Applications of operant learning theory to the management of challenging behavior after traumatic brain injury.

Science.gov (United States)

Wood, Rodger Ll; Alderman, Nick

2011-01-01

For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered.

Social cognitive theory, metacognition, and simulation learning in nursing education.

Science.gov (United States)

Burke, Helen; Mancuso, Lorraine

2012-10-01

Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

An Elementary Introduction to Statistical Learning Theory

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Kulkarni, Sanjeev

2011-01-01

A thought-provoking look at statistical learning theory and its role in understanding human learning and inductive reasoning A joint endeavor from leading researchers in the fields of philosophy and electrical engineering, An Elementary Introduction to Statistical Learning Theory is a comprehensive and accessible primer on the rapidly evolving fields of statistical pattern recognition and statistical learning theory. Explaining these areas at a level and in a way that is not often found in other books on the topic, the authors present the basic theory behind contemporary machine learning and

Experiential Learning Theory as a Guide for Effective Teaching.

Science.gov (United States)

Murrell, Patricia H.; Claxton, Charles S.

1987-01-01

David Kolb's experiential learning theory involves a framework useful in designing courses that meet needs of diverse learners. Course designs providing systematic activities in concrete experience, reflective observations, abstract conceptualization, and active experimentation will be sensitive to students' learning styles while challenging…

Experiential learning: transforming theory into practice.

Science.gov (United States)

Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

2012-01-01

Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

Learning theories application in nursing education

Science.gov (United States)

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

Learning theories application in nursing education.

Science.gov (United States)

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

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Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

2013-11-01

As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

Machine learning in radiation oncology theory and applications

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El Naqa, Issam; Murphy, Martin J

2015-01-01

​This book provides a complete overview of the role of machine learning in radiation oncology and medical physics, covering basic theory, methods, and a variety of applications in medical physics and radiotherapy. An introductory section explains machine learning, reviews supervised and unsupervised learning methods, discusses performance evaluation, and summarizes potential applications in radiation oncology. Detailed individual sections are then devoted to the use of machine learning in quality assurance; computer-aided detection, including treatment planning and contouring; image-guided rad

Connectivism: A knowledge learning theory for the digital age?

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Goldie, John Gerard Scott

2016-10-01

The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognized by medical educators. This article aims to examine connectivism and its potential application. The conceptual framework and application of connectivism are presented along with an outline of the main criticisms. Its potential application in medical education is then considered. While connectivism provides a useful lens through which teaching and learning using digital technologies can be better understood and managed, further development and testing is required. There is unlikely to be a single theory that will explain learning in technological enabled networks. Educators have an important role to play in online network learning.

Consideration on Singularities in Learning Theory and the Learning Coefficient

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Miki Aoyagi

2013-09-01

Full Text Available We consider the learning coefficients in learning theory and give two new methods for obtaining these coefficients in a homogeneous case: a method for finding a deepest singular point and a method to add variables. In application to Vandermonde matrix-type singularities, we show that these methods are effective. The learning coefficient of the generalization error in Bayesian estimation serves to measure the learning efficiency in singular learning models. Mathematically, the learning coefficient corresponds to a real log canonical threshold of singularities for the Kullback functions (relative entropy in learning theory.

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

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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.

Virtual Learning Environments: A View from the Theory of Conceptual Fields

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Iralí Araque

2018-01-01

Full Text Available The inclusion of communication and information technologies for formative purposes has given way to virtual learning environments, which, backed by constructivist theories, provide a theoretical and methodological framework, thus contributing to the cognitive development of students at university level, evidenced in the development of their learning schemes. The theory of conceptual fields offers an analysis of the elements of schemas and the process of knowledge construction. In this sense, the present work had as objective to raise some elements, such as teaching methodology, didactic strategies, materials and resources for learning, teacher and student roles, which should be considered in the design of virtual learning environments, in the light of the theory of conceptual fields, so as to enhance the construction of knowledge and where the emphasis of the educational process lies on learning rather than teaching. The methodology used is a documentary study, type descriptive, based on the review and bibliographical analysis of constructivist theories, as well as researchers related to the design and construction of virtual learning environments. The results show that conceptual fields theory is an excellent option to consider, as a constructivist theory, in order to consolidate the process of knowledge construction, from the individual to the collective.

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

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Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

Complexity Theory and CALL Curriculum in Foreign Language Learning

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Hassan Soleimani

2014-05-01

Full Text Available Complexity theory literally indicates the complexity of a system, behavior, or a process. Its connotative meaning, while, implies dynamism, openness, sensitivity to initial conditions and feedback, and adaptation properties of a system. Regarding English as a Foreign/ Second Language (EFL/ESL this theory emphasizes on the complexity of the process of teaching and learning, including all the properties of a complex system. The purpose of the current study is to discuss the role of CALL as a modern technology in simplifying the process of teaching and learning a new language while integrating into the complexity theory. Nonetheless, the findings obtained from reviewing previously conducted studies in this field confirmed the usefulness of CALL curriculum in EFL/ESL contexts. These findings can also provide pedagogical implications for employing computer as an effective teaching and learning tool.

Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

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Lewis, Gareth

2015-01-01

In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data…

Evaluating clinical simulations for learning procedural skills: a theory-based approach.

Science.gov (United States)

Kneebone, Roger

2005-06-01

Simulation-based learning is becoming widely established within medical education. It offers obvious benefits to novices learning invasive procedural skills, especially in a climate of decreasing clinical exposure. However, simulations are often accepted uncritically, with undue emphasis being placed on technological sophistication at the expense of theory-based design. The author proposes four key areas that underpin simulation-based learning, and summarizes the theoretical grounding for each. These are (1) gaining technical proficiency (psychomotor skills and learning theory, the importance of repeated practice and regular reinforcement), (2) the place of expert assistance (a Vygotskian interpretation of tutor support, where assistance is tailored to each learner's needs), (3) learning within a professional context (situated learning and contemporary apprenticeship theory), and (4) the affective component of learning (the effect of emotion on learning). The author then offers four criteria for critically evaluating new or existing simulations, based on the theoretical framework outlined above. These are: (1) Simulations should allow for sustained, deliberate practice within a safe environment, ensuring that recently-acquired skills are consolidated within a defined curriculum which assures regular reinforcement; (2) simulations should provide access to expert tutors when appropriate, ensuring that such support fades when no longer needed; (3) simulations should map onto real-life clinical experience, ensuring that learning supports the experience gained within communities of actual practice; and (4) simulation-based learning environments should provide a supportive, motivational, and learner-centered milieu which is conducive to learning.

The sign learning theory

African Journals Online (AJOL)

KING OF DAWN

The sign learning theory also holds secrets that could be exploited in accomplishing motor tasks. ... Introduction ... In his classic work: Cognitive Map in Rats and Men (1948),Tolman talked about five groups of experiments viz: latent learning ...

