A BYOD Journey in a Scondary School

    Science.gov (United States)

    Adhikari, Janak; Scogings, Chris; Mathrani, Anuradha; Sofat, Indu

    2017-01-01

    Purpose: The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors' report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest…

  10. The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation

    Science.gov (United States)

    Eom, Sean B.; Wen, H. Joseph; Ashill, Nicholas

    2006-01-01

    In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor…

  11. Exploring Sex and Status Differences in Perceptions, Acceptance, and Outcomes in E- Learning

    Science.gov (United States)

    Kamali, Ali

    2016-01-01

    The integration of electronic technologies in teaching and learning has been a top priority in higher education. However, there is a great deal of controversy in the literature regarding its effectiveness. This bears the question, to what extent are the outcomes (e.g., the student success) in an e-learning environment comparable with that of a…

  12. Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

    Science.gov (United States)

    Lewis, Shelia; Ewing, Christopher

    2016-01-01

    Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

  13. A Paradigm for Student Learning Outcome Assessment in Information Systems Education: Continuous Improvement or Chasing Rainbows?

    Science.gov (United States)

    Saulnier, Bruce

    2014-01-01

    A paradigm is presented for student learning outcome assessment in information systems education. Successful deployment of the paradigm is illustrated using the author's home institution. The paradigm is consistent with both the scholarship of teaching and learning and the scholarship of assessment. It is concluded that the deployment of the…

  14. Growth as Product and as Process: Student Learning Outcomes Attained through College Experiences in China

    Science.gov (United States)

    Cen, Yuhao

    2012-01-01

    Little empirical research has been done on student learning outcomes and college experiences in China, where the gross enrollment rate in higher education reached 26.5 percent and the undergraduate population exceeded 22 million in 2010. This study seeks to describe, explain, and interpret student learning as perceived from students in Chinese…

  15. How Do Social Networks Influence Learning Outcomes? A Case Study in an Industrial Setting

    Science.gov (United States)

    Maglajlic, Seid; Helic, Denis

    2012-01-01

    and Purpose: The purpose of this research is to shed light on the impact of implicit social networks to the learning outcome of e-learning participants in an industrial setting. Design/methodology/approach: The paper presents a theoretical framework that allows the authors to measure correlation coefficients between the different affiliations that…

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

    Science.gov (United States)

    Zhou, Jiangyuan

    2012-01-01

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

  17. Learning Outcomes--A Useful Tool in Quality Assurance? Views from Academic Staff

    Science.gov (United States)

    Aamodt, Per Olaf; Frølich, Nicoline; Stensaker, Bjørn

    2018-01-01

    While the establishment of quality assurance has been seen for decades as the most significant instrument to secure and enhance the quality of teaching and learning in higher education, the concept of developing more specific learning outcomes has in recent years attracted much interest, not least due to the creation of national qualification…

  18. Exploring Service Learning Outcomes in Students: A Mixed Methods Study for Nursing

    Science.gov (United States)

    Martin, John F.

    2017-01-01

    This mixed methods study exploring student outcomes of service learning experiences is inter-disciplinary, near the intersection of higher education research, moral development, and nursing. The specific problem examined in this study is that service learning among university students is utilized by educators, but largely without a full…

  19. A Millennium Learning Goal for Education Post-2015: A Question of Outcomes or Processes

    Science.gov (United States)

    Barrett, Angeline M.

    2011-01-01

    As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based…

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

    Science.gov (United States)

    Zepke, Nick; Leach, Linda

    2006-01-01

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

  1. Collaborative teacher learning across foci of collaboration : perceived activities and outcomes

    NARCIS (Netherlands)

    Doppenberg, J.J.; Brok, den P.J.; Bakx, A.W.E.A.

    2012-01-01

    This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with

  2. A Study of Fifth Graders' Environmental Learning Outcomes in Taipei

    Science.gov (United States)

    Lai, Ching-San

    2018-01-01

    Environmental education has recently received much more attention than before among elementary school students' science learning in Taiwan. The major purpose of this study is to explore the learning outcomes on environmental education for 5th graders in Taipei. A quasi-experimental design with a single group was used in this study. Students in the…

  3. Do the Critical Success Factors from Learning Analytics Predict Student Outcomes?

    Science.gov (United States)

    Strang, Kenneth David

    2016-01-01

    This article starts with a detailed literature review of recent studies that focused on using learning analytics software or learning management system data to determine the nature of any relationships between online student activity and their academic outcomes within university-level business courses. The article then describes how data was…

  4. Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

    Science.gov (United States)

    Barclay, Paul A.; Bowers, Clint

    2018-01-01

    Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the…

  5. Analysis of Traditional versus Three-Dimensional Augmented Curriculum on Anatomical Learning Outcome Measures

    Science.gov (United States)

    Peterson, Diana Coomes; Mlynarczyk, Gregory S.A.

    2016-01-01

    This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods…

  6. Positive pregnancy outcomes in Mexican immigrants: what can we learn?

    Science.gov (United States)

    Page, Robin L

    2004-01-01

    To provide an integrated review of the literature of potential explanations for better than expected pregnancy outcomes in Mexican immigrants, focusing on socioeconomics, social support, desirability of pregnancy, nutrition, substance use, religion, acculturation, and prenatal care. Computerized searches of MEDLINE and CINAHL databases, as well as reference lists from published articles on low birth weight and prematurity in immigrants and acculturation in immigrants from January 1989 to December 2002. Search terms were Mexican immigrant women, childbearing, and pregnancy outcome, and only English-language articles were reviewed. Literature was selected from refereed publications in the areas of nursing, medicine, public health, family, and sociology. Data were extracted using keywords pertinent to pregnancy outcome in Mexican immigrants. Despite having many of the risk factors for poor pregnancy outcomes, Mexican immigrants have superior birth outcomes when compared to U.S.-born women. Social support, familism, healthy diet, limited use of cigarettes and alcohol, and religion may play a role in improved outcomes. The superior outcomes diminish with the process of acculturation as the individual adapts to her new culture. Low birth weight and prematurity are public health concerns in the United States. Through further study of the factors that lead to superior birth outcomes among Mexican immigrant women, rates of low birth weight and prematurity in the United States may be reduced.

  7. Learning Outcomes in Affective Domain within Contemporary Architectural Curricula

    Science.gov (United States)

    Savic, Marko; Kashef, Mohamad

    2013-01-01

    Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or "inputs" to outcome based, student-centred educational approach. Within the outcome based model, students' performance is assessed against measureable objectives that relate acquired knowledge…

  8. Learning outcomes afforded by self-assessed, segmented video–print combinations

    OpenAIRE

    Jack Koumi

    2015-01-01

    Learning affordances of video and print are examined in order to assess the learning outcomes afforded by hybrid video–print learning packages. The affordances discussed for print are: navigability, surveyability and legibility. Those discussed for video are: design for constructive reflection, provision of realistic experiences, presentational attributes, motivational influences and teacher personalisation. The video affordances are examined through a framework of pedagogic design principles...

  9. e-Learning in Advanced Life Support-What factors influence assessment outcome?

    Science.gov (United States)

    Thorne, C J; Lockey, A S; Kimani, P K; Bullock, I; Hampshire, S; Begum-Ali, S; Perkins, G D

    2017-05-01

    To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect. Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5-8h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS). All participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were analysed. The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, CAS-Test and overall assessment. Median time spent on the e-learning was 5.2h (IQR 3.7-7.1). There was a large range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the overall result (OR 0.98, P=0.367) on simulated learning outcome. Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs. Copyright © 2017 Elsevier B.V. All rights reserved.

  10. Learning Outcomes of 'Understanding Research' as understood by ...

    African Journals Online (AJOL)

    Simon Bhekumuzi

    vision) for using Turnitin as a deterrent, in order to help learners to learn in the process. .... such as the American Psychological Association. (APA) ..... from other people. ..... and enduring concerns (2nd ed). ... Generations: The history of.

  11. Teamwork, organizational learning, patient safety and job outcomes.

    Science.gov (United States)

    Goh, Swee C; Chan, Christopher; Kuziemsky, Craig

    2013-01-01

    This article aims to encourage healthcare administrators to consider the learning organization concept and foster collaborative learning among teams in their attempt to improve patient safety. Relevant healthcare, organizational behavior and human resource management literature was reviewed. A patient safety culture, fostered by healthcare leaders, should include an organizational culture that encourages collaborative learning, replaces the blame culture, prioritizes patient safety and rewards individuals who identify serious mistakes. As healthcare institution staffs are being asked to deliver more complex medical services with fewer resources, there is a need to understand how hospital staff can learn from other organizational settings, especially the non-healthcare sectors. The paper provides suggestions for improving patient safety which are drawn from the health and business management literature.

  12. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

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

  13. Evaluation of Linked Data tools for Learning Analytics

    NARCIS (Netherlands)

    Drachsler, Hendrik; Herder, Eelco; d'Aquin, Mathieu; Dietze, Stefan

    2013-01-01

    Drachsler, H., Herder, E., d'Aquin, M., & Dietze, S. (2013, 8-12 April). Evaluation of Linked Data tools for Learning Analytics. Presentation given in the tutorial on 'Using Linked Data for Learning Analytics' at LAK2013, the Third Conference on Learning Analytics and Knowledge, Leuven, Belgium.

  14. Effect of digital problem-based learning cases on student learning outcomes in ophthalmology courses.

    Science.gov (United States)

    Kong, Jun; Li, Xiaoyan; Wang, Youdong; Sun, Wei; Zhang, Jinsong

    2009-09-01

    To assess the impact of digital problem-based learning (PBL) cases on student learning in ophthalmology courses. Ninety students were randomly divided into 3 classes (30 students per class). The first class studied under a didactic model. The other 2 classes were divided into 6 groups (10 students per group) and received PBL teaching; 3 groups studied via cases presented in digital form and the others studied via paper-form cases. The results of theoretical and case analysis examinations were analyzed using the chi(2) test. Student performance on the interval practice was analyzed using the Kruskal-Wallis test. Questionnaires were used to evaluate student and facilitator perceptions. Students in the digital groups exhibited better performance in the practice procedures according to tutorial evaluations compared with the other groups (P digital groups (vs 73% in the paper groups) noted that the cases greatly stimulated their interest. Introducing PBL into ophthalmology could improve educational quality and effectiveness. Digital PBL cases stimulate interest and motivate students to further improve diagnosis and problem-handling skills.

  15. Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

    Science.gov (United States)

    Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

    2011-01-01

    Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

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

    Directory of Open Access Journals (Sweden)

    Han Tantri Hardini

    2016-12-01

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

  17. Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

    Directory of Open Access Journals (Sweden)

    Neda Mehrdad

    2011-05-01

    Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

  18. Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

    Science.gov (United States)

    Hassan, Sa'adah; Admodisastro, Novia Indriaty; Kamaruddin, Azrina; Baharom, Salmi; Pa, Noraini Che

    2016-01-01

    Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the…

  19. Issues in Institutional Benchmarking of Student Learning Outcomes Using Case Examples

    Science.gov (United States)

    Judd, Thomas P.; Pondish, Christopher; Secolsky, Charles

    2013-01-01

    Benchmarking is a process that can take place at both the inter-institutional and intra-institutional level. This paper focuses on benchmarking intra-institutional student learning outcomes using case examples. The findings of the study illustrate the point that when the outcomes statements associated with the mission of the institution are…

  20. Outcome-Based Education and Student Learning in Managerial Accounting in Hong Kong

    Science.gov (United States)

    Lui, Gladie; Shum, Connie

    2012-01-01

    Although Outcome-based Education has not been successful in public education in several countries, it has been successful in the medical fields in higher education in the U.S. The author implemented OBE in her Managerial Accounting course in H.K. Intended learning outcomes were mapped again Bloom's Cognitive Domain. Teaching and learning…

  1. Effects of Mobile Instant Messaging on Collaborative Learning Processes and Outcomes: The Case of South Korea

    Science.gov (United States)

    Kim, Hyewon; Lee, MiYoung; Kim, Minjeong

    2014-01-01

    The purpose of this paper was to investigate the effects of mobile instant messaging on collaborative learning processes and outcomes. The collaborative processes were measured in terms of different types of interactions. We measured the outcomes of the collaborations through both the students' taskwork and their teamwork. The collaborative…

  2. Evaluating the effectiveness of personal response system technology on millennial student learning.

    Science.gov (United States)

    McCurry, Mary K; Hunter Revell, Susan M

    2011-08-01

    As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

  3. Learning lean with lego: developing and evaluating the efficacy of a serious game

    Directory of Open Access Journals (Sweden)

    Fabiano Leal

    Full Text Available Abstract This study presents the use of a serious game developed to teach Lean philosophy. The structure of this game was built from theoretical elements and predefined learning events. Learning outcomes and student motivation were considered in the evaluation of the efficacy of the game. This serious game was applied to four groups of students with different profiles. The evaluation results were compared among these groups of students. It can be concluded that the serious game developed showed positive results in learning and motivation demonstrated by the students, regardless of the group analyzed. The main contributions to the literature presented in this article were the serious game (named 3L that was developed and the efficacy evaluation method, considering the learning and motivation demonstrated in different profiles of students.

  4. Association between classroom ventilation mode and learning outcome in Danish schools

    DEFF Research Database (Denmark)

    Toftum, Jørn; Kjeldsen, Birthe Uldahl; Wargocki, Pawel

    2015-01-01

    Associations between learning, ventilation mode, and other classroom characteristics were investigated with data from a Danish test scheme and two widespread cross-sectional studies examining air quality in Danish schools. An academic achievement indicator as a measure of the learning outcome...... concentrations and temperatures in 820 classrooms in 389 schools were available. In 56% and 66% of the classrooms included in the two studies, the measured CO2 concentration was higher than 1000ppm. The findings of this study add to the growing evidence that insufficient classroom ventilation have impacts...... on learning outcomes....

  5. Exploring Learning Outcomes in Cognitive Behaviour Therapy and Existential Therapy in Denmark

    DEFF Research Database (Denmark)

    Sørensen, Anders Dræby

    This is a presentation of a research project, which explores lived experience of psychotherapy in terms of learning outcomes. This includes both Existential therapy (ET) and Cognitive-Behavioural Therapy (CBT) and their possible differences and similarities. I can describe learning as any...... experiential change that occurs in the participants understanding as result of the therapy in which they participate. Learning outcomes are concerned with the achievements of the learner rather than the intentions of the educator, as expressed in the objectives of an educational effort. This research points...

  6. Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.

    Science.gov (United States)

    Allchin, Douglas

    2013-01-01

    Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.

  7. Virtual language learning environments: the standardization of evaluation

    Directory of Open Access Journals (Sweden)

    Francesca Romero Forteza

    2014-03-01

    Full Text Available Nowadays there are many approaches aimed at helping learners acquire knowledge through the Internet. Virtual Learning Environments (VLE facilitate the acquisition and practice of skills, but some of these learning platforms are not evaluated or do not follow a standard that guarantees the quality of the tasks involved. In this paper, we set out a proposal for the standardization of the evaluation of VLEs available on the World Wide Web. Thus, the main objective of this study is to establish an evaluation template with which to test whether a VLE is appropriate for computer-assisted language learning (CALL. In the methodology section, a learning platform is analysed and tested to establish the characteristics learning platforms must have. Having established the design of the template for language learning environments, we concluded that a VLE must be versatile enough for application with different language learning and teaching approaches.

