Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning

Science.gov (United States)

Novak, Joseph D.

2005-03-01

This paper describes the methods and outcomes of a 12-year longitudinal study into the effects of an early intervention program, while reflecting back on changes that have occurred in approaches to research, learning and instruction since the preliminary inception stages of the study in the mid 1960s. We began the study to challenge the prevailing consensus at the time that primary school children were either preoperational or concrete operational in their cognitive development and they could not learn abstract concepts. Our early research, based on Ausubelian theory, suggested otherwise. The paper describes the development and implementation of a Grade 1-2 audio tutorial science instructional sequence, and the subsequent tracing over 12 years, of the children's conceptual understandings in science compared to a matched control group. During the study the concept map was developed as a new tool to trace children's conceptual development. We found that students in the instruction group far outperformed their non-instructed counterparts, and this difference increased as they progressed through middle and high school. The data clearly support the earlier introduction of science instruction on basic science concepts, such as the particulate nature of matter, energy and energy transformations. The data suggest that national curriculum standards for science grossly underestimate the learning capabilities of primary-grade children. The study has helped to lay a foundation for guided instruction using computers and concept mapping that may help both teachers and students become more proficient in understanding science.

Study strategies and approaches to learning

DEFF Research Database (Denmark)

Christensen, Hans Peter

Process Questionnaire to identify their approach to learning. It was hypothesised that the students’ learning approach would depend more on the quality of the study work than on the quantity; that an active and reflective study strategy was required to obtain deep conceptual understanding. The result...... showed a weak correlation between the student’s main learning approach as defined by the ratio of the deep approach score to the surface approach score and the student’s study intensity as identified by the ratio of non-scheduled independent activities to scheduled teacher-controlled activities....... There was however a much stronger linear correlation (significant at the 0.01 level) between the deep-surface ratio and the total study load. The same result was observed when measuring other students’ study strategy and learning approach for a single course. The empirical basis is still too limited to draw...

Active teaching methods, studying responses and learning

DEFF Research Database (Denmark)

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

2010-01-01

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

Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

Directory of Open Access Journals (Sweden)

Ahlam Bouirane

2015-06-01

Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

The Effect Of Islamic Education Learning Pai And Learning Results To Students Religious Behavior Of Stisip Widyapuri Mandiri Sukabumi Student

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U. Abdullah Mumin

2017-06-01

Full Text Available The purpose of this study is to measure the level of the effect of Islamic Education learning and learning result on religious behaviour in STISIP Widyapuri Mandiri Sukabumi. The method used in this research is quantitative analysis based on inferential statistical model. The data collection is done by using observation techniques interviews and questionnaires. The researcher analize the data by using logic analysis for qualitative and statistical analysis for quantitative data by using descriptive statistics regression and correlation. Based on the hypothesis test simultaneously PAI learning and learning result have a positive and significant effect on students religious behaviour. Partially only PAI learning alone has a positive and significant impact on religious behavior.

PENINGKATAN KUALITAS PEMBELAJARAN STUDI KELAYAKAN BISNIS MELALUI METODE LEARNING CYCLE

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Syamsu Hadi

2011-05-01

Full Text Available The objectives of the study are to improve the quality of learning for Studi Kelayakan Bisnis (Business Feasibility Study, to improve students’ spirit in learning, to improve lecturers’ skill in developing learning model and media and  also to improve students’ achievement in learning. This study was class action research consists of three cycles. Result of study showed students’ achievement was improving on each cycle. Students’ learning completeness before applying Learning Cycle method was 0%, after applying Learning Cycle method; students’ achievement after final test was 94%. Students’ interest, activeness and relationship in learning process with range 1-4, the result was good (3.2. Result of observation related to lecturers’ skill in managing the learning process which used map concept method with range 1-4 showed a good result with average of cycle 1, cycle 2 and cycle 3 was 3.2. That score was the average of all aspects investigated on three cycles. Based on result of study, it was suggested that for lecturers of Business Feasibility Study subject to apply Learning Cycle method in teaching-learning process. This method was approved to improve students’ ability to analyze the case and understand the concepts of Business Feasibility Study. This was because students are given opportunity to do research in the field related to the topic and then find the problems that will be discussed in the class. Thus, students are usual to think critically and analytically to face a case. And finally, students can find the topics concepts. Moreover, result of study can be applied for other subjects because this study gives the positive impact. Key words: The Quality of Learning, Business Feasibility Study Subject, LearningCycle Method

Learning Machine Learning: A Case Study

Science.gov (United States)

Lavesson, N.

2010-01-01

This correspondence reports on a case study conducted in the Master's-level Machine Learning (ML) course at Blekinge Institute of Technology, Sweden. The students participated in a self-assessment test and a diagnostic test of prerequisite subjects, and their results on these tests are correlated with their achievement of the course's learning…

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

Energy Technology Data Exchange (ETDEWEB)

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

2016-12-15

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

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

International Nuclear Information System (INIS)

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

2016-01-01

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

Technology Enhanced Learning: Virtual Realities; Concrete Results--Case Study on the Impact of TEL on Learning

Science.gov (United States)

Al-Khatib, Hayat

2011-01-01

Technology Enhanced Learning is a feature of 21st century education. Innovations in ICT have provided unbound access to information in support of the learning process (APTEL, 2010; Allert et al, 2002; Baldry et al, 2006; Frustenberg et al, 2001; Sarkis, 2010). LMS has been extensively put to use in universities and educational institutions to…

Results of a study assessing teaching methods of faculty after measuring student learning style preference.

Science.gov (United States)

Stirling, Bridget V

2017-08-01

Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.

Improving the quality of learning in science through optimization of lesson study for learning community

Science.gov (United States)

Setyaningsih, S.

2018-03-01

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

Perceived ambiguity as a barrier to intentions to learn genome sequencing results.

Science.gov (United States)

Taber, Jennifer M; Klein, William M P; Ferrer, Rebecca A; Han, Paul K J; Lewis, Katie L; Biesecker, Leslie G; Biesecker, Barbara B

2015-10-01

Many variants that could be returned from genome sequencing may be perceived as ambiguous-lacking reliability, credibility, or adequacy. Little is known about how perceived ambiguity influences thoughts about sequencing results. Participants (n = 494) in an NIH genome sequencing study completed a baseline survey before sequencing results were available. We examined how perceived ambiguity regarding sequencing results and individual differences in medical ambiguity aversion and tolerance for uncertainty were associated with cognitions and intentions concerning sequencing results. Perceiving sequencing results as more ambiguous was associated with less favorable cognitions about results and lower intentions to learn and share results. Among participants low in tolerance for uncertainty or optimism, greater perceived ambiguity was associated with lower intentions to learn results for non-medically actionable diseases; medical ambiguity aversion did not moderate any associations. Results are consistent with the phenomenon of "ambiguity aversion" and may influence whether people learn and communicate genomic information.

Exploring Diversity of Learning Outcomes in E-Learning Courses: Results of a Qualitative Study in a French Multinational Company

Science.gov (United States)

Baudoin, Emmanuel

2010-01-01

The implementation of e-learning by companies in France is ongoing. One of their issues is to improve the learning experience of their employees. From our point of view, this implies that they must better understand the learning experience of the employees. This paper suggests a qualitative approach to learning in order to identify the diversity…

Physics-Based Scientific Learning Module to Improve Students Motivation and Results

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Soni Nugroho Yuliono

2018-02-01

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

Political Consciousness but Not Political Engagement: Results from a Service-Learning Study

Science.gov (United States)

Harker, Dave

2016-01-01

How does participation in a service-learning program impact the way students think about politics and political engagement? There are reasons to expect that service-learning can contribute to the development of a political consciousness and the skills necessary for political participation. The author uses participant observation, in-depth…

E-learning for Part-Time Medical Studies

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Półjanowicz Wiesław

2016-12-01

Full Text Available Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.

Assurance of Learning and Study Abroad: A Case Study

Science.gov (United States)

Rexeisen, Richard J.; Al-Khatib, Jamal

2009-01-01

Most academic programs are now held accountable for measuring student-learning outcomes. This article reports the results of an assurance of learning (AOL) project designed to measure the impact of study abroad on the development of ethical reasoning, intercultural sensitivity, and environmental attitudes. The Association to Advance Collegiate…

Influence of Discussion Rating in Cooperative Learning Type Numbered Head Together on Learning Results Students VII MTSN Model Padang

Science.gov (United States)

Sasmita, E.; Edriati, S.; Yunita, A.

2018-04-01

Related to the math score of the first semester in class at seventh grade of MTSN Model Padang which much the score that low (less than KKM). It because of the students who feel less involved in learning process because the teacher don't do assessment the discussions. The solution of the problem is discussion assessment in Cooperative Learning Model type Numbered Head Together. This study aims to determine whether the discussion assessment in NHT effect on student learning outcomes of class VII MTsN Model Padang. The instrument used in this study is discussion assessment and final tests. The data analysis technique used is the simple linear regression analysis. Hypothesis test results Fcount greater than the value of Ftable then the hypothesis in this study received. So it concluded that the assessment of the discussion in NHT effect on student learning outcomes of class VII MTsN Model Padang.

Do Facilitated Online Dual Credit Classes Result in Deep Learning?

Science.gov (United States)

Stark Education Partnership, 2015

2015-01-01

This study, with funding from the Jennings Foundation, sought to answer the following broad research question: Do facilitated online dual credit courses result in deep learning? The answer to this question is key to addressing barriers many students face in bridging from high school to college. This report includes a descriptive case study that…

Online Learning - Between University Studies and Workplace Learning

DEFF Research Database (Denmark)

Kolbæk, Ditte; Lundh Snis, Ulrika

2018-01-01

—by attending a blended learning course? The study builds on Engeström’s (2001) expansive learning model of two interacting activity systems, namely, the students’ master’s course and their professional work places. The study follows a mixed methods approach and finds that the students integrated requirements......This study explores learning when professionals return to education and use their professional work experience to fulfil their study objectives. The research question is: How do students learn from experiences in two contexts—a master’s course at a university and their organisations of employment...

Learned Helplessness and Learning Goals: Role played in School Refusal. A Study on Italian Students.

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Luana Sorrenti

2016-08-01

Full Text Available Literature on school refusal has shown a link between school refusal and poor school performance. However, there has been little investigation into the individual underlying factors, and specifically factors directly related to the learning process, such as the learning goals of students and their expectations of success and/or failure. The main purpose of the present study is to investigate the influence of Learned Helplessness (LH and learning goals on school refusal. We hypothesized that LH and learning goals exert a unique role in predicting school refusal above and beyond the roles of academic achievement, age, and gender. The sample consisted of 201 Italian students with an average age of 11.93, with both low (57.2 % of students and high (42.8 % academic achievement. School refusal, LH, and learning goals were measured by means of questionnaires. The results confirm the hypothesis of this study; in fact, we found that learning goals and, above all, LH play a more predictive role of school refusal than academic achievement. These results extend previous studies on school refusal and, for the first time, they provide additional knowledge about this problem, analyzing the relationship between school refusal, learning goals, and LH, still neglected in the literature. Implications on the psychological well-being of students are discussed.

Driving student-centred calculus: results of a comprehensive case study for Kaizen learning in the Sultanate of Oman

Science.gov (United States)

Heim, Bernhard; Rupp, Florian; Viet, Nils; Stockhausen, Paul v.; Gallenkämper, Jonas; Kreuzer, Judith

2015-04-01

The art of teaching freshmen students is undergoing a rapid paradigm change. Classical forms of teaching are not applicable any more and an unmanageable offer of new multimedia tools and concepts is glutting the market. Moreover, compared to previous courses, the class size triples. In view of these challenges, we implemented a new teaching concept best described as Kaizen learning. By Kaizen learning, we define a teaching philosophy that is based on a concise mix of short learning units (with feedback loops and tests) and of carefully chosen repetitions (also with feedback loops and tests) to calibrate a course for the students. Here, this intensive blended, student-centred learning paradigm is analysed together with its direct impact on the students' performance. This case study leads to easy-to-implement key drivers for successfully teaching science in Oman, such as (1) human-human interaction, (2) clearly communicated expectations, (3) avoidance of a short-term learning attitude, (4) a no-calculator policy, (5) continuous Kaizen learning, and (6) balanced combination of traditional teaching and e-learning.

Voice Blog: An Exploratory Study of Language Learning

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Yu-Chih Sun

2009-06-01

Full Text Available This study uses voice blogs as a platform for an extensive study of language learners’ speaking skills. To triangulate the findings, the study collected data by surveying the learners’ blogging processes, investigating learning strategies, and conducting retrospective interviews. The results revealed that students (a developed a series of blogging stages, including conceptualizing, brainstorming, articulation, monitoring, and evaluating, and used a wide variety of strategies to cope with blogging-related difficulties, and (b perceived blogging as a means of learning, self-presentation, information exchange, and social networking. Findings suggest that blogs can constitute a dynamic forum that fosters extensive practice, learning motivation, authorship, and development of learning strategies.

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

Science.gov (United States)

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

2018-03-01

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

Personalized search result diversification via structured learning

NARCIS (Netherlands)

Liang, S.; Ren, Z.; de Rijke, M.

2014-01-01

This paper is concerned with the problem of personalized diversification of search results, with the goal of enhancing the performance of both plain diversification and plain personalization algorithms. In previous work, the problem has mainly been tackled by means of unsupervised learning. To

Studies on learning by detecting impasse and by resulting it for building large scale knowledge base for autonomous plant

International Nuclear Information System (INIS)

Sawaragi, Tetsuo

1997-03-01

The acquisition of knowledge from human experts in an exhaustive way is extremely difficult, and even if it were possible, the maintenance of such a large knowledge base for realtime operation is not an easy task. The autonomous system having just incomplete knowledge would face with so many problems that contradicts with the system's current beliefs and/or are novel or unknown to the system. Experienced humans can manage to do with such novelty due to their generalizing ability and analogical inference based on the repertoire of precedents, even if they with new problems. Moreover, through experiencing such breakdowns and impasse, they can acquire some novel knowledge by their proactive attempts to interpret a provided problem as well as by updating their beliefs and contents and organization of their prior knowledge. We call such a style of learning as impasse-driven learning, meaning that learning dose occur being motivated by facing with contradiction and impasse. The related studies concerning with such a style of leaning have been studied within a field of machine learning of artificial intelligence so far as well as within a cognitive science field. In this paper, we at first summarize an outline of machine learning methodologies, and then, we detail about the impasse-driven learning. We discuss that from two different perspective of learning, one is from deductive and analogical learning and the other one is from inductive conceptual learning (i.e., concept formation or generalization-based memory). The former mainly discuss about how the learning system updates its prior beliefs and knowledge so that it can explain away the current contradiction using some meta-cognition heuristics. The latter attempts to assimilate a contradicting problem into its prior memory structure by dynamically reorganizing a collection of the precedents. We present those methodologies, and finally we introduce a case study of concept formation for plant anomalies and its usage for

Assessment of medical students’ learning and study strategies in self-regulated learning

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ZAHRA JOUHARI

2016-04-01

Full Text Available Introduction: Research on medical students shows that adopting self-regulation of effort, time, and study strategies can positively influence academic achievement. The purpose of the current study was to assess learning and study strategies in medical students. Methods: This cross-sectional study was carried out in 2014-2015 at Isfahan University of Medical Sciences. The sample size was determined 360 students based on the results of a pilot study on 30 members of the study population. Medical students in the first to fourth year of their studies were selected through simple sampling randomly. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI questionnaire was completed by the students. It measures three latent factors of selfregulated learning: Skill, Will, and Self-Regulation. It consists of 80 questions in ten different scales (each scale including eight questions and a variable score of 8-40. Data were analyzed using t-test, correlation analysis, and ANOVA. Results: Considering the ten LASSI scales, the highest mean score belonged to test strategies (28.67±4.44, and the lowest mean to self-testing (21.91±4.91. The results showed significant statistical differences between male and female students in selecting the main idea, attitude, and self-testing. ANOVA and post hoc Tukey tests showed a significant difference between the mean scores of different areas of LASSI among students with different grade point average (GPA in the university. In all areas except the study aids, the mean scores of students with GPA higher than 17.5 were significantly higher than those of students with GPA lower than 14.5. Conclusion: The results showed that students need help and consultation in most areas of learning and study strategies. Using 10 areas of LASSI can determine the strengths and weaknesses of students in various areas. Knowing their own limitations, students will be able to improve their study habits. Hence

The Effect of Family and School Cultural Environment Through Self Efficacy on Student Learning Result

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Ely Rizky Amaliyah

2017-11-01

Full Text Available This study aims to explain the relationship between environmental variables out g a, school culture, self-efficacy and student learning outcomes Administrative Program Program at SMK. This research includes quantitative research type with the explanatory descriptive method. The sampling technique was proportionate stratified random sampling, the study sample consisted of 114 students. Data analysis in this research using path analysis. Results research shows that there is a positive and significant influence of family environment on self-efficacy, there is the positive and significant influence of school culture on self-efficacy, there is a direct positive and significant influence between the environment to the family on the results of learning. While the school culture The air does not directly influence the learning outcomes, but the air of self-efficacy ng driving direct effect on learning outcomes, and the family environment is not aired directly influence the outcome through self-efficacy jar arts students, and school culture has an indirect effect on learning outcomes through students' self-efficacy.

Inductive learning of thyroid functional states using the ID3 algorithm. The effect of poor examples on the learning result.

Science.gov (United States)

Forsström, J

1992-01-01

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

Knowledge of Results after Good Trials Enhances Learning in Older Adults

Science.gov (United States)

Chiviacowsky, Suzete; Wulf, Gabriele; Wally, Raquel; Borges, Thiago

2009-01-01

In recent years, some researchers have examined motor learning in older adults. Some of these studies have specifically looked at the effectiveness of different manipulations of extrinsic feedback, or knowledge of results (KR). Given that many motor tasks may already be more challenging for older adults compared to younger adults, making KR more…

The Turkish Adaptation Study of Motivated Strategies for Learning Questionnaire (MSLQ) for 12-18 Year Old Children: Results of Confirmatory Factor Analysis

Science.gov (United States)

Karadeniz, Sirin; Buyukozturk, Sener; Akgun, Ozcan Erkan; Cakmak, Ebru Kilic; Demirel, Funda

2008-01-01

This study gives results of the first phase of the 12-18 year old Turkish students' norm study of The Motivated Strategies for Learning Questionnaire (MSLQ), which developed by Pintrich, Smith, Garcia & McKeachie (1993). The scale was administrated to 1114 students from 3 primary schools and 3 high schools in Ankara in Turkish language,…

Activating teaching methods, studying responses and learning

OpenAIRE

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

2009-01-01

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

Analysis of Learning Tools in the study of Developmental of Interactive Multimedia Based Physic Learning Charged in Problem Solving

Science.gov (United States)

Manurung, Sondang; Demonta Pangabean, Deo

2017-05-01

The main purpose of this study is to produce needs analysis, literature review, and learning tools in the study of developmental of interactive multimedia based physic learning charged in problem solving to improve thinking ability of physic prospective student. The first-year result of the study is: result of the draft based on a needs analysis of the facts on the ground, the conditions of existing learning and literature studies. Following the design of devices and instruments performed as well the development of media. Result of the second study is physics learning device -based interactive multimedia charged problem solving in the form of textbooks and scientific publications. Previous learning models tested in a limited sample, then in the evaluation and repair. Besides, the product of research has an economic value on the grounds: (1) a virtual laboratory to offer this research provides a solution purchases physics laboratory equipment is expensive; (2) address the shortage of teachers of physics in remote areas as a learning tool can be accessed offline and online; (3). reducing material or consumables as tutorials can be done online; Targeted research is the first year: i.e story board learning physics that have been scanned in a web form CD (compact disk) and the interactive multimedia of gas Kinetic Theory concept. This draft is based on a needs analysis of the facts on the ground, the existing learning conditions, and literature studies. Previous learning models tested in a limited sample, then in the evaluation and repair.

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Directory of Open Access Journals (Sweden)

Danielle Ribeiro Ganda

2018-02-01

Full Text Available Self-regulation is the process by which individuals monitor, control, and reflect on their learning. Self-regulated students have motivational, metacognitive, affective, and behavioral characteristics that enhance their learning. As the importance of self-regulated learning is well acknowledged by research nowadays, the aim of this study is to examine the effectiveness of an innovative course designed to promote self-regulated learning among Brazilian preservice student teachers. The innovative approach was developed in the format of a program of intervention based heavily on self-reflection. The content involved student exposure to self-reflexive activities, lectures on the self-regulated learning framework, and theoretical tasks aimed at fostering self-regulation of students in a double perspective: as a student and as a future teacher. The efficacy of the approach was tested by comparison with both the results of students who had taken a course with theoretical content only and those who had not taken any course at all. The sample consisted of 109 students in 4 different freshman classes in a Teacher Education Program in a Brazilian public university in an inner city in the state of São Paulo. The research was conducted using a quasi-experimental design with three stages: pretest, intervention, and posttest. The classes were randomly assigned to experimental and control conditions as follows: an experimental group involving intervention, an experimental group exposed to theory, and two control groups not taking the course. Before and after the intervention program, all the participants responded to the Learning and Study Strategies Inventory and the Self-efficacy for Self-regulated Learning scales. Overall, the results showed that the intervention program format had a positive impact in enhancing student self-regulation. Moreover, students in both the experimental groups reported both higher gains in self-efficacy for self-regulated learning

Statistical Learning Theory: Models, Concepts, and Results

OpenAIRE

von Luxburg, Ulrike; Schoelkopf, Bernhard

2008-01-01

Statistical learning theory provides the theoretical basis for many of today's machine learning algorithms. In this article we attempt to give a gentle, non-technical overview over the key ideas and insights of statistical learning theory. We target at a broad audience, not necessarily machine learning researchers. This paper can serve as a starting point for people who want to get an overview on the field before diving into technical details.

Qualifying the quantified self - A study of conscious learning

DEFF Research Database (Denmark)

Kjærgaard, Thomas; Sorensen, Elsebeth Korsgaard

2014-01-01

will impart more robust study skills and higher level of learning competence and that learners thereby will utilize networks and personal technology in a more fruitful manner. The study questions if quantification in itself will create consciousness and it also questions the idea that; the more we measure...... the multipurpose, mobile, connected convenience of a smartphone and the ’Edmodo’ and ‘Twitter’ app in a quest for conscious competence learning in a rhizomatic learning environment in further education. The study is based on a quantitative survey, observation of teaching and qualitative interviews. We found...... peer or teacher, hence it is a rather big change to implement an open-source based learning stream. We found that there is a great difference between posting exercise results and learning progression. None the less we believe that in the right pedagogical circumstances the open-source learning stream...

Improving Work Outcome in Supported Employment for Serious Mental Illness: Results From 2 Independent Studies of Errorless Learning.

Science.gov (United States)

Kern, Robert S; Zarate, Roberto; Glynn, Shirley M; Turner, Luana R; Smith, Kellie M; Mitchell, Sharon S; Sugar, Catherine A; Bell, Morris D; Liberman, Robert P; Kopelowicz, Alex; Green, Michael F

2018-01-13

Heterogeneity in work outcomes is common among individuals with serious mental illness (SMI). In 2 studies, we sought to examine the efficacy of adding errorless learning, a behavioral training intervention, to evidence-based supported employment to improve SMI work outcomes. Work behavior problems were targeted for intervention. We also explored associations between early work behavior and job tenure. For both studies (VA: n = 71; community mental health center: n = 91), randomization occurred at the time of job obtainment with participants randomized (1:1) to either errorless learning plus ongoing supported employment or ongoing supported employment alone and then followed for 12 months. Dependent variables included job tenure, work behavior, and hours worked and wages earned per week. For the primary intent-to-treat analyses, data were combined across studies. Findings revealed that participants in the errorless learning plus supported employment group stayed on their jobs significantly longer than those in the supported employment alone group (32.8 vs 25.6 wk). In addition, differential treatment effects favoring errorless learning were found on targeted work behavior problems (50.5% vs 27.4% improvement from baseline to follow-up assessment). There were no other differential treatment effects. For the prediction analyses involving work behavior, social skills explained an additional 18.3% of the variance in job tenure beyond levels of cognition, symptom severity, and past work history. These data support errorless learning as an adjunctive intervention to enhance supported employment outcomes and implicate the relevance of workplace social difficulties as a key impediment to prolonged job tenure. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center 2017.

Lending, Learning, Leading: Developing Results-Based Leaders in Opportunity Finance

Science.gov (United States)

Annie E. Casey Foundation, 2015

2015-01-01

This report tells the story of the CDFI Leadership Learning Network, a Casey Foundation initiative to equip leaders of community development finance institutions with the tools of results-based leadership (RBL). The Foundation shares lessons learned from the network, core RBL concepts and profiles of CDFI leaders as they apply RBL skills and tools…

Learning and liking of melody and harmony: further studies in artificial grammar learning.

Science.gov (United States)

Loui, Psyche

2012-10-01

Much of what we know and love about music is based on implicitly acquired mental representations of musical pitches and the relationships between them. While previous studies have shown that these mental representations of music can be acquired rapidly and can influence preference, it is still unclear which aspects of music influence learning and preference formation. This article reports two experiments that use an artificial musical system to examine two questions: (1) which aspects of music matter most for learning, and (2) which aspects of music matter most for preference formation. Two aspects of music are tested: melody and harmony. In Experiment 1 we tested the learning and liking of a new musical system that is manipulated melodically so that only some of the possible conditional probabilities between successive notes are presented. In Experiment 2 we administered the same tests for learning and liking, but we used a musical system that is manipulated harmonically to eliminate the property of harmonic whole-integer ratios between pitches. Results show that disrupting melody (Experiment 1) disabled the learning of music without disrupting preference formation, whereas disrupting harmony (Experiment 2) does not affect learning and memory but disrupts preference formation. Results point to a possible dissociation between learning and preference in musical knowledge. Copyright © 2012 Cognitive Science Society, Inc.