A Dynamic Logic for Learning Theory

DEFF Research Database (Denmark)

Baltag, Alexandru; Gierasimczuk, Nina; Özgün, Aybüke

2017-01-01

Building on previous work that bridged Formal Learning Theory and Dynamic Epistemic Logic in a topological setting, we introduce a Dynamic Logic for Learning Theory (DLLT), extending Subset Space Logics with dynamic observation modalities, as well as with a learning operator, which encodes the le...... the learner’s conjecture after observing a finite sequence of data. We completely axiomatise DLLT, study its expressivity and use it to characterise various notions of knowledge, belief, and learning. ...

Constructivist learning theories and complex learning environments

NARCIS (Netherlands)

R-J. Simons; Dr. S. Bolhuis

2004-01-01

Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

Effective Learning Environments in Relation to Different Learning Theories

NARCIS (Netherlands)

Guney, A.; Al, S.

2012-01-01

There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

Advanced Learning Theories Applied to Leadership Development

Science.gov (United States)

2006-11-01

Center for Army Leadership Technical Report 2006-2 Advanced Learning Theories Applied to Leadership Development Christina Curnow...2006 5a. CONTRACT NUMBER W91QF4-05-F-0026 5b. GRANT NUMBER 4. TITLE AND SUBTITLE Advanced Learning Theories Applied to Leadership Development 5c...ABSTRACT This report describes the development and implementation of an application of advanced learning theories to leadership development. A

Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.

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Sanli, Elizabeth A; Patterson, Jae T; Bray, Steven R; Lee, Timothy D

2012-01-01

The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

Understanding self-controlled motor learning protocols through the self determination theory

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Elizabeth Ann Sanli

2013-01-01

Full Text Available The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT. Three micro theories within the macro theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory & Organismic Integration Theory are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.

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Gopnik, Alison; Wellman, Henry M

2012-11-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and nontechnical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and the psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists.

Kolb's Experiential Learning Theory: A Meta-Model for Career Exploration.

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Atkinson, George, Jr.; Murrell, Patricia H.

1988-01-01

Kolb's experiential learning theory offers the career counselor a meta-model with which to structure career exploration exercises and ensure a thorough investigation of self and the world of work in a manner that provides the client with an optimal amount of learning and personal development. (Author)

Moral learning as intuitive theory revision.

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Rhodes, Marjorie; Wellman, Henry

2017-10-01

We argue that moral learning, like much of conceptual development more generally, involves development and change in children's intuitive theories of the world. Children's intuitive theories involve coherent and abstract representations of the world, which point to domain-specific, unobservable causal-explanatory entities. From this perspective, children rely on intuitive sociological theories (in particular, an abstract expectation that group memberships constrain people's obligations), and their intuitive psychological theories (including expectations that mental states motivate individual behavior) to predict, explain, and evaluate morally-relevant action. Thus, moral learning involves development and change in each of these theories of the world across childhood, as well as developmental change in how children integrate information from these two intuitive theories. This perspective is supported by a series of research studies on young children's moral reasoning and learning, and compared to other developmental approaches, including more traditional forms of constructivism and more recent nativist perspectives. Copyright © 2016 Elsevier B.V. All rights reserved.

The Last Planner System Style of Planning: Its Basis in Learning Theory

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Bo Terje Kalsaas

2012-07-01

Full Text Available The objective of this article is to contribute to creating a better understanding of the Last Planner System (LPS – which is associated with Lean Construction – in the light of the learning processes at the basis of knowledge development, and of change and innovation. Founded on a theoretical discussion, three research questions are asked, namely: In what ways can the LPS be expected to alter the learning arenas compared to conventional project management in construction; according to learning theory, what are the main challenges associated with implementing the LPS; and, finally, what kind of learning can be linked to an implemented LPS that functions as intended? The implementation of the LPS is shown to require substantial changes to the technical-organisational learning arena. In order for the implementation to be successful, the work identity has to alter on the individual level so that an overlap occurs with the new work practices prescribed by the LPS. The LPS has an inbuilt experiential learning cycle, and provides a good starting point for single-loop learning, as well as for simple forms of double-loop learning (“routinized learning capability”. However, it is argued that the LPS understood as experiential learning has clear limitations with regard to “evolutionary learning capability”. This is amplified by the context project organisation provides. In terms of theoretical implications, this article promotes an understanding of the planning process informed by the theory describing it as an experiential learning cycle. The conceptualisation which separates the LPS from conventional production control theory is critiqued. Finally, it is argued that an understanding of the LPS grounded in learning theory will improve the possibilities for successful implementation and maximise the learning effects.

Learning Organisation Review--A "Good" Theory Perspective

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Santa, Mijalce

2015-01-01

Purpose: The purpose of this paper is to perform integrative literature review of the learning organisation (LO) concept, on the basis of the results of the literature review to assess the concept on the principles of "good" theory, and provide future avenues for LO concept clarification and development. Design/methodology/approach: The…

Designing Opportunities to Learn Mathematics Theory-Building Practices

Science.gov (United States)

Bass, Hyman

2017-01-01

Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

Science.gov (United States)

Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L

2003-07-01

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

The Scientific Status of Learning Styles Theories

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Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.

2015-01-01

Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because…

The Activity Theory Approach to Learning

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Ritva Engeström

2014-12-01

Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

NARCIS (Netherlands)

Poell, R.F.; Moorsel, M.A.A.H. van

1996-01-01

This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of

Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

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Canino, Frank J.

1981-01-01

The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

A Survey of Quantum Learning Theory

OpenAIRE

Arunachalam, Srinivasan; de Wolf, Ronald

2017-01-01

This paper surveys quantum learning theory: the theoretical aspects of machine learning using quantum computers. We describe the main results known for three models of learning: exact learning from membership queries, and Probably Approximately Correct (PAC) and agnostic learning from classical or quantum examples.

What Learning Systems do Intelligent Agents Need? Complementary Learning Systems Theory Updated.

Science.gov (United States)

Kumaran, Dharshan; Hassabis, Demis; McClelland, James L

2016-07-01

We update complementary learning systems (CLS) theory, which holds that intelligent agents must possess two learning systems, instantiated in mammalians in neocortex and hippocampus. The first gradually acquires structured knowledge representations while the second quickly learns the specifics of individual experiences. We broaden the role of replay of hippocampal memories in the theory, noting that replay allows goal-dependent weighting of experience statistics. We also address recent challenges to the theory and extend it by showing that recurrent activation of hippocampal traces can support some forms of generalization and that neocortical learning can be rapid for information that is consistent with known structure. Finally, we note the relevance of the theory to the design of artificial intelligent agents, highlighting connections between neuroscience and machine learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory

Science.gov (United States)

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

Social Learning Theories--An Important Design Consideration for Geoscience Fieldwork

Science.gov (United States)

Streule, M. J.; Craig, L. E.