  8. 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…

  9. 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.

  10. Social is special: A normative framework for teaching with and learning from evaluative feedback.

    Science.gov (United States)

    Ho, Mark K; MacGlashan, James; Littman, Michael L; Cushman, Fiery

    2017-10-01

    Humans often attempt to influence one another's behavior using rewards and punishments. How does this work? Psychologists have often assumed that "evaluative feedback" influences behavior via standard learning mechanisms that learn from environmental contingencies. On this view, teaching with evaluative feedback involves leveraging learning systems designed to maximize an organism's positive outcomes. Yet, despite its parsimony, programs of research predicated on this assumption, such as ones in developmental psychology, animal behavior, and human-robot interaction, have had limited success. We offer an explanation by analyzing the logic of evaluative feedback and show that specialized learning mechanisms are uniquely favored in the case of evaluative feedback from a social partner. Specifically, evaluative feedback works best when it is treated as communicating information about the value of an action rather than as a form of reward to be maximized. This account suggests that human learning from evaluative feedback depends on inferences about communicative intent, goals and other mental states-much like learning from other sources, such as demonstration, observation and instruction. Because these abilities are especially developed in humans, the present account also explains why evaluative feedback is far more widespread in humans than non-human animals. Copyright © 2017 Elsevier B.V. All rights reserved.

  11. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.

    2016-01-01

    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  12. Instrument development and evaluation for patient-related outcomes assessments

    Directory of Open Access Journals (Sweden)

    Farnik M

    2012-03-01

    Full Text Available Małgorzata Farnik, Władysław PierzchałaDepartment of Pneumonology, Silesian University of Medicine, Katowice, PolandAbstract: Patient-related outcomes measures could provide important information for the current state of the art in medical care and even have an impact on macrodecisions in the health care system. Patient-related outcomes were initially defined as subjective health indicators that allow disability and illness to be assessed, based on patient, caregiver, or physician self-reports. As illness involves psychological and behavioral complex processes of care, a multidisciplinary approach in measuring patient-reported outcomes should be recommended, such as quality of life questionnaires. Patient-related outcomes measures should correspond to specific clinical situations and bring opportunities to improve quality of care. Objective measurements enable quantitative data to be collected and analyzed. Depending on the aim of the research, investigators can use existing methods or develop new tools. This publication presents a methodology for developing patient-related outcomes measures, based on a multistage procedure. The proper definition of specific study objectives and the methodology of instrument development are crucial for successfully transferring the study concept. The model of instrument development is the process of starting from the preliminary phase and includes questionnaire design and scaling, pilot testing (cognitive debriefing, revision of the preliminary version, evaluation of the new tool, and implementation. Validation of the new instrument includes reliability, reproducibility, internal consistency, and responsiveness. The process of designing the new tool should involve a panel of experts, including clinicians, psychologists (preliminary phase, and statisticians (scale development and scoring, and patients (cognitive debriefing. Implementation of a new tool should be followed by evaluation study – assessment of

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

    Directory of Open Access Journals (Sweden)

    Kuan-Chung Chen

    2010-03-01

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

  14. PLANNING AND ESTIMATION OF EXPECTED COMPETENCES LEARNING OUTCOMES FOR FSES HPE

    Directory of Open Access Journals (Sweden)

    V. N. Vasilev

    2013-03-01

    Full Text Available The article deals with approach for planning and estimation of competences learning outcomes for Federal State Educational Standard of Higher Professional Education (FSES HPE in the framework of information and educational environment development of the higher education institution, based on the discipline content structuring for formation of the standard competences learning results and the principle of interdisciplinary training. Connection of FSES HPE competences learning outcomes with types and forms of students’ trainings, types and forms of their control in a discipline is analyzed. Techniques of estimation means development for the current, module and intermediate control of expected competences learning outcomes for FSES HPE are considered. Examples of the developed techniques application are given.

  15. Matching Vocabulary Learning Process with Learning Outcome in L2 Academic Writing: An Exploratory Case Study

    Science.gov (United States)

    Ma, Qing

    2013-01-01

    This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…

  16. THE RELATIONSHIP BETWEEN LEARNING OUTCOMES ENTREPRENEURSHIP AND LEARNING OUTCOMES VOCATIONAL AUTOMOTIVE INTEREST STUDENT WORK CLASS X IN SMK MUHAMMADIYAH KARANGMOJO

    Directory of Open Access Journals (Sweden)

    Al Hashmy Hardhiansyah

    2016-12-01

    Full Text Available The study aimed to describe (1 correlation between automotive vocational learning with working interest; (2 correlation between entrepreneurship learning achievement with working interest of welding subject; and (3 correlation between automotive vocationallearning and entrepreneurship learning achievement with students’ working interest. This study was ex-post facto research. Data collecting methods were questionnaires and documentation. Data analyzing methods used descriptive analysis, first and second hypothesis testing used partial correlation and third hypothesis testing used double regression. This study shows that (1 there was a positive and significant correlation between automotive vocationallearning with learning achievement with the score of r obs = 0,308 with the significant score 0.015 < 0.05; (2 there was a positive and significant correlation between entrepreneurship  learning achievement  with working interest among with the score of r obs = 0,493 with the significant score 0.015 < 0.05; and (3 there was a positive and significant correlation between automotive vocationallearning and entrepreneurship  learning achievement  with working interest  with the significant score 0.000 < 0.05. The score of determinant coefficient (R2 0.252, it means that automotive vocationallearning and entrepreneurship  learning achievement  gave a positive contribution 25.2% toward working interest, while 74.8 % was influenced by other factors that were not discussed in this study. The automotive vocationallearning gave contribution 12.08% toward students’ working interest and entrepreneurship learning achievement gave contribution 13.12% toward students’ working interest.

  17. STRATEGY FOR EVALUATION AND SELECTION OF SYSTEMS FOR ELECTRONIC LEARNING

    OpenAIRE

    Dubravka Mandušić; Lucija Blašković

    2012-01-01

    Today`s technology supported and accelerated learning time requires constant and continuous acquisition of new knowledge. On the other hand, it does not leave enough time for additional education. Increasing number of E-learning systems, withdraws a need for precise evaluation of functionality that those systems provide; so they could be reciprocally compared. While implementing new systems for electronic learning, it is very important to pre-evaluate existing systems in order to ...

  18. The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

    Science.gov (United States)

    Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

    2012-02-01

    Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed. Copyright © 2011 Elsevier B.V. All rights reserved.

  19. The antecedents of e-learning outcome: an examination of system quality, technology readiness, and learning behavior.

    Science.gov (United States)

    Ho, Li-An

    2009-01-01

    The rapid advancement of Internet and computer technology has not only influenced the way we live, but also the way we learn. Due to the implementation of e-learning in urban junior high schools in Taiwan, it has become essential to find out how external and internal factors affect junior high school students' online learning behavior, which consequently affects their learning outcome. The present study aims to propose a conceptual structural equation model to investigate the relationships among e-Learning system quality (eLSQ), technology readiness (TR), learning behavior (LB), and learning outcome (LO), and to demonstrate the direct and indirect effect of eLSQ and TR on LO from the perspectives of LB. Data collected from 10 urban junior high schools in Taiwan (N = 376) were analyzed using structural equation modeling. Results reveal that both eLSQ and TR have a direct and significant impact on LB. However, eLSQ and TR influence LO indirectly through LB. In addition, LB has a direct and positive significant influence on LO. Managerial implications are proposed and research limitations are discussed.

  20. Research Issues in Evaluating Learning Pattern Development in Higher Education

    Science.gov (United States)

    Richardson, John T. E.

    2013-01-01

    This article concludes the special issue of "Studies in Educational Evaluation" concerned with "Evaluating learning pattern development in higher education" by discussing research issues that have emerged from the previous contributions. The article considers in turn: stability versus variability in learning patterns; old versus new analytic…

  1. Evaluating potentialities and constrains of Problem Based Learning curriculum

    DEFF Research Database (Denmark)

    Guerra, Aida

    2013-01-01

    This paper presents a research design to evaluate Problem Based Learning (PBL) curriculum potentialities and constrains for future changes. PBL literature lacks examples of how to evaluate and analyse established PBL learning environments to address new challenges posed. The research design......) in the curriculum and a mean to choose cases for further case study (third phase)....

  2. Deep learning for tissue microarray image-based outcome prediction in patients with colorectal cancer

    Science.gov (United States)

    Bychkov, Dmitrii; Turkki, Riku; Haglund, Caj; Linder, Nina; Lundin, Johan

    2016-03-01

    Recent advances in computer vision enable increasingly accurate automated pattern classification. In the current study we evaluate whether a convolutional neural network (CNN) can be trained to predict disease outcome in patients with colorectal cancer based on images of tumor tissue microarray samples. We compare the prognostic accuracy of CNN features extracted from the whole, unsegmented tissue microarray spot image, with that of CNN features extracted from the epithelial and non-epithelial compartments, respectively. The prognostic accuracy of visually assessed histologic grade is used as a reference. The image data set consists of digitized hematoxylin-eosin (H and E) stained tissue microarray samples obtained from 180 patients with colorectal cancer. The patient samples represent a variety of histological grades, have data available on a series of clinicopathological variables including long-term outcome and ground truth annotations performed by experts. The CNN features extracted from images of the epithelial tissue compartment significantly predicted outcome (hazard ratio (HR) 2.08; CI95% 1.04-4.16; area under the curve (AUC) 0.66) in a test set of 60 patients, as compared to the CNN features extracted from unsegmented images (HR 1.67; CI95% 0.84-3.31, AUC 0.57) and visually assessed histologic grade (HR 1.96; CI95% 0.99-3.88, AUC 0.61). As a conclusion, a deep-learning classifier can be trained to predict outcome of colorectal cancer based on images of H and E stained tissue microarray samples and the CNN features extracted from the epithelial compartment only resulted in a prognostic discrimination comparable to that of visually determined histologic grade.

  3. The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels.

    Science.gov (United States)

    Curran, Vernon; Reid, Adam; Reis, Pamela; Doucet, Shelley; Price, Sheri; Alcock, Lindsay; Fitzgerald, Shari

    2015-01-01

    Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.

  4. Retrospective evaluation of the pregnancy outcomes of women with epilepsy

    Directory of Open Access Journals (Sweden)

    Mert Kazandı

    2010-09-01

    Full Text Available Objective: The purpose of this study was to investigate obstetric and neonatal outcomes and to discuss benefit effects of preconception counseling of women with epilepsy. Design: Retrospective evaluation of the pregnancy outcomes of women with epilepsy, which it was diagnosed by neurologist at Department of Obstetrics and Gynecology, Ege University School of Medicine, İzmir, between january 2004 and november 2009. Data according to demographic, obstetric and neonatal variables were collected retrospectively from the records of 66 pregnants with epilepsy. We also investigated the pregnancy outcomes related to AED using and preconception counseling. Setting: Department of Obstetrics and Gynecology, Ege University School of Medicine, İzmir Patients: 66 pregnants with epilepsy. Results: The mean maternal age was 28,3±6,3. the median gestational age and fetal weight was 38±0,7 weeks and 3027±341 gr at the time of birth, respectively. Fourteen pregnants (%23,1 were borned before 37. gestational weeks. There were no adverse fetal outcomes and major or minor congenital malformations. The preconception counseling ratio was % 57,57 (n: 38 in study group and all of these used antiepileptic drugs during pregnancy. 28 (%42,43 pregnants with epilepsy didn’t applied preconception counseling that 17 cases of them discontinued their medical terapy during first trimester. Epileptic seizures were commonly developed because of leaving AED. Conclusion: The pregnants with epilepsy have some risk according to disease and medical terapy. A good team work is required by experienced obstetrician and neurologist for management. Then, favorable pregnancy outcomes may be obtained as like as general population.

  5. Empathy Modulates the Evaluation Processing of Altruistic Outcomes

    Directory of Open Access Journals (Sweden)

    Xin Liu

    2018-04-01

    Full Text Available Empathy plays a central role in social decisions involving psychological conflict, such as whether to help another person at the cost of one’s own interests. Using the event-related potential (ERP technique, the current study explored the neural mechanisms underlying the empathic effect on the evaluation processing of outcomes in conflict-of-interest situations, in which the gain of others resulted in the performer’s loss. In the high-empathy condition, the beneficiaries were underprivileged students who were living in distress (stranger in need. In the low-empathy condition, the beneficiaries were general students without miserable information (stranger not in need. ERP results showed that the FRN was more negative-going for self no-gain than self gain, but showed reversed pattern for other’s outcome (i.e., more negative for gain than no-gain in the low-empathy condition, indicating that participants interpreted the gain of others as the loss of themselves. However, the reversed FRN pattern was not observed in the high-empathy condition, suggesting that the neural responses to one’s own loss are buffered by empathy. In addition, the P3 valence effect was observed only in the self condition, but not in the two stranger conditions, indicating that the P3 is more sensitive to self-relevant information. Moreover, the results of subjective rating showed that more empathic concern and altruistic motivation were elicited in the high-empathy condition than in the low-empathy condition, and these scores had negative linear correlations only with the FRN, but not with the P3. These findings suggest that when outcomes following altruistic decisions involve conflict of interest, the early stage of the processing of outcome evaluation could be modulated by the empathic level.

  6. A Further Characterization of Empirical Research Related to Learning Outcome Achievement in Remote and Virtual Science Labs

    Science.gov (United States)

    Brinson, James R.

    2017-10-01

    This paper further characterizes recently reviewed literature related to student learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) science labs, as well as factors to consider when evaluating the state and progress of research in this field as a whole. Current research is characterized according to (1) participant nationality and culture, (2) participant education level, (3) participant demography, (4) scientific discipline, and (5) research methodology, which could provide avenues for further research and useful dialog regarding the measurement and interpretation of data related to student learning outcome achievement in, and thus the efficacy of, non-traditional versus traditional science labs. Current research is also characterized by (6) research publication media and (7) availability of non-traditional labs used, which demonstrate some of the obstacles to progress and consensus in this research field.