APPLICATION OF COOPERATIVE LEARNING MODEL INDEX CARD MATCH TYPE IN IMPROVING STUDENT LEARNING RESULTS ON COMPOSITION AND COMPOSITION FUNCTIONS OF FUNCTIONS INVERS IN MAN 1 MATARAM

Directory of Open Access Journals (Sweden)

Syahrir Syahrir

2017-12-01

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

Results of the implementation of a learning system with incidents in an radiotherapy department

International Nuclear Information System (INIS)

Radicchi, Lucas Augusto; Vilela, Ellen Pedroso Severino; Faustino, Fabio de Lima C.; Rodrigues, Fernanda Arantes C.; Gomes, Franciele N.; Souza, Guilherme Vicente de; Silva, Rose Marta S.; Toledo, Jose Carlos de

2016-01-01

An incident learning system (ILS) is an important tool for improving aspects of patient and staff safety. In radiation oncology, ILS has been implemented both at the institutional level as at the national level, allowing to share lessons learned from incidents that have already occurred. The objective of this study is to present the preliminary results of the ILS implemented in a radiation oncology department. In total, 128 incidents were reviewed by a multidisciplinary committee, and the professional groups that registered more were medical physicists, radiation oncologists and radiation therapists. In addition, incidents have occurred and have been detected mainly in the treatment step. The incident learning system proved to be an important process improvement tool, according to the results shown,the improvement actions proposed and the perception of the people involved. (author)

A case study of learning writing in service-learning through CMC

Science.gov (United States)

Li, Yunxiang; Ren, LiLi; Liu, Xiaomian; Song, Yinjie; Wang, Jie; Li, Jiaxin

2011-06-01

Computer-mediated communication ( CMC ) through online has developed successfully with its adoption by educators. Service Learning is a teaching and learning strategy that integrates community service with academic instruction and reflection to enrich students further understanding of course content, meet genuine community needs, develop career-related skills, and become responsible citizens. This study focuses on an EFL writing learning via CMC in an online virtual environment of service places by taking the case study of service Learning to probe into the scoring algorithm in CMC. The study combines the quantitative and qualitative research to probe into the practical feasibility and effectiveness of EFL writing learning via CMC in service learning in China.

Analysis of the Survey Results About University Students' Perception of Benefits of Supporting E-Learning Education

Directory of Open Access Journals (Sweden)

Michal Stričík

2017-12-01

Full Text Available The paper deals with the analysis of the answers to the results of the questionnaire survey on the e-learning system used at the Faculty of Business Economics of the University of Economics in Bratislava with seat in Košice, used at the Faculty in Košice and the workplace in Michalovce. The results of the survey point to the fact that respondents appreciate the use of e-learning form of education compared to its classical form (78 % of respondents and the possibility of studying at any time (64 % of respondents. Part of the survey was focused on the analysis of the areas in which students have learned to improve their skills and knowledge on the basis of working with the e-learning system. Improvements were felt by respondents mainly in the field of the subject, communication area and informatics. As part of e-learning, respondents particularly saw room for improvement in expanding the e-learning portal content, for example, by lectures, more volumes, and by compilation of study materials requiring inclusion of other subjects into the system. Proper use of e-learning education will help to increase the quality and competitiveness of the provision of education more effectively, thereby increasing the satisfaction of students and meeting their commitments to society.

How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.

Science.gov (United States)

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

2018-03-01

Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Eye-tracking data were analysed with generalized linear mixed-effects models. The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies. This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported. © 2017 The British Psychological Society.

A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

Directory of Open Access Journals (Sweden)

Yun-Wu Wu

2014-01-01

Full Text Available The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

Learning to observe mathematical learning in lesson studies

DEFF Research Database (Denmark)

Rasmussen, Klaus; Østergaard, Camilla Hellsten; Foss, Kristian Kildemoes

2016-01-01

This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which ena...... enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study....

A longitudinal study of adult foreign language learning

DEFF Research Database (Denmark)

Nielsen, Andreas Højlund; Horn, Nynne Thorup; Sørensen, Stine Derdau

Models of speech learning suggest that adaptations to foreign language sound categories should happen early in the acquisition process. Results from laboratory language training show effects on non-native perception within one to three weeks of training. Results from linguistic immersion studies...... show differences in adaptations when contrasting averages of 1-2 yrs of experience with 6-7 yrs of experience. We investigated this apparent discrepancy in a longitudinal study on Danish language officer cadets learning either Arabic (MSA and Egyptian dialect) or Dari (Afghan Farsi) through intensive...... (emphatic frication) and a phonemic Dari contrast (fricative voicing) as stimuli for both groups. We saw an effect of learning on the Dari learners’ identification of the Dari stimuli already after three weeks of language training, which was sustained, but not improved, after six and 20 months. The extents...

Evidence based medicine: teaching, learning and practice: results of a cross-sectional study from Turkey.

Science.gov (United States)

Avsar, Ummu Zeynep; Avsar, Umit; Cansever, Zeliha; Acemoglu, Hamit; Cayir, Yasemin; Khan, Abdul Sattar

2014-07-01

To assess the level of understanding related to the significance of evidence-based medicine among physicians. The cross-sectional study was conducted between March and October 2012 using an online questionnaire that was sent out to physicians and academics working as faculty at training hospitals across Turkey. The questionnaire consisted of questions about the knowledge, attitude and behaviour towards evidence-based medicine. Seven of the questions pertained to the learning of evidence-based medicine, six were about teaching evidence-based medicine, and six were about its practice. SPSS 20 was used for statistical analyses. The questionnaire was returned duly filled by 79 physicians. Of them, 41 (51.9%) were males; and 57 (72.2%) were part of the faculty. Only 1(1.2%) participant had attended a course about evidence-based medicine during undergraduate education, while 19 (24.05)had attended one after graduation. Besides, 26 (32.9%) academics were teaching some concepts of evidence-based medicine, and 21 (26.6%) were giving some information about clinical guidelines. The study found that levels of learning and teaching of evidence-based medicine among physicians were inadequate. They should be emphasised at both pre- and post-graduate tiers.

Foreign Language Competence and Content and Language Integrated Learning in Multilingual Schools in Catalonia: An "Ex Post Facto" Study Analysing the Results of State Key Competences Testing

Science.gov (United States)

Coral, Josep; Lleixà, Teresa; Ventura, Carles

2018-01-01

The member states of the European Union have funded many initiatives supporting the teaching and learning of foreign languages. Content and language integrated learning is one of the experimental language programmes that have been introduced in Catalonia, in the north-east of Spain. The aims of this study are to analyse the results achieved by…

Cooperative learning benefits scale: construction and validation studies

Directory of Open Access Journals (Sweden)

José Lopes

2014-07-01

Full Text Available The aim of this study was to develop and validate a scale of benefits of the Cooperative Learning (SBCL given the exiguity of instruments that evaluate these outputs of the method. The study resorted to a convenience sample comprised of 162 students, males and females, aged between 11 and 18 years. The final instrument has 23 items in a two-dimensional factor structure: psychological and academic benefits and social benefits. The results indicate that the SBCL present good psychometric properties (construct and discriminant validity and reliability. The results are discussed in light of the model of cooperative learning.

Language Learning of Gifted Individuals: A Content Analysis Study

Directory of Open Access Journals (Sweden)

Beria Gokaydin

2017-11-01

Full Text Available This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research discipline, countries of research, institutions of authors, key words, and resources. Data were analyzed with the content analysis method. Results showed that the number of studies on language learning of gifted individuals has increased throughout the years. Recommendations for further research and practices are provided.

A Study on Evaluating Learning Effects Based on Analysis of Satisfaction in E-learning

Directory of Open Access Journals (Sweden)

Yeong-ae Kwon

2015-12-01

Full Text Available This study examined student satisfaction with e-learning experiences in order to determine which factors had the greatest impact on reports of satisfaction among students at Konkuk University. We surveyed 4,889 students enrolled in e-learning courses and analyzed 830 completed questionnaires to identify factors that influence student satisfaction with e-learning. Results showed significant correlations between system factors and satisfaction (R2 = 0.577; p = 0.000. The system factor with the greatest impact on satisfaction was course attendance rate (0.224; p = 0.000.

Research into Learning Resulting from Quality School Library Media Service.

Science.gov (United States)

Marchant, Maurice P.; And Others

1984-01-01

This annotated bibliography of 20 research reports identifies what has been determined about the effects of library media services on learning and suggests methodologies available for similar studies. Organization is according to area of learning affected--academic achievement; language, reading, and library skills; mathematics; science; social…

Introduction of e-learning in dental radiology reveals significantly improved results in final examination.

Science.gov (United States)

Meckfessel, Sandra; Stühmer, Constantin; Bormann, Kai-Hendrik; Kupka, Thomas; Behrends, Marianne; Matthies, Herbert; Vaske, Bernhard; Stiesch, Meike; Gellrich, Nils-Claudius; Rücker, Martin

2011-01-01

Because a traditionally instructed dental radiology lecture course is very time-consuming and labour-intensive, online courseware, including an interactive-learning module, was implemented to support the lectures. The purpose of this study was to evaluate the perceptions of students who have worked with web-based courseware as well as the effect on their results in final examinations. Users (n(3+4)=138) had access to the e-program from any networked computer at any time. Two groups (n(3)=71, n(4)=67) had to pass a final exam after using the e-course. Results were compared with two groups (n(1)=42, n(2)=48) who had studied the same content by attending traditional lectures. In addition a survey of the students was statistically evaluated. Most of the respondents reported a positive attitude towards e-learning and would have appreciated more access to computer-assisted instruction. Two years after initiating the e-course the failure rate in the final examination dropped significantly, from 40% to less than 2%. The very positive response to the e-program and improved test scores demonstrated the effectiveness of our e-course as a learning aid. Interactive modules in step with clinical practice provided learning that is not achieved by traditional teaching methods alone. To what extent staff savings are possible is part of a further study. Copyright © 2010 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

[Learning strategy or strategic learning? Gender-dependent success in medical studies at the Medical University of Vienna].

Science.gov (United States)

Haidinger, Gerald; Mitterauer, Lukas; Rimroth, Evelyne; Frischenschlager, Oskar

2008-01-01

Analysis of the fact that male medical students have a higher success rate at the written test (multiple-choice questions) at the end of the first study year (SIP-1), although female students perform significantly better in school (school marks in mathematics, physics, chemistry, and English) and school performance is a positive predictor of study success. It is hypothesized that aspects of strategic learning influence study success and that sex-specific differences exist. In a prospective study including 726 medical students data on strategic learning (written questionnaire, 45 items) were collected. Factor analysis produced 11 factors, which then were related to results of SIP-1 (passed/failed), and to sex. Eight out of the 11 factors were dependent on sex or study success, four of them dependent on sex as well as study success ("confidence in success", "learning a lot and ab initio", "high learning capacity", and "distressed/diligent/aimless"). Overall, male students showed a more distinct methodical learning approach. Moreover, "learning by understanding" seems not to be relevant for study success. Gender-specific learning behaviour, which generally leads to better performance of girls in school, fails in the situation of SIP-1. Future developments of curriculum and examination system should take into account gender specific requirements.

Developing the International Business Curriculum: Results and Implications of a Delphi Study on the Futures of Teaching and Learning in International Business

Science.gov (United States)

Zettinig, Peter; Vincze, Zsuzsanna

2008-01-01

This article presents the results of a Delphi study concerning the futures of teaching and learning in International Business (IB), a topic that has been receiving a lot of discussion during recent years. Based on our findings we identify two dimensions which may be at the core and instrumental for developing the value proposition of IB. The first…

Report of the Results of an IMS LEarning Design Expert Workshop

NARCIS (Netherlands)

Neumann, Susanne; Klebl, Michael; Griffiths, David; Hernández-Leo, Davinia; De la Fuente-Valentin, Luis; Hummel, Hans; Brouns, Francis; Derntl, Michael; Oberhuemer, Petra

2009-01-01

Neumann, S., Klebl, M., Griffiths, D., Hernández-Leo, D., de la Fuente Valentín, L., Hummel, H., Brouns, F., Derntl, M., & Oberhuemer, P. (2010). Report of the Results of an IMS Learning Design Expert Workshop. International Journal Of Emerging Technologies In Learning (IJET), 5(1), pp.

Do E-Learning Tools Make a Difference? Results from a Case Study

Science.gov (United States)

Desplaces, David; Blair, Carrie A.; Salvaggio, Trent

2015-01-01

Even as academics continue to debate whether distance education techniques are successful, the market demands increased distance education programs and a growing number of corporations are using e-learning to train their employees. We propose and examine a model comparing outcomes in 3 different pedagogical classroom settings: traditional,…

Improve Business Results by Learning from Experience in Proactive Reviews

DEFF Research Database (Denmark)

Kolbæk, Ditte

2018-01-01

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

Surveying Assessment in Experiential Learning: A Single Campus Study

Directory of Open Access Journals (Sweden)

Thomas Yates

2015-12-01

Full Text Available The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL at an institutional level. The origins of EL are found in the work of Dewey (1938, later modified by Kolb and Fry (1975. Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.

Science.gov (United States)

Hommes, J; Van den Bossche, P; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2014-10-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed.

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

OpenAIRE

Lau, Kung Wong

2010-01-01

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

A Study on Students’ Views On Blended Learning Environment

Directory of Open Access Journals (Sweden)

Meryem YILMAZ SOYLU

2006-07-01

Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

The study of selective property of college student’s learning space

Science.gov (United States)

Nagai, Mizuki; Matsumoto, Yuji; Naka, Ryusuke

2018-05-01

These days, college students study not only at places designed for learning such as libraries in colleges, but also cafes in downtown while the number of facilities for learning run by colleges is increasing. Then I have researched facilities in college and those in downtown to find selective properties of college students’ learning space. First, I found by questionnaire survey that students chose “3rd place” such as cafes and fast food shops, second to their houses and libraries in college. Next, I found “psychological factor” were also affected their choice. Furthermore, they studied different subjects at different places. In experiments, I researched how effectively they studied each subject at every place. The results show that I find that places you like and places where learning efficiency is good are different. They learned the least effective at “3d place” regardless of what they learned. The result of how long they kept high-level intellectual activity at each place shows that they could work on the study with more motivation at their favorite place and 3rd place. On the other hand, at the 2nd place, they could study rather effectively, but could not keep concentration and motivation for a long time. In this way, college students have 2 patterns of choosing learning space.

Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

Science.gov (United States)

Boctor, Lisa

2013-03-01

The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. Copyright © 2012 Elsevier Ltd. All rights reserved.

[E-learning and occupational medicine: results of one experience in Italy].

Science.gov (United States)

Mazzoleni, M C; Rognoni, C; Finozzi, E; Giorgi, I; Raho, C; Pugliese, F; Pagani, M; Benzoni, I; Ferrari, M; Imbriani, M

2009-01-01

In Italy, there is at present a certain drive in order to make e-learning for Continuous Medical Education (CME) to take off, even though a normative framework for distance CME has not been completely defined yet. This paper describes the phases of course supply and usage of an e-learning system in the occupational medicine area in Italy. The system provides 10 courses for occupational physicians and one course for nurses, physiotherapists and occupational physiotherapists. During the span of time of 11 months, 2034 users have registered to the website and 1804 of them enrolled themselves into at least one course, for a total number of 5183 course enrolments, with a mean number of course enrolments per person of about 3, and 3710 courses were successfully concluded. This study points out on one hand a wide request for this kind of educational sessions, and on the other hand good results in terms of knowledge acquisition. Since the present experimental project was aimed at contributing to the definition of the normative framework for distance education for CME, it can be expected that e-learning for CME in Italy will get off the ground in the near future.

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

Directory of Open Access Journals (Sweden)

Teguh Febri Sudarma

2013-06-01

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

EFFECTS OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER USING SIMULATION MEDIA PHET AND ACTIVITIES TOWARD STUDENT RESULTS

Directory of Open Access Journals (Sweden)

Fitri Mawaddah Lubis

2015-12-01

Full Text Available This study aimed to analyze the differences in learning outcomes of students taught by cooperative learning model NHT using simulation PhET and conventional learning, analyzing the differences in learning outcomes of students who have high activity and low activity, as well as the  interaction between learning model with the level of student activity in  influencing the outcome students learn physics. This research is a quasi experimental. The population in this study were students of class X SMK Tritech Informatika Medan. The tests were used to obtain the data is in the form of multiple choice. Test requirements have been carried out in the form of normality and homogeneity, which showed that the normal data and homogeneous. The data were analyzed using Anova analysis of two paths. The results showed that: The physics learning outcomes of students who use cooperative learning model NHT using PhET simulations media is better than students who use conventional learning models. The physics learning outcomes of students who have high learning activities is better than students who have Low learning activities. There is an interaction between cooperative learning model NHT PhET simulations using the media and the level of learning activity in influencing student learning outcomes. Average increase learning outcomes in the control class is greater than the experimental class.

Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: results of a small scale educational research study.

Science.gov (United States)

Cottrell, Susan; Donaldson, Jayne H

2013-05-01

To explore the opinions of registered nurses on the Learnbloodtransfusion Module 1: Safe Transfusion Practice e-learning programme to meeting personal learning styles and learning needs. A qualitative research methodology was applied based on the principles of phenomenology. Adopting a convenience sampling plan supported the recruitment of participants who had successfully completed the e-learning course. Thematic analysis from the semi-structured interviews identified common emerging themes through application of Colaizzis framework. Seven participants of total sample population (89) volunteered to participate in the study. Five themes emerged which included learning preferences, interactive learning, course design, patient safety and future learning needs. Findings positively show the e-learning programme captures the learning styles and needs of learners. In particular, learning styles of a reflector, theorist and activist as well as a visual learner can actively engage in the online learning experience. In an attempt to bridge the knowledge practice gap, further opinions are offered on the course design and the application of knowledge to practice following completion of the course. The findings of the small scale research study have shown that the e-learning course does meet the diverse learning styles and needs of nurses working in a clinical transfusion environment. However, technology alone is not sufficient and a blended approach to learning must be adopted to meet bridging the theory practice gap supporting the integration of knowledge to clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Usability studies on e-learning platforms: Preliminary study in USM

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Emang, Devinna Win Anak Boniface; Lukman, Raja Nurul Izzati Raja; Kamarulzaman, Muhammad Izzat Syafiq; Zaaba, Zarul Fitri

2017-10-01

This paper explores the end-users' experienced in regards to the usability issues in E-learning platform. An online survey utilising 116 participants were conducted to investigate the end-users understanding and satisfaction on E-learning platform in the Universiti Sains Malaysia (USM). The results indicates that mainly students still experiencing significant challenges in E-learning platform in regards to accessibility, technical terminologies and functionality. On the other hand, the 10 heuristic guideline is chosen to be a referral point to compare five E-learning platforms in order to assess each performance on regards to the usability criteria. Overall, USM E-learning platform can be considered in a good shape. However, there are more works to be done to improve the delivery system of the E-learning if it would like to sustain for a long period of time. Although the result is at the preliminary stage, it provides useful insights to improve the E-learning platform as one of the most popular education platform in Malaysia.

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace

Science.gov (United States)

2014-01-01

Background Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. Methods A qualitative study was conducted with a purposively selected maximum variation sample (n = 46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The ‘framework approach’ was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Results Key enablers of workplace learning included having access to peers, expertise and ‘learning networks’, protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Conclusion Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes. PMID:24661614

Evaluation of E-learning Platforms: a Case Study

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Cristina POP

2012-01-01

Full Text Available In the recent past, a great number of e-learning platforms have been introduced on the market showing different characteristics and services. These platforms can be evaluated using multiple criteria and methods. This paper proposes a list of selected quality criteria for describing, characterizing and selecting e-learning platform. These criteria were designed based on e-learning standards. I also propose a mathematical model to determine the probability that a student uses an e-learning platform based on the factors (criteria that determine the quality of the platform and the socio-demographic variables of the student. The case study presented is an application of the model and the input data, intermediate calculations and final results were processed using SAS (Statistical Analysis Software.

Pre-Service Teachers’ Beliefs about Foreign Language Learning: A Study of Three Different Teacher Training Study Programmes in Slovenia

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Darija Skubic

2017-12-01

Full Text Available It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers’, primary school teachers’, and special education teachers’ beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

Science.gov (United States)

2014-01-01

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

Social learning theory and the effects of living arrangement on heavy alcohol use: results from a national study of college students.

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Ward, Brian W; Gryczynski, Jan

2009-05-01

This study examined the relationship between living arrangement and heavy episodic drinking among college students in the United States. Using social learning theory as a framework, it was hypothesized that vicarious learning of peer and family alcohol-use norms would mediate the effects of living arrangement on heavy episodic drinking. Analyses were conducted using data from the 2001 Harvard School of Public Health College Alcohol Study, a national survey of full-time undergraduate students attending 4-year colleges or universities in the United States (N = 10,008). Logistic regression models examined the relationship between heavy episodic drinking and various measures of living arrangement and vicarious learning/social norms. Mediation of the effects of living arrangement was tested using both indirect and direct methods. Both student living arrangement and vicarious-learning/social-norm variables remained significant predictors of heavy episodic drinking in multivariate models when controlling for a variety of individual characteristics. Slight mediation of the effects of living arrangement on heavy episodic drinking by vicarious learning/social norms was confirmed for some measures. Although vicarious learning of social norms does appear to play a role in the association between living arrangement and alcohol use, other processes may underlie the relationship. These findings suggest that using theory alongside empirical evidence to inform the manipulation of living environments could present a promising policy strategy to reduce alcohol-related harm in collegiate contexts.

Learning how we learn: an ethnographic study in a neonatal intensive care unit.

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Hunter, Cynthia Louise; Spence, Kaye; McKenna, Kate; Iedema, Rick

2008-06-01

This paper is a report of a study to identify how nurse clinicians learn with and from each other in the workplace. Clinicians' everyday practices and interactions with each other have recently been targeted as areas of research, because it is there that quality of care and patient safety are achieved. Orientation of new nurses and doctors into a specialty unit often results in stress. An ethnographic approach was used, including a 12-month period of fieldwork observations involving participation and in-depth interviews with nurse, doctor and allied health clinicians in their workplace. The data were collected in 2005-2006 in a paediatric teaching hospital in Australia. The findings were grouped into four dimensions: orientation of nurses, orientation of medical registrars, preceptoring and decision-making. The orientation of new staff (nursing and medical) is a complex and multi-layered process which accommodates multiple kinds of learning, in addition to formal learning. Workplace learning also can be informal, incidental, interpersonal and interactive. Interactive and interpersonal learning and the transfer of knowledge include codified and tacit knowledge as well as intuitive understandings of 'how we do things here'. Research into how nurses learn is crucial for illuminating learning that is non-formal and less recognized than more formal kinds. To provide a safe practice environment built on a foundation of knowledge and best practice, there needs to be an allocation of time in the busy workday for learning and reflection.

Learning from tutorials: a qualitative study of approaches to learning and perceptions of tutorial interaction

DEFF Research Database (Denmark)

Herrmann, Kim Jesper

2014-01-01

This study examines differences in university students’ approaches to learning when attending tutorials as well as variation in students’ perceptions of tutorials as an educational arena. In-depth qualitative analysis of semi-structured interviews with undergraduates showed how surface and deep...... approaches to learning were revealed in the students’ note-taking, listening, and engaging in dialogue. It was also shown how variation in the students’ approaches to learning were coherent with variation in the students’ perceptions of the tutors’ pedagogical role, the value of peer interaction......, and the overall purpose of tutorials. The results are discussed regarding the paradox that students relying on surface approaches to learning seemingly are the ones least likely to respond to tutorials in the way they were intended....

Independient virtual english language learning: a case study in higher education

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Esther Nieto Moreno de Diezmas

2016-11-01

Full Text Available The development of independent and self-learning strategies for Foreign Language Learning is of special interest in Higher Education. In particular, these strategies are essential in the Foreign Language Learning area (EFL, since students need to practise and strengthen their exposure to language so as to develop receptive and productive skills. The goal of this paper is to show how independent and virtual learning are developed by means of ICT. To this end, a group of tasks and activities have been designed, distributed and implemented by means of Moodle in the setting of a teaching innovation project in which different campuses and faculties of Education of the University of Castilla-La Mancha where English I is studied have taken part. Additionally, the initial results in terms of students’ perceptions about their independent and virtual learning are shown. Therefore, this paper focuses on a case study at Higher Education in which valid conclusions may be drawn for other similar settings where language learning and virtual learning need to be combined. Initial results suggest the students have responded positively in terms of their perception and participation. This validates the tasks and procedures carried out in the implementation of virtual foreign language learning.

Analysis of the Survey Results About University Students' Perception of Benefits of Supporting E-Learning Education

OpenAIRE

Michal Stričík; Monika Čonková

2017-01-01

The paper deals with the analysis of the answers to the results of the questionnaire survey on the e-learning system used at the Faculty of Business Economics of the University of Economics in Bratislava with seat in Košice, used at the Faculty in Košice and the workplace in Michalovce. The results of the survey point to the fact that respondents appreciate the use of e-learning form of education compared to its classical form (78 % of respondents) and the possibility of studying at any time ...