2016-01-01

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing…

Game Engagement Theory and Adult Learning

Science.gov (United States)

Whitton, Nicola

2011-01-01

One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

Effective Learning Environments in Relation to Different Learning Theories

OpenAIRE

Guney, Ali; Al, Selda

2012-01-01

There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just a few studies about how physical environment is related to learning process. Many researchers generally consider teaching and learning issues as if independent from physical environment, whereas p...

Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

OpenAIRE

Poell, R.F.; Moorsel, M.A.A.H. van

1996-01-01

This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of learning groups in organisations. Four theoretical types of learning projects are distinguished. Four different approaches to the learning climate of work groups are compared to the approach offered by t...

Critical evidence for the prediction error theory in associative learning.

Science.gov (United States)

Terao, Kanta; Matsumoto, Yukihisa; Mizunami, Makoto

2015-03-10

In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. Complete evidence for the prediction error theory, however, has not been obtained in any learning systems: Prediction error theory stems from the finding of a blocking phenomenon, but blocking can also be accounted for by other theories, such as the attentional theory. We demonstrated blocking in classical conditioning in crickets and obtained evidence to reject the attentional theory. To obtain further evidence supporting the prediction error theory and rejecting alternative theories, we constructed a neural model to match the prediction error theory, by modifying our previous model of learning in crickets, and we tested a prediction from the model: the model predicts that pharmacological intervention of octopaminergic transmission during appetitive conditioning impairs learning but not formation of reward prediction itself, and it thus predicts no learning in subsequent training. We observed such an "auto-blocking", which could be accounted for by the prediction error theory but not by other competitive theories to account for blocking. This study unambiguously demonstrates validity of the prediction error theory in associative learning.

Linking theory to practice in learning technology research

Directory of Open Access Journals (Sweden)

Cathy Gunn

2012-03-01

Full Text Available We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.

Computer-based teaching module design: principles derived from learning theories.

Science.gov (United States)

Lau, K H Vincent

2014-03-01

The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to

Learning Theory and Prosocial Behavior

Science.gov (United States)

Rosenhan, D. L.

1972-01-01

Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)

A Comparative Analysis of Three Unique Theories of Organizational Learning

Science.gov (United States)

Leavitt, Carol C.

2011-01-01

The purpose of this paper is to present three classical theories on organizational learning and conduct a comparative analysis that highlights their strengths, similarities, and differences. Two of the theories -- experiential learning theory and adaptive -- generative learning theory -- represent the thinking of the cognitive perspective, while…

The Conceptual Mechanism for Viable Organizational Learning Based on Complex System Theory and the Viable System Model

Science.gov (United States)

Sung, Dia; You, Yeongmahn; Song, Ji Hoon

2008-01-01

The purpose of this research is to explore the possibility of viable learning organizations based on identifying viable organizational learning mechanisms. Two theoretical foundations, complex system theory and viable system theory, have been integrated to provide the rationale for building the sustainable organizational learning mechanism. The…

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Science.gov (United States)

MacCallum, Kathryn; Day, Stephanie; Skelton, David; Verhaart, Michael

2017-01-01

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning…

DIALOGIC LEARNING AND ITS CONTRIBUTIONS TO EDUCATIONAL THEORY

Directory of Open Access Journals (Sweden)

Óscar Prieto

2009-11-01

Full Text Available This article highlights the contributions of the dialogic learning approach toeducational theory, with the aim of providing some orientations in order to promoteegalitarian and scientific educational practice. The seven principles of dialogic learningare discussed, along with other reproductionist theories and practices from the educationalfield, demonstrating how the former both surpass the latter. The article also reflectsopen dialogue with the critical theories of education which the dialogic learningtheory is based on. These basic theories are, on the one hand, by authors who are distantin time but very close in their educational approach, such as Ferrer i Guàrdia, Vygotsky,or Paulo Freire, and, on the other hand, by other contemporary authors in critical pedagogy.Each of the seven principles presented are provided along with a critical examinationof a specific educational practice. The consequences of the implementation of dialogiclearning are underlined here through an analysis of innovative and critical educationalprojects which are academically successful.

Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

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Westberry, Nicola; Franken, Margaret

2015-01-01

This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

Using theories of learning in workplaces to enhance physiotherapy clinical education.

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Patton, Narelle; Higgs, Joy; Smith, Megan

2013-10-01

Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature. In this paper, we explore a selection of learning theories underpinning physiotherapy clinical education with a view to providing clinical educators with a firm foundation on which to base wise educational practices and potentially enhance physiotherapy students' clinical learning experiences. This exploration has drawn from leading thinkers in the field of education over the past century.

Linking theory to practice in learning technology research

OpenAIRE

Cathy Gunn; Caroline Steel

2012-01-01

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and repor...

Learning theories application in nursing education

OpenAIRE

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including socia...

Research Notes ~ Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses

Directory of Open Access Journals (Sweden)

Eileen N. Ariza

2003-10-01

Full Text Available Moore and Kearsley (1996 maintain distance educators should provide for three types of interaction: a learner-content; b learner-instructor; and c learner-learner. According to interactionist second language acquisition (SLA theories that reflect Krashen’s theory (1994 that comprehensible input is critical for second language acquisition, interaction can enhance second language acquisition and fluency. Effective output is necessary as well. We reviewed the research on distance learning for second language learners and concluded that SLA theories can, and should, be the framework that drives the development of courses for students seeking to learn languages by distance technology. This article delineates issues to consider in support of combining SLA theories and research literature as a guide in creating distance language learning courses.

Learning a commonsense moral theory.

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Kleiman-Weiner, Max; Saxe, Rebecca; Tenenbaum, Joshua B

2017-10-01

We introduce a computational framework for understanding the structure and dynamics of moral learning, with a focus on how people learn to trade off the interests and welfare of different individuals in their social groups and the larger society. We posit a minimal set of cognitive capacities that together can solve this learning problem: (1) an abstract and recursive utility calculus to quantitatively represent welfare trade-offs; (2) hierarchical Bayesian inference to understand the actions and judgments of others; and (3) meta-values for learning by value alignment both externally to the values of others and internally to make moral theories consistent with one's own attachments and feelings. Our model explains how children can build from sparse noisy observations of how a small set of individuals make moral decisions to a broad moral competence, able to support an infinite range of judgments and decisions that generalizes even to people they have never met and situations they have not been in or observed. It also provides insight into the causes and dynamics of moral change across time, including cases when moral change can be rapidly progressive, changing values significantly in just a few generations, and cases when it is likely to move more slowly. Copyright © 2017 Elsevier B.V. All rights reserved.