  7. Reformulating the Depression Model of Learned Hopelessness for Academic Outcomes

    Science.gov (United States)

    Au, Raymond C. P.; Watkins, David; Hattie, John; Alexander, Patricia

    2009-01-01

    This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). "Hopelessness depression: A theory-based subtype of depression."…

  8. Impact of Arts Education on Children's Learning and Wider Outcomes

    Science.gov (United States)

    See, Beng Huat; Kokotsaki, Dimitra

    2016-01-01

    Almost every educational system in the world regards numeracy and literacy as more important than the arts. In the UK arts interest groups and politicians have, for years, asked for arts education to be accorded the same priority arguing that arts contribute to learning and development of useful skills. It is not clear if these claims were based…

  9. Defining professional excellence : overlapping learning outcomes in Dutch honours education

    NARCIS (Netherlands)

    Robbe, Patricia; Heijne-Penninga, Marjolein; Lappia, Josephine; Pullen, Annedien; Lammers, Marike; Wolfensberger, Marca

    2016-01-01

    Honours programs are selective programs that offer challenging educational opportunities for talented students who are willing and able to do more than regular programs offer them (Wolfensberger et.al.,2012). For optimal learning, these programs should focus on three dimensions of teaching

  10. Council for the Advancement of Standards Learning and Developmental Outcomes

    Science.gov (United States)

    Council for the Advancement of Standards in Higher Education, 2008

    2008-01-01

    The Council for the Advancement of Standards in Higher Education (CAS) promotes standards to enhance opportunities for student learning and development from higher education programs and services. Responding to the increased shift in attention being paid by educators and their stakeholders from higher education inputs (i.e., standards and…

  11. Incorporation of Blended Learning in Introductory Courses: A Research-Based Approach to Evaluation

    Science.gov (United States)

    Strey, S. T.; Charlevoix, D. J.; Guarente, B. A.; Snodgrass, E. R.

    2008-12-01

    We evaluate the learning outcomes of students in large enrollment classes comparing a blended learning course format and a traditional lecture section. Blended learning, here, describes instruction that is a combination of face-to-face meeting with asynchronous online learning, resulting in reduced class time. The course, Severe and Hazardous Weather, relies heavily on graphics and animations of weather events available online, both current and archived, and thereby lends itself well to a blended format. Severe and Hazardous Weather is a popular general education requirement course at the University of Illinois with consistently high enrollments (greater than 200 students per section) and classes at capacity. Unlike many past studies, this blended learning format is applied to a large-enrollment course of approximately 100 students. Curriculum was redesigned during fall 2007 from typical lecture to the blended format. The redesign process followed best practices grounded in peer-reviewed literature on blended and online learning. We will provide a brief overview of the course structure, but focus on the evaluation of both the curriculum design and student outcomes as compared to the traditional lecture-based course. Evaluation is based on course objectives stated in the course syllabus and is conducted following best practices; the research project received University Institutional Review Board approval prior to the start of the study.

  12. Design, Implementation and Evaluation of a Learning Object that Supports the Mathematics Learning in Children with Autism Spectrum Disorders

    Directory of Open Access Journals (Sweden)

    Roberto Munoz

    2018-04-01

    Full Text Available Information technologies have been widely used for entertainment and learning purposes by children with Autism Spectrum Disorders (ASD. Nonetheless, learning objects aiming at specific skills development in children with ASD require both a well bounded learning domain and a user-centered design process, considering skill levels of the users and the local geographical context and language. “Proyect@ Matemáticas” is a multi-touch based app designed for developing pre-calculus and functional mathematical skills in children with ASD, according to the Chilean regulations of learning goals for children with special educational necessities. This paper presents the User-centered design process conducted in order to develop the learning object, which included the evaluation by 15 experts in special educational needs, testing by 10 ASD-diagnosed children with different functional levels, and a multidisciplinary development team that also included a graphic designer diagnosed with ASD of high functionality. The development process yields to a validated learning object in terms of interactivity, design, engagement, and usability, from the point of view of the experts, and successful usage tests with ASD diagnosed children in terms of performance and achievement of learning outcomes. The application is currently available for download in the Google Play store for free, and currently has more than 15,000 downloads and an average rating of 4.2 out of 5 points.

  13. Designing and Evaluating Students' Transformative Learning

    Directory of Open Access Journals (Sweden)

    Nina B. Namaste

    2017-12-01

    Full Text Available Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate learning by addressing the read (course readings, the lived/observed (conversations, interactions, activities, excursions, observations about public portrayals of culture, etc., and the compared (home culture vs. host culture. The hope is to improve students’ experiences so that semesters abroad are consistently deep, enriching, and intellectual as opposed to simply an extended tourist sojourn. This article documents the process by which I designed for and assessed, via an in-depth analysis of students’ texts/writings, students’ transformation of their intercultural competency skills and development. In addition, I compared students’ works from two differing semesters to evaluate whether transformation in intercultural competency is inherent in the nature of study abroad or must be explicitly taught and cultivated. My Scholarship of Teaching and Learning (SoTL project corroborated the almost ten years of research that confirm our fears: exposure to another culture is not enough; studying and living abroad does not necessarily lead to increased intercultural learning. Meaningful, integrative, “learning-laden,” and transformative study abroad experiences hinge on students’ ability to make sense of cognitive dissonance. Intercultural competency assignments, therefore, need to be fully and intentionally designed and integrated into such experiences, and evaluated to document such growth. L’apprentissage transformationnel repose sur la manière de naviguer la dissonance cognitive. Par conséquent, les devoirs qui traitent de la compétence interculturelle ainsi que les expériences n

  14. The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol.

    Science.gov (United States)

    Sinclair, Peter; Kable, Ashley; Levett-Jones, Tracy

    2015-01-01

    research, not least the use of comparative design studies. Comparison between e-learning and traditional teaching methods are illogical and methodologically flawed because comparison groups are heterogeneous, lack uniformity and have multiple confounders that cannot be adjusted for.As early as 1994, researchersin computer-assisted learning were citing these limitations and called for a fresh research agenda in this area. Cookrepeated this call in 2005 and again in 2009 and noted a paucity of research related to patient or clinical practice outcomes. Electronic learning is not an educational panacea and research needs to progress from pre- and post-interventional and comparative designs that evaluate knowledge increases and user satisfaction. It is time to move towards determining whether improved self-efficacy or knowledge gained through e-learning improves patient outcomes or influences clinical behavior change and whether these changes are sustained. In order to develop the empirical evidence base in e-learning, research needs to be guided by established theoretical frameworks and use validated instruments to move from assessing knowledge generation towards improving our understanding of whether e-learning improves HCP behavior and more importantly, patient outcomes.One suitable framework that is congruent with e-learning research is Kirkpatrick'sfour levels of evaluation. Kirkpatrick's model is hierarchically based with level one relating to student reaction and how well the learner is satisfied with the education program. Level two pertains to learning and the evaluation of knowledge, level three expands on this and considers whether the education has influenced behavior. In the context of this review, behavior change is any practice that is intrinsically linked with the outcomes of the e-learning program undertaken. Finally, level four evaluates the impact on outcomes such as cost benefit or quality improvements.The majority of e-learning research has focused on

  15. Effects of feedback in a computer-based learning environment on students’ learning outcomes: a meta-analysis

    NARCIS (Netherlands)

    van der Kleij, Fabienne; Feskens, Remco C.W.; Eggen, Theodorus Johannes Hendrikus Maria

    2015-01-01

    In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results

  16. Evaluation of nuclear knowledge management: An outcome in JAERI

    International Nuclear Information System (INIS)

    Yanagisawa, K.

    2006-01-01

    The author performed an ex post evaluation on the nuclear research of JAERI and revealed that the national funds invested in this field were 4 b$. With aid of NKM, it was revealed that the total outcome was 6 b$, where the creation of nuclear markets for electricity and nuclear facilities was the main stream. This implies that the cost benefit effect is 6 b$/4 b$ = 1.5 (>1). From this, it can be concluded that JAERI contributes not only to technological promotion of nuclear activity but also to the increase of gross domestic product (GDP). (author)

  17. Assessing learning outcomes and cost effectiveness of an online sleep curriculum for medical students.

    Science.gov (United States)

    Bandla, Hari; Franco, Rose A; Simpson, Deborah; Brennan, Kimberly; McKanry, Jennifer; Bragg, Dawn

    2012-08-15

    Sleep disorders are highly prevalent across all age groups but often remain undiagnosed and untreated, resulting in significant health consequences. To overcome an inadequacy of available curricula and learner and instructor time constraints, this study sought to determine if an online sleep medicine curriculum would achieve equivalent learner outcomes when compared with traditional, classroom-based, face-to-face instruction at equivalent costs. Medical students rotating on a required clinical clerkship received instruction in 4 core clinical sleep-medicine competency domains in 1 of 2 delivery formats: a single 2.5-hour face-to-face workshop or 4 asynchronous e-learning modules. Immediate learning outcomes were assessed in a subsequent clerkship using a multiple-choice examination and standardized patient station, with long-term outcomes assessed through analysis of students' patient write-ups for inclusion of sleep complaints and diagnoses before and after the intervention. Instructional costs by delivery format were tracked. Descriptive and inferential statistical analyses compared learning outcomes and costs by instructional delivery method (face-to-face versus e-learning). Face-to-face learners, compared with online learners, were more satisfied with instruction. Learning outcomes (i.e., multiple-choice examination, standardized patient encounter, patient write-up), as measured by short-term and long-term assessments, were roughly equivalent. Design, delivery, and learner-assessment costs by format were equivalent at the end of 1 year, due to higher ongoing teaching costs associated with face-to-face learning offsetting online development and delivery costs. Because short-term and long-term learner performance outcomes were roughly equivalent, based on delivery method, the cost effectiveness of online learning is an economically and educationally viable instruction platform for clinical clerkships.

  18. Content, Pedagogy, and Learning Outcomes in the International Marketing Course

    Science.gov (United States)

    Crittenden, Victoria L.; Wilson, Elizabeth J.

    2005-01-01

    The early internationalization of business school curricula was in response to corporate needs and expectations, and the Association to Advance Collegiate Schools of Business (AACSB International) fostered changes by instituting accreditation outcomes that focused upon international content in the curriculum. By the late 1990s, a course in…

  19. Using Learning Games to Meet Learning Objectives

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2013-01-01

    This paper addresses the question on how learning games can be used to meet with the different levels in Bloom’s and the SOLO taxonomy, which are commonly used for evaluating the learning outcome of educational activities. The paper discusses the quality of game-based learning outcomes based on a...... on a case study of the learning game 6Styles....

  20. Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment”

    Directory of Open Access Journals (Sweden)

    Sabelnikova E. V.

    2015-08-01

    Full Text Available We discuss the interpretation of the concept of “learning outcomes”. Theoretical analysis widely represents the interpretations of the learning outcomes of a high school student: academic skills: understanding, application of knowledge to solve problems, synthesis, analysis and evaluation; basic skills and basic knowledge, and skills of a higher order and advanced knowledge; skills of a higher order represented as a system of critical thinking, analytic reasoning, problem solving and written communication; wide abilities interpreted as verbal, quantitative and spatial thinking, understanding, problem solving and decision making. We conclude that each considered approach distinguishes meta-subjective skills, i.e. skills to interact with the quality of information regardless of the context. The ability to measure the meta-skills is discussed on an example of the “Collegiate learning assessment”, realized in the United States

  1. Teleconsultation with a developing country: student reported outcomes of learning.

    Science.gov (United States)

    Foti, Megan K; Eleazar, Crystal; Furphy, Kimberly A

    2014-01-01

    This qualitative study explored the benefits of implementing (international) teleconsultation in a Master of Science in Occupational Therapy (MSOT) curriculum. Twenty-one students provided supervised teleconsultative services to individuals with disabilities in Guatemala and were responsible for completing assessments, setting goals, and providing resources to address goals and improve quality of life. Data were collected through student presentations and coded for relevant themes. Analysis revealed new learning in the areas of the occupational therapy process, cultural awareness, and technology. Three themes emerged: Increased Understanding of Awareness of and Challenges to Working with People of a Different Culture; Need for Adaptability and Flexibility as Practicing Clinicians; Emerging Role of Technology in Occupational Therapy. Based on results from this study, occupational therapy academicians should consider implementing similar programs into curricula and conduct related research in order to promote not only student learning, but also to advance the use of telehealth technology in occupational therapy practice.

  2. Evaluating Web-Based Learning Systems

    Science.gov (United States)

    Pergola, Teresa M.; Walters, L. Melissa

    2011-01-01

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

  3. Aligning Needs, Expectations, and Learning Outcomes to Sustain Self-Efficacy through Transfer Learning Community Programs

    Science.gov (United States)

    Leptien, Jennifer R.

    2015-01-01

    This chapter addresses strengths and difficulties encountered in implementing transfer learning community models and how efficacy is supported through transfer learning community programming. Transfer programming best practices and recommendations for program improvements are presented.

  4. Comparison of Chemistry Learning Outcomes with Inquiry Learning Model and Learning Cycle 5E in Material Solubility and Solubility Multiplication Results

    Directory of Open Access Journals (Sweden)

    Nur Indah Firdausi

    2015-04-01

    Full Text Available Perbandingan Hasil Belajar Kimia dengan Model Pembelajaran Inquiry dan Learning Cycle 5E pada Materi Kelarutan dan Hasil Kali Kelarutan   Abstract: This research is aimed to compare the effectiveness between inquiry and LC 5E in solubility equilibria and the solubility product for students with different prior knowledge. The effectiveness of both learning models is measured from students learning outcome. This quasi experimental research uses factorial2x2 with posttest only design. Research samples are chosen using cluster random sampling. They are two classes of XI IPA SMAN 1 Kepanjen in the 2012/2013 academic year which consist of 31 students in each class. Cognitive learning outcome is measured by test items consist of four objective items and nine subjective items. Technique of data analysis in this research is two way ANOVA. Research results show that: (1 cognitive learning outcome and higher cognitive learning outcome of students in inquiry class is higher than students in LC 5E class; (2 cognitive learning outcome and higher cognitive learning outcome of students who have upper prior knowledge is higher than students who have lower prior knowledge in both inquiry and LC 5E. Key Words: learning outcome, inquiry, learning cycle 5E, solubility equilibria and the solubility product   Abstrak: Penelitian ini bertujuan membandingkan keefektifan model inquiry dan LC 5E pada materi kelarutan dan hasil kali kelarutan untuk siswa dengan kemampuan awal berbeda. Keefektifan model pembelajaran dilihat dari hasil belajar kognitif siswa. Penelitian ini menggunakan rancangan eksperimen semu dengan desain faktorial 2x2. Subjek penelitian dipilih secara cluster random sampling yaitu dua kelas XI IPA SMAN 1 Kepanjen dengan jumlah masing-masing kelas sebanyak 31 siswa. Instrumen perlakuan yang digunakan adalah silabus dan RPP sedangkan instrumen pengukuran berupa soal tes terdiri dari empat soal objektif dan sembilan soal subjektif. Teknik analisis data

  5. EVALUATION OF ADJUSTABLE SUTURE TECHNIQUE IN OUTCOME OF PTOSIS SURGERY

    Directory of Open Access Journals (Sweden)

    Nagaraju

    2015-10-01

    Full Text Available AIM: To evaluate the outcome of adjustable suture technique in ptosis surgery. INTRODUCTION : Surgical management of blepharoptosis is indicated in multiple situations and the post - operative outcomes can be as variable as the indications for surgery. Adjustable suture techniques in ptosis repair have been introduced and variable efficacies have been reported. MATERIALS AND METHODS: A retrospective case review of medical records from June 2010 to May 2011 (12 months of 5 eyes of 5 consecutive patients operated by a single surgeon at a Tertiary Eye care center in South India were reviewed. The clinical profile of patients included was r ecorded and results of adjustable suture technique described by Borman and collegues for these patients was reported. RESULTS: 5 eyes of 5 patients underwent adjustable suture ptosis repair in the study duration. 4 patients with moderate and 1 with severe ptosis, all having good levator function were diagnosed to have c ongenital ptosis in 3 cases and a cquired involutional ptosis in 2 cases. All 5 cases had a satisfactory outcome at day 4 post - operative after adjustment of lid height in the out - patient clini c. 1 patient with acquired involutional ptosis, identified with levator dehiscence intra - operatively had overcorrection at 6 months warranting re - surgery while the other 4 patients had satisfactory cosmetic lid height and functional outcome at 6 months fol low up after the adjustable suture technique for ptosis repair. CONCLUSION: Use of adjustable sutures in ptosis surgery can eliminate the intraoperative lid factors that can lead to unpredictable results. The technique described is easy to adapt and perfor m and can give repeatable and well acceptable results in the properly selected cases

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

    NARCIS (Netherlands)

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

    2017-01-01

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

  7. Technical Evaluation Report 30: Vendor-Assisted Evaluation of a Learning Management System

    Directory of Open Access Journals (Sweden)

    Adrienne De Schutter

    2004-04-01

    Full Text Available A product evaluation was conducted of Desire2Learn, an online learning management system gaining popularity in educational institutions. Since an online trial version of the software was not available for evaluation, an inspection meeting with the vendor was arranged. This provided the evaluation team with an opportunity to examine the precautions necessary for ensuring the objectivity of a product evaluation based on vendor-supplied information. The report outlines the team’s use of evaluator-driven enquiry and a triangulated approach to information checking. The Desire2Learn product is assessed as a flexible and useful addition to the range of learning management system options.