Learning to merge search results for efficient Distributed Information Retrieval

NARCIS (Netherlands)

Tjin-Kam-Jet, Kien; Hiemstra, Djoerd

2010-01-01

Merging search results from different servers is a major problem in Distributed Information Retrieval. We used Regression-SVM and Ranking-SVM which would learn a function that merges results based on information that is readily available: i.e. the ranks, titles, summaries and URLs contained in the

What Did We Learn about Our Teachers and Principals? Results of the TALIS-2013 International Comparative Study

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Pinskaya, M. A.; Lenskaya, E. A.; Ponomareva, A. A.; Brun, I. V.; Kosaretsky, S. G.; Savelyeva, M. B.

2016-01-01

The Teaching and Learning International Survey (TALIS) is a large-scale and authoritative international study of teachers. It is conducted by the Organization for Economic Cooperation and Development (OECD) to collect and compare information about teachers and principals in different countries in such key areas as the training and professional…

Lifelong learning in nursing: a Delphi study.

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Davis, Lisa; Taylor, Heidi; Reyes, Helen

2014-03-01

In order to foster a culture of lifelong learning in nursing, it is important to identify what the concept means in the nursing profession as well as the characteristics of a lifelong learner. The purpose of this Delphi study was to conceptualize lifelong learning from the perspective of nursing, and to identify characteristics and essential elements of lifelong learning. A Delphi Study technique in three phases was completed using an online survey tool. Data were analyzed for conceptual description, ratings of characteristics and attributes, and expert consensus in these three phases. An online survey tool was used in this study. Recognized experts in nursing education, administration and public policy participated in this study. Lifelong learning in nursing is defined as a dynamic process, which encompasses both personal and professional life. This learning process is also both formal and informal. Lifelong learning involves seeking and appreciating new worlds or ideas in order to gain a new perspective as well as questioning one's environment, knowledge, skills and interactions. The most essential characteristics of a lifelong learner are reflection, questioning, enjoying learning, understanding the dynamic nature of knowledge, and engaging in learning by actively seeking learning opportunities. Keeping the mind active is essential to both lifelong learning and being able to translate knowledge into the capacity to deliver high quality nursing care. It is hoped that a clearer understanding of lifelong learning in nursing will foster more discussion and research about intentional, active inclusion of lifelong learning behaviors in nursing curricula. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Keyimage Method of Learning Sound-Symbol Correspondences: A Case Study of Learning Written Khmer

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Elizabeth Lavolette

2009-01-01

Full Text Available I documented my strategies for learning sound-symbol correspondences during a Khmer course. I used a mnemonic strategy that I call the keyimage method. In this method, a character evokes an image (the keyimage, which evokes the corresponding sound. For example, the keyimage for the character 2 could be a swan with its head tucked in. This evokes the sound "kaw" that a swan makes, which sounds similar to the Khmer sound corresponding to 2. The method has some similarities to the keyword method. Considering the results of keyword studies, I hypothesize that the keyimage method is more effective than rote learning and that peer-generated keyimages are more effective than researcher- or teacher-generated keyimages, which are more effective than learner-generated ones. In Dr. Andrew Cohen's plenary presentation at the Hawaii TESOL 2007 conference, he mentioned that more case studies are needed on learning strategies (LSs. One reason to study LSs is that what learners do with input to produce output is unclear, and knowing what strategies learners use may help us understand that process (Dornyei, 2005, p. 170. Hopefully, we can use that knowledge to improve language learning, perhaps by teaching learners to use the strategies that we find. With that in mind, I have examined the LSs that I used in studying Khmer as a foreign language, focusing on learning the syllabic alphabet.

Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis

DEFF Research Database (Denmark)

Herrmann, Kim Jesper; McCune, Velda; Bager-Elsborg, Anna

2017-01-01

The relationships between university students’ academic achievement and their approaches to learning and studying continuously attract scholarly attention. We report the results of an analysis in which multilevel linear modelling was used to analyse data from 3,626 Danish university students....... Controlling for the effects of age, gender, and progression, we found that the students’ end-of-semester grade point averages were related negatively to a surface approach and positively to organised effort. Interestingly, the effect of the surface approach on academic achievement varied across programmes....... While there has been considerable interest in the ways in which academic programmes shape learning and teaching, the effects of these contexts on the relationship between approaches to learning and academic outcomes is under-researched. The results are discussed in relation to findings from recent meta...

Students’ learning activities while studying biological process diagrams

NARCIS (Netherlands)

Kragten, M.; Admiraal, W.; Rijlaarsdam, G.

2015-01-01

Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students’ learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each

A multicenter study: how do medical students perceive clinical learning climate?

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Nilufer Demiral Yilmaz

2016-09-01

Full Text Available Background: The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students’ perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods: Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097. Data were collected using the Clinical Learning Climate Scale (CLCS. The CLCS (36 items includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree. Results: The response rate for the trainees was 69.67% (n=1,519, and for the interns it was 51.47% (n=917. The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77. The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31. There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion: The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students’ interactions in clinical settings, self-realization, mood, students’ intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies

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

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Sandoval Hamón Leyla Angélica

2017-01-01

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

Mexican Teachers of English Studying Abroad: Their Perceptions of Their Learning Contexts

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Alberto Mora

2010-11-01

Full Text Available This study examines the perceptions of five English teachers, Mexicans, about their learning environments during their graduate studies in various British universities. The results indicate that the positive influences of their learning contexts were: (a the quality of instruction, (b the use of activities to facilitate understanding, and (c freedom of choice of subjects and study methods. Negative influences reported concerning the learning environment: (a lack of congruence between teaching and evaluation, (b inconsistency in teachers’ evaluation practices, (c teachers lack of clarity regarding their expectations and feedback, and (d type of academic support received. The results suggest that higher education on a global scale requires teachers with more experience in international education. Future research on student perceptions of learning contexts might address thesociocultural aspects of this.

Design for learning - a case study of blended learning in a science unit.

Science.gov (United States)

Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

2015-01-01

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

Mobile Collaborative Informal Learning Design: Study of collaborative effectiveness using Activity Theory

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Hasnain Zafar Baloch

2012-07-01

Full Text Available Smart Mobile Devices (SMD are there for many years but using them as learning tools started to emerge as new research area. The trend to merge collaborative learning methodology by using mobile devices in informal context is important for implementation of Learner Centric Learning (LCL. Survey and numerous studies show that more than 95% of students in colleges are users of these smart mobile devices in developed world. Developing counties are also catching up and we can see this percentage is almost same in university level in these countries. Students are using SMDs for learning in some form. Higher education Institutions also try to embark their E-learning to Mobile learning (ML. The aim of this paper is to do propose operational framework for designing Mobile Collaborative Informal learning activities using SMDs. Show results of experimental and case study done to study the Mobile Collaborative Informal learning using Activity Theory (AT. Core Components of framework are Mobile Learning Activities/Objects, Wireless/Mobile Smart devices, Collaborative knowledge and Collaborative learning. The research mention here is its infancy stage.

Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

Science.gov (United States)

Husmann, Polly R; O'Loughlin, Valerie Dean

2018-03-13

The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

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

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Kristia Agustina

2017-08-01

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

The influence of learning context of implementation intentions over the increase in fruit consumption: Preliminary results from a pilot study

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Roxana Păcurar

2016-12-01

Full Text Available The present research is aiming to investigate the influence of the context of learning implementation intentions over the efficiency of the intervention. 73 participants enrolled for participation in this study. They learned a behavioral self-regulation strategy meant to help them implement their intentions to increase fruit consumption. The participants were randomized in one of the three experimental conditions: ego-depletion, control, hopelessness. All the participants, regardless of the experimental condition they were assigned to, where given a presentation on implementation intentions. They all designed "if-then" plans to increase fruit consumption. The pretest results concerning fruit consumption within the 48 hours before participation showed that approximately half of the participants already eat more than three fruits within the last 48 hours before pretest. Hence we decided to exclude them from the analysis, because they would benefit less from implementing an implementation intention strategy as they are already eating at least two fruits / day as a minimum intake. The preliminary analyses made on the retained sample showed that there are no significant differences between the three experimental conditions regarding a change in quantity, calories or pieces of fruit from fruit intake. Even though the results are not statistically significant, in this pilot study we have noticed a descriptive trend suggesting that the ego-depletion effect might be less intense and transitory because the fruit intake (quantity, calories and pieces, at 96 hours after the experiment, seems to be almost the same as it was in pretest.

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…

Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

Science.gov (United States)

Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

2014-01-01

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

Vaccination learning experiences of nursing students: a grounded theory study.

Science.gov (United States)

Ildarabadi, Eshagh; Karimi Moonaghi, Hossein; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

2015-01-01

This study aimed to explore the experiences of nursing students being trained to perform vaccinations. The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing.

Science.gov (United States)

Alvarez, Ana Graziela; Dal Sasso, Grace T Marcon; Iyengar, M Sriram

2017-03-01

Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. This is a quasi-experimental, non-equivalent study using pre-and post-testing. Federal University of Santa Catarina, Brazil. 75 undergraduate nursing students. Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. A significant difference was seen in student learning (ptechnology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning Center and Study Carrels: A Comparative Study. Technical Report #18.

Science.gov (United States)

Chun, Sherlyn; And Others

This Kamehameha Early Education Program (KEEP) report presents a comparative study of the work rates of kindergarten and first grade children in two classroom environments: a learning-center and a study-carrel environment. The subjects, seven matched pairs of kindergarten and first grade students, were chosen on the basis of the results of a…

A Study of Career Development, Learning Motivation, and Learning Satisfaction of Adult Learners in Unconventional Scheduling Graduate Programs

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Chu, Hui-Chin; Hsieh, Mei-Chi; Chang, Shan-Chih

2007-01-01

The study aimed at investigating the relationships among career development, learning motivation, and learning satisfaction of adult learners in master's programs at S University. Questionnaires were distributed with 211 valid returns (71%). The results indicated that some of the demographics are factors affecting both of the learners' learning…

Cognitive and motivational variables that shape academic learning: A preliminary study

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Palos, Ramona

2013-07-01

Full Text Available The aim of this pilot study was to capture the relationship between cognitive and motivational variables and the student learning. 102 students from the Psychology specialization, license cycle, took part in the study. The following tools were used: the Rational-Experiential Inventory (Paccini & Epstein, 1999; the Intellectual development level questionnaire (Paloş, 2009, the Motivated Strategies for Learning Questionnaire (Rao & Sachs, 1999. The results indicated that the motivational and learning strategies used by students are influenced by their intellectual development level and their information processing style. Knowing the cognitive and motivational variables play an important role in devising the educational experiences and in making learning more efficient.

A Study on the Role of Drama in Learning Mathematics

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Elahe Masoum

2013-08-01

Full Text Available Present educational systems needs modern strategies for teaching and learning. Mathematics education has to change for students in elementary schools. One of the modern strategies, it is drama activities. The drama is as empirical aspect of learning. The student may learn from what they are doing in drama. They are so active instead having a passive shape in drama, in fact, students are learning, finding experiences and new paths from drama as well. The students could find its capabilities, recommendations and strength-weakness points through the different drama. This study is looking to investigate the role of drama so that have a better understanding of mathematical concepts in Zahedan's girly elementary students (2011-12. This research is used on 36 three grade students through quasi-experiment method. The emerging results clearly showed that using drama in mathematics education has been better results against the traditional teaching. Then it seems that cited method is suitable for elementary students to learn mathematical concepts.

Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results

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Strang, Kenneth David

2014-01-01

An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of…

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

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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

Automatically explaining machine learning prediction results: a demonstration on type 2 diabetes risk prediction.

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Luo, Gang

2016-01-01

Predictive modeling is a key component of solutions to many healthcare problems. Among all predictive modeling approaches, machine learning methods often achieve the highest prediction accuracy, but suffer from a long-standing open problem precluding their widespread use in healthcare. Most machine learning models give no explanation for their prediction results, whereas interpretability is essential for a predictive model to be adopted in typical healthcare settings. This paper presents the first complete method for automatically explaining results for any machine learning predictive model without degrading accuracy. We did a computer coding implementation of the method. Using the electronic medical record data set from the Practice Fusion diabetes classification competition containing patient records from all 50 states in the United States, we demonstrated the method on predicting type 2 diabetes diagnosis within the next year. For the champion machine learning model of the competition, our method explained prediction results for 87.4 % of patients who were correctly predicted by the model to have type 2 diabetes diagnosis within the next year. Our demonstration showed the feasibility of automatically explaining results for any machine learning predictive model without degrading accuracy.

Dispositional optimism and perceived risk interact to predict intentions to learn genome sequencing results.

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Taber, Jennifer M; Klein, William M P; Ferrer, Rebecca A; Lewis, Katie L; Biesecker, Leslie G; Biesecker, Barbara B

2015-07-01

Dispositional optimism and risk perceptions are each associated with health-related behaviors and decisions and other outcomes, but little research has examined how these constructs interact, particularly in consequential health contexts. The predictive validity of risk perceptions for health-related information seeking and intentions may be improved by examining dispositional optimism as a moderator, and by testing alternate types of risk perceptions, such as comparative and experiential risk. Participants (n = 496) had their genomes sequenced as part of a National Institutes of Health pilot cohort study (ClinSeq®). Participants completed a cross-sectional baseline survey of various types of risk perceptions and intentions to learn genome sequencing results for differing disease risks (e.g., medically actionable, nonmedically actionable, carrier status) and to use this information to change their lifestyle/health behaviors. Risk perceptions (absolute, comparative, and experiential) were largely unassociated with intentions to learn sequencing results. Dispositional optimism and comparative risk perceptions interacted, however, such that individuals higher in optimism reported greater intentions to learn all 3 types of sequencing results when comparative risk was perceived to be higher than when it was perceived to be lower. This interaction was inconsistent for experiential risk and absent for absolute risk. Independent of perceived risk, participants high in dispositional optimism reported greater interest in learning risks for nonmedically actionable disease and carrier status, and greater intentions to use genome information to change their lifestyle/health behaviors. The relationship between risk perceptions and intentions may depend on how risk perceptions are assessed and on degree of optimism. (c) 2015 APA, all rights reserved.

Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning.

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Koivisto, Jaana-Maija; Multisilta, Jari; Niemi, Hannele; Katajisto, Jouko; Eriksson, Elina

2016-10-01

Clinical reasoning is viewed as a problem-solving activity; in games, players solve problems. To provide excellent patient care, nursing students must gain competence in clinical reasoning. Utilising gaming elements and virtual simulations may enhance learning of clinical reasoning. To investigate nursing students' experiences of learning clinical reasoning process by playing a 3D simulation game. Cross-sectional descriptive study. Thirteen gaming sessions at two universities of applied sciences in Finland. The prototype of the simulation game used in this study was single-player in format. The game mechanics were built around the clinical reasoning process. Nursing students from the surgical nursing course of autumn 2014 (N=166). Data were collected by means of an online questionnaire. In terms of the clinical reasoning process, students learned how to take action and collect information but were less successful in learning to establish goals for patient care or to evaluate the effectiveness of interventions. Learning of the different phases of clinical reasoning process was strongly positively correlated. The students described that they learned mainly to apply theoretical knowledge while playing. The results show that those who played digital games daily or occasionally felt that they learned clinical reasoning by playing the game more than those who did not play at all. Nursing students' experiences of learning the clinical reasoning process by playing a 3D simulation game showed that such games can be used successfully for learning. To ensure that students follow a systematic approach, the game mechanics need to be built around the clinical reasoning process. Copyright © 2016 Elsevier Ltd. All rights reserved.

Challenges of E-learning in medicine: methods and results of a systematical exploration

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Spreckelsen, Cord

2006-11-01

Full Text Available E-learning in medicine traditionally concentrates on case oriented or problem oriented learning scenarios, the development of multimedia courseware or the implementation of simulators. This paper aims at a systematic exploration of actual and new challenges for E-learning in the medical domain. The exploration is based on the analysis of the scientific discourse in the field of Medical Education. The analysis starts from text based sources: the concept hierarchy of the Medical Subject Headings, the profiles of the relevant scientific associations, and the scientific program of scientific conferences or annual meetings. These sources are subjected to conceptual analysis, supported by network visualization tools and supplemented by network theoretic indices (Betweeness Centrality. As a result, the main concerns of the Medical Education community and their modifications during the last six years can be identified. The analysis discovers new challenges, which result from central issues of Medical Education, namely from e.g. curricular and faculty development or the sustainable integration of postgraduate education and continuing medial education. The main challenges are: 1 the implementation of integrative conceptions of the application of learning management systems (LMS and 2 the necessity of combining aspects of organizational development, knowledge management and learning management within the scope of a comprehensive learning life cycle management.

An improved machine learning protocol for the identification of correct Sequest search results

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Lu Hui

2010-12-01

Full Text Available Abstract Background Mass spectrometry has become a standard method by which the proteomic profile of cell or tissue samples is characterized. To fully take advantage of tandem mass spectrometry (MS/MS techniques in large scale protein characterization studies robust and consistent data analysis procedures are crucial. In this work we present a machine learning based protocol for the identification of correct peptide-spectrum matches from Sequest database search results, improving on previously published protocols. Results The developed model improves on published machine learning classification procedures by 6% as measured by the area under the ROC curve. Further, we show how the developed model can be presented as an interpretable tree of additive rules, thereby effectively removing the 'black-box' notion often associated with machine learning classifiers, allowing for comparison with expert rule-of-thumb. Finally, a method for extending the developed peptide identification protocol to give probabilistic estimates of the presence of a given protein is proposed and tested. Conclusions We demonstrate the construction of a high accuracy classification model for Sequest search results from MS/MS spectra obtained by using the MALDI ionization. The developed model performs well in identifying correct peptide-spectrum matches and is easily extendable to the protein identification problem. The relative ease with which additional experimental parameters can be incorporated into the classification framework, to give additional discriminatory power, allows for future tailoring of the model to take advantage of information from specific instrument set-ups.

Electronic study books and learning style

NARCIS (Netherlands)

de Diana, I.P.F.; van der Heiden, G.

1994-01-01

Attention has been drawn to the concepts of Electronic Books and Electronic Study Books. Several publications have discussed some main ideas (paradigms) for both concepts. For the Electronic Study Book as a learning environment, it is essential to consider individual modes of learning, usually

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

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

2016-01-01

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

Training haptic stiffness discrimination: time course of learning with or without visual information and knowledge of results.

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Teodorescu, Kinneret; Bouchigny, Sylvain; Korman, Maria

2013-08-01

In this study, we explored the time course of haptic stiffness discrimination learning and how it was affected by two experimental factors, the addition of visual information and/or knowledge of results (KR) during training. Stiffness perception may integrate both haptic and visual modalities. However, in many tasks, the visual field is typically occluded, forcing stiffness perception to be dependent exclusively on haptic information. No studies to date addressed the time course of haptic stiffness perceptual learning. Using a virtual environment (VE) haptic interface and a two-alternative forced-choice discrimination task, the haptic stiffness discrimination ability of 48 participants was tested across 2 days. Each day included two haptic test blocks separated by a training block Additional visual information and/or KR were manipulated between participants during training blocks. Practice repetitions alone induced significant improvement in haptic stiffness discrimination. Between days, accuracy was slightly improved, but decision time performance was deteriorated. The addition of visual information and/or KR had only temporary effects on decision time, without affecting the time course of haptic discrimination learning. Learning in haptic stiffness discrimination appears to evolve through at least two distinctive phases: A single training session resulted in both immediate and latent learning. This learning was not affected by the training manipulations inspected. Training skills in VE in spaced sessions can be beneficial for tasks in which haptic perception is critical, such as surgery procedures, when the visual field is occluded. However, training protocols for such tasks should account for low impact of multisensory information and KR.

Measuring Explicit Word Learning of Preschool Children: A Development Study.

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Kelley, Elizabeth Spencer

2017-08-15

The purpose of this article is to present preliminary results related to the development of a new measure of explicit word learning. The measure incorporated elements of explicit vocabulary instruction and dynamic assessment and was designed to be sensitive to differences in word learning skill and to be feasible for use in clinical settings. The explicit word learning measure included brief teaching trials and repeated fine-grained measurement of semantic knowledge and production of 3 novel words (2 verbs and 1 adjective). Preschool children (N = 23) completed the measure of explicit word learning; standardized, norm-referenced measures of expressive and receptive vocabulary; and an incidental word learning task. The measure of explicit word learning provided meaningful information about word learning. Performance on the explicit measure was related to existing vocabulary knowledge and incidental word learning. Findings from this development study indicate that further examination of the measure of explicit word learning is warranted. The measure may have the potential to identify children who are poor word learners. https://doi.org/10.23641/asha.5170738.

Studies on English Vocabulary Learning Strategies of Three-year Business English Majors

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Liu Fang-rong

2008-01-01

Vocabulary learning strategies have been studied by a lot of scholars and teachers to a different extent on language learner of different levels. Little research has been done on three-year .Business English majors. This study is intended to examine the vocabulary learning strategies applied by those students to their vocabulary learning during the course of English learning. This study is carried out in the form of doing a questionnaire among 117 three-year Business English majors. The collected data is analyzed in the computer by using the SPSS software. The result is that most of the students give up the concept and strategy of repetition and accept the concept of context and practicing. In addition, most of the students know how to make use of cognitive strategies to learn vocabulary. However, those students seldom employ metacognitive strategies and social/affective strategies to facilitate their vocabulary learning. In fight of these, some recommendations have given to those students to help them learn more vocabulary by appropriately using the vocabulary learning strategies.

Early results of experiments with responsive open learning environments

OpenAIRE

Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

2011-01-01

Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

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Berkhout, Joris J; Teunissen, Pim W; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P M; Jaarsma, Debbie A D C

2017-03-01

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.

Development of cognitive processes inschoolchildren with learning difficulties inthe light ofanalysis ofWISC-R results

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Joanna Mazurkiewicz-Gronowska

2012-09-01

Full Text Available For several years now, noticeable has been a significant increase in the interest of psychologists – practitioners and scientists, of parents and teachers in the issues of dyslexia, dyscalculia, and other developmental disorders. Specific learning difficulties constitute one of the most prevalent causes of reporting children to psychological and pedagogic outpatient departments. The results of the performed studies enable inter- and intra-group comparisons as well as a global analysis of the structure of intellectual development in children with various learning difficulties. This leads to interesting conclusions and allows for comprehensive scientific discussions. The subject of the article is presentation of the results of studies and conclusions formulated according to them, about the structure of intellectual development of children with learning difficulties diagnosed in two psychological-pedagogic outpatient departments in Lublin region (Psychological-Pedagogic Outpatient Department No 5 in Lublin and PsychologicalPedagogic Outpatient Department No 2 in Zamość. Analysed were the results of the WISC-R scale obtained by schoolchildren from forms IV-VI of elementary schools and junior secondary schools in Lublin and schools of Zamość county. As scholastic difficulties constitute quite a comprehensive term, generally perceived as problems in acquisition of information and mastering school skills, in our study we take into account the following three groups of schoolchildren: with developmental dyslexia, intelligence lower than average, and specific disorders in arithmetic skills. The performed analyses are aimed at familiarization with the developmental level of the schoolchildren’s cognitive functions and their intellectual skills structure based on a three-factor analysis. Our studies continue earlier analyses, including more comprehensive research areas with larger groups.

Learning Analytics focused on student behavior. Case study: dropout in distance learning institutions

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Jose Aguilar

2017-04-01

Full Text Available Normally, Learning Analytics (LA can be focused on the analysis of the learning process or the student behavior. In this paper is analyzed the use of LA in the context of distance learning universities, particularly focuses on the students’ behavior. We propose to use a new concept, called "Autonomic Cycle of Learning Analysis Tasks", which defines a set of tasks of LA, whose common objective is to achieve an improvement in the process under study. In this paper, we develop the "Autonomic Cycle of LA Tasks" to analyze the dropout in distance learning institutions. We use a business intelligence methodology in order to develop the "Autonomic Cycle of LA Tasks" for the analysis of the dropout in distance learning. The Autonomic Cycle identifies factors that influence the decision of a student to abandon their studies, predicts the potentially susceptible students to abandon their university studies, and define a motivational pattern for these students.

Mind map learning for advanced engineering study: case study in system dynamics

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Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Digital lectures for learning gross anatomy: a study of their efficacy

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Anudeep Singh

2017-03-01

Full Text Available Purpose The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. Conclusion The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

Assessment and Classification of Service Learning: A Case Study of CS/EE Students

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Wang, Yu-Tseng; Lai, Pao-Lien; Chen, Jen-Yeu

2014-01-01

This study investigates the undergraduate students in computer science/electric engineering (CS/EE) in Taiwan to measure their perceived benefits from the experiences in service learning coursework. In addition, the confidence of their professional disciplines and its correlation with service learning experiences are examined. The results show that students take positive attitudes toward service learning and their perceived benefits from service learning are correlated with their confidence in professional disciplines. Furthermore, this study designs the knowledge model by Bayesian network (BN) classifiers and term frequency-inverse document frequency (TFIDF) for counseling students on the optimal choice of service learning. PMID:25295294

Assessment and Classification of Service Learning: A Case Study of CS/EE Students

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Han-Ying Kao

2014-01-01

Full Text Available This study investigates the undergraduate students in computer science/electric engineering (CS/EE in Taiwan to measure their perceived benefits from the experiences in service learning coursework. In addition, the confidence of their professional disciplines and its correlation with service learning experiences are examined. The results show that students take positive attitudes toward service learning and their perceived benefits from service learning are correlated with their confidence in professional disciplines. Furthermore, this study designs the knowledge model by Bayesian network (BN classifiers and term frequency-inverse document frequency (TFIDF for counseling students on the optimal choice of service learning.