Learning theory of distributed spectral algorithms

International Nuclear Information System (INIS)

Guo, Zheng-Chu; Lin, Shao-Bo; Zhou, Ding-Xuan

2017-01-01

Spectral algorithms have been widely used and studied in learning theory and inverse problems. This paper is concerned with distributed spectral algorithms, for handling big data, based on a divide-and-conquer approach. We present a learning theory for these distributed kernel-based learning algorithms in a regression framework including nice error bounds and optimal minimax learning rates achieved by means of a novel integral operator approach and a second order decomposition of inverse operators. Our quantitative estimates are given in terms of regularity of the regression function, effective dimension of the reproducing kernel Hilbert space, and qualification of the filter function of the spectral algorithm. They do not need any eigenfunction or noise conditions and are better than the existing results even for the classical family of spectral algorithms. (paper)

Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory

OpenAIRE

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but ...

An approach to children's smoking behavior using social cognitive learning theory.

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Bektas, Murat; Ozturk, Candan; Armstrong, Merry

2010-01-01

This review article discusses the theoretical principles of social cognitive learning theory and children's risk-taking behavior of cigarette smoking, along with preventive initiatives. Social cognitive learning theorists examine the behavior of initiating and sustained smoking using a social systems approach. The authors discuss the reciprocal determinism aspect of the theory as applied to the importance of individual factors, and environment and behavioral interactions that influence smoking behavior. Included is the concept of vicarious capability that suggests that smoking behavior is determined in response to and interaction with feedback provided by the environment. The principle of self-regulatory capability asserts that people have control over their own behavior and thus that behavior change is possible. The principle of self-efficacy proposes that high level of self-efficacy of an individual may decrease the behavior of attempting to or continuing to smoke. Examples of initiatives to be undertaken in order to prevent smoking in accordance with social cognitive learning theory are presented at the end of each principle.

Developing Scale for Assimilate the Integration between Learning Theories and E-learning.

Directory of Open Access Journals (Sweden)

George Maher Iskander

2014-03-01

Full Text Available As e-learning tend to get more and more significant for all kind of universities, researchers and consultants are becoming aware of the fact that a high technology approach and Blackboard do not guarantee successful teaching and learning. Thus, a move to pedagogy-based theories can be observed within the field of e-learning. This study describes the procedure of the development of an empirically-based psychometrically-sound instrument to measure instructional model for e-learning system at Middle East universities. In order to accelerate the acceptance of e-learning and implementation of institution-wide adoption of e-learning, it is important to understand students' perceptions with instructional model for e- learning. The 19-item scale developed shows a high probability of differentiating between positive and negative perceptions and the methods which can be used for embedding the traditional learning theories into e-learning.

Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory

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Hense, Jan; Mandl, Heinz

2012-01-01

This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

Learning Theory Bases of Communicative Methodology and the Notional/Functional Syllabus

OpenAIRE

Jacqueline D., Beebe

1992-01-01

This paper examines the learning theories that underlie the philosophy and practices known as communicative language teaching methodology. These theories are identified first as a reaction against the behavioristic learning theory of audiolingualism. Approaches to syllabus design based on both the "weak" version of communicative language teaching-learning to use the second language-and the "strong" version-using the second language to learn it-are examined. The application of cognitive theory...

Why formal learning theory matters for cognitive science.

Science.gov (United States)

Fulop, Sean; Chater, Nick

2013-01-01

This article reviews a number of different areas in the foundations of formal learning theory. After outlining the general framework for formal models of learning, the Bayesian approach to learning is summarized. This leads to a discussion of Solomonoff's Universal Prior Distribution for Bayesian learning. Gold's model of identification in the limit is also outlined. We next discuss a number of aspects of learning theory raised in contributed papers, related to both computational and representational complexity. The article concludes with a description of how semi-supervised learning can be applied to the study of cognitive learning models. Throughout this overview, the specific points raised by our contributing authors are connected to the models and methods under review. Copyright © 2013 Cognitive Science Society, Inc.

Introduction to Views of Connectivism Theory of Learning

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Sa’adi Sa’adi

2016-07-01

Full Text Available ‘Traditional’ theories of learning as pratical dimensions of psychology majorly tend to focus their interest on humans’ inner factors that influence the process of learning such as intelligences, motivation, interest, attitude, concentration and aptitude. They never connect it with instruments and technological inventions such as multimedia, cyber celluler, internet, even social organization, cultural values, traditions etc., while these are very influential nowdays towards the progress and behaviors of human life. As such the application of connectivism theory of learning which connect those dimensions of life with learning activities, is now and then insparable from any effort to promote the quality of humans’ learning itself, including in teaching and learning languages.

Research on Cognitive Load Theory and its Design Implications for E-Learning

NARCIS (Netherlands)

Van Merriënboer, Jeroen; Ayres, Paul

2007-01-01

This introduction to the special issue provides a context for the contributing articles. For readers who are not familiar with Cognitive Load Theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load

Simulation Methodology in Nursing Education and Adult Learning Theory

Science.gov (United States)

Rutherford-Hemming, Tonya

2012-01-01

Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors.

Science.gov (United States)

DeBate, Rita D; Severson, Herbert H; Cragun, Deborah L; Gau, Jeff M; Merrell, Laura K; Bleck, Jennifer R; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; McCormack Brown, Kelli R; Tedesco, Lisa A; Hendricson, William

2013-06-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51-0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed.

Reflection of Learning Theories in Iranian ELT Textbooks

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Neghad, Hossein Hashem

2014-01-01

This study was undertaken to evaluate Iranian ELT English textbooks (Senior High school and Pre-University) in the light of three learning theories i.e., behaviourism, cognitivism, and constructivism. Each of these learning theories embedding an array of instructional strategies and techniques acted as evaluation checklist. That is, Iranian ELT…

Jigsaw Cooperative Learning: Acid-Base Theories

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Tarhan, Leman; Sesen, Burcin Acar

2012-01-01

This study focused on investigating the effectiveness of jigsaw cooperative learning instruction on first-year undergraduates' understanding of acid-base theories. Undergraduates' opinions about jigsaw cooperative learning instruction were also investigated. The participants of this study were 38 first-year undergraduates in chemistry education…

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

Science.gov (United States)

Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

Task-Based Language Teaching and Expansive Learning Theory

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Robertson, Margaret

2014-01-01

Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…

Motivation to learn: an overview of contemporary theories.

Science.gov (United States)

Cook, David A; Artino, Anthony R

2016-10-01

To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research. Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles

"Theory Becoming Alive": The Learning Transition Process of Newly Graduated Nurses in Canada.

Science.gov (United States)

Nour, Violet; Williams, Anne M

2018-01-01

Background Newly graduated nurses often encounter a gap between theory and practice in clinical settings. Although this has been the focus of considerable research, little is known about the learning transition process. Purpose The purpose of this study was to explore the experiences of newly graduated nurses in acute healthcare settings within Canada. This study was conducted to gain a greater understanding of the experiences and challenges faced by graduates. Methods Grounded theory method was utilized with a sample of 14 registered nurses who were employed in acute-care settings. Data were collected using in-depth interviews. Constant comparative analysis was used to analyze data. Results Findings revealed a core category, "Theory Becoming Alive," and four supporting categories: Entry into Practice, Immersion, Committing, and Evolving. Theory Becoming Alive described the process of new graduate nurses' clinical learning experiences as well as the challenges that they encountered in clinical settings after graduating. Conclusions This research provides a greater understanding of learning process of new graduate nurses in Canada. It highlights the importance of providing supportive environments to assist new graduate nurses to develop confidence as independent registered nurses in clinical areas. Future research directions as well as supportive educational strategies are described.