  8. Effects of reviewing routine practices on learning outcomes in continuing education.

    Science.gov (United States)

    Mamede, Silvia; Loyens, Sofie; Ezequiel, Oscarina; Tibiriçá, Sandra; Penaforte, Júlio; Schmidt, Henk

    2013-07-01

    Conventional continuing medical education (CME) has been shown to have modest effects on doctor performance. New educational approaches based on the review of routine practices have brought better results. Little is known about factors that affect the outcomes of these approaches, especially in middle-income countries. This study aimed to investigate factors that influence the learning and quality of clinical performance in CME based on reflection upon experiences. A questionnaire and a clinical performance test were administered to 165 general practitioners engaged in a CME programme in Brazil. The questionnaire assessed behaviours related to four input variables (individual reflection on practices, peer review of experiences, self-regulated learning and learning skills) and two mediating variables (identification of learning needs and engagement in learning activities, the latter consisting of self-study of scientific literature, consultations about patient problems, and attendance at courses). Structural equation modelling was used to test a hypothesised model of relationships between these variables and the outcome variable of clinical performance, measured by the clinical performance test. After minor adjustments, the hypothesised model fit the empirical data well. Individual reflection fostered identification of learning needs, but also directly positively influenced the quality of clinical performance. Peer review did not affect identification of learning needs, but directly positively affected clinical performance. Learning skills and self-regulation did not help in identifying learning needs, but self-regulation enhanced study of the scientific literature, the learning activity that most positively influenced clinical performance. Consultation with colleagues, the activity most frequently triggered by the identification of learning needs, did not affect performance, and attendance of courses had only limited effect. This study shed light on the factors

  9. Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

    Directory of Open Access Journals (Sweden)

    Inga Glogger

    2013-01-01

    Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

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

    Science.gov (United States)

    Milner, Rachel E

    2014-01-01

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

  11. The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

    Directory of Open Access Journals (Sweden)

    Hilman .

    2015-04-01

    Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes   Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci:  inkuiri terbimbing, mind map, keterampilan proses sains,  hasil belajar kognitif

  12. Nonspecific abdominal pain in pediatric primary care: evaluation and outcomes.

    Science.gov (United States)

    Wallis, Elizabeth M; Fiks, Alexander G

    2015-01-01

    To describe the characteristics of children with nonspecific abdominal pain (AP) in primary care, their evaluation, and their outcomes. Between 2007 and 2009, a retrospective cohort of children from 5 primary care practices was followed from an index visit with AP until a well-child visit 6 to 24 months later (outcome visit). Using International Classification of Disease, 9th Revision (ICD-9), codes and chart review, we identified afebrile children between 4 and 12 years old with AP. Use of diagnostic testing was assessed. Multivariable logistic regression was used to model the association of index visit clinical and demographic variables with persistent pain at the outcome visit, and receipt of a specific diagnosis. Three hundred seventy-five children presented with AP, representing 1% of the total population of 4- to 12-year-olds during the study period. Eighteen percent of children had persistent pain, and 70% of the study cohort never received a specific diagnosis for their pain. Seventeen percent and 14% of children had laboratory and radiology testing at the index visit, respectively. Only 3% of laboratory evaluations helped to yield a diagnosis. Among variables considered, only preceding pain of more than 7 days at the index visit was associated with persistent pain (odds ratio 2.15, 95% confidence interval 1.19-3.89). None of the variables considered was associated with receiving a specific diagnosis. Most children with AP do not receive a diagnosis, many have persistent pain, and very few receive a functional AP diagnosis. Results support limited use of diagnostic testing and conservative management consistent with national policy statements. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  13. An evaluation of service use outcomes in a Recovery College.

    Science.gov (United States)

    Bourne, Philippa; Meddings, Sara; Whittington, Adrian

    2017-12-23

    Recovery Colleges offer educational courses about recovery and mental health which are co-produced by mental health professionals and experts by lived experience. Previous evaluations have found positive effects of Recovery Colleges on a range of outcomes including wellbeing, recovery and quality of life. To evaluate service use outcomes for Sussex Recovery College students who use mental health services. The study used a controlled-before-and-after design. It used archival data to analyse service use before and after participants registered with the Recovery College (n = 463). Participants acted as their own control. Students used mental health services less after attending the Recovery College than before. Students who attended the Recovery College showed significant reductions in occupied hospital bed days, admissions, admissions under section and community contacts in the 18 months post compared with the 18 months before registering. Reductions in service use were greater for those who completed a course than those who registered but did not complete a course. These findings suggest that attending Recovery College courses is associated with reduced service use. The reductions equate to non-cashable cost-savings of £1200 per registered student and £1760 for students who completed a course. Further research is needed to investigate causality.

  14. Machine Learning Approaches for Predicting Radiation Therapy Outcomes: A Clinician's Perspective.

    Science.gov (United States)

    Kang, John; Schwartz, Russell; Flickinger, John; Beriwal, Sushil

    2015-12-01

    Radiation oncology has always been deeply rooted in modeling, from the early days of isoeffect curves to the contemporary Quantitative Analysis of Normal Tissue Effects in the Clinic (QUANTEC) initiative. In recent years, medical modeling for both prognostic and therapeutic purposes has exploded thanks to increasing availability of electronic data and genomics. One promising direction that medical modeling is moving toward is adopting the same machine learning methods used by companies such as Google and Facebook to combat disease. Broadly defined, machine learning is a branch of computer science that deals with making predictions from complex data through statistical models. These methods serve to uncover patterns in data and are actively used in areas such as speech recognition, handwriting recognition, face recognition, "spam" filtering (junk email), and targeted advertising. Although multiple radiation oncology research groups have shown the value of applied machine learning (ML), clinical adoption has been slow due to the high barrier to understanding these complex models by clinicians. Here, we present a review of the use of ML to predict radiation therapy outcomes from the clinician's point of view with the hope that it lowers the "barrier to entry" for those without formal training in ML. We begin by describing 7 principles that one should consider when evaluating (or creating) an ML model in radiation oncology. We next introduce 3 popular ML methods--logistic regression (LR), support vector machine (SVM), and artificial neural network (ANN)--and critique 3 seminal papers in the context of these principles. Although current studies are in exploratory stages, the overall methodology has progressively matured, and the field is ready for larger-scale further investigation. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. Machine Learning Approaches for Predicting Radiation Therapy Outcomes: A Clinician's Perspective

    International Nuclear Information System (INIS)

    Kang, John; Schwartz, Russell; Flickinger, John; Beriwal, Sushil

    2015-01-01

    Radiation oncology has always been deeply rooted in modeling, from the early days of isoeffect curves to the contemporary Quantitative Analysis of Normal Tissue Effects in the Clinic (QUANTEC) initiative. In recent years, medical modeling for both prognostic and therapeutic purposes has exploded thanks to increasing availability of electronic data and genomics. One promising direction that medical modeling is moving toward is adopting the same machine learning methods used by companies such as Google and Facebook to combat disease. Broadly defined, machine learning is a branch of computer science that deals with making predictions from complex data through statistical models. These methods serve to uncover patterns in data and are actively used in areas such as speech recognition, handwriting recognition, face recognition, “spam” filtering (junk email), and targeted advertising. Although multiple radiation oncology research groups have shown the value of applied machine learning (ML), clinical adoption has been slow due to the high barrier to understanding these complex models by clinicians. Here, we present a review of the use of ML to predict radiation therapy outcomes from the clinician's point of view with the hope that it lowers the “barrier to entry” for those without formal training in ML. We begin by describing 7 principles that one should consider when evaluating (or creating) an ML model in radiation oncology. We next introduce 3 popular ML methods—logistic regression (LR), support vector machine (SVM), and artificial neural network (ANN)—and critique 3 seminal papers in the context of these principles. Although current studies are in exploratory stages, the overall methodology has progressively matured, and the field is ready for larger-scale further investigation.

  16. Machine Learning Approaches for Predicting Radiation Therapy Outcomes: A Clinician's Perspective

    Energy Technology Data Exchange (ETDEWEB)

    Kang, John [Medical Scientist Training Program, University of Pittsburgh-Carnegie Mellon University, Pittsburgh, Pennsylvania (United States); Schwartz, Russell [Department of Biological Sciences, Carnegie Mellon University, Pittsburgh, Pennsylvania (United States); Flickinger, John [Departments of Radiation Oncology and Neurological Surgery, University of Pittsburgh Medical Center, Pittsburgh, Pennsylvania (United States); Beriwal, Sushil, E-mail: beriwals@upmc.edu [Department of Radiation Oncology, University of Pittsburgh Medical Center, Pittsburgh, Pennsylvania (United States)

    2015-12-01

    Radiation oncology has always been deeply rooted in modeling, from the early days of isoeffect curves to the contemporary Quantitative Analysis of Normal Tissue Effects in the Clinic (QUANTEC) initiative. In recent years, medical modeling for both prognostic and therapeutic purposes has exploded thanks to increasing availability of electronic data and genomics. One promising direction that medical modeling is moving toward is adopting the same machine learning methods used by companies such as Google and Facebook to combat disease. Broadly defined, machine learning is a branch of computer science that deals with making predictions from complex data through statistical models. These methods serve to uncover patterns in data and are actively used in areas such as speech recognition, handwriting recognition, face recognition, “spam” filtering (junk email), and targeted advertising. Although multiple radiation oncology research groups have shown the value of applied machine learning (ML), clinical adoption has been slow due to the high barrier to understanding these complex models by clinicians. Here, we present a review of the use of ML to predict radiation therapy outcomes from the clinician's point of view with the hope that it lowers the “barrier to entry” for those without formal training in ML. We begin by describing 7 principles that one should consider when evaluating (or creating) an ML model in radiation oncology. We next introduce 3 popular ML methods—logistic regression (LR), support vector machine (SVM), and artificial neural network (ANN)—and critique 3 seminal papers in the context of these principles. Although current studies are in exploratory stages, the overall methodology has progressively matured, and the field is ready for larger-scale further investigation.

  17. Learning Curve Analysis and Surgical Outcomes of Single-port Laparoscopic Myomectomy.

    Science.gov (United States)

    Lee, Hee Jun; Kim, Ju Yeong; Kim, Seul Ki; Lee, Jung Ryeol; Suh, Chang Suk; Kim, Seok Hyun

    2015-01-01

    To identify learning curves for single-port laparoscopic myomectomy (SPLM) and evaluate surgical outcomes according to the sequence of operation. A retrospective study. A university-based hospital (Canadian Task Force classification II-2). The medical records from 205 patients who had undergone SPLM from October 2009 to May 2013 were reviewed. Because the myomectomy time was significantly affected by the size and number of myomas removed by SPLM, cases in which 2 or more of the myomas removed were >7 cm in diameter were excluded. Furthermore, cases involving additional operations performed simultaneously (e.g., ovarian or hysteroscopic surgery) were also excluded. A total of 161 cases of SPLM were included. None. We assessed the SPLM learning curve via a graph based on operation time versus sequence of cases. Patients were chronologically arranged according to their surgery dates and were then placed into 1 of 4 groups according to their operation sequence. SPLM was completed successfully in 160 of 161 cases (99.4%). One case was converted to multiport surgery. Basal characteristics of the patients between the 4 groups did not differ. The median operation times for the 4 groups were 112.0, 92.8, 83.7, and 90.0 minutes, respectively. Operation time decreased significantly in the second, third, and fourth groups compared with that in the first group (p learning curve became less steep, was evident after about 45 operations. Results from the current study suggested that proficiency for SPLM was achieved after about 45 operations. Additionally, operation time decreased with experience without an increase in complication rate. Copyright © 2015 AAGL. Published by Elsevier Inc. All rights reserved.

  18. Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes Following Digital or Hand-Drawing Activities

    Science.gov (United States)

    Bell, Justine C.

    2014-01-01

    To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or…

  19. Juvenile idiopathic arthritis outcome and prognosis according to catamnesis evaluation

    Directory of Open Access Journals (Sweden)

    O V Semenova

    2005-01-01

    Full Text Available Objective. To study outcome and prognosis in pts with juvenile idiopathic arthritis (JIA. Material and methods. 239 JIA pts with disease duration of 10 years and more were analyzed. 80 children and adolescents before 18 years old (66 girls and 14 boys were included in group 1. Arthritis clinical and laboratory activity, radiological stage and functional status according to Steinbroker and CHAQ questionnaire were assessed. 159 grown up pts (109 female and 50 male suffering from JIA from childhood were included in group 2. They were examined using Stanford Health Assessment Questionnaire (HAQ and a specially developed social status questionnaire. Results. Half pts of group 1 had recurrence of the disease during examination but activity in most cases did not exceed stage I or 2 (54% and 31% respectively. Joint destructive changes were revealed in 50% of pts. 80% of pts had radiological signs of secondary osteoarthritis. Amyloidosis was revealed in 2 from 27 pts with systemic type of JIA. 68% of pts had 1 or 2 functional class. 1/3 of pts did not have functional limitations (CHAQ=0. 13% of pts had maximal disability with CHAQ ranging from 2,1 to 3,0 (pts with polyarticular and systemic types of JIA. Most grown up pts (59% considered their health as good. Substantial part of them worked or learned. 10 pts did not worked because of the disease (1,5%. 61% of pts did not have functional limitations (HAQ=0. 32% of pts were disabled. Most of them had 3 or 2 disability degree and had possibility to work. Conclusion. Substantial part of pts with longstanding JIA have stabilization of the disease or remission. Recurrent course of the disease was characterized by decrease of activity. Most children and grown ups with longstanding disease have relatively benign functional outcome. Pts with polyarticular and systemic types of JIA require especial attention because they have maximal risk of joint destruction with severe disability.