Study on Mobile Augmented Reality Adoption for Mayo Language Learning

OpenAIRE

Miranda Bojórquez, Erasmo; Vergara Villegas, Osslan Osiris; Cruz Sánchez, Vianey Guadalupe; García-Alcaraz, Jorge Luis; Favela Vara, Jesús

2016-01-01

This paper presents the results of a study applied to undergraduates in order to know how the cultural dimensions affect their perceptions of the acceptance and use of new technologies in a student-centered learning environment. A total of 85 undergraduate students from the Autonomous Indigenous University of Mexico (UAIM) participated in the study. Each student was asked to use a mobile augmented reality (MAR) application designed to learn Mayo language (language spoken in Northwestern Mexic...

Self- directed learning barriers in a virtual environment: a qualitative study

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NOUSHIN KOHAN

2017-07-01

Full Text Available Introduction: There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. Methods: 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Results: Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering, communication barriers (inadequate coping skills and inadequate writing skills and educational environment barriers (heavy workload and role ambiguity. Conclusion: By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education.

Self- directed learning barriers in a virtual environment: a qualitative study

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KOHAN, NOUSHIN; SOLTANI ARABSHAHI, KAMRAN; MOJTAHEDZADEH, RITA; ABBASZADEH, ABBAS; RAKHSHANI, TAYEBEH; EMAMI, AMIRHOUSEIN

2017-01-01

Introduction: There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. Method: 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Results: Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). Conclusion: By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education. PMID:28761885

Aging in Sensory and Motor Neurons Results in Learning Failure in Aplysia californica.

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Andrew T Kempsell

Full Text Available The physiological and molecular mechanisms of age-related memory loss are complicated by the complexity of vertebrate nervous systems. This study takes advantage of a simple neural model to investigate nervous system aging, focusing on changes in learning and memory in the form of behavioral sensitization in vivo and synaptic facilitation in vitro. The effect of aging on the tail withdrawal reflex (TWR was studied in Aplysia californica at maturity and late in the annual lifecycle. We found that short-term sensitization in TWR was absent in aged Aplysia. This implied that the neuronal machinery governing nonassociative learning was compromised during aging. Synaptic plasticity in the form of short-term facilitation between tail sensory and motor neurons decreased during aging whether the sensitizing stimulus was tail shock or the heterosynaptic modulator serotonin (5-HT. Together, these results suggest that the cellular mechanisms governing behavioral sensitization are compromised during aging, thereby nearly eliminating sensitization in aged Aplysia.

Improve Outcomes Study subjects Chemistry Teaching and Learning Strategies through independent study with the help of computer-based media

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Sugiharti, Gulmah

2018-03-01

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

Study on Learning Motivation of Higher Vocational Colleges Students in Tianjin

Institute of Scientific and Technical Information of China (English)

HAO Dong-ze

2015-01-01

Learning motivation occupies an important position in non-intelligence factors,as it plays a pivotal role in university students’ successful completion of their studies and strengthening of professional knowledge base.However,the present university students generally lack motivation in higher education.This research used questionnaire method,which is a questionnaire random sample in 500 students of learning motivation from four comprehensive higher vocational colleges of Tianjin,and explores the sta⁃tus quo of learning motivation in higher vocational students of Tianjin.The result shows:The learning motivation level of higher vocational colleges students is above middle level;Male on the learning motivation total level is significantly higher than female;Rural students in the learning motivation on the aggregate level is significantly higher than that of urban students;Look from the different grades,sophomore students have lowest level of learning motivation;Freshmen learning motivation is at highest level.

Anytime, Anywhere Learning Supported by Smart Phones: Experiences and Results from the MUSIS Project

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Milrad, Marcelo; Spikol, Daniel

2007-01-01

In this paper we report the results of our on-going activities regarding the use of smart phones and mobile services in university classrooms. The purpose of these trials was to explore and identify which content and services could be delivered to the smart phones in order to support learning and communication in the context of university studies.…

Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial.

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Peine, Arne; Kabino, Klaus; Spreckelsen, Cord

2016-06-03

Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. Of 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p learning group, whose self-assessment improved by 2.36. The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.

An Exploratory Study of the Language-learning Style Preferences of Iranian EFL High School Students

Directory of Open Access Journals (Sweden)

Afsaneh Effatdokht Ramezani

2015-04-01

Full Text Available This study explored the learning style preferences of 40 Iranian students at Marefat Iranian high school in Kuala Lumpur of which, 20 are females and 20 are males. To this end, this study used structured interview to elicit in-depth information from the students. The results of the study showed that learning style preferences of Iranian students were different according to their gender. Female students preferred auditory learning as their major learning style, while male students preferred kinesthetic more. Moreover, the findings revealed that Kinesthetic learning was the least preferred learning style of the most female students, whereas the least preferred learning style of male students was tactile learning.  Keywords:  Learning Style Preferences, High School Students, Gender, EFL

Measuring Effects of Reflectionon Learning: A Physiological Study

NARCIS (Netherlands)

Qi, Wen

2014-01-01

As an economical and feasible intervention, reflection demands learners using critical thinking to examine presented information, questioning its validity, and drawing conclusions based on the resulting ideas during a learning process. The aim of this study is to gain insight into the effects of

Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

Science.gov (United States)

Prayekti

2016-01-01

"Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

Adopting Online Lecturing for Improved Learning: A Case Study from Teacher Education

Science.gov (United States)

Quinn, Marie; Kennedy-Clark, Shannon

2015-01-01

This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and…

Can Learning Motivation Predict Learning Achievement? A Case Study of a Mobile Game-Based English Learning Approach

Science.gov (United States)

Tsai, Chia-Hui; Cheng, Ching-Hsue; Yeh, Duen-Yian; Lin, Shih-Yun

2017-01-01

This study applied a quasi-experimental design to investigate the influence and predictive power of learner motivation for achievement, employing a mobile game-based English learning approach. A system called the Happy English Learning System, integrating learning material into a game-based context, was constructed and installed on mobile devices…

Patterns of Indigenous Learning: An Ethnographic Study on How Kindergartners Learn in Mana, Fiji

Science.gov (United States)

Lee, Chih-Yih; Sparks, Paul

2015-01-01

Technology has greatly impacted educational systems around the world, even in the most geographically isolated places. This study utilizes an ethnographic approach to examine the patterns of learning in a kindergarten in Mana, Fiji. Data comprised of interviews, observations and examination of related artifacts. The results provide baseline data…

Memory and Learning: A Case Study.

Science.gov (United States)

Webster, Raymond E.

1986-01-01

The usefulness of the Learning Efficency Test (LET), an approach to assessing the learning efficiency and short-term memory recall capacity in children, is described via a case study demonstrating the test's use to develop instructional strategies. (CL)

HOW DO MEDICAL STUDENTS LEARN? A STUDY FROM TWO MEDICAL COLLEGES IN SOUTH INDIA – A CROSS SECTIONAL STUDY

Directory of Open Access Journals (Sweden)

Christofer Thomas, Praveen K Kodumuri, Saranya P

2015-07-01

Full Text Available Introduction: “Learning style” is defined as an individual’s preferred method for approaching learning and gaining knowledge. As a teacher, it is important to understand the different learning styles of the students in acquiring the information, and hence one can make the necessary changes that best match the learning style of the students. Assessment of learning styles can be done in various ways but Visual Auditory Reading Kinesthetic (VARK questionnaire is the most accepted one among them. The present study was undertaken to determine the learning preferences of first year medical students in South India. The study was also aimed at determining whether males and females have similar pattern of learning styles. Materials and Methods: This study was jointly conducted in Mamata Medical College, Khammam, Telangana and Sapthagiri Institute of Medical Science and Research Center, Bangalore, Karnataka. VARK-questionnaire Version 7.8 was used after obtaining permission. The VARK–questionnaire along with information about age and sex was distributed among 200 first year students of both colleges on the same day and response rate was 80%( Males49% and Females 51% Results: VARK questionnaire results revealed that none of our respondents preferred unimodal method. 3% were bimodal, 32% were trimodal and 63% were quad modal. There was no statistical difference between the individual scores between male and female respondents. Implication: The implication of this study is applicable to teachers to understand his/her student’s pattern of learning. Although none of the students learn only by one method, all the multimodal learners will have a predominance of a particular learning style either it be visual/auditory/read/kinesthetic.

Widget, widget as you lead, I am performing well indeed! Using results from an exploratory offline study to inform an empirical online study about a learning analytics widget in a collaborative learning environment

NARCIS (Netherlands)

Scheffel, Maren; Drachsler, Hendrik; Kreijns, Karel; De Kraker, Joop; Specht, Marcus

2017-01-01

The collaborative learning processes of students in online learning environments can be supported by providing learning analytics-based visualisations that foster awareness and reflection about an individual's as well as the team's behaviour and their learning and collaboration processes. For this

Design for learning – a case study of blended learning in a science unit

Science.gov (United States)

Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

2015-01-01

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21 st century. PMID:26594348

A program wide framework for evaluating data driven teaching and learning - earth analytics approaches, results and lessons learned

Science.gov (United States)

Wasser, L. A.; Gold, A. U.

2017-12-01

There is a deluge of earth systems data available to address cutting edge science problems yet specific skills are required to work with these data. The Earth analytics education program, a core component of Earth Lab at the University of Colorado - Boulder - is building a data intensive program that provides training in realms including 1) interdisciplinary communication and collaboration 2) earth science domain knowledge including geospatial science and remote sensing and 3) reproducible, open science workflows ("earth analytics"). The earth analytics program includes an undergraduate internship, undergraduate and graduate level courses and a professional certificate / degree program. All programs share the goals of preparing a STEM workforce for successful earth analytics driven careers. We are developing an program-wide evaluation framework that assesses the effectiveness of data intensive instruction combined with domain science learning to better understand and improve data-intensive teaching approaches using blends of online, in situ, asynchronous and synchronous learning. We are using targeted online search engine optimization (SEO) to increase visibility and in turn program reach. Finally our design targets longitudinal program impacts on participant career tracts over time.. Here we present results from evaluation of both an interdisciplinary undergrad / graduate level earth analytics course and and undergraduate internship. Early results suggest that a blended approach to learning and teaching that includes both synchronous in-person teaching and active classroom hands-on learning combined with asynchronous learning in the form of online materials lead to student success. Further we will present our model for longitudinal tracking of participant's career focus overtime to better understand long-term program impacts. We also demonstrate the impact of SEO optimization on online content reach and program visibility.

Firefighter Workplace Learning: An Exploratory Case Study

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Tracey, Edward A.

2014-01-01

Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters…

A Turkish study of medical student learning styles.

Science.gov (United States)

Kalaca, S; Gulpinar, M

2011-12-01

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

Professional Learning in Part-time University Study

DEFF Research Database (Denmark)

Rasmussen, Palle

2007-01-01

The theme of this article is adult students' learning in part-time studies at university level in Denmark. One issue discussed is the interplay of research and teaching in this kind of study programme. Examples are presented from the Master of Learning Processes study programme at Aalborg...

What do animals learn in artificial grammar studies?

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Beckers, Gabriël J L; Berwick, Robert C; Okanoya, Kazuo; Bolhuis, Johan J

2017-10-01

Artificial grammar learning is a popular paradigm to study syntactic ability in nonhuman animals. Subjects are first trained to recognize strings of tokens that are sequenced according to grammatical rules. Next, to test if recognition depends on grammaticality, subjects are presented with grammar-consistent and grammar-violating test strings, which they should discriminate between. However, simpler cues may underlie discrimination if they are available. Here, we review stimulus design in a sample of studies that use particular sounds as tokens, and that claim or suggest their results demonstrate a form of sequence rule learning. To assess the extent of acoustic similarity between training and test strings, we use four simple measures corresponding to cues that are likely salient. All stimulus sets contain biases in similarity measures such that grammatical test stimuli resemble training stimuli acoustically more than do non-grammatical test stimuli. These biases may contribute to response behaviour, reducing the strength of grammatical explanations. We conclude that acoustic confounds are a blind spot in artificial grammar learning studies in nonhuman animals. Copyright © 2016 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Gender differences in an elementary school learning environment: A study on how girls learn science in collaborative learning groups

Science.gov (United States)

Greenspan, Yvette Frank

Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which

An Exploratory Study of the Language-learning Style Preferences of Iranian EFL High School Students

OpenAIRE

Afsaneh Effatdokht Ramezani; Meysam Dehgahi; Hanie Hashemi

2015-01-01

This study explored the learning style preferences of 40 Iranian students at Marefat Iranian high school in Kuala Lumpur of which, 20 are females and 20 are males. To this end, this study used structured interview to elicit in-depth information from the students. The results of the study showed that learning style preferences of Iranian students were different according to their gender. Female students preferred auditory learning as their major learning style, while male students preferred ki...

Preferences for learning different types of genome sequencing results among young breast cancer patients: Role of psychological and clinical factors.

Science.gov (United States)

Kaphingst, Kimberly A; Ivanovich, Jennifer; Lyons, Sarah; Biesecker, Barbara; Dresser, Rebecca; Elrick, Ashley; Matsen, Cindy; Goodman, Melody

2018-01-29

The growing importance of genome sequencing means that patients will increasingly face decisions regarding what results they would like to learn. The present study examined psychological and clinical factors that might affect these preferences. 1,080 women diagnosed with breast cancer at age 40 or younger completed an online survey. We assessed their interest in learning various types of genome sequencing results: risk of preventable disease or unpreventable disease, cancer treatment response, uncertain meaning, risk to relatives' health, and ancestry/physical traits. Multivariable logistic regression was used to examine whether being "very" interested in each result type was associated with clinical factors: BRCA1/2 mutation status, prior genetic testing, family history of breast cancer, and psychological factors: cancer recurrence worry, genetic risk worry, future orientation, health information orientation, and genome sequencing knowledge. The proportion of respondents who were very interested in learning each type of result ranged from 16% to 77%. In all multivariable models, those who were very interested in learning a result type had significantly higher knowledge about sequencing benefits, greater genetic risks worry, and stronger health information orientation compared to those with less interest (p-values psychological factors. Shared decision-making approaches that increase knowledge about genome sequencing and incorporate patient preferences for health information and learning about genetic risks may help support patients' informed choices about learning different types of sequencing results. © Society of Behavioral Medicine 2018.

Reinforcement learning: Solving two case studies

Science.gov (United States)

Duarte, Ana Filipa; Silva, Pedro; dos Santos, Cristina Peixoto

2012-09-01

Reinforcement Learning algorithms offer interesting features for the control of autonomous systems, such as the ability to learn from direct interaction with the environment, and the use of a simple reward signalas opposed to the input-outputs pairsused in classic supervised learning. The reward signal indicates the success of failure of the actions executed by the agent in the environment. In this work, are described RL algorithmsapplied to two case studies: the Crawler robot and the widely known inverted pendulum. We explore RL capabilities to autonomously learn a basic locomotion pattern in the Crawler, andapproach the balancing problem of biped locomotion using the inverted pendulum.

A multicenter study: how do medical students perceive clinical learning climate?

Science.gov (United States)

Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

2016-01-01

The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

The Use of Learning Study in Designing Examples for Teaching Physics

Science.gov (United States)

Guo, Jian-Peng; Yang, Ling-Yan; Ding, Yi

2017-07-01

Researchers have consistently demonstrated that studying multiple examples is more effective than studying one example because comparing multiple examples can promote schema construction and facilitate discernment of critical aspects. Teachers, however, are usually absent from those self-led text-based studies. In this experimental study, a learning study approach based on variation theory was adopted to examine the effectiveness of teachers' different ways of designing multiple examples in helping students learn a physics principle. Three hundred and fifty-one tenth-grade students learned to distinguish action-reaction from equilibrium (a) by comparing examples that varied critical aspects first separately and then simultaneously, or (b) by comparing examples that separately varied critical aspects only. Results showed that students with average academic attainment benefited more from comparing examples in the first condition. Students with higher academic attainment learned equally within both conditions. This finding supports the advantage of simultaneous variation. The characteristics of students and instructional support should be taken into account when considering the effectiveness of patterns of variation.

A comparison between students' attitudes and their performance regarding the factors influencing learning and exam results

Directory of Open Access Journals (Sweden)

A Ebrahimi

2009-03-01

Full Text Available Background: Various educational approaches to learning have been proposed. It is, of course, of vital importance to study those that have resulted in effective educational achievements.Purpose: To assess the student's attitudes and performance in order to evaluate educational approaches and identify the variables leading to students gaining good marks.Methods: The subjects of the study were medical students at pathophysiology  phase. A multiple-choice questionnaire was prepared, the reliability and validity of which were confirmed. A paired-sample T­ test was used to compare and analyze  the student's  Basic Sciences Comprehensive  Exam scores in each discipline and their average score during the basic sciences course.Results: With respect to attitudes, the students highly valued the importance of teacher's methodology and mutual  respect, as an influential  factor in Learning. Furthermore, the majority  of the students relied heavily  on their textbooks  as the main source of information  and preferred to study at home, rather than any other places. Most of the students prefer to study in the morning. They believed that mid-term exams, quizzes, and active class participation do not have much effect on learning. However, it was of high importance to them to attend practical claSSfS (labs. With respect to performance, most of the students used lecture notes as the main references, and considered their home as a good place to study and  preferred to study in the morning,  but have  participated  in theoretical  and  practical classes regularly.Conclusion: Most successful students attributed their success to active class participation,  takingmid-term exams, quizzes, and using library. Having analyzed the data, we recommend the authorities to provide more methodology  workshops for teachers,  sufficient  number of textbooks,  expanding  or increasing the number of the reading rooms with essential equipment

Organisational culture and learning: a case study.

Science.gov (United States)

Bell, Elaine

2013-11-01

To explore the impact organisational cultures have on the learning experience of student nurses and identify the influencing factors. A case study approach was used. The single case being a Defence School of Health Care Studies (DSHCS) and the multiple units of analysis: student nurses, the lecturers and Student Standing Orders. An in depth three dimensional picture was achieved using multiple data collection methods: interview, survey, observation and document analysis. The findings suggest that the DSHCS is perceived to be a sub-culture within a dominant civilian learning culture. Generally, the students and staff believed that the DSHCS is an excellent learning environment and that the defence students overall are high achievers. The common themes that appeared from the data were image, ethos, environment, discipline, support, welfare and a civilian versus military way of thinking. The learning experience of defence student nurses is very positive and enhanced by the positive learning culture of the civilian Higher Educational Institution. The factors influencing a positive learning experience that can be impacted by the overarching culture are discipline, image, ethos of adult learning, support and welfare. Copyright © 2013 Elsevier Ltd. All rights reserved.

Targeting Academic Programs to Student Diversity Utilizing Learning Styles and Learning-Study Strategies.

Science.gov (United States)

Grimes, Sue K.

1995-01-01

A diagnostic, prescriptive model was utilized (n=394) in identification of learning styles and learning-study strategies of diverse student groups and in the analysis of prescriptive methods to address their specific needs. High-risk groups demonstrated auditory, tactile concrete, and group learning style preferences and were weaker on cognitive,…

Allocation of Tutors and Study Centers in Distance Learning Using Geospatial Technologies

Directory of Open Access Journals (Sweden)

Shahid Nawaz Khan

2018-05-01

Full Text Available Allama Iqbal Open University (AIOU is Pakistan’s largest distance learning institute, providing education to 1.4 million students. This is a fairly large setup across a country where students are highly geographically distributed. Currently, the system works using a manual approach, which is not efficient. Allocation of tutors and study centers to students plays a key role in creating a better learning environment for distance learning. Assigning tutors and study centers to distance learning students is a challenging task when there is a huge geographic spread. Using geospatial technologies in open and distance learning can fix allocation problems. This research analyzes real data from the twin cities Islamabad and Rawalpindi. The results show that geospatial technologies can be used for efficient and proper resource utilization and allocation, which in turn can save time and money. The overall idea fits into an improved distance learning framework and related analytics.

ATTITUDE TOWARDS THE USE OF LEARNING MANAGEMENT SYSTEM AMONG UNIVERSITY STUDENTS: A Case Study

Directory of Open Access Journals (Sweden)

Fuad A. A.TRAYEK

2013-07-01

Full Text Available Learning management system (LMS is a learning platform for both full time and distant learning students at the International Islamic University in Malaysia (IIUM. LMS becomes a tool for IIUM to disseminate information and learning resources to the students. The objectives of this study were to Ø investigate students' attitudes toward the use of LMS, Ø to verify the impact of perceived usefulness and perceived ease of use on attitude towards use of learning management system, Ø to examine the differences in attitudes toward the use of LMS between distance learning and full time students. There were 120 (70 full time and 50 distance learning students at the Institute of Education responded for the study. The collected data was analysed using descriptive statistics, t-test and Multiple Regression Analysis (MRA. The results of the study showed that perceived ease of use and perceived usefulness determine students' attitudes toward the use of LMS. However, this study did not find any significant differences between distance learning and full time students. According to the findings the study recommended that the University should continue using LMS because it is useful for both distance learning and full time students. Further suggestions are made to customize and upgrade the LMS suitable for innovative teaching and learning.

How Do Teachers Learn Together? A Study of School-Based Teacher Learning in China from the Perspective of Organisational Learning

Science.gov (United States)

Zhang, Xiaolei; Wong, Jocelyn L. N.

2018-01-01

Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…

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

Science.gov (United States)

Warren, Jami L.

2012-01-01

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

Expanding nursing education through e-learning: A case study in Malaysia.

Science.gov (United States)

Syed-Mohamad, Sharifah-Mastura; Pardi, Kasmah-Wati; Zainal, Nor-Azmi; Ismail, Zalina

2006-01-01

The School of Health Sciences, Universiti Sains Malaysia (SHS) is planning to expand its contribution to produce more graduate nurses by offering a nursing degree through e-learning. After three years of using e-learning by four lecturers in seven nursing courses, we conducted a study to get the lecturers feedback and to compare the students' preference and their actual experiences in e-learning. Lecturers' feedback were collected based on six open-ended questions. Feedback from all the 36 final year nursing students were collected using Constructivist On-line Learning Environment Survey (COLLES)--the Student Experience/Preferred Form. Results show that lecturers and students have positive perception on e-learning. They perceive e-learning as a powerful and effective tool for expanding nursing education to meet the demand for a labour force that is knowledgeable, highly skilled and equipped with positive values. We believe blended learning is the most suitable approach to implement e-learning and social constructivism theory provides the dynamic view of learning. To increase success in e-learning implementation for the nursing programme, lecturers should be educated regarding proper instructional design so that their content delivery blends well with the technology and pedagogy.

Project Oriented Immersion Learning: Method and Results

DEFF Research Database (Denmark)

Icaza, José I.; Heredia, Yolanda; Borch, Ole M.

2005-01-01

A pedagogical approach called “project oriented immersion learning” is presented and tested on a graduate online course. The approach combines the Project Oriented Learning method with immersion learning in a virtual enterprise. Students assumed the role of authors hired by a fictitious publishing...... house that develops digital products including e-books, tutorials, web sites and so on. The students defined the problem that their product was to solve; choose the type of product and the content; and built the product following a strict project methodology. A wiki server was used as a platform to hold...

An Exploratory Study into the Efficacy of Learning Objects

Directory of Open Access Journals (Sweden)

Nicholas W. Farha, Ph.D.

2009-07-01

Full Text Available Learning objects have quickly become a widely accepted approach to instructional technology, particularly in on-line and computer-based learning environments. While there is a substantial body of literature concerning learning objects, very little of it verifies their efficacy. This research investigated the effectiveness of learning objects by comparing learning outcomes using a learning object with outcomes using a traditional textbook-based method of instruction. Participants were 327 undergraduate college students at a traditional public four-year coed institution, a private four-year women’s college, a private four-year engineering institution, and a public two-year community college. Through a series of independent samples t-tests and Analyses of Variance, results revealed mean scores for the learning object group that were nearly three times higher than the mean scores for the textbook-taught group. Gaming experience, age, gender, and learner preference were evaluated for their potential influence on the results; no statistically significant differences were found, implying that the learning object itself was central to the outcomes achieved. The future of learning objects is bright, and more empirical research is called for in the area of learning object effectiveness.

Longitudinal Study of the Impacts of a Climate Change Curriculum on Undergraduate Student Learning: Initial Results

Directory of Open Access Journals (Sweden)

Kristin C. Burkholder

2017-05-01

Full Text Available The present study assesses the efficacy of a semester-long undergraduate sustainability curriculum designed from a systems approach. The three-course curriculum, which incorporated environmental science and ethics courses along with an integrative course using a community-based learning pedagogy, was intended to provide students with experience using knowledge and skills from distinct disciplines in a holistic way in order to address the complex problems of the human acceptance of and response to anthropogenic climate change. In the fall of 2013, 23 of the 24 sophomore general education students enrolled in the three courses were surveyed at the beginning and end of the semester; 17 of those same students completed the survey again in the spring of 2016, their senior year. Results, which focus on the 17 students who continued to participate through their senior year, were analyzed with quantitative and qualitative methodologies. The pre/post data from the surveys demonstrated significant improvement in climate literacy, certainty, concern and urgency over the course of the semester; the senior data indicated that those improvements were largely retained. The study also suggests that the nine-credit curriculum improved transferable skills such as interdisciplinary thinking, self-confidence and public speaking. A qualitative analysis of three student cases, informed by a focus group (n = 7 of seniors along with other sources of information, suggested retention of such transferable skills, and, in some cases, deeper involvement in climate and sustainability action.