Can Ausubel's Theory of Meaningful Learning Become an Alternative to Piagetian Psychology?

Science.gov (United States)

Albert, Edna

1979-01-01

Discusses Novak's views that Ausubel's meaningful learning can become an alternative to Piagetian psychology and argues that Ausubel does not provide a theory that can be an alternative to Piaget's developmental psychology. (HM)

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

Science.gov (United States)

Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

2018-02-01

To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review

Science.gov (United States)

Schellhase, Kristen C.

2008-01-01

Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to…

Constructing a Grounded Theory of E-Learning Assessment

Science.gov (United States)

Alonso-Díaz, Laura; Yuste-Tosina, Rocío

2015-01-01

This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

Developing a Domain Theory Defining and Exemplifying a Learning Theory of Progressive Attainments

Science.gov (United States)

Bunderson, C. Victor

2011-01-01

This article defines the concept of Domain Theory, or, when educational measurement is the goal, one might call it a "Learning Theory of Progressive Attainments in X Domain". The concept of Domain Theory is first shown to be rooted in validity theory, then the concept of domain theory is expanded to amplify its necessary but long neglected…

Repositioning Ideology Critique in a Critical Theory of Adult Learning.

Science.gov (United States)

Brookfield, Stephen

2001-01-01

Reexamines critical theory as a response to Marxism and repositions ideology critique as a crucial adult learning process. Argues that a critical theory of adult learning should focus on how adults learn to recognize and challenge ideological domination and manipulation. (Contains 31 references.) (SK)

Learning Theory Applied to the Biology Classroom.

Science.gov (United States)

Novak, Joseph D.

1980-01-01

The material presented in this article is intended to help students learn how to learn. The seven key concepts of David Ausubel's assimilation theory for cognitive learning are discussed with reference to the classroom. Concept mapping is suggested as a tool for demonstrating how the seven key concepts function. (SA)

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.

Linking Theory to Practice in Learning Technology Research

Science.gov (United States)

Gunn, Cathy; Steel, Caroline

2012-01-01

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

Theory of Belief Functions for Data Analysis and Machine Learning Applications: Review and Prospects

Science.gov (United States)

Denoeux, Thierry

The Dempster-Shafer theory of belief functions provides a unified framework for handling both aleatory uncertainty, arising from statistical variability in populations, and epistemic uncertainty, arising from incompleteness of knowledge. An overview of both the fundamentals and some recent developments in this theory will first be presented. Several applications in data analysis and machine learning will then be reviewed, including learning under partial supervision, multi-label classification, ensemble clustering and the treatment of pairwise comparisons in sensory or preference analysis.

Optimizing Computer Assisted Instruction By Applying Principles of Learning Theory.

Science.gov (United States)

Edwards, Thomas O.

The development of learning theory and its application to computer-assisted instruction (CAI) are described. Among the early theoretical constructs thought to be important are E. L. Thorndike's concept of learning connectisms, Neal Miller's theory of motivation, and B. F. Skinner's theory of operant conditioning. Early devices incorporating those…

Neural coding of basic reward terms of animal learning theory, game theory, microeconomics and behavioural ecology.

Science.gov (United States)

Schultz, Wolfram

2004-04-01

Neurons in a small number of brain structures detect rewards and reward-predicting stimuli and are active during the expectation of predictable food and liquid rewards. These neurons code the reward information according to basic terms of various behavioural theories that seek to explain reward-directed learning, approach behaviour and decision-making. The involved brain structures include groups of dopamine neurons, the striatum including the nucleus accumbens, the orbitofrontal cortex and the amygdala. The reward information is fed to brain structures involved in decision-making and organisation of behaviour, such as the dorsolateral prefrontal cortex and possibly the parietal cortex. The neural coding of basic reward terms derived from formal theories puts the neurophysiological investigation of reward mechanisms on firm conceptual grounds and provides neural correlates for the function of rewards in learning, approach behaviour and decision-making.

The application of learning theory in horse training

DEFF Research Database (Denmark)

McLean, Andrew N.; Christensen, Janne Winther

2017-01-01

The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including...... on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term ‘conflict theory’ be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence...

Theory of mind selectively predicts preschoolers' knowledge-based selective word learning.

Science.gov (United States)

Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

2015-11-01

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non-epistemic attribute). Three- and 4-year-olds (N = 65) completed two selective learning tasks, and their theory-of-mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning. © 2015 The British Psychological Society.

Theory of mind selectively predicts preschoolers’ knowledge-based selective word learning

Science.gov (United States)

Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

2015-01-01

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non-epistemic attribute). Three- and 4-year-olds (N = 65) completed two selective learning tasks, and their theory of mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children’s preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children’s developing social cognition and early learning. PMID:26211504

Connectivism: Learning theory of the future or vestige of the past?

Directory of Open Access Journals (Sweden)

Rita Kop

2008-10-01

Full Text Available Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of ‘connectivism’ as a learning theory for the digital age. This has led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? This paper will highlight current theories of learning and critically analyse connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.

A BCM theory of meta-plasticity for online self-reorganizing fuzzy-associative learning.

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Tan, Javan; Quek, Chai

2010-06-01

Self-organizing neurofuzzy approaches have matured in their online learning of fuzzy-associative structures under time-invariant conditions. To maximize their operative value for online reasoning, these self-sustaining mechanisms must also be able to reorganize fuzzy-associative knowledge in real-time dynamic environments. Hence, it is critical to recognize that they would require self-reorganizational skills to rebuild fluid associative structures when their existing organizations fail to respond well to changing circumstances. In this light, while Hebbian theory (Hebb, 1949) is the basic computational framework for associative learning, it is less attractive for time-variant online learning because it suffers from stability limitations that impedes unlearning. Instead, this paper adopts the Bienenstock-Cooper-Munro (BCM) theory of neurological learning via meta-plasticity principles (Bienenstock et al., 1982) that provides for both online associative and dissociative learning. For almost three decades, BCM theory has been shown to effectively brace physiological evidence of synaptic potentiation (association) and depression (dissociation) into a sound mathematical framework for computational learning. This paper proposes an interpretation of the BCM theory of meta-plasticity for an online self-reorganizing fuzzy-associative learning system to realize online-reasoning capabilities. Experimental findings are twofold: 1) the analysis using S&P-500 stock index illustrated that the self-reorganizing approach could follow the trajectory shifts in the time-variant S&P-500 index for about 60 years, and 2) the benchmark profiles showed that the fuzzy-associative approach yielded comparable results with other fuzzy-precision models with similar online objectives.

Three Theories of Learning and Their Implications for Teachers.