  20. A Comparison of Evaluation Practices Based on E-Learning and Mobile Learning Delivery Rates

    Science.gov (United States)

    Marshall, James

    2018-01-01

    Learning and performance professionals are increasingly pressed to measure the results of their learning program design efforts, and ultimately prove their worth. However, evaluation efforts are often limited to measuring participant reaction. This study sought to quantify evaluation practices in organizations and investigate how the use of…

  1. Evaluation of Learning and Competence in the Training of Nurses

    Directory of Open Access Journals (Sweden)

    Cícera Maria Braz da Silva

    2017-02-01

    Full Text Available Introduction: health education becomes a more complex process, since it aims to ensure the training of professionals with the knowledge, skills, attitudes and values necessary for their performance, requiring the adoption of strategies that allow the integral evaluation of these competences. Objective: analyze the scientific evidence about the evaluation of learning and competence in undergraduate nursing education.  Method: integrative literature review with online search in LILACS, MEDLINE, Web of Science, SCOPUS and CINAHL databases, using these descriptors: Competence Based Education, Nursing Education, Learning and Assessment.  Results: the 18 articles analyzed, based on a synthesis and critical analysis, allowed the identification of the following thematic categories: concept of competence; essential competences to the training of nurses; learning strategies; and evaluation. It was evidenced that, despite the polysemy around the term competence, the concept presented more similarities than differences. The nursing competencies identified are similar to those recommended by the National Curriculum Guidelines, emphasizing learning strategies in simulated settings and doubts about methods and the construction of evaluation tools.  Conclusions: the evaluation of learning and competence continues to be a challenge for nursing educators and it is recognized that there are difficulties in this process. In this sense, it seems necessary to develop reliable evaluation tools, based on criteria and indicators, that can verify the performance of the student in action and their earliest possible approximation to real learning scenarios. Keywords: Competency-Based Education. Education. Nursing. Learning. Evaluation.

  2. Heritage learning outcomes in the Nordic and Baltic area

    DEFF Research Database (Denmark)

    Fristrup, Tine; Kling, Sofia,; Sonne, Lasse

    , there is a cultural heritage sector in a somewhat new arena, where concepts such as citizenship, lifelong learning, social cohesion and human capital are central. This means that museums and archives need to find new ways to justify their activities: it is no longer sufficient to focus on the collection and the care...... and preservation of documents and objects. On the contrary, it has become increasingly important to create new areas of use, relevant to the surrounding society, for the documents and objects chosen for preservation. These guidelines relate to competence development among adult visitors to archives and museums...

  3. Functional Outcomes for Clinical Evaluation of Implant Restorations

    NARCIS (Netherlands)

    Bassi, Francesco; Carr, Alan B.; Chang, Ting-Ling; Estafanous, Emad W.; Garrett, Neal R.; Happonen, Risto-Pekka; Koka, Sreenivas; Laine, Juhani; Osswald, Martin; Reintsema, Harry; Rieger, Jana; Roumanas, Eleni; Salinas, Thomas J.; Stanford, Clark M.; Wolfaardt, Johan

    2013-01-01

    The functional outcomes related to treating patients afflicted with tooth loss are an important hallmark in substantiating prosthodontic intervention. The Oral Rehabilitation Outcomes Network (ORONet) conducted two international workshops to develop a core set of outcome measures, including a

  4. Evaluating Learning Management System (LMS)-facilitated Delivery of Universal Design for Learning (UDL)

    Science.gov (United States)

    Bryans Bongey, Sarah

    This quantitative study involved 157 students in two sections of an undergraduate class in general biology, as well as one instructor who taught both sections of the course. It used resources from the Center for Applied Special Technologies (CAST) to evaluate the viability of a Learning Management System (LMS) to provide Universal Design for Learning (UDL). It also measured and tracked the instructor's level of efficacy in sustaining UDL approaches throughout the semester. In an effort to identify the UDL's specific outcomes or benefits to students, this study used a pre- and post- test to identify the treatment's impact on student engagement. Findings indicated that the LMS could be designed to comply with UDL guidelines, and the instructor was able to establish a high level of efficacy in maintaining that UDL design. However, based on the statistical analysis of pre- and post-test responses from control vs. treatment groups of students, the treatment was seen to have no significant effect in the area of student engagement. Overall, the study added to the literature by suggesting (a) the viability of the LMS as a means of providing UDL approaches, (b) the promise of the LMS as a tool faculty can use to deliver UDL with a high level of efficacy, and (c) the design's lack of effect in the area of student engagement. The fact that this study was limited to a single brand of LMS (Blackboard), a single instructor, and a single group of students underscores the need for further research.

  5. Forum: Learning Outcomes in Communication. Upside Down/Side Up: Problematizing Teacher Communication Behaviors and Learning Outcomes in Communication

    Science.gov (United States)

    Dannels, Deanna P.; Toale, Mary C.; Backlund, Philip M.; Frederick, John G. M.; Love, Brad

    2016-01-01

    Could teacher communication behaviors generally assumed to be positive ever be detrimental to student realization of particular outcomes? This essay argues for increased scholarly attention to this question. The authors advocate a research agenda that explores the potential "downside" of teacher communication behaviors (TCBs);…

  6. Isokinetic Testing in Evaluation Rehabilitation Outcome After ACL Reconstruction.

    Science.gov (United States)

    Cvjetkovic, Dragana Dragicevic; Bijeljac, Sinisa; Palija, Stanislav; Talic, Goran; Radulovic, Tatjana Nozica; Kosanovic, Milkica Glogovac; Manojlovic, Slavko

    2015-02-01

    Numerous rehab protocols have been used in rehabilitation after ACL reconstruction. Isokinetic testing is an objective way to evaluate dynamic stability of the knee joint that estimates the quality of rehabilitation outcome after ACL reconstruction. Our investigation goal was to show importance of isokinetic testing in evaluation thigh muscle strength in patients which underwent ACL reconstruction and rehabilitation protocol. In prospective study, we evaluated 40 subjects which were divided into two groups. Experimental group consisted of 20 recreational males which underwent ACL reconstruction with hamstring tendon and rehabilitation protocol 6 months before isokinetic testing. Control group (20 subjects) consisted of healthy recreational males. In all subjects knee muscle testing was performed on a Biodex System 4 Pro isokinetic dynamo-meter et velocities of 60°/s and 180°/s. We followed average peak torque to body weight (PT/BW) and classic H/Q ratio. In statistical analysis Student's T test was used. There were statistically significant differences between groups in all evaluated parameters except of the mean value of PT/BW of the quadriceps et velocity of 60°/s (p>0.05). Isokinetic testing of dynamic stabilizers of the knee is need in diagnostic and treatment thigh muscle imbalance. We believe that isokinetic testing is an objective parameter for return to sport activities after ACL reconstruction.

  7. Political Regime and Learning Outcomes of Stakeholder Participation: Cross-National Study of 81 Biosphere Reserves

    Directory of Open Access Journals (Sweden)

    Alba Mohedano Roldán

    2017-04-01

    Full Text Available Stakeholder participation in natural resource management has spread widely, even to nondemocracies, driven by expectations of beneficial outcomes such as multidirectional learning. However, can we expect participation to be equally effective in achieving multidirectional learning in democracies and nondemocracies? Unsurprisingly, previous studies indicate the relevance of power distribution for learning. Higher levels of repression and accumulation of political capital in nondemocracies should limit the distribution of power across stakeholders. Yet, the relationship between political regime, participation, and learning has rarely been studied empirically. I address this gap by analysing multidirectional learning in stakeholder participation in 81 Man and the Biosphere reserves across 35 countries using ordinary least squares regression, Firth logistic regression, and heat maps. The results suggest that the amount of stakeholders sharing knowledge and learning is similar in both regimes. However, a closer analysis reveals differences in the impact different stakeholders have on the learning process. More concretely, local actors share knowledge more often and have a greater impact on stakeholders’ learning in democracies, while state actors display similar behavior across regimes in terms of learning and sharing knowledge. Thus, although there are notable similarities across regimes, multidirectional learning through stakeholder participation is influenced by the political context.

  8. 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.

  9. The Explained Effects of Computer Mediated Conferencing on Student Learning Outcomes and Engagement

    OpenAIRE

    Cain, Darrell L.

    2005-01-01

    There has been an increasing growth in the use of technology resources in traditional classroom styled higher education courses. This growth has received with both optimism and criticism. One of the issues critics have posed is that the use of technology resources does little, if anything, to improve student learning. As a result, this research examined if the use of technology contributes to student learning outcomes and student engagement activities, above and beyond student demographic var...

  10. Reflections on Empowerment Evaluation: Learning from Experience.

    Science.gov (United States)

    Fetterman, David M.

    1999-01-01

    Reflects on empowerment evaluation, the use of evaluation to foster improvement and self-determination. Empowerment evaluation uses quantitative and qualitative methods, and usually focuses on program evaluation. Discusses the growth in empowerment evaluation as a result of interest in participatory evaluation. (SLD)

  11. Teleconsultation with a Developing Country: Student Reported Outcomes of Learning

    Directory of Open Access Journals (Sweden)

    Megan K. Foti

    2014-09-01

    Full Text Available This qualitative study explored the benefits of implementing (international teleconsultation in a Master of Science in Occupational Therapy (MSOT curriculum. Twenty-one students provided supervised teleconsultative services to individuals with disabilities in Guatemala and were responsible for completing assessments, setting goals, and providing resources to address goals and improve quality of life.  Data were collected through student presentations and coded for relevant themes. Analysis revealed new learning in the areas of the occupational therapy process, cultural awareness, and technology. Three themes emerged:  Increased Understanding of Awareness of and Challenges to Working with People of Different Culture; Need for Adaptability and Flexibility as Practicing Clinicians; Emerging Role of Technology in Occupational Therapy. Based on results from this study, occupational therapy academicians should consider implementing similar programs into curricula and conduct related research in order to promote not only student learning, but also to advance the use of technology in occupational therapy practice.          

  12. Presence relates to distinct outcomes in two virtual environments employing different learning modalities.

    Science.gov (United States)

    Persky, Susan; Kaphingst, Kimberly A; McCall, Cade; Lachance, Christina; Beall, Andrew C; Blascovich, Jim

    2009-06-01

    Presence in virtual learning environments (VLEs) has been associated with a number of outcome factors related to a user's ability and motivation to learn. The extant but relatively small body of research suggests that a high level of presence is related to better performance on learning outcomes in VLEs. Different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates. We compared the influence of presence between two types of immersive VLEs (i.e., active versus didactic techniques) on comprehension and engagement-related outcomes. The findings revealed that the active VLE promoted greater presence. Although we found no relationship between presence and learning comprehension outcomes for either virtual environment, presence was related to information engagement variables in the didactic immersive VLE but not the active environment. Results demonstrate that presence is not uniformly elicited or effective across immersive VLEs. Educational delivery mode and environment complexity may influence the impact of presence on engagement.

  13. STRATEGY FOR EVALUATION AND SELECTION OF SYSTEMS FOR ELECTRONIC LEARNING

    Directory of Open Access Journals (Sweden)

    Dubravka Mandušić

    2012-12-01

    Full Text Available Today`s technology supported and accelerated learning time requires constant and continuous acquisition of new knowledge. On the other hand, it does not leave enough time for additional education. Increasing number of E-learning systems, withdraws a need for precise evaluation of functionality that those systems provide; so they could be reciprocally compared. While implementing new systems for electronic learning, it is very important to pre-evaluate existing systems in order to select the one that meets all defined parameters, with low costs/investment. Proper evaluation can save time and money.

  14. Hybrid Model for e-Learning Quality Evaluation

    Directory of Open Access Journals (Sweden)

    Suzana M. Savic

    2012-02-01

    Full Text Available E-learning is becoming increasingly important for the competitive advantage of economic organizations and higher education institutions. Therefore, it is becoming a significant aspect of quality which has to be integrated into the management system of every organization or institution. The paper examines e-learning quality characteristics, standards, criteria and indicators and presents a multi-criteria hybrid model for e-learning quality evaluation based on the method of Analytic Hierarchy Process, trend analysis, and data comparison.

  15. Influence of the wording of evaluation items on outcome-based evaluation results for large-group teaching in anatomy, biochemistry and legal medicine.

    Science.gov (United States)

    Anders, Sven; Pyka, Katharina; Mueller, Tjark; von Streinbuechel, Nicole; Raupach, Tobias

    2016-11-01

    Student learning outcome is an important dimension of teaching quality in undergraduate medical education. Measuring an increase in knowledge during teaching requires repetitive objective testing which is usually not feasible. As an alternative, student learning outcome can be calculated from student self-ratings. Comparative self-assessment (CSA) gain reflects the performance difference before and after teaching, adjusted for initial knowledge. It has been shown to be a valid proxy measure of actual learning outcome derived from objective tests. However, student self-ratings are prone to a number of confounding factors. In the context of outcome-based evaluation, the wording of self-rating items is crucial to the validity of evaluation results. This randomized trial assessed whether including qualifiers in these statements impacts on student ratings and CSA gain. First-year medical students self-rated their initial (then-test) and final (post-test) knowledge for lectures in anatomy, biochemistry and legal medicine, respectively, and 659 questionnaires were retrieved. Six-point scales were used for self-ratings with 1 being the most positive option. Qualifier use did not affect then-test ratings but was associated with slightly less favorable post-test ratings. Consecutively, mean CSA gain was smaller for items containing qualifiers than for items lacking qualifiers (50.6±15.0% vs. 56.3±14.6%, p=0.079). The effect was more pronounced (Cohen's d=0.82) for items related to anatomy. In order to increase fairness of outcome-based evaluation and increase the comparability of CSA gain data across subjects, medical educators should agree on a consistent approach (qualifiers for all items or no qualifiers at all) when drafting self-rating statements for outcome-based evaluation. Copyright © 2016 Elsevier GmbH. All rights reserved.