Study on modeling of operator's learning mechanism

International Nuclear Information System (INIS)

Yoshimura, Seichi; Hasegawa, Naoko

1998-01-01

One effective method to analyze the causes of human errors is to model the behavior of human and to simulate it. The Central Research Institute of Electric Power Industry (CRIEPI) has developed an operator team behavior simulation system called SYBORG (Simulation System for the Behavior of an Operating Group) to analyze the human errors and to establish the countermeasures for them. As an operator behavior model which composes SYBORG has no learning mechanism and the knowledge of a plant is fixed, it cannot take suitable actions when unknown situations occur nor learn anything from the experience. However, considering actual operators, learning is an essential human factor to enhance their abilities to diagnose plant anomalies. In this paper, Q learning with 1/f fluctuation was proposed as a learning mechanism of an operator and simulation using the mechanism was conducted. The results showed the effectiveness of the learning mechanism. (author)

Diagnosing students' misconceptions in algebra: results from an experimental pilot study.

Science.gov (United States)

Russell, Michael; O'Dwyer, Laura M; Miranda, Helena

2009-05-01

Computer-based diagnostic assessment systems hold potential to help teachers identify sources of poor performance and to connect teachers and students to learning activities designed to help advance students' conceptual understandings. The present article presents findings from a study that examined how students' performance in algebra and their overcoming of common algebraic misconceptions were affected by the use of a diagnostic assessment system that focused on important algebra concepts. This study used a four-group randomized cluster trial design in which teachers were assigned randomly to one of four groups: a "business as usual" control group, a partial intervention group that was provided with access to diagnostic tests results, a partial intervention group that was provided with access to the learning activities, and a full intervention group that was given access to the test results and learning activities. Data were collected from 905 students (6th-12th grade) nested within 44 teachers. We used hierarchical linear modeling techniques to compare the effects of full, partial, and no (control) intervention on students' algebraic ability and misconceptions. The analyses indicate that full intervention had a net positive effect on ability and misconception measures.

Examining Elementary Teachers' Use of Online Learning Environments: An Exploratory Study

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Beach, Pamela

2018-01-01

This article presents the results of a study that examined elementary teachers' use of online learning environments for their informal professional learning in literacy instruction. Forty-five elementary teachers from a metropolitan area in Ontario, Canada, completed an online survey and participated in a semistructured interview. Survey and…

Behavioural and neurophysiological study of olfactory perception and learning in honeybees

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Jean-Christophe eSandoz

2011-12-01

Full Text Available The honeybee Apis mellifera has been a central insect model in the study of olfactory perception and learning for more than a century, starting with pioneer work by Karl von Frisch. Research on olfaction in honeybees has greatly benefited from the advent of a range of behavioural and neurophysiological paradigms in the Lab. Here I review major findings about how the honeybee brain detects, processes, and learns odours, based on behavioural, neuroanatomical and neurophysiological approaches. I first address the behavioural study of olfactory learning, from experiments on free-flying workers visiting artificial flowers to laboratory-based conditioning protocols on restrained individuals. I explain how the study of olfactory learning has allowed understanding the discrimination and generalization ability of the honeybee olfactory system, its capacity to grant special properties to olfactory mixtures as well as to retain individual component information. Next, based on the impressive amount of anatomical and immunochemical studies of the bee brain, I detail our knowledge of olfactory pathways. I then show how functional recordings of odour-evoked activity in the brain allow following the transformation of the olfactory message from the periphery until higher-order central structures. Data from extra- and intracellular electrophysiological approaches as well as from the most recent optical imaging developments are described. Lastly, I discuss results addressing how odour representation changes as a result of experience. This impressive ensemble of behavioural, neuroanatomical and neurophysiological data available in the bee make it an attractive model for future research aiming to understand olfactory perception and learning in an integrative fashion.

THE CORRELATION OF LEARNING INDEPENDENCE ATTITUDES AND STUDENT’S LEARNING ACHIEVEMENT ON PHYSICS LEARNING BASED-PORTFOLIO

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Asep Saefullah

2017-05-01

Full Text Available This study aimed to determine correlation between learning independence attitudes and student’s learning achievement. Type of this research is a correlation study to detect the connection of learning independence attitude’s variance in relation to learning achievement variance. This study used an attitude scale to measure the student’s learning independence attitude and objective multiple-choice questions to measure the student’s learning achievement. The results showed that there is a positive correlation (unidirectional and significant betweenthe learning independence attitude and learning achievement. This means that the better student’s learning independence attitude, it will be the better students learning achievement. The attitude of learning independence contributed to 40.96% of students learning achievement.

How learning style affects evidence-based medicine: a survey study

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de Ruijter Wouter

2011-10-01

Full Text Available Abstract Background Learning styles determine how people manage new information. Evidence-based medicine (EBM involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour. Methods In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style. Results The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2 were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3 were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19. Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59 for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. Conclusions We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.

Studies of Expansive Learning: Foundations, Findings and Future Challenges

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Yrjö Engeström

2013-07-01

Full Text Available The paper examines studies based on the theory of expansive learning, formulated in 1987. In recent years the theory has been used in a wide variety of studies and interventions. The theory builds on foundational ideas put forward by Vygotsky, Leont’ev, Il’enkov, and Davydov, key figures in the Russian school of cultural-historical activity theory. Studies based on the theory are reviewed in six sections: expansive learning as transformation of the object, expansive learning as movement in the zone of proximal development, expansive learning as cycles of learning actions, expansive learning as boundary crossing and network building, expansive learning as distributed and discontinuous movement, and formative interventions.A separate section is devoted to critiques of expansive learning. It is concluded that the ultimate test of learning theories is how they help practitioners to generate learning that grasps pressing issues the humankind is facing. The theory of expansive learning currently expands its analyses both up and down, outward and inward. Moving up and outward, it tackles learning in fields or networks of interconnected activity systems with their partially shared and often contested objects. Moving down and inward, it tackles issues of subjectivity, experiencing, personal sense, emotion, embodiment, identity, and moral commitment.

RELATIONSHIP BETWEEN ATTITUDES LEARNING AND ACHIEVEMENT OF INTEREST LEARNING WITH LEARNING THE BASICS OF COST OF DISCUSSION AUTOMOTIVE AUTOMOTIVE DEPARTMENT OF CLASS X SMK PIRI SLEMAN EVEN SEMESTER OF STUDY 2013/2014

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Deril Gusa Wijaya

2014-12-01

Based on the analysis of the results obtained the following results: (1 There is a positive and significant relationship between the attitude of Learning (X1 with Achievement Automotive Basics (Y; (2 There is a positive and significant relationship between Interests Learning (X2 with Achievement Automotive Basics (Y; (3 There is a positive and significant relationship Attitude Study (X1 and Interest in Learning (X2 with Achievement Automotive Basics (Y.

Critical Studies in Teaching and Learning

African Journals Online (AJOL)

Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that make marked contributions to the scholarship of teaching and learning in higher education. The Journal aims to provide a stimulating and challenging forum for contributors to describe, theorise and reflect ...

A case study of an ESL Student learning English in an English Speaking Country

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Wahyu Taufiq

2016-09-01

Full Text Available Different students who learn English as the second language has various problems and strategies to overcome. A case study on an international student who learns English as a second language in an English speaking country raised some problems he had and offered some strategies he used during the process of learning. The progress of learning from the first time coming and studying at a college in Australia was mainly the core data collected on this study. The data copes from his formal academic learning experience and also from informal situation that he met at his everyday life. This study applied qualitative research method and use interview and recording as the instruments. The data were analized through three stages: data reduction, data display, and conclusion drawing. The results of the study show that the learner experiences a range of English learning problems which happened after his coming to Australia and some strategies he used to overcome.

Case study teaching method improves student performance and perceptions of learning gains.

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Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains

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Kevin M. Bonney

2015-02-01

Full Text Available Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Results for Learning Report 2014-15: Basic Education at Risk

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Bernard, Jean-Marc; Amelewonou, Kokou; Bonnet, Gabrielle; Rubiano-Matulevich, Eliana; Soman, Kouassi; Sonnenberg, Krystyna

2014-01-01

The 2014/2015 Results for Learning Report: Basic Education at Risk examines the progress achieved by Global Partnership for Education (GPE) partner developing countries over the period 2008-2012. Universal primary education has never been so close, yet there are still 58 million children of primary school age who do not go to school around the…

Novel Study Guides for Biochemistry Meaningful Learning in Biology: a Design-Based Research

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Costa, C ; Galembeck, E. Costa, C ; Galembeck, E.

2017-07-01

Full Text Available One of the difficulties for biochemistry learning is the persistence of traditional teaching methods, based on transmission and memorization of abstract and detailed information, usually in a decontextualized way. Such scenario results in surface learning and content reproduction. In order to address these problems, three interventions in a discipline (Metabolism for Biology majors were applied, in the form of innovative teaching tools (study guides. OBJECTIVES: The main goal is to evaluate the impact of these interventions on interest, motivation, and learning of the metabolic pathways. MATERIALS AND METHODS: We describe the development, application, and evaluation of two study guides – one created from a problem used as a contextual connection for glycogen metabolism study and another embedding an integrative view based on glutamate metabolism. Both materials were guided by broad themes like evolution, metabolic adaptation, and comparative biochemistry. The development of the study guides combined submicroscopic (molecular and macroscopic (body, environment levels, aiming to motivate reading and discussion. A design-based research with cycles of application and assessment was carried out, by means of classroom observation, grade analysis in written exams, and students’ interviews. RESULTS AND DISCUSSION: In general, based on in-class student feedback to professors and to the researcher in the interviews, the study guides arouse curiosity and fostered peer discussion. Final average grades indicate a good global performance in all proposed activities. Whole data from study guides’ application in classroom evidenced their impact on interest, motivation, and learning. The strategy of developing problem or integrative situation linking molecular (micro and contextual (macro levels were helpful to foster critical thinking and to value topics of scientific literacy. CONCLUSIONS: Analysis and interpretation of the results point to benefits for

e-Learning for the elderly on drug utilization: A pilot study.

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Throfast, Victoria; Hellström, Lina; Hovstadius, Bo; Petersson, Göran; Ericson, Lisa

2017-05-01

This study explores the attitudes of elderly people to the use of electronic educational technology (e-learning) on drug utilization, with particular emphasis on the layout, usability, content, and level of knowledge in the tool. e-Learning modules were evaluated by a group of elderly people (aged ⩾65 years, n = 16) via a questionnaire comprising closed and open-ended questions. Both qualitative and quantitative analyses of the responses showed mostly positive reviews. The results indicate that the e-learning modules are a suitable tool for distributing information and education and that they can be managed by elderly individuals who are familiar with computers, allowing them to learn more about medication use.

Environmental Factors of Distance Learning: An Exploratory Study

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Klaus, Tim; Changchit, Chuleeporn

2014-01-01

The widespread use of the Internet has opened new avenues for learning in higher education. Distance education through the Internet has had a large increase over the last decade. This study focuses on examining factors of the online course environment that affect student satisfaction. The results identify factors that affect students' satisfaction…

Service Learning: An Auditing Project Study

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Laing, Gregory Kenneth

2013-01-01

There is a growing demand in higher education for universities to introduce teaching methods that achieve the learning outcomes of vocational education. The need for vocational educational outcomes was met in this study involving a service learning activity designed to provide basic professional auditing competencies. The details of the design and…

Students’ goal orientations and learning strategies in a powerful learning environment : a case study

NARCIS (Netherlands)

Koopman, M.; Bakx, A.W.E.A.; Beijaard, D.

2014-01-01

In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is

A study on effects of organizational learning on organizational innovation: A case study of insurance industry

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Maryam Marvasti

2014-03-01

Full Text Available This paper presents an empirical investigation to study the relationship between organization learning and organization innovation in one of Iranian insurance firm. The proposed study selects a sample of 300 employees who work for different positions for the case study of this paper and using Pearson correlation as well as Freedman tests determines the relationship and ranks different components of the survey. The results of this implementation have indicated that organization innovation influences on organizational learning, data distribution, interpretation and memory significantly but the effect of organizational innovation on data collection cannot be confirmed when the level of significance is five or even ten percent. The implementation of Freedman test has also indicated that Information interpretation is number priority followed by information learning, organizational distribution and organizational memory.

Learning neuroendoscopy with an exoscope system (video telescopic operating monitor): Early clinical results.

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Parihar, Vijay; Yadav, Y R; Kher, Yatin; Ratre, Shailendra; Sethi, Ashish; Sharma, Dhananjaya

2016-01-01

Steep learning curve is found initially in pure endoscopic procedures. Video telescopic operating monitor (VITOM) is an advance in rigid-lens telescope systems provides an alternative method for learning basics of neuroendoscopy with the help of the familiar principle of microneurosurgery. The aim was to evaluate the clinical utility of VITOM as a learning tool for neuroendoscopy. Video telescopic operating monitor was used 39 cranial and spinal procedures and its utility as a tool for minimally invasive neurosurgery and neuroendoscopy for initial learning curve was studied. Video telescopic operating monitor was used in 25 cranial and 14 spinal procedures. Image quality is comparable to endoscope and microscope. Surgeons comfort improved with VITOM. Frequent repositioning of scope holder and lack of stereopsis is initial limiting factor was compensated for with repeated procedures. Video telescopic operating monitor is found useful to reduce initial learning curve of neuroendoscopy.

Effects of Jigsaw Learning Method on Students’ Self-Efficacy and Motivation to Learn

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Dwi Nur Rachmah

2017-12-01

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

Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

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Simándi Szilvia

2017-08-01

Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study

Science.gov (United States)

2014-01-01

Background It is well known that patients’ involvement in health care students’ learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their education. However, looking across the research providing evidence about learning related to patient-student encounters reveals a lack of knowledge about the actual learning process that occurs in encounters between patients and students. The aim of this study was to explore patient-student encounters in relation to students’ learning in a patient-centered health-care setting. Methods An ethnographic approach was used to study the encounters between patients and students. The setting was a clinical education ward for nursing students at a university hospital with eight beds. The study included 10 observations with 11 students and 10 patients. The observer followed one or two students taking care of one patient. During the fieldwork observational and reflective notes were taken. After each observation follow-up interviews were conducted with each patient and student separately. Data were analyzed using an ethnographic approach. Results The most striking results showed that patients took different approaches in the encounters with students. When the students managed to create a good atmosphere and a mutual relationship, the patients were active participants in the students’ learning. If the students did not manage to create a good atmosphere, the relationship became one-way and the patients were passive participants, letting the students practice on their bodies but without engaging in a dialogue with the students. Conclusions Patient-student encounters, at a clinical education ward with a patient-centred pedagogical framework, can develop into either a learning relationship or an attending relationship. A learning relationship is based on a mutual relationship between

Learning word meanings: Overnight integration and study modality effects

NARCIS (Netherlands)

Ven, F. van der; Takashima, A.; Segers, P.C.J.; Verhoeven, L.T.W.

2015-01-01

According to the complementary learning systems (CLS) account of word learning, novel words are rapidly acquired (learning system 1), but slowly integrated into the mental lexicon (learning system 2). This two-step learning process has been shown to apply to novel word forms. In this study, we

Learning and Personality on Study Tours Abroad

Science.gov (United States)

Miao, Shin Yu; Harris, Roger

2012-01-01

Study tours abroad are important arenas for post-compulsory education. This paper focuses on how personality affects students' learning on study tours abroad. The research involved 66 learners from one higher education institution in Taiwan on tours to the UK, the USA and Australia. Data were gathered using questionnaires and learning journals,…

Learning style, judgements of learning, and learning of verbal and visual information.

Science.gov (United States)

Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

An experimental result of estimating an application volume by machine learning techniques.

Science.gov (United States)

Hasegawa, Tatsuhito; Koshino, Makoto; Kimura, Haruhiko

2015-01-01

In this study, we improved the usability of smartphones by automating a user's operations. We developed an intelligent system using machine learning techniques that periodically detects a user's context on a smartphone. We selected the Android operating system because it has the largest market share and highest flexibility of its development environment. In this paper, we describe an application that automatically adjusts application volume. Adjusting the volume can be easily forgotten because users need to push the volume buttons to alter the volume depending on the given situation. Therefore, we developed an application that automatically adjusts the volume based on learned user settings. Application volume can be set differently from ringtone volume on Android devices, and these volume settings are associated with each specific application including games. Our application records a user's location, the volume setting, the foreground application name and other such attributes as learning data, thereby estimating whether the volume should be adjusted using machine learning techniques via Weka.

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

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Ya-huei Wang

2017-08-01

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

Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study

Science.gov (United States)

Walsh, Kieran; Westerman, Michiel; Scheele, Fedde

2018-01-01

Background The progressive use of e-learning in postgraduate medical education calls for useful quality indicators. Many evaluation tools exist. However, these are diversely used and their empirical foundation is often lacking. Objective We aimed to identify an empirically founded set of quality indicators to set the bar for “good enough” e-learning. Methods We performed a Delphi procedure with a group of 13 international education experts and 10 experienced users of e-learning. The questionnaire started with 57 items. These items were the result of a previous literature review and focus group study performed with experts and users. Consensus was met when a rate of agreement of more than two-thirds was achieved. Results In the first round, the participants accepted 37 items of the 57 as important, reached no consensus on 20, and added 15 new items. In the second round, we added the comments from the first round to the items on which there was no consensus and added the 15 new items. After this round, a total of 72 items were addressed and, of these, 37 items were accepted and 34 were rejected due to lack of consensus. Conclusions This study produced a list of 37 items that can form the basis of an evaluation tool to evaluate postgraduate medical e-learning. This is, to our knowledge, the first time that quality indicators for postgraduate medical e-learning have been defined and validated. The next step is to create and validate an e-learning evaluation tool from these items. PMID:29699970

Deep learning: Using machine learning to study biological vision

OpenAIRE

Majaj, Najib; Pelli, Denis

2017-01-01

Today most vision-science presentations mention machine learning. Many neuroscientists use machine learning to decode neural responses. Many perception scientists try to understand recognition by living organisms. To them, machine learning offers a reference of attainable performance based on learned stimuli. This brief overview of the use of machine learning in biological vision touches on its strengths, weaknesses, milestones, controversies, and current directions.

Use of learning programs for SSC trigger strategy studies

International Nuclear Information System (INIS)

Clearwater, S.H.; Cleland, W.E.; Stern, E.G.

1990-01-01

In a novel application of the learning program RL, we are studying ways to develop the trigger for experiments at the SSC. Our initial study, which is still in progress, is to understand how to select top events from background, combining both cuts at the trigger level and in the off-line analysis. Our plan is to carry out these studies for a variety of reactions and thereby build up a comprehensive view of the trigger requirements for a calorimeter-based experiment at the SSC. Our initial results have shown that the learning program can find correlations and cuts that would be quite difficult to find using traditional methods. The program is expected to obtain cuts that are at least as good, if not better, than the the cuts found by traditional methods

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

Science.gov (United States)

2012-01-01

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

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

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Abdelhai Rehab

2012-03-01

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

The effectiveness of E- learning in learning: A review of the literature

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Mousazadeh Somayeh

2016-02-01

Full Text Available Entry to the information age and effective life in information-oriented society requires an understanding of its characteristics. One of the social institutions that will undergo extensive changes at this age is general and higher education and training institutions. The aim of this review study is to evaluate the effectiveness of e learning in learning. This paper is a review study carried out using Medline and CINAHL databases and Google search engine. The studies used include review articles and English meta-analysis of language.Of the retrieved results,38 documents including articles, books and web sites were investigated and classified. At first, the background of e learning was studied history and in the next section its effectiveness in learning was briefly examined. The overall benefits of e-learning include the promotion of learning, independence and individual satisfaction, learning at anytime, anywhere and with any background, learning without the same prerequisites, speed and process of learning due to individual needs, individual learning along with cooperative learning, saving time and costs significantly, the possibility of teaching and learning for all people, mutual teaching and learning, getting quick results in learning, learning more by using multimedia and maintaining resources and reducing environmental and audio pollution. The results of studies suggest positive effects of e-learning on learning thus it is suggested that this approach be used more in education, which requires building the required grounds.

A Study of Work Based Learning For Construction Building Workers

Science.gov (United States)

Siregar, Syafiatun

2018-03-01

Work-based learning (WBL) is designed to improve the competence of participants. This study aims to apply the WBL and to develop attitudes, knowledge, skills, behaviors, and habits, which in turn can improve the competence of construction workers in the field to be sampled. This research was conducted on building construction workers in Medan City with 30 research subjects. The results showed that the evaluation of learning increased in phase I obtained the difference of the average score of 20.9 (the meeting I) and 25.50 (meeting II). The final result shows that the level of activity and competence increased significantly after WBL

Blended learning in health education: three case studies.

Science.gov (United States)

de Jong, Nynke; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M L

2014-09-01

Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

Uncertainty vs. learning in climate policy: Some classical results and new directions

Energy Technology Data Exchange (ETDEWEB)

Lange, A. [Univ. of Maryland (United States); Treich, N. [Univ. of Toulouse (France)

2007-07-01

Climate policy decisions today have to be made under substantial uncertainty: the impact of accumulating greenhouse gases in the atmosphere is not perfectly known, the future economic and social consequences of climate change, in particular the valuation of possible damages, are uncertain. However, learning will change the basis of making future decisions on abatement policies. These important issues of uncertainty and learning are often presented in a colloquial sense. Two opposing effects are typically put forward: First, uncertainty about future climate damage, which is often associated with the possibility of a catastrophic scenario is said to give a premium to slow down global warming and therefore to increase abatement efforts today. Second learning opportunities will reduce scientific undertainty about climate damage over time. This is often used as an argument to postpone abatement efforts until new information is received. The effects of uncertainty and learning on the optimal design of current climate policy are still much debated both in the academic and the political arena. In this paper, the authors study and contrast the effect of uncertainty and learning in a two-decision model that encompasses most existing microeconomics models of climate change. They first consider the common expected utility framework: While uncertainty has generally no or a negative effect on welfare, learning has always a positive, and thus opposite, effect. The effects of both uncertainty and learning on decisions are less clear. Neither uncertainty nor learning can be used as an argument to increase or reduce emissions today, independently on the degree of risk aversion of the decision-marker and on the nature of irreversibility constraints. The authors then deviate from the expected utility framework and consider a model with ambiguity aversion. The model accounts well for situations of imprecise or multiple probability distributions, as present in the context of climate

Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory.

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Alkhateeb, Haitham M; Nasser, Ramzi

2014-06-01

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

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Wang, Yang; Liu, Chao

2016-01-01

This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…

Inter-firm Networks, Organizational Learning and Knowledge Updating: An Empirical Study

Science.gov (United States)

Zhang, Su-rong; Wang, Wen-ping

In the era of knowledge-based economy which information technology develops rapidly, the rate of knowledge updating has become a critical factor for enterprises to gaining competitive advantage .We build an interactional theoretical model among inter-firm networks, organizational learning and knowledge updating thereby and demonstrate it with empirical study at last. The result shows that inter-firm networks and organizational learning is the source of knowledge updating.

Parent Beliefs about the Causes of Learning and Developmental Problems among Children with Autism Spectrum Disorder: Results from a National Survey

Science.gov (United States)

Zuckerman, Katharine E.; Lindly, Olivia J.; Sinche, Brianna

2016-01-01

This study aimed to assess variation in parent beliefs about causes of learning and developmental problems in U.S. children with autism spectrum disorder, using data from a nationally representative survey. Results showed that beliefs about a genetic/hereditary cause of learning/developmental problems were most common, but nearly as many parents…

Digital lectures for learning gross anatomy: a study of their efficacy.

Science.gov (United States)

Singh, Anudeep; Min, Aung Ko Ko

2017-03-01

The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project.

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Reichel, Kathrin; Dietsche, Stefan; Hölzer, Henrike; Ewers, Michael

2016-01-01

The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue. During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued. Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.

Self- directed learning barriers in a virtual environment: a qualitative study.

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Kohan, Noushin; Soltani Arabshahi, Kamran; Mojtahedzadeh, Rita; Abbaszadeh, Abbas; Rakhshani, Tayebeh; Emami, Amirhousein

2017-07-01

There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education.

A study of the relationship between learning styles and cognitive abilities in engineering students

Science.gov (United States)

Hames, E.; Baker, M.

2015-03-01

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.

Improving Learning Experiences through Gamification: A Case Study

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

2015-01-01

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

Designing Websites for Learning and Enjoyment: A study of museum experiences

Directory of Open Access Journals (Sweden)

Aleck C. H. Lin

2006-12-01

Full Text Available This study reports on an exploratory research study that examined the design of websites that encourage both learning and enjoyment. This study examines museum websites that offer educational materials. As part of their mission, most museums provide the general public with educational materials for study and enjoyment. Many museums use the Internet in support of their mission. Museum websites offer excellent opportunity to study learning environments designed for enjoyment. Computer-supported learning of various types has been studied over the years, including computer-aided learning, computer-aided instruction, computer-managed learning, and more recently, learning via the Internet. Some relevant work appears in the literature on pleasure; however, the concept of online learning for enjoyment – specifically when learning is not part of a formal instructional undertaking – has not been well studied and thus is not well understood. This study seeks to redress this gap in the literature, specifically ‘learning for enjoyment,’ by reporting on a number of semi-structured in-depth interviews with museum and educational experts in Taiwan. Our study identified a number of characteristics required of online learning websites, and we conclude some suggested guidelines for developing an online learning website for enjoyment.

A professional learning community model: a case study of primary teachers community in west Bandung

Science.gov (United States)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

The Challenges of Nursing Students in the Clinical Learning Environment: A Qualitative Study.