Science.gov (United States)

Ramirez, Aura I.

Currently, three theories of learning dominate classroom practice. First, B.F. Skinner's Theory of Operant Conditioning states that if behavior, including learning behavior, is reinforced, the probability of its being repeated increases strongly. Different types and schedules of reinforcement have been studied, by Skinner and others, and the…

Applying Distributed Learning Theory in Online Business Communication Courses.

Science.gov (United States)

Walker, Kristin

2003-01-01

Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically.

Science.gov (United States)

Di Paolo, Ezequiel Alejandro; Barandiaran, Xabier E; Beaton, Michael; Buhrmann, Thomas

2014-01-01

if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the "laws" of sensorimotor contingencies (SMCs). In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget's theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget's theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

[Linking learning theory with practice].

Science.gov (United States)

Ávalos-Carranza, María Teresa; Amador-Olvera, Eric; Zerón-Gutiérrez, Lydia

2016-01-01

It is often said that it is easier to learn what is observed and practiced on a daily basis; to the need to effectively link theory with practice considered in the process of teaching and learning, many strategies have been developed to allow this process to be carried out in a more efficiently maner. It is, therefore, very important to recognize that an appropriate teacher/student relationship is essential for students to acquire the skills and abilities required.

Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs

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Reed, Cajah S.

2012-01-01

This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

Surgical education and adult learning: Integrating theory into practice [version 1; referees: 3 approved

Directory of Open Access Journals (Sweden)

Prem Rashid

2017-02-01

Full Text Available Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

SU-E-P-04: Transport Theory Learning Module in the Maple Environment

Energy Technology Data Exchange (ETDEWEB)

Both, J [University of Miami, Miller School of Medicine, Department of Radiation Oncology (United States)

2014-06-01

Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an

SU-E-P-04: Transport Theory Learning Module in the Maple Environment

International Nuclear Information System (INIS)

Both, J

2014-01-01

Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an interactive

Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically

Directory of Open Access Journals (Sweden)

Ezequiel Alejandro Di Paolo

2014-07-01

Full Text Available Learning to perceive faces a classical paradox: if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the ‘laws’ of sensorimotor contingencies. In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget’s theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget’s theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

Social Learning Theory and Behavioral Therapy: Considering Human Behaviors within the Social and Cultural Context of Individuals and Families.

Science.gov (United States)

McCullough Chavis, Annie

2011-01-01

This article examines theoretical thoughts of social learning theory and behavioral therapy and their influences on human behavior within a social and cultural context. The article utilizes two case illustrations with applications for consumers. It points out the abundance of research studies concerning the effectiveness of social learning theory, and the paucity of research studies regarding effectiveness and evidence-based practices with diverse groups. Providing a social and cultural context in working with diverse groups with reference to social learning theory adds to the literature for more cultural considerations in adapting the theory to women, African Americans, and diverse groups.

Grounding theories of W(e)Learn: a framework for online interprofessional education.

Science.gov (United States)

Casimiro, Lynn; MacDonald, Colla J; Thompson, Terrie Lynn; Stodel, Emma J

2009-07-01

Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended approaches to learning, an educational framework that explains how to construct quality learning events to provide IPC is pressing. Such a framework would offer a quality standard to help educators design, develop, deliver, and evaluate online interprofessional education (IPE) programs. IPE is an extremely delicate process due to issues related to knowledge, status, power, accountability, personality traits, and culture that surround IPC. In this paper, a review of the pertinent literature that would inform the development of such a framework is presented. The review covers IPC, IPE, learning theories, and eLearning in healthcare.

An Interpretation of Dewey's Experiential Learning Theory.

Science.gov (United States)

Roberts, T. Grady

"Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when discussing experiential learning. To facilitate a better understanding, a conceptual model was developed. In John Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on…

Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble

OpenAIRE

Glenna G. Bower

2013-01-01

This study introduced how Kolb’s Experiential Learning Theory was used across the four-mode learning cycle of abstract conceptualization, active experimentation, concrete experience and reflective observation as a pedagogical tool for implementing a golf scramble. The primary research question was to see whether Kolb’s Experiential Learning Theory four-mode learning cycle was an effective means for implementing a the golf scramble. The participants of the experiential learning experience wer...

The importance of educational theories for facilitating learning when using technology in medical education.

Science.gov (United States)

Sandars, John; Patel, Rakesh S; Goh, Poh Sun; Kokatailo, Patricia K; Lafferty, Natalie

2015-01-01

There is an increasing use of technology for teaching and learning in medical education but often the use of educational theory to inform the design is not made explicit. The educational theories, both normative and descriptive, used by medical educators determine how the technology is intended to facilitate learning and may explain why some interventions with technology may be less effective compared with others. The aim of this study is to highlight the importance of medical educators making explicit the educational theories that inform their design of interventions using technology. The use of illustrative examples of the main educational theories to demonstrate the importance of theories informing the design of interventions using technology. Highlights the use of educational theories for theory-based and realistic evaluations of the use of technology in medical education. An explicit description of the educational theories used to inform the design of an intervention with technology can provide potentially useful insights into why some interventions with technology are more effective than others. An explicit description is also an important aspect of the scholarship of using technology in medical education.

Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

Science.gov (United States)

McCray, Kimberly H.

2016-01-01

In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

Observational attachment theory-based parenting measures predict children's attachment narratives independently from social learning theory-based measures.

Science.gov (United States)

Matias, Carla; O'Connor, Thomas G; Futh, Annabel; Scott, Stephen

2014-01-01

Conceptually and methodologically distinct models exist for assessing quality of parent-child relationships, but few studies contrast competing models or assess their overlap in predicting developmental outcomes. Using observational methodology, the current study examined the distinctiveness of attachment theory-based and social learning theory-based measures of parenting in predicting two key measures of child adjustment: security of attachment narratives and social acceptance in peer nominations. A total of 113 5-6-year-old children from ethnically diverse families participated. Parent-child relationships were rated using standard paradigms. Measures derived from attachment theory included sensitive responding and mutuality; measures derived from social learning theory included positive attending, directives, and criticism. Child outcomes were independently-rated attachment narrative representations and peer nominations. Results indicated that Attachment theory-based and Social Learning theory-based measures were modestly correlated; nonetheless, parent-child mutuality predicted secure child attachment narratives independently of social learning theory-based measures; in contrast, criticism predicted peer-nominated fighting independently of attachment theory-based measures. In young children, there is some evidence that attachment theory-based measures may be particularly predictive of attachment narratives; however, no single model of measuring parent-child relationships is likely to best predict multiple developmental outcomes. Assessment in research and applied settings may benefit from integration of different theoretical and methodological paradigms.

Sustainability of healthcare improvement: what can we learn from learning theory?

Directory of Open Access Journals (Sweden)

Hovlid Einar

2012-08-01

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

Sustainability of healthcare improvement: what can we learn from learning theory?