  16. Prediction of stroke thrombolysis outcome using CT brain machine learning

    Directory of Open Access Journals (Sweden)

    Paul Bentley

    2014-01-01

    Full Text Available A critical decision-step in the emergency treatment of ischemic stroke is whether or not to administer thrombolysis — a treatment that can result in good recovery, or deterioration due to symptomatic intracranial haemorrhage (SICH. Certain imaging features based upon early computerized tomography (CT, in combination with clinical variables, have been found to predict SICH, albeit with modest accuracy. In this proof-of-concept study, we determine whether machine learning of CT images can predict which patients receiving tPA will develop SICH as opposed to showing clinical improvement with no haemorrhage. Clinical records and CT brains of 116 acute ischemic stroke patients treated with intravenous thrombolysis were collected retrospectively (including 16 who developed SICH. The sample was split into training (n = 106 and test sets (n = 10, repeatedly for 1760 different combinations. CT brain images acted as inputs into a support vector machine (SVM, along with clinical severity. Performance of the SVM was compared with established prognostication tools (SEDAN and HAT scores; original, or after adaptation to our cohort. Predictive performance, assessed as area under receiver-operating-characteristic curve (AUC, of the SVM (0.744 compared favourably with that of prognostic scores (original and adapted versions: 0.626–0.720; p < 0.01. The SVM also identified 9 out of 16 SICHs, as opposed to 1–5 using prognostic scores, assuming a 10% SICH frequency (p < 0.001. In summary, machine learning methods applied to acute stroke CT images offer automation, and potentially improved performance, for prediction of SICH following thrombolysis. Larger-scale cohorts, and incorporation of advanced imaging, should be tested with such methods.

  17. E-learning quality assurance: aspects and criteria of e-learning evaluation

    OpenAIRE

    Al-barakat, Ayman

    2010-01-01

    The field of e-learning quality is a major concern. E-learning quality evaluation not easy mission in e-Learning development, assessment of the product is the final step of the process, and the one that is usually ignored. As e-learning has been developed during the recent years, it became more and more apparent that quality would be one of the most crucial factors for its future. Many studies have been conducted on this issue trying to identify quality for e-learning.

  18. "It Really Makes Good Sense": The Role of Outcome Evaluation in Aphasia Therapy in Denmark

    Science.gov (United States)

    Isaksen, Jytte Kjaergaard

    2014-01-01

    Background: Measuring or evaluating outcomes is a common activity for many speech-language therapists (SLTs). A major focus has been on external forces claiming outcome evaluation to optimize quality and the use of resources without integrating the viewpoints of SLTs. Aims: To identify the purpose of outcome evaluation by letting SLTs identify not…

  19. [Outcomes evaluation of the school staff health promotion project].

    Science.gov (United States)

    Woynarowska-Sołdan, Magdalena

    This article presents selected outcomes of a 3-year project "Health promotion of school staff in health-promoting schools," as well as the achievements and difficulties in its implementation. The research was conducted on 644 teachers and 226 members of non-teaching staff in 21 schools. The method involved opinion poll and authored questionnaires. A 2-part model of outcome evaluation was developed. Most participants appreciated the changes that took place within the 3 years of the project implementation. These included the improved level of their knowledge about health, health-conducive behaviors (62-93%) and the physical and social environment of the school (50-92%). Changes were more frequently acknowledged by teachers. About 80% of the participants had a positive attitude to the project, but only 20% assessed their involvement as considerable. About 90% believed that health promotion activities should be continued. According to the project leaders, insufficient support and financial resources, and difficulties in motivating school employees, particularly the nonteaching staff, to undertake health-promotion activities were the major handicaps in the project implementation. The project outcomes can be assessed as satisfying. They revealed that it is posssible to initiate health promotion among school staff. This can be effective on condition that participants are motivated, actively engaged in the project and supported by the head teacher and the local community. Necessarily, school leaders should be prepared to promote health among adults and to gain support from school policy decision makers, school administration, trade unions and universities involved in teacher training. Med Pr 2016;67(2):187-200. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  20. Outcomes evaluation of the school staff health promotion project

    Directory of Open Access Journals (Sweden)

    Magdalena Woynarowska-Sołdan

    2016-04-01

    Full Text Available Background: This article presents selected outcomes of a 3-year project “Health promotion of school staff in health-promoting schools,” as well as the achievements and difficulties in its implementation. Material and Methods: The research was conducted on 644 teachers and 226 members of non-teaching staff in 21 schools. The method involved opinion poll and authored questionnaires. A 2-part model of outcome evaluation was developed. Results: Most participants appreciated the changes that took place within the 3 years of the project implementation. These included the improved level of their knowledge about health, health-conducive behaviors (62–93% and the physical and social environment of the school (50–92%. Changes were more frequently acknowledged by teachers. About 80% of the participants had a positive attitude to the project, but only 20% assessed their involvement as considerable. About 90% believed that health promotion activities should be continued. According to the project leaders, insufficient support and financial resources, and difficulties in motivating school employees, particularly the nonteaching staff, to undertake health-promotion activities were the major handicaps in the project implementation. Conclusions: The project outcomes can be assessed as satisfying. They revealed that it is posssible to initiate health promotion among school staff. This can be effective on condition that participants are motivated, actively engaged in the project and supported by the head teacher and the local community. Necessarily, school leaders should be prepared to promote health among adults and to gain support from school policy decision makers, school administration, trade unions and universities involved in teacher training. Med Pr 2016;67(2:187–200

  1. Service Learning in Medical Education: Project Description and Evaluation

    Science.gov (United States)

    Borges, Nicole J.; Hartung, Paul J.

    2007-01-01

    Although medical education has long recognized the importance of community service, most medical schools have not formally nor fully incorporated service learning into their curricula. To address this problem, we describe the initial design, development, implementation, and evaluation of a service-learning project within a first-year medical…

  2. Methodology for Evaluating Quality and Reusability of Learning Objects

    Science.gov (United States)

    Kurilovas, Eugenijus; Bireniene, Virginija; Serikoviene, Silvija

    2011-01-01

    The aim of the paper is to present the scientific model and several methods for the expert evaluation of quality of learning objects (LOs) paying especial attention to LOs reusability level. The activities of eQNet Quality Network for a European Learning Resource Exchange (LRE) aimed to improve reusability of LOs of European Schoolnet's LRE…

  3. Library Evaluation and Organizational Learning: A Questionnaire Study

    Science.gov (United States)

    Chen, Kuan-Nien

    2006-01-01

    This article focuses on organizational learning, particularly in the context of evaluation and organizational change. These concepts are discussed in terms of academic libraries. As part of this discussion, a model entitled Processes and Phases of Organizational Learning (PPOL) was developed which is a visual representation of the range of…

  4. Evaluating QR Code Case Studies Using a Mobile Learning Framework

    Science.gov (United States)

    Rikala, Jenni

    2014-01-01

    The aim of this study was to evaluate the feasibility of Quick Response (QR) codes and mobile devices in the context of Finnish basic education. The feasibility was analyzed through a mobile learning framework, which includes the core characteristics of mobile learning. The study is part of a larger research where the aim is to develop a…

  5. [An evaluation of a new Dutch suicide prevention tool (KEHR); datadriven evaluation and learning].

    Science.gov (United States)

    de Groot, M H; de Winter, R F P; van der Plas, W; Kerkhof, A J F M

    2016-01-01

    Multidisciplinary evaluation of suicide cases effectively decreases the suicide rate in mental health care. A new suicide prevention tool (KEHR) can be used in this connection. KEHR has been developed on the basis of the Dutch multidisciplinary practice guideline on the assessment and treatment of suicidal behaviour. The guideline can serve as a frame of reference for the multidisciplinary evaluation of suicide cases. KEHR aims to provide professionals with a better method for preventing suicide. To describe and evaluate the recently developed KEHR strategy for reducing the number of suicide cases in mental health care. Naturalistic and observational study. In the course of a year 22 out of 23 suicide cases that had occurred in the pilot institution were evaluated with the help of the KEHR system. Outcomes were discussed with members of multidisciplinary teams. Quantitative and qualitative methods were used in the evaluation process. Professionals from the main disciplines involved were very willing to use the new tool and were prepared to reflect on their views on the outcomes. The professionals were ready to learn from the suicide cases. Data collected with the tool provided information that can be used to improve guideline adherence. However, the use of KEHR did not lead automatically to the formulation of adjustments and improvements relating to suicidal patients. A specific procedure for improving individual and team performance needs to be developed and tested thoroughly. KEHR is a promising strategy for improving and enhancing the guideline on the diagnosis and treatment of suicidal behaviour of patients in mental health care. Special procedures need to be developed and studied in order to implement the improvements deemed necessary as a result of the pilot study. The KEHR tool (in the Dutch language) is accessible to mental health care workers after online registration (www.mijnkehr.nl).

  6. Elevated outcome-anticipation and outcome-evaluation ERPs associated with a greater preference for larger-but-delayed rewards.

    Science.gov (United States)

    Pornpattananangkul, Narun; Nadig, Ajay; Heidinger, Storm; Walden, Keegan; Nusslock, Robin

    2017-06-01

    Although waiting for a reward reduces or discounts its value, some people have a stronger tendency to wait for larger rewards and forgo smaller-but-immediate rewards. This ability to delay gratification is captured by individual differences in so-called intertemporal choices in which individuals are asked to choose between larger-but-delayed versus smaller-but-immediate rewards. The current study used event-related potentials (ERPs) to examine whether enhancement in two neurocognitive processes, outcome anticipation and outcome evaluation, modulate individual variability in intertemporal responses. After completing a behavioral intertemporal choice task, 34 participants performed an ERP gambling task. From this ERP task, we separately examined individual differences in outcome anticipation (stimulus-preceding negativity; SPN), early outcome valuation (feedback-related negativity; FRN), and late outcome evaluation (P3). We observed that both elevated outcome-anticipation (SPN) and late outcome-evaluation (P3) neural processes predicted a stronger preference toward larger-but-delayed rewards. No relationship was observed between intertemporal responses and early outcome evaluation (FRN), indicating that the relationship between outcome evaluation and intertemporal responses was specific to the late outcome-evaluation processing stream. Moreover, multiple regression analyses indicated that the SPN and P3 independently modulate individual differences in intertemporal responses, suggesting separate mechanisms underlie the relationship between these two neurocognitive processes and intertemporal responses. Accordingly, we identify two potential neurocognitive modulators of individual variability in intertemporal responses. We discuss the mechanisms underlying these modulators in terms of anticipation-related processing (SPN) and a saliency bias toward gain (compared to loss) outcomes (P3).

  7. Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

    Science.gov (United States)

    Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

    2018-05-01

    We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

  8. Mobile Learning: Creation, delivery and evaluation of eBooks

    NARCIS (Netherlands)

    Kalz, Marco; Ternier, Stefaan

    2012-01-01

    Kalz, M., & Ternier, S. (2012, 10 December). Mobile Learning: Creation, delivery and evaluation of eBooks. Workshop for TPG Academy and a South African Delegation, Heerlen, The Netherlands: Open Universiteit in the Netherlands.

  9. Evaluation as a Powerful Practices in Digital Learning Processes

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Levinsen, Karin

    2015-01-01

    for and empowers students⠒ agency as learning designers. Moreover, the positive impact increases when students as learning designers participate in formative evaluation practices. Traditionally, the Danish school has worked hard to teach students to verbalise their own academic competencies. However, as our...... everyday environment becomes increasingly comple x with digital and multimodal technologies, formative evaluation as a learning practice becomes central, requiring the students to develop a digital and multimodal literacy beyond the traditional, language‑centred type. In order to clarify these practices...... , we address the various understandings of evaluation and assessment that may blur our arguments. Students⠒ digital production and students as learning designers is a large‑scale project that follows up on the findings of Netbook 1:1. It experiments fur ther with various evaluation practices...

  10. Usability Evaluation of a Web-Based Learning System

    Science.gov (United States)

    Nguyen, Thao

    2012-01-01

    The paper proposes a contingent, learner-centred usability evaluation method and a prototype tool of such systems. This is a new usability evaluation method for web-based learning systems using a set of empirically-supported usability factors and can be done effectively with limited resources. During the evaluation process, the method allows for…

  11. The Impact of Taiwanese College Students' Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

    Science.gov (United States)

    Ho, Sophia Shi-Huei

    2017-01-01

    The purpose of this study is to explore the associations among learning motivation, engagement and outcomes, and the moderating role of various traits in the relationship between deep approaches to learning and outcomes. Based on data from 2,340 students in multiple universities in Taiwan, this study proposes two alternative models, tested by…

  12. Designing and Evaluating Conative Game-Based Learning Scenarios

    DEFF Research Database (Denmark)

    Schønau-Fog, Henrik

    2014-01-01

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

  13. An evaluation of flipped e-learning experiences.

    Science.gov (United States)

    Jones-Bonofiglio, Kristen Dawn; Willett, Timothy; Ng, Stella

    2017-12-22

    The "flipped" classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD. In this paper, we describe the structure and format of such a course using a qualitative case study framework. This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.

  14. The Effects of Self-Determination on Learning Outcomes in a Blended Learning

    Science.gov (United States)

    Joo, Young Ju; Lim, Kyu Yon; Han, Sang Yoon; Ham, Yoo Kyoung; Kang, Aran

    2013-01-01

    The purpose of the paper is to examine whether the sub-constructs of self-determination, that is, learners' perceived level of autonomy, competence, and relatedness, predict learning flow, persistence, and achievement in a blended learning context. Participants are 102 adult learners who voluntarily registered for a Chinese language learning…

  15. The Impact of a Psychology Learning Community on Academic Success, Retention, and Student Learning Outcomes

    Science.gov (United States)

    Buch, Kim; Spaulding, Sue

    2011-01-01

    Learning communities have become an integral part of the educational reform movement of the past two decades and have been heralded as a promising strategy for restructuring undergraduate education. This study used a matched control group design to examine the impact of participation in a psychology learning community (PLC) on a range of student…

  16. Family, Learning Environments, Learning Approaches, and Student Outcomes in a Malaysian Private University

    Science.gov (United States)

    Kek, Megan A. Yih Chyn; Darmawan, I. Gusti Ngurah; Chen, Yu Sui

    2007-01-01

    This article presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students' individual characteristics, general self-efficacy, family context, university and classroom learning environments, curriculum, approaches to learning, and…

  17. Outcomes of a Self-Regulated Learning Curriculum Model

    Science.gov (United States)

    Peters-Burton, Erin E.

    2015-10-01

    The purpose of this study was to describe connections among students' views of nature of science in relation to the goals of a curriculum delivered in a unique setting, one where a researcher and two teachers collaborated to develop a course devoted to teaching students about how knowledge is built in science. Students proceeded through a cycle of self-regulated phases, forethought, performance, and self-reflection, during each segment of the curriculum: (a) independent research, (b) knowledge building in the discipline of science, and (c) a citizen science project. Student views were measured at the beginning and end of the course using epistemic network analysis. The pretest map reported student understanding of science as experimentation and indicated three clusters representing the durability of knowledge, empirical evidence, and habits of mind, which were loosely connected and represented knowledge generation as external to personal thinking. The posttest map displayed a broader understanding of scientific endeavors beyond experimentation, a shift toward personal knowledge generation, and indicated a larger number of connections among three more tightly oriented clusters: empirical evidence, habits of mind, and tentativeness. Implications include the potential to build curriculum that purposefully considers reinforcing cycles of learning of the nature of science in different contexts.