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Jamshidi, Nahid; Molazem, Zahra; Sharif, Farkhondeh; Torabizadeh, Camellia; Najafi Kalyani, Majid

2016-01-01

Background/Aim. Clinical learning is a main part of nursing education. Students' exposure to clinical learning environment is one of the most important factors affecting the teaching-learning process in clinical settings. Identifying challenges of nursing students in the clinical learning environment could improve training and enhance the quality of its planning and promotion of the students. We aimed to explore Iranian nursing students' challenges in the clinical learning environment. Materials and Methods. This is a qualitative study using the content analysis approach. The participants consisted of seventeen nursing students and three nursing instructors. The participants were selected through purposive sampling method and attended semistructured interviews and focus groups. Results. Three themes emerged after data analysis, including ineffective communications, inadequate readiness, and emotional reactions. Conclusion. Nursing students in Iran are faced with many challenges in the clinical learning environment. All challenges identified in this study affected the students' learning in clinical setting. Therefore, we recommend that the instructors prepare students with a specific focus on their communication and psychological needs.

Examination of studies on technology-assisted collaborative learning published between 2010-2014

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Ahmet Arnavut

2016-09-01

Full Text Available Abstract This study is a content analysis of the articles about technology-assisted collaborative learning published in Science Direct database between the years of 2010 and 2014. Developing technology has become a topic that we encounter in every aspect of our lives. Educators deal with the contribution and integration of technology into education. Therefore, in this study it was aimed to examine how integration of collaborative learning into technology would contribute to education or it would contribute to education or not. According to the results of the studies obtained from Science Direct database, there are many research related with technology-assisted collaborative learning. However, since all of the studies did not fulfill our search criteria for content analysis, a total number of 58 articles published between the years of 2010 and 2014 were used in this study.

Learning style preferences: A study of pre-clinical medical students in Barbados

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OJEH, NKEMCHO; SOBERS-GRANNUM, NATASHA; GAUR, UMA; UDUPA, ALAYA; MAJUMDER, MD.ANWARUL AZIM

2017-01-01

Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist

Learning style preferences: A study of Pre-clinical Medical Students in Barbados

Directory of Open Access Journals (Sweden)

NKEMCHO OJEH

2017-10-01

Full Text Available Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V, aural (A, read/write (R and kinesthetic (K] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to preclinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5% and females (60.0%, with tetramodal being the most common. Read/write (33.8% followed by kinesthetic (32.5% were the most common learning style preferences. The sensory modality preference for females was read/write (34.2% and for males it was kinesthetic (40.5%. Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might

Learning by strategies and learning by drill--evidence from an fMRI study.

Science.gov (United States)

Delazer, M; Ischebeck, A; Domahs, F; Zamarian, L; Koppelstaetter, F; Siedentopf, C M; Kaufmann, L; Benke, T; Felber, S

2005-04-15

The present fMRI study investigates, first, whether learning new arithmetic operations is reflected by changing cerebral activation patterns, and second, whether different learning methods lead to differential modifications of brain activation. In a controlled design, subjects were trained over a week on two new complex arithmetic operations, one operation trained by the application of back-up strategies, i.e., a sequence of arithmetic operations, the other by drill, i.e., by learning the association between the operands and the result. In the following fMRI session, new untrained items, items trained by strategy and items trained by drill, were assessed using an event-related design. Untrained items as compared to trained showed large bilateral parietal activations, with the focus of activation along the right intraparietal sulcus. Further foci of activation were found in both inferior frontal gyri. The reverse contrast, trained vs. untrained, showed a more focused activation pattern with activation in both angular gyri. As suggested by the specific activation patterns, newly acquired expertise was implemented in previously existing networks of arithmetic processing and memory. Comparisons between drill and strategy conditions suggest that successful retrieval was associated with different brain activation patterns reflecting the underlying learning methods. While the drill condition more strongly activated medial parietal regions extending to the left angular gyrus, the strategy condition was associated to the activation of the precuneus which may be accounted for by visual imagery in memory retrieval.

THE USE OF OPEN EDUCATIONAL RESOURCES IN ONLINE LEARNING: A Study of Students’ Perception

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Meirani HARSASI

2015-07-01

Full Text Available Universitas Terbuka (UT is Indonesia’s higher education institution which implements distance education system. The term distance implies that learning is not performed face-to-face but there is geographically separation between students and teacher. Therefore, UT must provide many kinds of learning modes and learning support. To facilitate students in their learning process, UT provides an e-learning system named online tutorial. This tutorial is provided for all courses which are designed in 8 sessions of virtual class. Students can learn, discuss, and ask to the teacher via this mode of learning. As the development of methods in e-learning, the use of open educational resources (OER has increasing these days. Learning materials can be taken easily and freely from internet. UT also utilize OER in it’s learning process, especially in e-learning. The aim of this study was to collect data from students about their acceptance of integrating OER into e-learning. The use of OER is perceived by students as something interesting because it’s new for them and can help them to have a better understanding about a topic. The results also showed that video has found as the most interesting OER for students. Other results, limitation and suggestion from students about integrating OER into e-learning also will be discussed in this paper.

Learning about the effectiveness of teacher education: A Chilean study

African Journals Online (AJOL)

The article reviews some of the problems faced by teacher education in general and in Chile specifically, and on this basis, presents the results of a study focused on the effects of six teacher education programmes on future primary level teachers' learning of mathematics and mathematics pedagogy. The study describes ...

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.

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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.

Personal Learning Environment – a Conceptual Study

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Herbert Mühlburger

2010-01-01

Full Text Available The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centered approach to a learner-centered one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz. It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behavior

Increasing Student’s Correspondence Course Study Result with Development of Adobe Flash Android-Based Media

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Devi Artha Bonita

2017-09-01

Full Text Available The purpose of this study is to produce an Adobe Flash-based Android learning media on subjects that have tested the feasibility of the media through validation testing increased students result. This type of research is research and development (R&D. This product is validated by material experts, media experts, and small groups and have been tasted in the experimental class. The results showed the development of Adobe Flash-based learning media Android is a significant improvement of students result.

Exploring the Effects of Intercultural Learning on Cross-Cultural Adaptation in a Study Abroad Context

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Tsai, Yau

2011-01-01

This study targets Asian students studying abroad and explores the effects of intercultural learning on their cross-cultural adaptation by drawing upon a questionnaire survey. On the one hand, the results of this study find that under the influence of intercultural learning, students respond differently in their cross-cultural adaptation and no…

Patients' approaches to students' learning at a clinical education ward--an ethnographic study.

Science.gov (United States)

Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silén, Charlotte

2014-07-02

It is well known that patients' involvement in health care students' learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their education. However, looking across the research providing evidence about learning related to patient-student encounters reveals a lack of knowledge about the actual learning process that occurs in encounters between patients and students. The aim of this study was to explore patient-student encounters in relation to students' learning in a patient-centered health-care setting. An ethnographic approach was used to study the encounters between patients and students. The setting was a clinical education ward for nursing students at a university hospital with eight beds. The study included 10 observations with 11 students and 10 patients. The observer followed one or two students taking care of one patient. During the fieldwork observational and reflective notes were taken. After each observation follow-up interviews were conducted with each patient and student separately. Data were analyzed using an ethnographic approach. The most striking results showed that patients took different approaches in the encounters with students. When the students managed to create a good atmosphere and a mutual relationship, the patients were active participants in the students' learning. If the students did not manage to create a good atmosphere, the relationship became one-way and the patients were passive participants, letting the students practice on their bodies but without engaging in a dialogue with the students. Patient-student encounters, at a clinical education ward with a patient-centred pedagogical framework, can develop into either a learning relationship or an attending relationship. A learning relationship is based on a mutual relationship between patients and students resulting in patients

A predictive validity study of the Learning Style Questionnaire (LSQ) using multiple, specific learning criteria

NARCIS (Netherlands)

Kappe, F.R.; Boekholt, L.; den Rooyen, C.; van der Flier, H.

2009-01-01

Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four

Learning cooking skills at different ages: a cross-sectional study.

Science.gov (United States)

Lavelle, Fiona; Spence, Michelle; Hollywood, Lynsey; McGowan, Laura; Surgenor, Dawn; McCloat, Amanda; Mooney, Elaine; Caraher, Martin; Raats, Monique; Dean, Moira

2016-11-14

Cooking skills are increasingly included in strategies to prevent and reduce chronic diet-related diseases and obesity. While cooking interventions target all age groups (Child, Teen and Adult), the optimal age for learning these skills on: 1) skills retention, 2) cooking practices, 3) cooking attitudes, 4) diet quality and 5) health is unknown. Similarly, although the source of learning cooking skills has been previously studied, the differences in learning from these different sources has not been considered. This research investigated the associations of the age and source of learning with the aforementioned five factors. A nationally representative (Northern/Republic of Ireland) cross-sectional survey was undertaken with 1049 adults aged between 20-60 years. The survey included both measures developed and tested by the researchers as well as validated measures of cooking (e.g. chopping) and food skills (e.g. budgeting), cooking practices (e.g. food safety), cooking attitudes, diet quality and health. Respondents also stated when they learnt the majority of their skills and their sources of learning. The data was analysed using ANOVAs with post-hoc analysis and Chi 2 crosstabs with a significance level of 0.05. Results showed that child (skills, cooking practices, cooking attitudes, diet quality (with the exception of fibre intake where adult learners were higher) and health. Mother was the primary source of learning and those who learnt only from this source had significantly better outcomes on 12 of the 23 measures. This research highlights the importance of learning cooking skills at an early age for skill retention, confidence, cooking practices, cooking attitude and diet quality. Mother remained the primary source of learning, however, as there is a reported deskilling of domestic cooks, mothers may no longer have the ability to teach cooking skills to the next generation. A focus on alternative sources including practical cooking skills education starting

A Learning and Interaction design framework, from a study on formulating principles for the design of engaging music learning games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke; Ørngreen, Rikke

2012-01-01

Based on a preliminary action research study investigating the design of digital music games and years of experiences from interaction design processes of learning resources, this extended abstract presents a framework that mixes designs for learning principles and game design with a process view...... using a simple interaction design lifecycle. Though the first outset was to design engaging music games, the resulting framework has a more generic character....

Studying depression using imaging and machine learning methods.

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Patel, Meenal J; Khalaf, Alexander; Aizenstein, Howard J

2016-01-01

Depression is a complex clinical entity that can pose challenges for clinicians regarding both accurate diagnosis and effective timely treatment. These challenges have prompted the development of multiple machine learning methods to help improve the management of this disease. These methods utilize anatomical and physiological data acquired from neuroimaging to create models that can identify depressed patients vs. non-depressed patients and predict treatment outcomes. This article (1) presents a background on depression, imaging, and machine learning methodologies; (2) reviews methodologies of past studies that have used imaging and machine learning to study depression; and (3) suggests directions for future depression-related studies.

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

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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…

Self-Concept in Student Learning and Motivation Truant : Descriptive-Correlational Studies

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Erlina Harahap

2017-08-01

Full Text Available This research is aimed describ the learning motivation and self-concept of students who truant. This study used a descriptive quantitative method. The research conducted by the students of SMAN 5 Padangsidimpuan in the period of 2015/2016 with the total of the population was 420 students. Amount of research sample was 36 students and had been chosen by using purposive sampling technique. An instrument employed in this study was a Likert-scaled questionnaire. Data were analyzed by using percentage technique and the relationship between the two variables was analyzed by using nonparametric statistic, that is Spearman’s Coefficient of Rank Correlation. Results of this research are just like the following: 1 participants’ level of achievement on self-concept of students who truant is about 69,8%, 2 participants’ level of achievement on learning motivation of students who truant is about 69,2%, and 3 correlation coefficient of self-concept and learning motivation of students who truant is about 0,581. Therefore, it can be concluded that students who truancy have very low self-concept and learning motivation, and there is a significant relationship between self-concept and learning motivation. The implication in guidance counseling services is to create a service program which can increase self-concept and be learning motivation of students who truant

Organisational Learning and Performance--An Empirical Study

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Jyothibabu, C.; Pradhan, Bibhuti Bhusan; Farooq, Ayesha

2011-01-01

This paper explores the important question "how the learning entities--individual, group or organisation--are affecting organisational performance". The answer is important for promoting learning and improving performance. This empirical study in the leading power utility in India found that there is a positive relation between…

A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs

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Li, Shuang; Tang, Qi; Zhang, Yanxia

2016-01-01

cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper…

Students’ Motivation for Learning in Virtual Learning Environments

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Andrea Carvalho Beluce

2015-04-01

Full Text Available The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs. For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE. The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

Can easy-to-use software deliver effective e-learning in dental education? A randomised controlled study.

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Woelber, J P; Hilbert, T S; Ratka-Krüger, P

2012-08-01

For the production of computer-based learning environments, a wide range of software solutions can be used which differ not only in their functionality but also vary in cost and ease to program. The aim of our study was to evaluate the overall efficiency and student's perception of two case-based e-learning programs that were produced with either an easy-to-use or a complex software. Eighty-five dental students were randomly assigned to one of two experimental groups. One group studied with a laborious, high-interactive e-learning program (complex-software group). The second group studied within a low-interactive learning environment (easy-software group) that was easy to be programmed. Both programs identically referred to a case report on localised aggressive periodontitis. Learning outcome was tested by a pre- and post-test. Furthermore, questionnaires on workload, motivation, perceived usefulness and perceived learning outcome were used. Learners in the easy-software group showed better results in the post-test F(1, 82) = 4.173, P software tools have the potential to be beneficial in dental education. Students were showing a high acceptance and ability in using both e-learning environments. We conclude that e-learning programs for case-based learning do not have to be overly laborious to program to be useful. Based on our results, we want to encourage instructors to produce case-based e-learning tools with easy-to-use software. © 2012 John Wiley & Sons A/S.

Motivation and Achievement in Problem-Based Learning: The Role of Interest, Tutors, and Self-Directed Study

NARCIS (Netherlands)

L. Wijnia (Lisette)

2014-01-01

markdownabstract__Abstract__ This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ

An Exploratory Study of the Language-Learning Style Preferences of Iranian EFL High School Students

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Ramezani, Afsaneh Effatdokht; Dehgahi, Meysam; Hashemi, Hanie

2015-01-01

This study explored the learning style preferences of 40 Iranian students at Marefat Iranian high school in Kuala Lumpur of which, 20 are females and 20 are males. To this end, this study used structured interview to elicit in-depth information from the students. The results of the study showed that learning style preferences of Iranian students…

Adapting research-based curricula at Seattle Pacific University: Results on student learning

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Close, Eleanor; Vokos, Stamatis; Lindberg, John; Seeley, Lane

2004-05-01

Seattle Pacific University is the recent recipient of a NSF CCLI grant to improve student learning in introductory physics and calculus courses. This talk will outline the goals of this collaborative project and present some initial results on student performance. Results from research-based assessments will be presented as well as specific examples of successes and challenges from mechanics and electricity and magnetism.

Participant Comfort with and Application of Inquiry-Based Learning: Results from 4-H Volunteer Training

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Haugen, Heidi; Stevenson, Anne; Meyer, Rebecca L.

2016-01-01

This article explores how a one-time training designed to support learning transfer affected 4-H volunteers' comfort levels with the training content and how comfort levels, in turn, affected the volunteers' application of tools and techniques learned during the training. Results of a follow-up survey suggest that the training participants…

Post-Secondary Students Using the iPad to Learn English: An Impact Study

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Gitsaki, Christina; Robby, Matthew A.

2014-01-01

The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to…

Leadership development through action learning sets: an evaluation study.

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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.

Measuring Effects of Reflection on Learning – A Physiological Study

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Qi, Wen; Verpoorten, Dominique; Westera, Wim

2014-01-01

As an economical and feasible intervention, reflection demands learners using critical thinking to examine presented information, questioning its validity, and drawing conclusions based on the resulting ideas during a learning process. The aim of this study is to gain insight into the effects

Examining the Effects of Displaying Clicker Voting Results on High School Students' Voting Behaviors, Discussion Processes, and Learning Outcomes

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Chien, Yu-Ta; Lee, Yu-Hsien; Li, Tsung-Yen; Chang, Chun-Yen

2015-01-01

This study explores the relationship between students' clicking behaviors, discussion processes, learning outcomes, and a prominent feature of clicker systems--the whole class' response results aggregated by clickers in real time. The results indicate that, while teaching Newton's laws of motion, displaying the real-time responses of the whole…

Studi E-Learning Berbasis Knowledge Management Lingkungan Hidup

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Prasetya Cahya Saputra

2013-12-01

Full Text Available National sustainable development needs to take into account the utilization of environmental natural resources for future generations. For the community, environment is a space or a place to stay for that need to be more preserved than utilized. Collaboration between knowledge of environment and preservation with ICT knowledge can be developed into a management system which is environmental knowledge management systems. Approach on the efficiency and effectiveness of ICT, which include variable timing, capacity, relevance,accessibility, flexibility, accuracy and reliability, can be used to explore the success determinants of communitybased environmental conservation as a central participant. Analysis method of this study uses the Core Processof KM consisting knowledge identification, knowledge aqcuition, knowledge development, knowledge sharing and distribution, knowledge utilization, and knowledge retention. Menawhile, the design method uses objectorientedbased approach (OOAD that contains the UML diagrams, followed by evaluation and verification of test results of the e-learning application prototype which will be measured by IT Balanced Scorecard through four perspectives, namely: (1 government contribution; (2 society orientation, (3 excellent operation, (4future orientation. With the formulation of the critical success factors is then developed a virtual learning model, in order to raise public awareness of the importance of environmental preservation. The result is a prototype model of environmental KMS application or e-learning which will be piloted in a few areas, especially in Jabodetabek.

Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

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Furió, D.; Juan, M.-C.; Seguí, I.; Vivó, R.

2015-01-01

Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game…

A Predictive Study of Learner Attitudes Toward Open Learning in a Robotics Class

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Avsec, Stanislav; Rihtarsic, David; Kocijancic, Slavko

2014-10-01

Open learning (OL) strives to transform teaching and learning by applying learning science and emerging technologies to increase student success, improve learning productivity, and lower barriers to access. OL of robotics has a significant growth rate in secondary and/or high schools, but failures exist. Little is known about why many users stop their OL after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with different types of OL. In this study, we tested a regression model for student satisfaction involving students' attitudes toward OL usage. A survey was conducted to investigate the critical factors affecting students' achievements and satisfaction in OL of robotics with use of own developed direct manipulation learning environment as learning context. A multiple regression analyses were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. Descriptive statistics and analysis of variance was performed to determine the effect of predictor variables to student satisfaction. The results demonstrate that students have significantly positive perceptions toward using OL of robotics as a learning-assisted tool. Furthermore, behavioral intention to use OL is influenced by perceived usefulness and self-efficacy. The following five major categories of satisfaction factors with OL course were revealed during analysis of the studies (effect sizes in parentheses): organization (0.69); implementation (0.61); professional content (0.53); interaction (0.43); self-efficacy (0.14). All these effect sizes were judged to be significant and large. The results also showed that learner-mentor/instructor interaction, learner-professional content interaction, and online and offline self-efficacy were good predictors of student satisfaction and course quality. Peer interactions and

Revisit of Machine Learning Supported Biological and Biomedical Studies.

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Yu, Xiang-Tian; Wang, Lu; Zeng, Tao

2018-01-01

Generally, machine learning includes many in silico methods to transform the principles underlying natural phenomenon to human understanding information, which aim to save human labor, to assist human judge, and to create human knowledge. It should have wide application potential in biological and biomedical studies, especially in the era of big biological data. To look through the application of machine learning along with biological development, this review provides wide cases to introduce the selection of machine learning methods in different practice scenarios involved in the whole biological and biomedical study cycle and further discusses the machine learning strategies for analyzing omics data in some cutting-edge biological studies. Finally, the notes on new challenges for machine learning due to small-sample high-dimension are summarized from the key points of sample unbalance, white box, and causality.

Implementation and Results of a Learning Assistant Program

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Bogue, Thomas B.; Seeley, L.; Vokos, S.

2006-12-01

The Physics Department at Seattle Pacific University has recently completed a three-year CCLI grant to integrate Tutorials in Introductory Physics , Activity Based Physics , and Real Time Physics into our one-year introductory curriculum. One of the difficulties encountered in doing this at a small undergraduate university was the need for additional instructors. This need is met through the use of undergraduate learning assistants. The development of recruitment and implementation methods will be discussed, along with the advantages to physics education, and the challenges encountered. We will also discuss several strategies we have identified as critical to a successful learning assistant program.

Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study.

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Gonzales, Lucia K; Glaser, Dale; Howland, Lois; Clark, Mary Jo; Hutchins, Susie; Macauley, Karen; Close, Jacqueline F; Leveque, Noelle Lipkin; Failla, Kim Reina; Brooks, Raelene; Ward, Jillian

2017-01-01

A number of studies across different disciplines have investigated students' learning styles. Differences are known to exist between graduate and baccalaureate nursing students. However, few studies have investigated the learning styles of students in graduate entry nursing programs. . Study objective was to describe graduate entry nursing students' learning styles. A descriptive design was used for this study. The Index of Learning Styles (ILS) was administered to 202 graduate entry nursing student volunteers at a southwestern university. Descriptive statistics, tests of association, reliability, and validity were performed. Graduate nursing students and faculty participated in data collection, analysis, and dissemination of the results. Predominant learning styles were: sensing - 82.7%, visual - 78.7%, sequential - 65.8%, and active - 59.9%. Inter-item reliabilities for the postulated subscales were: sensing/intuitive (α=0.70), visual/verbal (α=0.694), sequential/global (α=0.599), and active/reflective (α=0.572). Confirmatory factor analysis for results of validity were: χ 2 (896)=1110.25, pnursing students. This study provided faculty with numerous opportunities for actively engaging students in data collection, analysis, and dissemination of results. Copyright © 2016 Elsevier Ltd. All rights reserved.

Obligatory course unit! Trainee astronomers learn to communicate their future scientific results

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Del Puerto, C.

2008-06-01

A scientist must not only do science, but must also know how to communicate it. It is possible that he or she even ends up becoming devoted professionally either to outreach or to teaching. Therefore, the Master's Degree Course in Astrophysics, created by the University of La Laguna (ULL) with the collaboration of the Instituto de Astrofisica de Canarias (IAC), includes in its programme the four-month core course unit Communicating Astronomy: Professional Results and Educational Practice (in Spanish, Comunicación de Resultados Cientificos y Didactica de la Astronomia), that is worth three ECTs. In this poster, I present the results of our experience from the academic year 2006-2007, in which seventeen Master's students, in addition to learning the skills necessary to communicating their results within the scientific community, have also studied the language of popularisation in a practical and fun way through role-playing as science writers and schoolteachers in the classroom.

Studying depression using imaging and machine learning methods

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Meenal J. Patel

2016-01-01

Full Text Available Depression is a complex clinical entity that can pose challenges for clinicians regarding both accurate diagnosis and effective timely treatment. These challenges have prompted the development of multiple machine learning methods to help improve the management of this disease. These methods utilize anatomical and physiological data acquired from neuroimaging to create models that can identify depressed patients vs. non-depressed patients and predict treatment outcomes. This article (1 presents a background on depression, imaging, and machine learning methodologies; (2 reviews methodologies of past studies that have used imaging and machine learning to study depression; and (3 suggests directions for future depression-related studies.

Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

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Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

2014-01-01

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

Interactive Multimedia-Based Animation: A Study of Effectiveness on Fashion Design Technology Learning

Science.gov (United States)

Wiana, W.

2018-01-01

The learning process is believed will reach optimal results if facilitated by diversity of learning’s device from aspects of the approach, method, media or it’s evaluation system, in individually, groups, or as well as classical. One of the learning’s Device can be developed in an attempt to improve the results of the study is Computer Based Learning (CBL). CBL was developed aim to help students to understand the concepts of the learning material which presented interactively by the system and able to provide information and learning process better. This research is closely related to efforts to improve the quality of Fashion design in digital format learning, with specific targets to generate interactive multimedia-based animation as effective media and learning resources for fashion design learning. Applications that are generated may be an option for delivering learning material as well as to engender interest in learning as well as understanding with students against the subject matter so that it can improve the learning achievements of students. The instruments used to collect data is a test sheet of mastering the concept which developed on the basis of indicators understanding the concept of fashion design, the material elements and principles of fashion design as well as application on making fashion design. As for the skills test is done through test performance to making fashion design in digital format. The results of testing against the mastery of concepts and skills of fashion designing in digital formatted shows that experimental group obtained significantly higher qualifications compared to the control group. That means that the use of interactive multimedia-based animation, effective to increased mastery of concepts and skills on making fashion design in digital format.

Pengaruh Learning Climate Terhadap Job Performance Melalui Career Related Continuous Learning

OpenAIRE

Anggiani, Sarfilianty

2017-01-01

This research objective is to identify and to analyze the relatioship of Learning climatehas an influence on Job Performance through the Career Related Continuous Learning. The result of the study showed that Learning climate influenced Job Performance through the career related continuous learning. Managerial implication and the recommendation for future study are provided.