Science.gov (United States)

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

2012-08-03

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

An instance theory of associative learning.

Science.gov (United States)

Jamieson, Randall K; Crump, Matthew J C; Hannah, Samuel D

2012-03-01

We present and test an instance model of associative learning. The model, Minerva-AL, treats associative learning as cued recall. Memory preserves the events of individual trials in separate traces. A probe presented to memory contacts all traces in parallel and retrieves a weighted sum of the traces, a structure called the echo. Learning of a cue-outcome relationship is measured by the cue's ability to retrieve a target outcome. The theory predicts a number of associative learning phenomena, including acquisition, extinction, reacquisition, conditioned inhibition, external inhibition, latent inhibition, discrimination, generalization, blocking, overshadowing, overexpectation, superconditioning, recovery from blocking, recovery from overshadowing, recovery from overexpectation, backward blocking, backward conditioned inhibition, and second-order retrospective revaluation. We argue that associative learning is consistent with an instance-based approach to learning and memory.

Putting into practice error management theory: Unlearning and learning to manage action errors in construction.

Science.gov (United States)

Love, Peter E D; Smith, Jim; Teo, Pauline

2018-05-01

Error management theory is drawn upon to examine how a project-based organization, which took the form of a program alliance, was able to change its established error prevention mindset to one that enacted a learning mindfulness that provided an avenue to curtail its action errors. The program alliance was required to unlearn its existing routines and beliefs to accommodate the practices required to embrace error management. As a result of establishing an error management culture the program alliance was able to create a collective mindfulness that nurtured learning and supported innovation. The findings provide a much-needed context to demonstrate the relevance of error management theory to effectively address rework and safety problems in construction projects. The robust theoretical underpinning that is grounded in practice and presented in this paper provides a mechanism to engender learning from errors, which can be utilized by construction organizations to improve the productivity and performance of their projects. Copyright © 2018 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

Nielsen, Ann

2016-07-01

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

Situated learning theory: adding rate and complexity effects via Kauffman's NK model.

Science.gov (United States)

Yuan, Yu; McKelvey, Bill

2004-01-01

For many firms, producing information, knowledge, and enhancing learning capability have become the primary basis of competitive advantage. A review of organizational learning theory identifies two approaches: (1) those that treat symbolic information processing as fundamental to learning, and (2) those that view the situated nature of cognition as fundamental. After noting that the former is inadequate because it focuses primarily on behavioral and cognitive aspects of individual learning, this paper argues the importance of studying learning as interactions among people in the context of their environment. It contributes to organizational learning in three ways. First, it argues that situated learning theory is to be preferred over traditional behavioral and cognitive learning theories, because it treats organizations as complex adaptive systems rather than mere information processors. Second, it adds rate and nonlinear learning effects. Third, following model-centered epistemology, it uses an agent-based computational model, in particular a "humanized" version of Kauffman's NK model, to study the situated nature of learning. Using simulation results, we test eight hypotheses extending situated learning theory in new directions. The paper ends with a discussion of possible extensions of the current study to better address key issues in situated learning.

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

Science.gov (United States)

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

A Critical Comparison of Transformation and Deep Approach Theories of Learning

Science.gov (United States)

Howie, Peter; Bagnall, Richard

2015-01-01

This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning…

High school students' implicit theories of what facilitates science learning

Science.gov (United States)

Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

2011-11-01

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

Theory-based Bayesian models of inductive learning and reasoning.

Science.gov (United States)

Tenenbaum, Joshua B; Griffiths, Thomas L; Kemp, Charles

2006-07-01

Inductive inference allows humans to make powerful generalizations from sparse data when learning about word meanings, unobserved properties, causal relationships, and many other aspects of the world. Traditional accounts of induction emphasize either the power of statistical learning, or the importance of strong constraints from structured domain knowledge, intuitive theories or schemas. We argue that both components are necessary to explain the nature, use and acquisition of human knowledge, and we introduce a theory-based Bayesian framework for modeling inductive learning and reasoning as statistical inferences over structured knowledge representations.

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

Science.gov (United States)

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

Implications of learning theory for developing programs to decrease overeating.

Science.gov (United States)

Boutelle, Kerri N; Bouton, Mark E

2015-10-01

Childhood obesity is associated with medical and psychological comorbidities, and interventions targeting overeating could be pragmatic and have a significant impact on weight. Calorically dense foods are easily available, variable, and tasty which allows for effective opportunities to learn to associate behaviors and cues in the environment with food through fundamental conditioning processes, resulting in measurable psychological and physiological food cue reactivity in vulnerable children. Basic research suggests that initial learning is difficult to erase, and that it is vulnerable to a number of phenomena that will allow the original learning to re-emerge after it is suppressed or replaced. These processes may help explain why it may be difficult to change food cue reactivity and overeating over the long term. Extinction theory may be used to develop effective cue-exposure treatments to decrease food cue reactivity through inhibitory learning, although these processes are complex and require an integral understanding of the theory and individual differences. Additionally, learning theory can be used to develop other interventions that may prove to be useful. Through an integration of learning theory, basic and translational research, it may be possible to develop interventions that can decrease the urges to overeat, and improve the weight status of children. Copyright © 2015 Elsevier Ltd. All rights reserved.

Evaluating theories of bird song learning: implications for future directions.

Science.gov (United States)

Margoliash, D

2002-12-01

Studies of birdsong learning have stimulated extensive hypotheses at all levels of behavioral and physiological organization. This hypothesis building is valuable for the field and is consistent with the remarkable range of issues that can be rigorously addressed in this system. The traditional instructional (template) theory of song learning has been challenged on multiple fronts, especially at a behavioral level by evidence consistent with selectional hypotheses. In this review I highlight the caveats associated with these theories to better define the limits of our knowledge and identify important experiments for the future. The sites and representational forms of the various conceptual entities posited by the template theory are unknown. The distinction between instruction and selection in vocal learning is not well established at a mechanistic level. There is as yet insufficient neurophysiological data to choose between competing mechanisms of error-driven learning and reinforcement learning. Both may obtain for vocal learning. The possible role of sleep in acoustic or procedural memory consolidation, while supported by some physiological observations, does not yet have support in the behavioral literature. The remarkable expansion of knowledge in the past 20 years and the recent development of new technologies for physiological and behavioral experiments should permit direct tests of these theories in the coming decade.

Toward an Instructionally Oriented Theory of Example-Based Learning

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Renkl, Alexander

2014-01-01

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

Learning from doing: the case for combining normalisation process theory and participatory learning and action research methodology for primary healthcare implementation research.