  18. Learning outcomes with visual thinking strategies in nursing education.

    Science.gov (United States)

    Moorman, Margaret; Hensel, Desiree; Decker, Kim A; Busby, Katie

    2017-04-01

    There is a need to develop innovative strategies that cultivate broad cognitive, intrapersonal, and interpersonal skills in nursing curricula. The purpose of this project was to explore transferable skills students gained from Visual Thinking Strategies (VTS). This qualitative descriptive study was conducted with 55 baccalaureate nursing students enrolled in an entry level healthy population course. The students participated in a 1h VTS session led by a trained facilitator. Data came from the group's written responses to a question about how they would use skills learned from VTS in caring for patients and in their nursing practice. Content analysis showed students perceived gaining observational, cognitive, interpersonal, and intrapersonal skills from the VTS session. VTS is a unique teaching strategy that holds the potential to help nursing students develop a broad range of skills. Studies are needed on optimal exposure needed to develop observational, communication, collaboration, and critical thinking skills. Research is also needed on how skills gained in VTS translate to practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    Arlinah Imam Rahardjo

    2008-01-01

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

  20. 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 ...

  1. The Evaluation of Teaching and Learning.

    Science.gov (United States)

    Potocki-Malicet, Danielle; Holmesland, Icara; Estrela, Maria-Teresa; Veiga-Simao, Ana-Margarida

    1999-01-01

    Three different approaches to the evaluation of higher education in European and Scandinavian countries are examined: evaluation of a single discipline across institutions (Finland, Norway, Portugal, Spain, United Kingdom, northern Germany); evaluation of several disciplines within certain institutions (France, Germany); and internal evaluation of…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  4. Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

    Science.gov (United States)

    Sudria, Ida Bagus Nyoman; Redhana, I. Wayan; Kirna, I. Made; Aini, Diah

    2018-01-01

    This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia.…

  5. Exploring Student Perceptions, Learning Outcome and Gender Differences in a Flipped Mathematics Course

    Science.gov (United States)

    Chen, So-Chen; Yang, Stephen J. H.; Hsiao, Chia-Chang

    2016-01-01

    The flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with gender difference, student perceptions and learning outcomes has still remained unexplored, and there has been little discussion regarding flipped classroom environment. To fill this gap,…

  6. Tablet Use in Schools: A Critical Review of the Evidence for Learning Outcomes

    Science.gov (United States)

    Haßler, B.; Major, L.; Hennessy, S.

    2016-01-01

    The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant…

  7. Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes

    Science.gov (United States)

    Goette, William F.; Delello, Julie A.; Schmitt, Andrew L.; Sullivan, Jeremy R.; Rangel, Angelica

    2017-01-01

    This study compares the academic performance and perceptions of 114 undergraduate students enrolled in an abnormal psychology course. Specifically, this study focuses on whether face-to-face (F2F) or blended modalities are associated with student learning outcomes. In this study, data analysis was based upon the examination of end-of-course…

  8. New York College of Osteopathic Medicine Learning Outcomes Assessment 2009-2010

    Science.gov (United States)

    McCarthy, John R.; Mead, Pelham; Achziger, Mary Ann; Bruno, Felicia; Bryant, Claire; Goldstein, Leonard; Jeger, Abraham; Zaika, Rodika; Portanova, Ron

    2009-01-01

    This is a document that lays out the Mission of the NY College of Osteopathic Medicine's Mission Statement, It's 13 Goals and subsequent Objectives of Learning Outcomes. Benchmarks were established for each Educational Goal and defined further in Objectives. This document represents an historic attempt by NYCOM to address it's need for complete…

  9. Children with and without Learning Disabilities: A Comparison of Processes and Outcomes Following Group Counseling

    Science.gov (United States)

    Leichtentritt, Judith; Shechtman, Zipora

    2010-01-01

    This study compared outcomes and processes in counseling groups of an expressive-supportive modality for children with learning disabilities (LD) and without them (NLD). Participants were 266 students (ages 10-18), all referred for emotional, social, and behavioral difficulties; of these, 123 were identified with LD and 143 were not. There were 40…

  10. The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course

    Science.gov (United States)

    Crowe, Jessica A.; Silva, Tony; Ceresola, Ryan

    2015-01-01

    In this study, we test the effect of in-class student peer review on student learning outcomes using a quasiexperimental design. We provide an assessment of peer review in a quantitative research methods course, which is a traditionally difficult and technical course. Data were collected from 170 students enrolled in four sections of a…

  11. Information Problem-Solving Skills in Small Virtual Groups and Learning Outcomes

    Science.gov (United States)

    Garcia, Consuelo; Badia, Antoni

    2017-01-01

    This study investigated the frequency of use of information problem-solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4-week online training course. The status of IPS skills was collected through self-reports handed in over…

  12. How does classroom composition affect learning outcomes in Ugandan primary schools?

    DEFF Research Database (Denmark)

    Jones, Edward Samuel

    2016-01-01

    There is widespread agreement that schooling quality should be a priority in the post-2015 education agenda, but less agreement on how quality can be enhanced in a cost effective manner. In Uganda, classroom overcrowding is often considered a critical cause of poor learning outcomes. This paper...

  13. Global Culture, Learning Style, and Outcome: An Interdisciplinary Empirical Study of International University Students

    Science.gov (United States)

    Strang, Kenneth David

    2010-01-01

    The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from…

  14. The Cognitive Information-Processing Systems of Leaders and Their Relation to Student Learning Outcomes

    Science.gov (United States)

    Cerni, Tom; Curtis, Guy J.; Colmar, Susan H.

    2014-01-01

    Research has shown that school principals who display transformational leadership are likely to influence organizational commitment and job satisfaction (Koh, 1990), and this in turn is thought to influence student learning outcomes. Based on a sample of experienced educational leaders (n = 88), this study examined if transformational leadership…

  15. Effect of Continuous Assessment on Learning Outcomes on Two Chemical Engineering Courses: Case Study

    Science.gov (United States)

    Tuunila, R.; Pulkkinen, M.

    2015-01-01

    In this paper, the effect of continuous assessment on the learning outcomes of two chemical engineering courses is studied over a several-year period. Average grades and passing percentages of courses after the final examination are reported and also student feedback on the courses is collected. The results indicate significantly better learning…

  16. A Mixed Methods Comparison of Teachers' Lunar Modeling Lesson Implementation and Student Learning Outcomes

    Science.gov (United States)

    Lamar, Mary F.; Wilhelm, Jennifer Anne; Cole, Merryn

    2018-01-01

    The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which…

  17. Teachers' Teaching Experience and Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria

    Science.gov (United States)

    Adeyemi, T. O.

    2008-01-01

    This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools in the State. This population was made up of 147 rural schools and 110 urban schools. It was also made up of 12 single sex…

  18. Strategies for Effective Dissemination of the Outcomes of Teaching and Learning Projects

    Science.gov (United States)

    Southwell, Deborah; Gannaway, Deanne; Orrell, Janice; Chalmers, Denise; Abraham, Catherine

    2010-01-01

    This paper describes an empirical study that addresses the question of how higher education institutions can disseminate effectively the outcomes of projects that seek to achieve large-scale change in teaching and learning. Traditionally, dissemination of innovation and good practice is strongly advocated within universities, but little…

  19. Developing a Rubric to Assess Student Learning Outcomes Using a Class Assignment

    Science.gov (United States)

    Thaler, Nicholas; Kazemi, Ellie; Huscher, Crystal

    2009-01-01

    We developed a rubric to assess several of our department's undergraduate student learning outcomes (SLOs). Target SLOs include applications of principles of research methodology, using appropriate statistics, adherence to the Publication Manual of the American Psychological Association, and written communication skills. We randomly sampled 20…

  20. Differently Structured Advance Organizers Lead to Different Initial Schemata and Learning Outcomes

    Science.gov (United States)

    Gurlitt, Johannes; Dummel, Sebastian; Schuster, Silvia; Nuckles, Matthias

    2012-01-01

    Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key-concept emphasizing, and a less structured advance organizer. These were followed by a sorting task, a…

  1. Predicting Language Outcomes for Children Learning Augmentative and Alternative Communication: Child and Environmental Factors

    Science.gov (United States)

    Brady, Nancy C.; Thiemann-Bourque, Kathy; Fleming, Kandace; Matthews, Kris

    2013-01-01

    Purpose: To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. Method: Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was…

  2. National Assessment Meets Teacher Autonomy: National Assessment of Learning Outcomes in Music in Finnish Basic Education

    Science.gov (United States)

    Juntunen, Marja-Leena

    2017-01-01

    In Finland, teachers' have extensive autonomy, that is freedom from control by others over their professional actions in the classroom, and it is considered a strength of Finnish education. At the same time, national assessment of learning outcomes has been constructed to examine the learner's progress and achievements in relation to the criteria…

  3. A Qualitative Assessment of the Learning Outcomes of Teaching Introductory American Politics in Comparative Perspective

    Science.gov (United States)

    Gelbman, Shamira M.

    2011-01-01

    This article discusses the findings of an ethnographic content analysis of students' written reflections as a means for assessing the learning outcomes of teaching introductory American politics in comparative perspective. It focuses especially on determining whether and how this approach enhanced students' understanding and retention of knowledge…

  4. Assessing Impact of Technology Based Digital Equalizer Programme on Improving Student Learning Outcomes

    Science.gov (United States)

    Sarkar, Subrata; Mohapatra, Sanjay; Sundarakrishnan, J.

    2017-01-01

    The objective of this research was to assess the impact of the Digital Equalizer program (DE Program) in terms of student learning outcomes of students in subjects like science, mathematics and geography after 8 months of implementing the DE program in 283 schools across 30 districts of Odisha, India. This study was a inter group and intra group…

  5. Towards a Model and Methodology for Assessing Student Learning Outcomes and Satisfaction

    Science.gov (United States)

    Duque, Lola C.; Weeks, John R.

    2010-01-01

    Purpose: The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate student learning outcomes and satisfaction that involves concepts drawn from the services marketing and assessment literatures; second, to illustrate the utility of the model as implemented in an academic department (geography)…

  6. Perceptions versus Realities: Exploring Needs and Science Learning Outcomes In the Mississippi Delta

    Science.gov (United States)

    Fitts, Lacey S.

    The Mississippi Delta (MS Delta) is a high-poverty region in northwestern Mississippi located between the Mississippi and Yazoo rivers. The Delta is home to sixteen rural counties with over seventy failing or underperforming schools. Many of these schools lack the resources necessary to ensure adequate opportunities for all students. Learning outcomes for the state are among the lowest in the nation, and scores in the rural Delta are far below the state average. Graduating seniors take the ACT college entrance exam, with about 10% of Mississippi seniors scoring as "college-ready" in science. The region has a critical shortage of science teachers, and many schools do not offer advanced science courses. This study assessed teachers' needs, identified key characteristics of the secondary science programs in which they teach, and sought to understand conditions affecting science learning outcomes. An inventory of science teachers' needs was administered to teachers in the region. The greatest needs were material resources, high quality training, and strategies for improving poor reading and problem-solving skills of students. Of the factors examined, the percentage of students receiving free lunch had the strongest correlation with science learning outcomes in the school, higher than access to resources, number of science courses offered, and level of self-reported teacher need. A three-tiered approach to improving science learning outcomes has been developed, emphasizing community relationships, targeted professional development, and relevant science curriculum.

  7. Could Learning Outcomes of the First Course in Accounting Predict Overall Academic Performance?

    Science.gov (United States)

    Alanzi, Khalid A.; Alfraih, Mishari M.

    2017-01-01

    Purpose: This study aims to question whether learning outcomes of the first course in accounting could predict the overall academic performance of accounting students as measured by their graduating grade point average (GPA). Design/methodology/approach The sample of the present study was drawn from accounting students who were graduated during…

  8. Distance Education in a Cost Accounting Course: Instruction, Interaction, and Multiple Measures of Learning Outcomes

    Science.gov (United States)

    Chen, Clement C.; Jones, Keith T.; Moreland, Keith

    2010-01-01

    Students in online and traditional classroom sections of an intermediate-level cost accounting course responded to a survey about their experiences in the course. Specifically, several items related to the instruction and learning outcomes were addressed. Additionally, student examination performance in the two types of sections was compared. The…

  9. Investigating Students' Perceptions of Graduate Learning Outcomes in Mathematics

    Science.gov (United States)

    King, Deborah; Varsavsky, Cristina; Belward, Shaun; Matthews, Kelly

    2017-01-01

    The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for…

  10. Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

    Directory of Open Access Journals (Sweden)

    Angela R. Bielefeldt

    2013-10-01

    Full Text Available The civil and environmental engineering disciplines have identified the levels of knowledge about sustainability that are desirable for students to achieve as they graduate with a bachelor’s degree, as well as sustainability-related competencies to be obtained during a master’s degree, and on-the-job, prior to professional licensure. Different pedagogies are better suited to help students attain these levels of cognitive ability, while also developing affective outcomes. This paper provides examples of different methods that have been used at one institution to educate engineering students about sustainability, supported with data that indicates whether the method successfully achieved the targeted learning outcomes. Lectures, in-class active learning, readings, and appropriately targeted homework assignments can achieve basic sustainability knowledge and comprehension by requiring students to define, identify, and explain aspects of sustainability. Case studies and the application of software tools are good methods to achieve application and analysis competencies. Project-based learning (PBL and project-based service-learning (PBSL design projects can reach the synthesis level and may also develop affective outcomes related to sustainability. The results provide examples that may apply to a wider range of disciplines and suggest sustainability outcomes that are particularly difficult to teach and/or assess.

  11. Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

    Science.gov (United States)

    McClellan, Jeffrey L.

    2011-01-01

    This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

  12. Train-the-Trainers: Implementing Outcomes-Based Teaching and Learning in Malaysian Higher Education

    Science.gov (United States)

    Biggs, John; Tang, Catherine

    2011-01-01

    The decision by the Minister of Higher Education, that Malaysian post-secondary institutions should move to outcomes-based teaching and learning (OBTL), involves a change in teaching in over 1,000 institutions. This massive changeover would be accomplished using the "Train-the-Trainers" model in a series of workshops. We are proud to…

  13. From Process to Outcome: The Effect of Portfolio Assessment on Student Learning.

    Science.gov (United States)

    Tiwari, Agnes; Tang, Catherine

    2003-01-01

    Three findings emerged from 12 Hong Kong student nurses' descriptions of their experiences of portfolio assessment: (1) despite initial anxiety, all favored portfolio use; (2) portfolios had positive academic and affective outcomes; and (3) unexpectedly, spontaneous collaborative learning and increased motivation resulted. (Contains 35…

  14. Exploring the relation between online case-based discussions and learning outcomes in dental education.

    Science.gov (United States)

    Koole, Sebastiaan; Vervaeke, Stijn; Cosyn, Jan; De Bruyn, Hugo

    2014-11-01

    Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.