The study of nursing students’ learning initiative in the course reform of aged caring

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Sun Wenjing

2017-01-01

Full Text Available Purpose: Analyzing the influence of nursing students’ learning initiative in the course reform of aged caring. Discuss the way of the aged care reform. Method: To reform the course of aged care in our school level 2013 88 nursing undergraduate. The specific content: learning aged care theory, learning Japanese care technology basic knowledge, adding Japanese and Taiwan’s nursing concepts to the traditional aged care teaching, performing sitcoms about old people’s disease and nursing way , reporting the plan of aged care by PowerPoint, organizing student volunteers to visit the nursing home and so on. The specific content lasted four months. Adopting the learning initiative (ALS scale developed by Zang Yuli and others after course reform. Measure the students’ learning initiative before and after the teaching. Result: Nursing student’s self-study ability was in the middle and lower level before the course reform(59.26±7.38; After the course reform, nursing student gain higher score than before learning on the three aspects contain “Learning motivation”,“Learning goals” and “Solid study”. The difference has statistically significant.(P<0.05.Conclusion: Through the aged care course reform, nursing students strengthen the study enthusiasm and initiative; enhance nursing student’s self-study ability. It is conducive to improve the learning interest of aged care course for nursing students.

Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training)

OpenAIRE

Aamir Sarwar; Chitapa Ketavan; Nadeem Shafique Butt

2015-01-01

The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used), options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study con...

Defining Learning Space in a Serious Game in Terms of Operative and Resultant Actions

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Martin, Michael W.; Shen, Yuzhong

2012-01-01

This paper explores the distinction between operative and resultant actions in games, and proposes that the learning space created by a serious game is a function of these actions. Further, it suggests a possible relationship between these actions and the forms of cognitive load imposed upon the game player. Association of specific types of cognitive load with respective forms of actions in game mechanics also presents some heuristics for integrating learning content into serious games. Research indicates that different balances of these types of actions are more suitable for novice or experienced learners. By examining these relationships, we can develop a few basic principles of game design which have an increased potential to promote positive learning outcomes.

A Review of Empirical Studies Investigating Antecedents and Consequences of Collective Learning Behaviors in Hospitals

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Florina D. Spânu

2013-01-01

Full Text Available This study is a systematic review of the field research conducted in medical settings investigating collective learning behaviors. The review was driven by several research foci. Our main interest was in identifying antecedents and consequences of collective learning in hospitals. We also report results on the types of research questions addressed, research designs used, and types of medical teams investigated. Twelve studies met our inclusion criteria. Our findings revealed that highly contextualized studies that use different ways of measuring learning, different ways of conceptualizing medical teams, and different research methodologies, discuss similar antecedents. Variables like leadership behaviors, unit interpersonal climate, and hierarchical position were found to play a role in explaining organizational learning in hospitals across studies. We also found that despite an intense public discourse on the link between collective learning processes and patients’ safety and medical organizations’ performance, few studies actually report empirical data supporting this relationship.

Hybrid Method for Mobile learning Cooperative: Study of Timor Leste

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da Costa Tavares, Ofelia Cizela; Suyoto; Pranowo

2018-02-01

In the modern world today the decision support system is very useful to help in solving a problem, so this study discusses the learning process of savings and loan cooperatives in Timor Leste. The purpose of the observation is that the people of Timor Leste are still in the process of learning the use DSS for good saving and loan cooperative process. Based on existing research on the Timor Leste community on credit cooperatives, a mobile application will be built that will help the cooperative learning process in East Timorese society. The methods used for decision making are AHP (Analytical Hierarchy Process) and SAW (simple additive Weighting) method to see the result of each criterion and the weight of the value. The result of this research is mobile leaning cooperative in decision support system by using SAW and AHP method. Originality Value: Changed the two methods of mobile application development using AHP and SAW methods to help the decision support system process of a savings and credit cooperative in Timor Leste.

Hybrid Method for Mobile learning Cooperative: Study of Timor Leste

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da Costa Tavares Ofelia Cizela

2018-01-01

Full Text Available In the modern world today the decision support system is very useful to help in solving a problem, so this study discusses the learning process of savings and loan cooperatives in Timor Leste. The purpose of the observation is that the people of Timor Leste are still in the process of learning the use DSS for good saving and loan cooperative process. Based on existing research on the Timor Leste community on credit cooperatives, a mobile application will be built that will help the cooperative learning process in East Timorese society. The methods used for decision making are AHP (Analytical Hierarchy Process and SAW (simple additive Weighting method to see the result of each criterion and the weight of the value. The result of this research is mobile leaning cooperative in decision support system by using SAW and AHP method. Originality Value: Changed the two methods of mobile application development using AHP and SAW methods to help the decision support system process of a savings and credit cooperative in Timor Leste.

Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

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Yang Wang

2016-09-01

Full Text Available This case study investigated how the use of mindfulness affected college English as a foreign language (EFL students learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students’ abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory, creativity, and positive affect based on the previous studies. In this study, 24 undergraduate freshmen participated at a Northeastern University in China. The data collection included those undergraduates’ pre-surveys, post-surveys, work samples, the instructor’s observation notes and the researcher’s reflective journal entries. This practice found that by engaging in mindful strategies, EFL students took ownership of their learning in the following ways: students built and became aware of a comfortable learning environment in their classroom through mindfulness; mindful writing helped students generate new thoughts and become aware of their thinking; mindfulness facilitated their learning process, cultivated creativity and intelligence; mindful cooperative learning provided students with an opportunity to discover their awareness, learn from others, reflect and think critically.

Learning a specific content in technology education : Learning Study as collaborative method in Swedish preschool class using hands-on material 

OpenAIRE

Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

2014-01-01

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made du...

Methods of Efficient Study Habits and Physics Learning

Science.gov (United States)

Zettili, Nouredine

2010-02-01

We want to discuss the methods of efficient study habits and how they can be used by students to help them improve learning physics. In particular, we deal with the most efficient techniques needed to help students improve their study skills. We focus on topics such as the skills of how to develop long term memory, how to improve concentration power, how to take class notes, how to prepare for and take exams, how to study scientific subjects such as physics. We argue that the students who conscientiously use the methods of efficient study habits achieve higher results than those students who do not; moreover, a student equipped with the proper study skills will spend much less time to learn a subject than a student who has no good study habits. The underlying issue here is not the quantity of time allocated to the study efforts by the students, but the efficiency and quality of actions so that the student can function at peak efficiency. These ideas were developed as part of Project IMPACTSEED (IMproving Physics And Chemistry Teaching in SEcondary Education), an outreach grant funded by the Alabama Commission on Higher Education. This project is motivated by a major pressing local need: A large number of high school physics teachers teach out of field. )

A Study into the Effects of Competitive Team-Based Learning and 'Learning Together' on the Oral Performance of Intermediate EFL Learners

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Mahdi Mardani

2015-08-01

Full Text Available The present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL with Learning Together (LT or Cooperative Group-Based Learning (CGBL – the most popular method of Cooperative Learning (CL -- on oral performance of Iranian EFL intermediate students. After administering the oral interview, this researcher selected a group of 40 almost homogeneous Iranian intermediate students and randomly assigned them to control and experimental groups – 20 per group. Based on their scores, the experimental class were divided into 5 almost heterogeneous teams - four members each. But in the control group, the participants were allowed to shape their own favourable groups. For six weeks (18 sessions of 90 minutes each, both the groups received the same course materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the CGBL as their counterparts in the control group. At the end of the course again the oral interview was administered to both the groups. Then the obtained scores on pre-test and post-test were analyzed through different statistical procedures. The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students. This researcher will discuss the probable causes for the results of the study, and will shed light on the pedagogical implications. She will also suggest recommendations for further research.

Japanese Encephalitis Virus Infection Results in Transient Dysfunction of Memory Learning and Cholinesterase Inhibition.

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Chauhan, Prashant Singh; Khanna, Vinay Kumar; Kalita, Jayantee; Misra, Usha Kant

2017-08-01

Cholinergic system has an important role in memory and learning. Abnormal cognitive and behavioral changes have been reported in Japanese encephalitis (JE), but their basis has not been comprehensively evaluated. In this study, we report memory and learning and its association with acetylcholinesterase (AChE) activity, JE virus titer, and with histopathological observations in a rat model of JE. Wistar rats were intracerebrally inoculated on 12th day with 3 × 10 6  pfu/ml of JE virus. Memory and learning were assessed by the active and passive avoidance tests on 10, 33, and 48 days post inoculation (dpi). After 10, 33, and 48 dpi AChE activity, Japanese encephalitis virus (JEV) titer and histopathological changes were studied in the frontal cortex, thalamus, midbrain, cerebellum, and hippocampus. There was significant impairment in memory and learning on 10 dpi which started improving from 33 dpi to 48 dpi by active avoidance test. Passive avoidance test showed decrease in transfer latency time of retention trial compared to acquisition on first, second, and third retention day trial compared to controls. AChE inhibition was more marked in the hippocampus, frontal cortex, and cerebellum on 10 dpi. However, AChE activity started improving from 33 dpi to 48 dpi. AChE activity in the thalamus and midbrain correlated with active avoidance test on 10 dpi and 33 dpi. Histopathological studies also revealed improvement on 33 and 48 compared to 10 dpi. The present study demonstrates transient memory and learning impairment which was associated with reduction in AChE, JEV titer, and damage in different brain regions of JEV infected rats.

Influence Cooperative Learning Method and Personality Type to Ability to Write The Scientific Article (Experiment Study on SMAN 2 Students Ciamis Learning Indonesian Subject

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Supriatna Supriatna

2017-10-01

Full Text Available The purpose of this research was to know the influence of cooperative learning method (Jigsaw and TPS and personality type (extrovert and introvert toward students’ ability in scientific writing at the SMA Negeri 2 Ciamis class XII. The research used experimental method with 2 x 2 factorial design. The population was the students of class XII which consisted of 150. The sample was 57 students. The results showed that: (1 The ability to write scientific articles of students learning by cooperative learning method jigsaw model (= 65,88 is higher than students who learn by cooperative technique method of TPS (= 59,88, (2 Ability writing scientific articles of students whose extroverted personality (= 65.69 is higher than introverted students (= 60.06; (3 there is interaction between cooperative learning method and personality type to score of writing ability of scientific article (4 ability to write scientific article of extrovert student and studying with technique of Jigsaw (= 77,75 higher than extrovert student learning with cooperative learning method model of TPS (= 53,63 to score of writing ability of scientific article, (5 ability to write introverted student's scientific article and get treatment of cooperative learning method of jigsaw model (= 54,00 lower than introverted student learning TPS technique = 66,13, (6 the ability to write extroverted students' scientific articles studied with jigsaw techniques, and introverted students who studied Jigsaw techniques (= 77.75 were higher than those with introverted personality types studied by the Jigsaw technique (= 54.00 , (7 Ability to write scientific articles of students learning by cooperative techniques of TPS technique and have extrovert personality type ( = 53.63 lower than introverted students learning TPS techniques (= 66.13.

Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study

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So, Hyo-Jeong; Bonk, Curtis J.

2010-01-01

In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended…

Empirical Studies on English Vocabulary Learning Strategies in Mainland China over the Past Two Decades

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Zhongxin Dai

2015-02-01

Full Text Available Wen and Wang (2004 reviewed the empirical studies over the past two decades (from 1984 to 2003 on learning strategies that Chinese EFL learners used. This article, following their methodological framework, reviews about 45 empirical studies on Chinese EFL learners’ English vocabulary learning strategies, conducted by Mainland Chinese scholars over the past two decades. The review shows that more than half of the Chinese scholars are interested in questionnaire investigation of EFL learners’ preferences for vocabulary learning. The reports of the questionnaire investigations indicate that most Chinese EFL learners prefer rote learning of vocabulary to learning vocabulary in context or through language use. The experimental studies suggest that strategies-based instruction results in the learners’ vocabulary achievement. Cognitive and metacognitive strategies are the two groups of strategies that Chinese researchers show particular interest in.

DESIGN STUDY: INTEGER SUBTRACTION OPERATION TEACHING LEARNING USING MULTIMEDIA IN PRIMARY SCHOOL

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Rendi Muhammad Aris

2016-12-01

Full Text Available This study aims to develop a learning trajectory to help students understand concept of subtraction of integers using multimedia in the fourth grade. This study is thematic integrative learning in Curriculum 2013 PMRI based. The method used is design research consists of three stages; preparing for the experiment, design experiment, retrospective analysis. The studied was conducted on 20 students of grade four SDN 1 Muara Batun, OKI. The activities of students in this study consisted of six learning trajectories. The first activity asks the students to classify heroism and non-heroism acts, summarize, and classify integers and non-integer. The second activity asks the students to answer the questions in the film given. The third activity asks students to count the remaining gravel in the film. The fourth activity asks students to count remaining spent money in the film. The fifth activity invites students to play rubber seeds in the bag. The last activity asks students to answer the questions in the student worksheet. The media used along the learning activities are a ruler, rubber seed, student worksheet, money, gravel, and film. The results indicate that the learning trajectory using multimedia help students understand the concept of integer subtraction integer. Keywords: Subtraction Integer, PMRI, Multimedia DOI: http://dx.doi.org/10.22342/jme.8.1.3233.95-102

Effects of Jigsaw Learning Method on Students’ Self-Efficacy and Motivation to Learn

OpenAIRE

Dwi Nur Rachmah

2017-01-01

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

A blended design in acute care training: similar learning results, less training costs compared with a traditional format.

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Dankbaar, Mary E W; Storm, Diana J; Teeuwen, Irene C; Schuit, Stephanie C E

2014-09-01

Introduction There is a demand for more attractive and efficient training programmes in postgraduate health care training. This retrospective study aims to show the effectiveness of a blended versus traditional face-to-face training design. For nurses in postgraduate Acute and Intensive Care training, the effectiveness of a blended course design was compared with a traditional design. Methods In a first pilot study 57 students took a traditional course (2-h lecture and 2-h workshop) and 46 students took a blended course (2-h lecture and 2-h online self-study material). Test results were compared for both groups. After positive results in the pilot study, the design was replicated for the complete programme in Acute and Intensive Care. Now 16 students followed the traditional programme (11 days face-to-face education) and 31 students did the blended programme (7 days face-to-face and 40 h online self-study). An evaluation was done after the pilot and course costs were calculated. Results Results show that the traditional and blended groups were similar regarding the main characteristics and did not differ in learning results for both the pilot and the complete programme. Student evaluations of both designs were positive; however, the blended group were more confident that they had achieved the learning objectives. Training costs were reduced substantially. Conclusion The blended training design offers an effective and attractive training solution, leading to a significant reduction in costs.

A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

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Shaw, Ruey-Shiang

2012-01-01

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

EXPLORING MOTIVATION OF LEARNING ENGLISH (A STUDY OF A JAPANESE TEACHER

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Indriyati Hadiningrum

2017-04-01

Full Text Available Motivation, in general, can be described as a reason for doing something; and in language learning this refers to learners‘ need to master a second or foreign language. It is one of causal factors (e.g. age, environment in a language learning, especially in learning the English language. Students or individuals who learn English in a non-English speaking country must have high motivation to be able to speak using the English language. This study is aimed at describing motivation of a native Japanese who is able to speak English. Basically, she speaks Japanese most of the time with her colleagues and students since she teaches Japanese. The result shows that she is eager to learn Englishbecause she wants to have a relationship with many people around the world especially when she has to teach Japanese in some English-speaking countries. She has positive attitudes towards the English language although she realises that her pronunciation is sometimes difficult to understand because she cannot utter /l/ (she utters /r/ instead.

SERVANT LEADERSHIP THROUGH DISTANCE LEARNING: A Case Study

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Eric James RUSSELL

2013-10-01

Full Text Available This qualitative study explored the influence a distance learning servant leadership course had on the emergency service students’ understanding of leadership. The research study utilized a case study design in order to tell the story of the lived experiences of the participants. The setting for the study was a state university in Utah, with the six participants being declared, undergraduate emergency services majors that underwent a 15-week distance learning servant leadership class. The data used in the study consisted of the post-hoc online eJournal writings of the participants. The data analysis revealed to two themes that formed the individual case descriptions presented in results section. The literature review acknowledged the problem of bureaucracy within the emergency services and identified the practice of servant leadership as a possibility for overcoming the often-bureaucratic approach towards leadership. In addition, the literature review identified commonalities between established constructs of servant leadership and the emergency services. The findings of the study seem to demonstrate that undergoing a class on servant leadership left lasting impressions on becoming a servant leader and overall was a positive experience for the student. This study’s findings add to the existing body of knowledge associated with servant leadership within emergency service academia.

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

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

2012-03-20

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

Women with learning disabilities and access to cervical screening: retrospective cohort study using case control methods

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Reynolds, Fiona; Stanistreet, Debbi; Elton, Peter

2008-01-01

Background Several studies in the UK have suggested that women with learning disabilities may be less likely to receive cervical screening tests and a previous local study in had found that GPs considered screening unnecessary for women with learning disabilities. This study set out to ascertain whether women with learning disabilities are more likely to be ceased from a cervical screening programme than women without; and to examine the reasons given for ceasing women with learning disabilities. It was carried out in Bury, Heywood-and-Middleton and Rochdale. Methods Carried out using retrospective cohort study methods, women with learning disabilities were identified by Read code; and their cervical screening records were compared with the Call-and-Recall records of women without learning disabilities in order to examine their screening histories. Analysis was carried out using case-control methods – 1:2 (women with learning disabilities: women without learning disabilities), calculating odds ratios. Results 267 women's records were compared with the records of 534 women without learning disabilities. Women with learning disabilities had an odds ratio (OR) of 0.48 (Confidence Interval (CI) 0.38 – 0.58; X2: 72.227; p.value learning disabilities. Conclusion The reasons given for ceasing and/or not screening suggest that merely being coded as having a learning disability is not the sole reason for these actions. There are training needs among smear takers regarding appropriate reasons not to screen and providing screening for women with learning disabilities. PMID:18218106

[Providing of a virtual simulator perineal anatomy (Pelvic Mentor®) in learning pelvic perineology: results of a preliminary study].

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Legendre, G; Sahmoune Rachedi, L; Descamps, P; Fernandez, H

2015-01-01

Medical and surgical simulation is in high demand. It is widely used in North America as a method of education and training of medical students and surgical residents. Learning anatomy and vaginal surgery are based on palpation recognition of different structures. The absence of visual control of actions learners is a limiting factor for the reproducibility of surgical techniques prolapse and urinary incontinenence. However, this reproducibility is the only guarantee of success and safety of these minimally invasive surgeries. We evaluated the contribution of an educational module perineal anatomy using a system combining anatomic mannequin and a computerized 3D virtual simulator (Pelvic Mentor®, Simbionix) in the knowledge of pelvic-perineal anatomical structures for eight residents of obstetrics and gynecology hospitals in Paris. The self-study training module has led to substantial improvements in internal rating with a proportion of structures recognized from 31.25 to 87.5 % (P3D virtual simulator enhances and facilitates learning the anatomy of the pelvic floor. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Baccalaureate nursing Students’ perspectives on learning about caring in China: a qualitative descriptive study

Science.gov (United States)

2014-01-01

Background The need to provide humanistic care in the contemporary healthcare system is more imperative now and the importance of cultivating caring in nursing education is urgent. Caring as the primary work of nursing has been discussed extensively, such as the meaning of caring, and teaching and learning strategies to improve nursing students’ caring ability. Yet attempts to understand students’ perspectives on learning about caring and to know their learning needs are seldom presented. The aim of this qualitative descriptive study was to explore the baccalaureate nursing students’ perspectives on learning about caring in China. Methods A qualitative descriptive study using focus group interviews were undertaken in two colleges in Yunnan Province, China from February 2010 to April 2010. Purposeful sampling of 20 baccalaureate nursing students were recruited. Content analysis of the transcribed data was adopted to identify the themes. Results Four categories with some sub-categories related to students’ perspectives on learning about caring were identified from the data: 1) Learning caring by role model; 2) conducive learning environment as the incentive to the learning about caring; 3) lack of directive substantive way of learning as the hindrance to the learning about caring; 4) lack of cultural competency as the barrier to the learning about caring. Conclusions Both caring and uncaring experiences can promote the learning about caring in a way of reflective practice. The formal, informal and hidden curricula play an important role in the learning about caring. Cultural awareness, sensitivity and humility are important in the process of learning to care in a multicultural area. PMID:24589087

Flash Study Analysis and the Music Learning Pro-Files Project

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Cremata, Radio; Pignato, Joseph; Powell, Bryan; Smith, Gareth Dylan

2016-01-01

This paper introduces the Music Learning Profiles Project, and its methodological approach, flash study analysis. Flash study analysis is a method that draws heavily on extant qualitative approaches to education research, to develop broad understandings of music learning in diverse contexts. The Music Learning Profiles Project (MLPP) is an…

A Study of a Social Annotation Modeling Learning System

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Samuel, Roy David; Kim, Chanmin; Johnson, Tristan E.

2011-01-01

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into…

The Learning Organization Dimensions and Their Impact on Organizational Performance: Orange Jordan as a Case Study

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Farid M. Qawasmeh

2013-12-01

Full Text Available The objective of this study is to measure the impact of learning organization's seven key dimensions (continuous learning opportunities, inquiry and dialogue, employee empowerment, establish systems to capture and share learning, connect the organization to its environment, collaboration and team learning, strategic leadership on organizational performance in Jordan Telecom. It also aims to figure out the type and magnitude of correlation among these seven dimensions as well as to assess the credibility of the questionnaire in a different context such as the Arab business environment. The sample size was (312 employees in this case study. The study results are as follows: The status of the learning organization dimensions was moderate (3.44 out of 5 on 5-step Likert scale. A positive statistical correlation exists among the seven learning organization dimensions as well as a positive statistical correlation with organizational performance. The questionnaire proved to be suitable in the Arab business context. Finally, the study recommends that organizations must consider the seven learning organizations’ dimensions due to their role in enhancing organizational performance and assuring a competitive edge.

Studying different tasks of implicit learning across multiple test sessions conducted on the web

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Werner eSævland

2016-06-01

Full Text Available Implicit learning is usually studied through individual performance on a single task, with the most common tasks being Serial Reaction Time task (SRT; Nissen and Bullemer, 1987, Dynamic System Control task (DSC; (Berry and Broadbent, 1984 and artificial Grammar Learning task (AGL; (Reber, 1967. Few attempts have been made to compare performance across different implicit learning tasks within the same experiment. The current experiment was designed study the relationship between performance on the DSC Sugar factory task (Berry and Broadbent, 1984 and the Alternating Serial Reaction Time task (ASRT; (Howard and Howard, 1997. We also addressed another limitation to traditional implicit learning experiments, namely that implicit learning is usually studied in laboratory settings over a restricted time span lasting for less than an hour (Berry and Broadbent, 1984; Nissen and Bullemer, 1987; Reber, 1967. In everyday situations, implicit learning is assumed to involve a gradual accumulation of knowledge across several learning episodes over a larger time span (Norman and Price, 2012. One way to increase the ecological validity of implicit learning experiments could be to present the learning material repeatedly across shorter experimental sessions (Howard and Howard, 1997; Cleeremans and McClelland, 1991. This can most easily be done by using a web-based setup that participants can access from home. We therefore created an online web-based system for measuring implicit learning that could be administered in either single or multiple sessions. Participants (n = 66 were assigned to either a single-session or a multi-session condition. Learning and the degree of conscious awareness of the learned regularities was compared across condition (single vs. multiple sessions and tasks (DSC vs. ASRT. Results showed that learning on the two tasks was not related. However, participants in the multiple sessions condition did show greater improvements in reaction

Personalised Learning Object System Based on Self-Regulated Learning Theories

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Ali Alharbi

2014-06-01

Full Text Available Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.

Conduct disorders as a result of specific learning disorders

OpenAIRE

VOKROJOVÁ, Nela

2012-01-01

This thesis focuses on relationship between specific learning disorders and conduct disorders in puberty. The theoretical part explains the basic terms apearing in the thesis such as specific learning disorders, conduct disorders, puberty and prevention of conduct disorder formation. It presents Czech and foreign research which have already been done in this and related areas. The empirical part uses a quantitative method to measure anxiety and occurrence of conduct disorders in second grade ...

Study of connectivity in student teams by observation of their learning processes

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Pacheco, Patricio H.; Correa, Rafael D.

2016-05-01

A registration procedure based data tracking classroom activities students formed into teams, which are immersed in basic learning processes, particularly physical sciences is presented. For the analysis of the data various mathematical tools to deliver results in numerical indicators linking their learning, performance, quality of relational nexus to transformation their emotions. The range of variables under observation and further study, which is influenced by the evolution of the emotions of the different teams of students, it also covers the traditional approach to information delivery from outside (teaching in lecture) or from inside each team (abilities of pupils) to instructional materials that enhance learning inquiry and persuasion.

Lifelong Learning as a goal - Do autonomy and self-regulation in school result in well prepared pupils?

NARCIS (Netherlands)

Lüftenegger, M.; Schober, B.; Van de Schoot, R.; Wagner, P.; Finsterwald, M.; Spiel, C.

2012-01-01

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom

Learning Process Questionnaire Manual. Student Approaches to Learning and Studying.

Science.gov (United States)

Biggs, John B.

This manual describes the theory behind the Learning Process Questionnaire (LPQ) used in Australia and defines what the subscale and scale scores mean. The LPQ is a 36-item self-report questionnaire that yields scores on three basic motives for learning and three learning strategies, and on the approaches to learning that are formed by these…

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace.

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Lloyd, Bradley; Pfeiffer, Daniella; Dominish, Jacqueline; Heading, Gaynor; Schmidt, David; McCluskey, Annie

2014-03-25

Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. A qualitative study was conducted with a purposively selected maximum variation sample (n =46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The 'framework approach' was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Key enablers of workplace learning included having access to peers, expertise and 'learning networks', protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes.

Selection as a learning experience: an exploratory study.

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

2018-01-01

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

Better learning through instructional science: a health literacy case study in "how to teach so learners can learn".