  15. The Contribution of Learning Outcomes for Listening to Creative Thinking Skills

    Science.gov (United States)

    Aldig, Ebru; Arseven, Ayla

    2017-01-01

    This study aims to examine teacher's opinions on the contribution of learning outcomes for listening defined in the Ministry of National Education's Turkish course curriculum for the 6th, 7th and 8th grades to the development of creative thinking skills. Mixed methods research design was adopted in the study. As the quantitative part of the study,…

  16. The Place of Content and Pedagogy in Shaping Sustainability Learning Outcomes in Higher Education

    Science.gov (United States)

    Mintz, Keren; Tal, Tali

    2018-01-01

    This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a…

  17. Expectancy-Value and Cognitive Process Outcomes in Mathematics Learning: A Structural Equation Analysis

    Science.gov (United States)

    Phan, Huy P.

    2014-01-01

    Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model…

  18. A Qualitative Study of Information Technology Students' Learning Outcomes during a Cooperative Education Experience

    Science.gov (United States)

    Krejci, Katherine T.

    2010-01-01

    The purpose of this qualitative descriptive study was to describe the learning outcomes of the cooperative-education experience from an Information Technology student's perspective at a large Fortune 500 manufacturing/sales company located in the Midwest United States. Open-ended interview questions were developed based on the four-component model…

  19. Forum: Learning Outcomes in Communication. Responses. On the Importance of Communication Research

    Science.gov (United States)

    Vangelisti, Anita L.

    2016-01-01

    Anita Vangelisti writes in this response that although the recommendations set forward in this "Forum" are well thought out and important additions to the discussion, teacher-scholars in the field of communication can, and should, do more. She agrees that there is a need to identify and describe learning outcomes in communication, and…

  20. Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

    Science.gov (United States)

    Renner, Jonathan Christopher

    Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

  1. Developing, implementing and evaluating a simulation learning ...

    African Journals Online (AJOL)

    Hafaza Bibi Amod

    Research significance: To develop a simulation learning package that uses high fidelity simulation to ... common cause of maternal mortality in South Africa and ... Framework cited by Jeffries (2007). ... nario development toolkits and various best practice guide- ..... analysis in nursing research: Concepts, procedures, and.

  2. Electrophysiological Correlates of Cue-Related Processing in a Gambling Task: Early Outcome Evaluation or Outcome Expectation?

    Directory of Open Access Journals (Sweden)

    Xiaoyi Zhang

    2017-06-01

    Full Text Available Several recent studies have suggested that cues that predict outcomes elicit a feedback-related-like negativity (FRN-like negativity reflecting initial appraisals of whether desired outcomes are probable. Some other studies, however, have found that the cues that predict outcomes elicited event-related potentials (ERPs that reflect the expectation to outcomes (e.g., outcome expectations. Given these mixed findings, this study aimed to examine whether the brain activity elicited by predictive cues in a gambling task reflected the initial evaluations of the outcomes, the outcome expectations, or both. We used a gambling task in which the participants were told to guess which of two doors hid a reward. At the beginning of each trial, a cue was presented to inform the participants of how many doors hid a reward. We found that these predictive cues elicited a FRN-like negativity at the frontal sites within around 200–300 ms. However, this negativity did not significantly differ between the cues that fully predicted gains and the cues that fully predicted losses. Furthermore, predictive cues elicited an expectation-related slow wave, and cues that predicted gains with a 50% probability elicited a larger expectation-related slow wave than cues that fully predicted gains or losses. Our results suggest that cues predicting outcomes reflect outcome expectations rather than initial evaluations of the forthcoming outcomes.

  3. Exploring Outcomes to Consider in Economic Evaluations of Health Promotion Programs : What Broader Non-Health Outcomes Matter Most?

    NARCIS (Netherlands)

    Benning, Tim M; Alayli-Goebbels, Adrienne F G; Aarts, Marie-Jeanne; Stolk, Elly; de Wit, G Ardine; Prenger, Rilana; Braakman-Jansen, Louise M A; Evers, Silvia M A A

    2015-01-01

    BACKGROUND: Attention is increasing on the consideration of broader non-health outcomes in economic evaluations. It is unknown which non-health outcomes are valued as most relevant in the context of health promotion. The present study fills this gap by investigating the relative importance of

  4. Exploring Outcomes to Consider in Economic Evaluations of Health Promotion Programs: What Broader Non-Health Outcomes Matter Most?

    NARCIS (Netherlands)

    Benning, Tim M.; Alayli-Goebbels, Adrienne F.G.; Aarts, Marie-Jeanne; Stolk, Elly; de Wit, G. Ardine; Prenger, Hendrikje Cornelia; Braakman-Jansen, Louise Marie Antoinette; Evers, Silvia M.A.A.

    2015-01-01

    Background Attention is increasing on the consideration of broader non-health outcomes in economic evaluations. It is unknown which non-health outcomes are valued as most relevant in the context of health promotion. The present study fills this gap by investigating the relative importance of

  5. Evaluation of the Effects of Flipped Learning of a Nursing Informatics Course.

    Science.gov (United States)

    Oh, Jina; Kim, Shin-Jeong; Kim, Sunghee; Vasuki, Rajaguru

    2017-08-01

    This study evaluated the effects of flipped learning in a nursing informatics course. Sixty-four undergraduate students attending a flipped learning nursing informatics course at a university in South Korea participated in this study in 2013. Of these, 43 students participated at University A, and 46 students participated at University B, as a comparison group. Three levels of Kirkpatrick's evaluation model were used: level one (the students' satisfaction), level two (achievement on the course outcomes), and level three (self-perceived nursing informatics competencies). Students of the flipped learning course reported positive effects above the middle degree of satisfaction (level one) and achieved the course outcomes (level two). In addition, self-perceived nursing informatics competencies (level three) of the flipped learning group were higher than those of the comparison group. A flipped learning nursing informatics course is an effective teaching strategy for preparing new graduate nurses in the clinical setting. [J Nurs Educ. 2017;56(8):477-483.]. Copyright 2017, SLACK Incorporated.

  6. Implementation of learning outcome attainment measurement system in aviation engineering higher education

    Science.gov (United States)

    Salleh, I. Mohd; Mat Rani, M.

    2017-12-01

    This paper aims to discuss the effectiveness of the Learning Outcome Attainment Measurement System in assisting Outcome Based Education (OBE) for Aviation Engineering Higher Education in Malaysia. Direct assessments are discussed to show the implementation processes that become a key role in the successful outcome measurement system. A case study presented in this paper involves investigation on the implementation of the system in Aircraft Structure course for Bachelor in Aircraft Engineering Technology program in UniKL-MIAT. The data has been collected for five semesters, starting from July 2014 until July 2016. The study instruments used include the report generated in Learning Outcomes Measurements System (LOAMS) that contains information on the course learning outcomes (CLO) individual and course average performance reports. The report derived from LOAMS is analyzed and the data analysis has revealed that there is a positive significant correlation between the individual performance and the average performance reports. The results for analysis of variance has further revealed that there is a significant difference in OBE grade score among the report. Independent samples F-test results, on the other hand, indicate that the variances of the two populations are unequal.

  7. Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.

    Science.gov (United States)

    Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

    2014-12-01

    This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

  8. Evaluation of a Team Project Based Learning Module for Developing Employability Skills

    OpenAIRE

    Janice Whatley

    2012-01-01

    This paper presents a case study, in which a new module, aimed at enhancing students’ employ-ability skills, is evaluated. Employability skills for graduates from higher education are regarded as essential outcomes from their degree programmes, but it can be difficult to provide appropriate opportunities to develop these skills in the context of their studies. This paper describes a new module, called Live Projects, designed to provide project based learning on campus, but involv-ing local bu...

  9. The development of learning materials based on core model to improve students’ learning outcomes in topic of Chemical Bonding

    Science.gov (United States)

    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.

  10. Improving Learning Outcomes in Office Automation Subjects Through Development of Video-Based Media Learning Operating Microsoft Publisher 2010

    Directory of Open Access Journals (Sweden)

    Irma Mastumasari

    2017-07-01

    Full Text Available The purpose of this research is to produce instructional media video-based operate Microsoft Publisher 2010 which is validated by experts for student at class X of Office Administration in SMKN 1 Malang through experimental class and control class. This study uses Research and Development research design (R & D through 8 steps, namely: (1 research and information gathering early, (2 planning, (3 product development, (4 validation expert, (5 product revision, (6 the trial court (small groups, (7 the revision of the product, and (8 field trials (large group. Results of validation by material experts, media experts and 12 students, the media is expressed very valid and can be used. Based on t test, it is known that a significant difference between the average student learning outcomes experimental class and control class, so that learning media can be said to be effective for use in the learning process.

  11. FLIPPED CLASSROOM LEARNING METHOD TO IMPROVE CARING AND LEARNING OUTCOME IN FIRST YEAR NURSING STUDENT

    Directory of Open Access Journals (Sweden)

    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.

  12. Support Vector Hazards Machine: A Counting Process Framework for Learning Risk Scores for Censored Outcomes.

    Science.gov (United States)

    Wang, Yuanjia; Chen, Tianle; Zeng, Donglin

    2016-01-01

    Learning risk scores to predict dichotomous or continuous outcomes using machine learning approaches has been studied extensively. However, how to learn risk scores for time-to-event outcomes subject to right censoring has received little attention until recently. Existing approaches rely on inverse probability weighting or rank-based regression, which may be inefficient. In this paper, we develop a new support vector hazards machine (SVHM) approach to predict censored outcomes. Our method is based on predicting the counting process associated with the time-to-event outcomes among subjects at risk via a series of support vector machines. Introducing counting processes to represent time-to-event data leads to a connection between support vector machines in supervised learning and hazards regression in standard survival analysis. To account for different at risk populations at observed event times, a time-varying offset is used in estimating risk scores. The resulting optimization is a convex quadratic programming problem that can easily incorporate non-linearity using kernel trick. We demonstrate an interesting link from the profiled empirical risk function of SVHM to the Cox partial likelihood. We then formally show that SVHM is optimal in discriminating covariate-specific hazard function from population average hazard function, and establish the consistency and learning rate of the predicted risk using the estimated risk scores. Simulation studies show improved prediction accuracy of the event times using SVHM compared to existing machine learning methods and standard conventional approaches. Finally, we analyze two real world biomedical study data where we use clinical markers and neuroimaging biomarkers to predict age-at-onset of a disease, and demonstrate superiority of SVHM in distinguishing high risk versus low risk subjects.

  13. A Critical Perspective on Learning Outcomes and the Effectiveness of Experiential Approaches in Entrepreneurship Education: Do we Innovate or Implement?

    Science.gov (United States)

    Scott, Jonathan M; Penaluna, Andy; Thompson, John L

    2016-01-01

    Purpose: The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student…

  14. Internship-Related Learning Outcomes and Their Influential Factors: The Case of Vietnamese Tourism and Hospitality Students

    Science.gov (United States)

    Nghia, Tran Le Huu; Duyen, Nguyen Thi My

    2018-01-01

    Purpose: The purpose of this paper is to explore the experiences of Tourism and Hospitality interns in Vietnam to identify dimensions of internship-related learning outcomes and factors influencing these learning outcomes. Design/methodology/approach: In total, 12 in-depth interviews were conducted with 12 interns to identify the dimensions of…

  15. Improving Primary Education in Pakistan: An Examination of the Association between School Autonomy and Children's Learning Outcomes

    Science.gov (United States)

    Rahim, Bushra

    2017-01-01

    The purpose of this study is to explore the impact of the delegation of financial authority to public primary schools through Parent-Teacher Councils (PTCs) on learning outcomes of primary school children in the Khyber Pakhtunkhwa (KP) province, Pakistan. The learning outcomes were measured in three subject areas (Urdu, English, and Mathematics).…

  16. An experience with blunt abdominal trauma: evaluation, management and outcome

    Directory of Open Access Journals (Sweden)

    Nikhil Mehta

    2014-06-01

    Full Text Available Blunt abdominal trauma (BAT is a frequent emergency and is associated with significant morbidity and mortality in spite of improved recognition, diagnosis and management. Trauma is the second largest cause of disease accounting for 16% of global burden. The World Health Organization estimates that, by 2020, trauma will be the first or second leading cause of years of productive life lost for the entire world population. This study endeavors to evaluate 71 cases of BAT with stress on early diagnosis and management, increase use of non operative management, and time of presentation of patients. A retrospective analysis of 71 patients of BAT who were admitted in Kempegowda Institute of Medical Sciences hospital (KIMS, Bangalore, India within a span of 18 months was done. Demographic data, mechanism of trauma, management and outcomes were studied. Most of the patients in our study were in the age group of 21-30 years with an M:F ratio of 3.7:1. Motor vehicle accident (53% was the most common mechanism of injury. Spleen (53% was the commonest organ injured and the most common surgery performed was splenectomy (30%. Most common extra abdominal injury was rib fracture in 20%. Mortality rate was 4%. Wound sepsis (13% was the commonest complication. Initial resuscitation measures, thorough clinical examination and correct diagnosis forms the most vital part of management. 70% of splenic, liver and renal injuries can be managed conservatively where as hollow organs need laparotomy in most of the cases. The time of presentation of patients has a lot to do with outcome. Early diagnosis and prompt treatment can save many lives.

  17. Unpacking the Learning-Work Nexus: "Priming" as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula

    Science.gov (United States)

    Smith, Calvin; Worsfold, Kate

    2015-01-01

    This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills--professional work-readiness, self-efficacy and team skills. Regression analyses emphasise the importance of the "authenticity" of WIL placements for the development of these generic outcomes. Other curricula factors…

  18. Leadership development through action learning sets: an evaluation study.

    Science.gov (United States)

    Walia, Surinder; Marks-Maran, Di

    2014-11-01

    This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

    Science.gov (United States)

    Lavie Alon, Nirit; Tal, Tali

    2015-05-01

    In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

  20. Linearized and Kernelized Sparse Multitask Learning for Predicting Cognitive Outcomes in Alzheimer’s Disease

    Directory of Open Access Journals (Sweden)

    Xiaoli Liu

    2018-01-01

    Full Text Available Alzheimer’s disease (AD has been not only the substantial financial burden to the health care system but also the emotional burden to patients and their families. Predicting cognitive performance of subjects from their magnetic resonance imaging (MRI measures and identifying relevant imaging biomarkers are important research topics in the study of Alzheimer’s disease. Recently, the multitask learning (MTL methods with sparsity-inducing norm (e.g., l2,1-norm have been widely studied to select the discriminative feature subset from MRI features by incorporating inherent correlations among multiple clinical cognitive measures. However, these previous works formulate the prediction tasks as a linear regression problem. The major limitation is that they assumed a linear relationship between the MRI features and the cognitive outcomes. Some multikernel-based MTL methods have been proposed and shown better generalization ability due to the nonlinear advantage. We quantify the power of existing linear and nonlinear MTL methods by evaluating their performance on cognitive score prediction of Alzheimer’s disease. Moreover, we extend the traditional l2,1-norm to a more general lql1-norm (q≥1. Experiments on the Alzheimer’s Disease Neuroimaging Initiative database showed that the nonlinear l2,1lq-MKMTL method not only achieved better prediction performance than the state-of-the-art competitive methods but also effectively fused the multimodality data.