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Freedman, Ariela M; Echt, Katharina V; Cooper, Hannah L F; Miner, Kathleen R; Parker, Ruth

2012-09-01

Health education and behavior change interventions typically pay little attention to the intervention's instructional foundation. Combining the fields of health literacy, cognitive psychology, and adult learning theory, this article provides an integrative scientific approach, called the BEAN (Better Education and iNnovation) model, to creating an instructional foundation based on how individuals acquire knowledge and skills. The article uses a case study example from an adult literacy center's health literacy class to explore how environmental factors and instructional strategies can be applied to health education and behavior change interventions. Data for this case study were derived through 20 hours of classroom observation and qualitative interviews with 21 adult education students and 3 instructors. Results provide practical examples of environmental factors and instructional strategies designed to facilitate learning, such as fostering autonomy, activating prior knowledge, and fostering perspective change. Results also describe the resulting health behavior changes of students attending the health literacy class, such as increased medication adherence and physical activity, improved nutritional habits, and increased question asking of health practitioners. This article serves as a first step to encouraging researchers and educators to consider the importance of drawing on cognitive psychology and theories of adult learning to create a scientifically based instructional foundation for health behavior change programs. Additionally, by drawing on the expertise of adult educators well versed in the science of instructional design, this article also demonstrates that the adult education classroom is an excellent setting for conducting health education and behavior change interventions.

LMS learning algorithms: misconceptions and new results on converence.

Science.gov (United States)

Wang, Z Q; Manry, M T; Schiano, J L

2000-01-01

The Widrow-Hoff delta rule is one of the most popular rules used in training neural networks. It was originally proposed for the ADALINE, but has been successfully applied to a few nonlinear neural networks as well. Despite its popularity, there exist a few misconceptions on its convergence properties. In this paper we consider repetitive learning (i.e., a fixed set of samples are used for training) and provide an in-depth analysis in the least mean square (LMS) framework. Our main result is that contrary to common belief, the nonbatch Widrow-Hoff rule does not converge in general. It converges only to a limit cycle.

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...

Does It Matter? Analyzing the Results of Three Different Learning Delivery Methods

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Chernish, William N.; DeFranco, Agnes L.; Lindner, James R.; Dooley, Kim E.

2005-01-01

The increasing diversity of learners and their preferences coupled with increasing usage of the computer and Internet prompted the need for testing and verifying the ways that knowledge can be delivered and learned effectively. This research addresses these concerns by comparing the results of a college course, hospitality human resource…

Case study: use of problem-based learning to develop students' technical and professional skills

Science.gov (United States)

Warnock, James N.; Mohammadi-Aragh, M. Jean

2016-03-01

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

INTEGRATED PRACTICE LEARNING MODEL TO IMPROVE WAITER/S’ COMPETENCY ON HOSPITALITY STUDY PROGRAM, POLITEKNIK NEGERI BALI

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I Made Darma Oka

2017-12-01

Full Text Available Hospitality Study Program, Politeknik Negeri Bali (PNB, hadn’t implemented integrated learning practice optimally. The aim of this research was improving the learning process method as an integrated practice learning model involving three courses (Food Production, FB Service, English for Restaurant in the same topic. This study was conducted on the forth semester of Hotel Study Program as the sample used in this research. After the random sampling was selected two classes as research samples, those were IVA class as an experiment group and IVB class as a control. Thus the samples could be determined according to the number of students in each class as many as 26 people. The application of integrated practice learning had an effect on the achievement of student competency in waiter/s occupation at Hotel Studies Program. The result of statistical test showed that there was a significant difference of competency achievement between integrated learning practices with partial practice learning students groups. It’s suggested to the management Hospitality Study Program to encourage and to facilitate the lecturers especially of core subjects to apply integrated learning practices in order to achieve the competency.

The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

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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.

Data Exploration and Analysis of Alternative Learning System Accreditation and Equivalency Test Result Using Data Mining

Science.gov (United States)

Talingdan, J. A.; Trinidad, J. T., Jr.; Palaoag, T. D.

2018-03-01

Alternative Learning System (ALS) is a subsystem of Depatment of Education (DepEd) that serves as an option of learners who cannot afford to go in a formal education. The research focuses on the data exploration and analysis of ALS accreditation and equivalency test result using data mining. The ALS 2014 to 2016 A & E test results in the secondary level were used as data sets in the study. The A & E test results revealed that the passing rate is doubled per year. The results were clustered using k- means clustering algorithm and they were grouped into good, medium, and low standard learners to identify students need exceptional stuff for enhancement. From the clustered data, it was found out that the strand they are weak in is strand 4 which is the Development of Self and a Sense of Community with a general average of 84.23. It also revealed that the essay type of exam got the lowest score with a general average of 2.14 compared to the multiple type of exam that covers the five learning strands. Furthermore, decision tree and naive bayes were also employed in the study to predict the performance of the learners in the A & E test and determine which is better to use for prediction. It was concluded that naive bayes performs better because the accuracy rate is higher than the decision tree algorithm.

The effect of application of contextual teaching and learning (CTL model-based on lesson study with mind mapping media to assess student learning outcomes on chemistry on colloid systems

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Annisa Fadillah

2017-08-01

Full Text Available The research was conducted to determine the effect of the application of CTL learning model based on lesson study with mind mapping media to the learning outcomes of students on colloid systems. The population of this research was all students of grade XI of SMA N 1 Sunggal. The sample was taken using on the purposive random sampling. The Experiment class was taught with Contextual Teaching and Learning (CTL model based on Lesson Study with Mind Mapping media and the control class taught with conventional learning model. The data was collected using an objective test was consisting of 20 questions which validity, reliability, level of difficulty and power of difference had been tested. T test results showed that tcalculate = 2.1 and ttable = 1.6697 thus tcalculate> ttable which means that Ha is accepted and Ho is rejected. The enhancement of the student learning outcomes showed that the results of experiment class are g = 72.88%, while the control class is 68.97%. From the percentage, it can be seen that learning outcomes of the experiment class are greater than the control class. The analysis of developing cognitive aspects pointed out that C1 = 70.02%, C2 = 73.58%, C3 = 68.63%, Thus the domain of cognitive level are on the cognitive aspects of C2. The result of Lesson Study Analysis showed the results of 71.09% at the first lesson and 88.28% at the second lesson. It means that there is increasing adherence to the indicators after two lessons. Based on the above results, it can be concluded that the result of studying chemistry of the students of class XI of SMA Negeri I Sunggal TA 2014/2015 taught by a CTL model based  on Lesson Study with Mind Mapping media was higher (72.88% than those taught by conventional learning models (68.97% in the subject matter of colloids System.

The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

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Shengru Li

2018-04-01

Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.

The Effects of Integrating Service Learning into Computer Science: An Inter-Institutional Longitudinal Study

Science.gov (United States)

Payton, Jamie; Barnes, Tiffany; Buch, Kim; Rorrer, Audrey; Zuo, Huifang

2015-01-01

This study is a follow-up to one published in computer science education in 2010 that reported preliminary results showing a positive impact of service learning on student attitudes associated with success and retention in computer science. That paper described how service learning was incorporated into a computer science course in the context of…

Improving Accessibility for Seniors in a Life-Long Learning Network: A Usability Study of Learning Websites

Science.gov (United States)

Gu, Xiaoqing; Ding, Rui; Fu, Shirong

2011-01-01

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

A Comparative Study of Learning Strategies Used by Romanian and Hungarian Preuniversity Students in Science Learning

Science.gov (United States)

Lingvay, Mónika; Timofte, Roxana S.; Ciascai, Liliana; Predescu, Constantin

2015-01-01

Development of pupils' deep learning approach is an important goal of education nowadays, considering that a deep learning approach is mediating conceptual understanding and transfer. Different performance at PISA tests of Romanian and Hungarian pupils cause us to commence a study for the analysis of learning approaches employed by these pupils.…

Deep learning for studies of galaxy morphology

Science.gov (United States)

Tuccillo, D.; Huertas-Company, M.; Decencière, E.; Velasco-Forero, S.

2017-06-01

Establishing accurate morphological measurements of galaxies in a reasonable amount of time for future big-data surveys such as EUCLID, the Large Synoptic Survey Telescope or the Wide Field Infrared Survey Telescope is a challenge. Because of its high level of abstraction with little human intervention, deep learning appears to be a promising approach. Deep learning is a rapidly growing discipline that models high-level patterns in data as complex multilayered networks. In this work we test the ability of deep convolutional networks to provide parametric properties of Hubble Space Telescope like galaxies (half-light radii, Sérsic indices, total flux etc..). We simulate a set of galaxies including point spread function and realistic noise from the CANDELS survey and try to recover the main galaxy parameters using deep-learning. We compare the results with the ones obtained with the commonly used profile fitting based software GALFIT. This way showing that with our method we obtain results at least equally good as the ones obtained with GALFIT but, once trained, with a factor 5 hundred time faster.

Teaching Theory in Occupational Therapy Using a Cooperative Learning: A Mixed-Methods Study.

Science.gov (United States)

Howe, Tsu-Hsin; Sheu, Ching-Fan; Hinojosa, Jim

2018-01-01

Cooperative learning provides an important vehicle for active learning, as knowledge is socially constructed through interaction with others. This study investigated the effect of cooperative learning on occupational therapy (OT) theory knowledge attainment in professional-level OT students in a classroom environment. Using a pre- and post-test group design, 24 first-year, entry-level OT students participated while taking a theory course in their second semester of the program. Cooperative learning methods were implemented via in-class group assignments. The students were asked to complete two questionnaires regarding their attitudes toward group environments and their perception toward group learning before and after the semester. MANCOVA was used to examine changes in attitudes and perceived learning among groups. Students' summary sheets for each in-class assignment and course evaluations were collected for content analysis. Results indicated significant changes in students' attitude toward working in small groups regardless of their prior group experience.

User Studies: Developing Learning Strategy Tool Software for Children.

Science.gov (United States)

Fitzgerald, Gail E.; Koury, Kevin A.; Peng, Hsinyi

This paper is a report of user studies for developing learning strategy tool software for children. The prototype software demonstrated is designed for children with learning and behavioral disabilities. The tools consist of easy-to-use templates for creating organizational, memory, and learning approach guides for use in classrooms and at home.…

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

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Siti Makmuroh

2017-06-01

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

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

Science.gov (United States)

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

2013-09-01

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

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

OpenAIRE

Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

2014-01-01

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

Studies of learned helplessness in honey bees (Apis mellifera ligustica).

Science.gov (United States)

Dinges, Christopher W; Varnon, Christopher A; Cota, Lisa D; Slykerman, Stephen; Abramson, Charles I

2017-04-01

The current study reports 2 experiments investigating learned helplessness in the honey bee (Apis mellifera ligustica). In Experiment 1, we used a traditional escape method but found the bees' activity levels too high to observe changes due to treatment conditions. The bees were not able to learn in this traditional escape procedure; thus, such procedures may be inappropriate to study learned helplessness in honey bees. In Experiment 2, we used an alternative punishment, or passive avoidance, method to investigate learned helplessness. Using a master and yoked design where bees were trained as either master or yoked and tested as either master or yoked, we found that prior training with unavoidable and inescapable shock in the yoked condition interfered with avoidance and escape behavior in the later master condition. Unlike control bees, learned helplessness bees failed to restrict their movement to the safe compartment following inescapable shock. Unlike learned helplessness studies in other animals, no decrease in general activity was observed. Furthermore, we did not observe a "freezing" response to inescapable aversive stimuli-a phenomenon, thus far, consistently observed in learned helplessness tests with other species. The bees, instead, continued to move back and forth between compartments despite punishment in the incorrect compartment. These findings suggest that, although traditional escape methods may not be suitable, honey bees display learned helplessness in passive avoidance procedures. Thus, regardless of behavioral differences from other species, honey bees can be a unique invertebrate model organism for the study of learned helplessness. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Political Regime and Learning Outcomes of Stakeholder Participation: Cross-National Study of 81 Biosphere Reserves

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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.

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

International Nuclear Information System (INIS)

Mueanploy, Wannapa

2016-01-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level. (paper)

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.…

Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

Science.gov (United States)

Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

2018-01-01

Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of

The Effect of Learning Cycle Models on Achievement of Students: A Meta-Analysis Study

Science.gov (United States)

Sarac, Hakan

2018-01-01

In the study, a meta-analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students. Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English. As a result of the screening, a total of 123 dissertations, which used learning cycle…

A Java-Web-Based-Learning Methodology, Case Study ...

African Journals Online (AJOL)

A Java-Web-Based-Learning Methodology, Case Study : Waterborne diseases. The recent advances in web technologies have opened new opportunities for computer-based-education. One can learn independently of time and place constraints, and have instantaneous access to relevant updated material at minimal cost.

Learning English Vocabulary in a Mobile Assisted Language Learning (MALL Environment: A Sociocultural Study of Migrant Women

Directory of Open Access Journals (Sweden)

Kham Sila Ahmad

2015-05-01

Full Text Available This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning.

Learning User Preferences in Ubiquitous Systems: A User Study and a Reinforcement Learning Approach

OpenAIRE

Zaidenberg , Sofia; Reignier , Patrick; Mandran , Nadine

2010-01-01

International audience; Our study concerns a virtual assistant, proposing services to the user based on its current perceived activity and situation (ambient intelligence). Instead of asking the user to define his preferences, we acquire them automatically using a reinforcement learning approach. Experiments showed that our system succeeded the learning of user preferences. In order to validate the relevance and usability of such a system, we have first conducted a user study. 26 non-expert s...

Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study.

Science.gov (United States)

das Graças Silva Matsubara, Maria; De Domenico, Edvane Birelo Lopes

2016-12-01

Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4 %). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.

Evaluation of students' perception of their learning environment and approaches to learning

Science.gov (United States)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

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

Learning about Teacher Professional Learning: Case Studies of Schools at Work in New South Wales

Science.gov (United States)

McCulla, Norman; Gereige-Hinson, Josephine

2005-01-01

The extent of the human and financial resources that teachers have access to for their professional development, and the extent to which they have the capacity to determine when, how and with whom learning takes place, are key factors in determining the quality of professional learning that results. The New South Wales Department of Education and…

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

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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.

Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study.

Science.gov (United States)

Smith, Morgan R; Grealish, Laurie; Henderson, Saras

2018-05-01

Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders. To understand undergraduate nursing students' satisfaction with learning. Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning. Two large, multi-campus, nursing schools in Australia. Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study. Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data. Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way. When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities

Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training

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Aamir Sarwar

2015-08-01

Full Text Available The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used, options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study conducted in Pakistan. Detailed questionnaire was used to collect the data. Total sample size of 686 includes 331 from manufacturing sector and 355 from services sector. Study revealed that overall eLearning for corporate training partially mediates relationship between eLearning Perception and elearning for stress management. However, in subgroup of manufacturing sector full mediation is observed. eLearning for corporate training partially mediates relationship between eLearning Advantages and Stress management training. Similar partial mediation is observed for subgroups of manufacturing and services sector. However in subgroup of manufacturing sector no mediation was observed.

Women with learning disabilities and access to cervical screening: retrospective cohort study using case control methods

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Stanistreet Debbi

2008-01-01

Full Text Available Abstract Background Several studies in the UK have suggested that women with learning disabilities may be less likely to receive cervical screening tests and a previous local study in had found that GPs considered screening unnecessary for women with learning disabilities. This study set out to ascertain whether women with learning disabilities are more likely to be ceased from a cervical screening programme than women without; and to examine the reasons given for ceasing women with learning disabilities. It was carried out in Bury, Heywood-and-Middleton and Rochdale. Methods Carried out using retrospective cohort study methods, women with learning disabilities were identified by Read code; and their cervical screening records were compared with the Call-and-Recall records of women without learning disabilities in order to examine their screening histories. Analysis was carried out using case-control methods – 1:2 (women with learning disabilities: women without learning disabilities, calculating odds ratios. Results 267 women's records were compared with the records of 534 women without learning disabilities. Women with learning disabilities had an odds ratio (OR of 0.48 (Confidence Interval (CI 0.38 – 0.58; X2: 72.227; p.value X2: 24.236; p.value X2: 286.341; p.value Conclusion The reasons given for ceasing and/or not screening suggest that merely being coded as having a learning disability is not the sole reason for these actions. There are training needs among smear takers regarding appropriate reasons not to screen and providing screening for women with learning disabilities.

School-Related Stress and Depression in Adolescents with and without Learning Disabilities: An Exploratory Study

Science.gov (United States)

Feurer, D. Paige; Andrews, Jac J. W.

2009-01-01

This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported…

Electronic versus Traditional Print Textbooks: A Comparison Study on the Influence of University Students' Learning

Science.gov (United States)

Rockinson- Szapkiw, Amanda J.; Courduff, Jennifer; Carter, Kimberly; Bennett, David

2013-01-01

University students are increasingly choosing to purchase e-textbooks for their mobile devices as an alternative to traditional textbooks. This study examines the relationship between textbook format and 538 university students' grades and perceived learning scores. Results demonstrate that there was no difference in cognitive learning and grades…

A STUDY OF LEARNING STYLE PREFERENCES OF ALL FEMALE STUDENTS IN UNIVERSITY LEVEL (A Case Study in one of Islamic University in Bandung

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Siti Nuraeni Muhtar

2015-12-01

Full Text Available This research investigated students learning styles of all female students in University Level. The study involved 129 students in one of Islamic University in Bandung. The C.I.T.E Learning Styles Instrument by Joy Reid was used to identify 6 different kinds of Learning Styles. The research questions were as follows: (1 What are the learning styles  possessed by students?, (2 What are the dominant learning styles of Female Students in University Level?, and (3 How do those learning styles influence students’ level of study?.The data percentages show that most of students in each class have visual learning style by the percentage (A:65,21%, B:73,17%, C:66,67%, D:73,91%. The second highest numbers also happens to Kinesthetic learning style  (A:69,56%, B:48,78%, C:59,532%, D:65,22% and Individual learning style (A:73,91%, B:43,90%, C:47,62%, D:69,56%. From those data, it can be concluded that more than a half female students in that university are visual, kinesthetic and auditory learners. Tactile learnes are only between 40-50 % of students. And the least percentage of students are auditory and group learners. Based on the result, the learning styles of every class are different. The phenomena shows that there are no special kinds of learning styles that can determine level of study.         Keywords: learning style, visual, kinesthetic, auditory,  tactile

Determinants of learning to perform spinal anaesthesia: a pilot study.

LENUS (Irish Health Repository)

Kulcsar, Z

2012-02-03

BACKGROUND AND OBJECTIVE: This study examined attitudes and views held by stakeholders regarding their experience of training in spinal anaesthesia. The aim was to identify key factors related to learning and teaching processes which were perceived to influence the acquisition of competence in spinal anaesthesia. METHODS: The study was carried out at a busy acute tertiary referral teaching hospital over a period of 1 yr. It applied a qualitative research approach in three phases, namely (i) completion of preliminary questionnaires, (ii) completion of focused questionnaires and (iii) focus group discussions. RESULTS: Five factors were perceived to be critical \\'determinants of learning\\': (i) the existence of a formal, structured training programme; (ii) time constraints\\/theatre efficiency; (iii) trainer-trainee interaction; (iv) patient safety\\/trainee\\/trainer stressors; and (v) visualization of the anatomy and procedure. CONCLUSION: The study highlighted the need for a formal and structured training programme in spinal anaesthesia, through which many of the undesirable and discouraging factors (such as stress, adverse trainer-trainee interaction and time constraints) identified in the study could be minimized. Further studies are needed to validate the results in other hospital settings, as well as to define the relative importance of each of the proposed determinants and their interrelationships.

Effects of Improving Primary Health Care Workers’ Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning

Science.gov (United States)

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

2017-01-01

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

Representations of Mathematics, their teaching and learning: an exploratory study

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Maria Margarida Graça

2004-03-01

Full Text Available This work describes an exploratory study, the first of the four phases of a more inclusive research, which aims at understanding the way to promote, in a Mathematics teachers’ group, a representational evolution leading to a practice that allows a Mathematical meaningful learning of Mathematics. The methodology of this study is qualitative. Data gathering was based on questioning; all the subjects of the sample (n=48 carried out a projective task (a hierarchical evocation test and answered a written individual questionnaire. Data analysis was based in a set of categories previously defined. The main purpose of this research was to identify, to characterize and to describe the representations of Mathematics, their teaching and learning, in a group of 48 subjects, from different social groups, in order to get indicators for the construction of the instruments to be used in to the next phases of the research. The main results of this study are the following: (1 we were able to identify and characterize different representations of the teaching and learning of Mathematics, in what respects its epistemological, pedagogical, emotional and sociocultural dimensions; (2 we were also able to identify limitations, difficulties and items to be included or rephrased in the instruments used.

Blended Learning and Disciplinarity: Negotiating Connections in French Studies in Regional Universities

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Hughes, Neil; Rolls, Alistair

2012-01-01

In this article, we outline the challenges facing French Studies in regional Australian universities resulting from an increasingly vocational curriculum and doubts about the cost-effectiveness of language learning in higher education. These pressures have resulted in a process of discipline restructuring and significant cuts in the numbers of…

A framework for studying teacher learning by design

NARCIS (Netherlands)

Voogt, Joke; McKenney, Susan; Janssen, Fred; Berry, Amanda; Kicken, Wendy; Coenders, Fer

2012-01-01

Voogt, J., McKenney, S., Janssen, F., Berry, A., Kicken, W., & Coenders, F. (2012, 2-6 July). A framework for studying teacher learning by design. Paper presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting,

Field of Study, Learning Styles, and Language Learning Strategies of University Students: Are There Any Relations?

Science.gov (United States)

Sahragard, Rahman; Khajavi, Yaser; Abbasian, Reza

2016-01-01

The present study aimed to investigate the possible relationships between field of study, learning style preferences, and language learning strategies among university students majoring in the fields of arts and humanities, science, engineering, social sciences, and English as a foreign language. To this end, 376 university students completed the…

The Study of Relationship between Organizational Learning and Organizational Performance

Directory of Open Access Journals (Sweden)

Bisotoon Azizi

2017-01-01

Full Text Available The aim of this study was to investigate the relationship between organizational learning and organizational performance among companies operating in the insurance industry of Tehran in Iran. The present study is a descriptive one in terms of the purpose and the method of data collection. The statistical population of the study was all insurance companies in the city of Tehran and 120 insurance companies were selected due to the lack of detailed statistical reference to their number. For this purpose, people were asked some questions who it was authorized to represent the name. The questionnaire is a tool for collecting data. The Gomez questionnaire et al. (2005 was used to measure organizational learning which includes four factors: management commitment, system perspective, openness and experimentation, transfer and integration of knowledge. To measure the organizational performance, the Yang et al. questionnaire (2004 is used. To determine the validity of data collection, the questionnaire was presented to six professors of management at various universities. The validity of questionnaire through the coordination of jury was about %100. The reliability of the questionnaire was conducted on thirty subjects, Cronbach alpha coefficient was calculated 0.91 and 0.85 for organizational learning and organizational performance, respectively. For data analysis, Pearson correlation coefficient and multiple regressions were used. The results showed that there is a positive relationship between organizational learning and its four dimensions (management commitment, vision systems, open space, and experimentation, transfer and integration of knowledge and organizational performance of Tehran insurance companies.

Paramedic Learning Style Preferences and Continuing Medical Education Activities: A Cross-Sectional Survey Study.

Science.gov (United States)

Staple, Louis; Carter, Alix; Jensen, Jan L; Walker, Mark

2018-01-01

Paramedics participate in continuing medical education (CME) to maintain their skills and knowledge. An understanding of learning styles is important for education to be effective. This study examined the preferred learning styles of ground ambulance paramedics and describes how their preferred learning styles relate to the elective CME activities these paramedics attend. All paramedics (n=1,036) employed in a provincial ground ambulance service were invited to participate in a survey containing three parts: demographics, learning style assessed by the Kolb Learning Style Inventory (LSI), and elective CME activity. 260 paramedics (25%) participated in the survey. Preferred learning styles were: assimilator, 28%; diverger, 25%; converger, 24%; and accommodator, 23%. Advanced life support (ALS) providers had a higher proportion of assimilators (36%), and basic life support (BLS) providers had a higher proportion of divergers (30%). The learning style categories of CME activities attended by paramedics were: assimilators, 25%; divergers, 26%; convergers, 25%; and accommodators, 24%. These results suggest that paramedics are a diverse group of learners, and learning style differs within their demographics. Paramedics attend CME activities that complement all learning styles. Organizations providing education opportunities to paramedics should consider paramedics a diverse learning group when designing their CME programs.

Pedagogical Study into Tertiary Learning Styles in Vietnam

Directory of Open Access Journals (Sweden)

Barry Ramsay

2016-07-01

Full Text Available Pedagogical studies for tertiary students in Vietnam are limited and no comparative benchmarking studies with other Asian tertiary students found. As a means to fill this gap and provide a better understanding the following study using Biggs (1987c Study Process Questionnaire (SPQ, a 42-item self-report survey consisting of ratings on a 5-point scale to questions relating to respondents' study motivations and their usual study patterns was conducted with 355 respondents. Findings were consistent with Hong Kong students and supports studies carried out in other countries by Kemper et al. (1989, Kemper and Gow (1991, Niles (1995, Volet and Renshaw (1996, Ramburuth (2001 and Hua, Williams and Hoi (2007. Despite learning in a “rote” manner during their formative years, students have adapted to deeper learning approaches although there is a still a slight but insignificant bias to surface learning. They desire to achieve and get good marks although strategy is limiting their progress. According to Biggs, this is commonly caused by a language problem.