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de Brún, Tomas; O'Reilly-de Brún, Mary; O'Donnell, Catherine A; MacFarlane, Anne

2016-08-03

The implementation of research findings is not a straightforward matter. There are substantive and recognised gaps in the process of translating research findings into practice and policy. In order to overcome some of these translational difficulties, a number of strategies have been proposed for researchers. These include greater use of theoretical approaches in research focused on implementation, and use of a wider range of research methods appropriate to policy questions and the wider social context in which they are placed. However, questions remain about how to combine theory and method in implementation research. In this paper, we respond to these proposals. Focussing on a contemporary social theory, Normalisation Process Theory, and a participatory research methodology, Participatory Learning and Action, we discuss the potential of their combined use for implementation research. We note ways in which Normalisation Process Theory and Participatory Learning and Action are congruent and may therefore be used as heuristic devices to explore, better understand and support implementation. We also provide examples of their use in our own research programme about community involvement in primary healthcare. Normalisation Process Theory alone has, to date, offered useful explanations for the success or otherwise of implementation projects post-implementation. We argue that Normalisation Process Theory can also be used to prospectively support implementation journeys. Furthermore, Normalisation Process Theory and Participatory Learning and Action can be used together so that interventions to support implementation work are devised and enacted with the expertise of key stakeholders. We propose that the specific combination of this theory and methodology possesses the potential, because of their combined heuristic force, to offer a more effective means of supporting implementation projects than either one might do on its own, and of providing deeper understandings of

Personalised Learning Object System Based on Self-Regulated Learning Theories

Directory of Open Access Journals (Sweden)

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.

Theories and control models and motor learning: clinical applications in neuro-rehabilitation.

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Cano-de-la-Cuerda, R; Molero-Sánchez, A; Carratalá-Tejada, M; Alguacil-Diego, I M; Molina-Rueda, F; Miangolarra-Page, J C; Torricelli, D

2015-01-01

In recent decades there has been a special interest in theories that could explain the regulation of motor control, and their applications. These theories are often based on models of brain function, philosophically reflecting different criteria on how movement is controlled by the brain, each being emphasised in different neural components of the movement. The concept of motor learning, regarded as the set of internal processes associated with practice and experience that produce relatively permanent changes in the ability to produce motor activities through a specific skill, is also relevant in the context of neuroscience. Thus, both motor control and learning are seen as key fields of study for health professionals in the field of neuro-rehabilitation. The major theories of motor control are described, which include, motor programming theory, systems theory, the theory of dynamic action, and the theory of parallel distributed processing, as well as the factors that influence motor learning and its applications in neuro-rehabilitation. At present there is no consensus on which theory or model defines the regulations to explain motor control. Theories of motor learning should be the basis for motor rehabilitation. The new research should apply the knowledge generated in the fields of control and motor learning in neuro-rehabilitation. Copyright © 2011 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

Early Learning Theories Made Visible

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Beloglovsky, Miriam; Daly, Lisa

2015-01-01

Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier…

An Overview of the History of Learning Theory

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Illeris, Knud

2018-01-01

This article is an account of the history of learning theory as the author has come to know and interpret it by dealing with this subject for almost half a century during which he has also himself gradually developed the broad understanding of human learning which is presented in his well known books on "How We Learn" and a lot of other…

Learning Styles of Baccalaureate Nursing Students and Attitudes toward Theory-Based Nursing.

Science.gov (United States)

Laschinger, Heather K.; Boss, Marvin K.

1989-01-01

The personal and environmental factors related to undergraduate and post-RN nursing students' attitudes toward theory-based nursing from Kolb's experiential learning theory perspective were investigated. Learning style and environmental press perceptions were found to be related to attitudes toward theory-based nursing. (Author/MLW)

The Development of a Comprehensive and Coherent Theory of Learning

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Illeris, Knud

2015-01-01

This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal…

Strategies for application of learning theories in art studio practices ...

African Journals Online (AJOL)

This study highlights the link between learning theories and art studio practices. The paper is of the opinion that if these theories are critically understood and applied to the practical aspect of fine and applied arts then learning will be more functional. Nigerian Journal of Technology and Education in Nigeria Vol. 8(1) 2003: ...

Peeling the layers: a grounded theory of interprofessional co-learning with residents of a homeless shelter.

Science.gov (United States)

E Rutherford, Gayle

2011-09-01

Clients, patients, families, and communities must be conceived as partners in care delivery, not just as recipients (D'Amour, D. & Oandasan, I. (2005). Journal of Interprofessional Care, 19(Suppl.), 8-20). Health-care students need an opportunity to understand community member self-determination, partnership, and empowerment (Scheyett, A., & Diehl, M. ( 2004 ). Social Work Education, 23(4), 435-450), within the frame of interprofessional education (IPE) where community members are involved as teachers and learners. The aim of this grounded theory research was to determine the conditions that support health-care students to learn with, from, and about community members. This study took place in a shelter for the homeless where nursing and social work students learned interprofessionally along with residents and clients of the shelter. Data were gathered through 7 months of participant observation, interviews, and focus groups. The interprofessional co-learning theory that emerged introduces the three phases of entering, engaging, and emerging, which co-learners experienced at different levels of intensity. This article outlines the conditions that support each of these phases of the co-learning process. This interprofessional co-learning theory provides a basis for further development and evaluation of IPE programs that strive to actively include community members as teachers and learners, experts, and novices together with service providers, students, and faculty members.

From Theory Use to Theory Building in Learning Analytics: A Commentary on "Learning Analytics to Support Teachers during Synchronous CSCL"

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Chen, Bodong

2015-01-01

In this commentary on Van Leeuwen (2015, this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution against adhering to one specific theoretical doctrine while ignoring others, suggest deeper applications of cognitive load theory to understanding teaching with analytics tools, and comment on…

Cognitive Load and Self-Determination Theories Applied to E-Learning : Impact on Students' Participation and Academic Performance

NARCIS (Netherlands)

de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

2016-01-01

BACKGROUND: Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to

Conformal prediction for reliable machine learning theory, adaptations and applications

CERN Document Server

Balasubramanian, Vineeth; Vovk, Vladimir

2014-01-01

The conformal predictions framework is a recent development in machine learning that can associate a reliable measure of confidence with a prediction in any real-world pattern recognition application, including risk-sensitive applications such as medical diagnosis, face recognition, and financial risk prediction. Conformal Predictions for Reliable Machine Learning: Theory, Adaptations and Applications captures the basic theory of the framework, demonstrates how to apply it to real-world problems, and presents several adaptations, including active learning, change detection, and anomaly detecti

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

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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

Employee Learning Theories and Their Organizational Applications

Directory of Open Access Journals (Sweden)

Abdussalaam Iyanda Ismail

2017-12-01

Full Text Available Empirical evidence identifies that organizational success hinges on employees with the required knowledge, skills, and abilities and that employees’ effectiveness at learning new skills and knowledge is connected with the kind of learning technique the organization adopts. Given this, this work explored employee learning theories and their organizational applications. Using far reaching literature survey and extensive theoretical and logical argument and exposition. This paper revealed that cognitive-based approaches, non-cognitive approach and need-based approaches play vital roles in shrinking the occurrence of unwanted behaviors and upturning the occurrence of desired behaviors in the organization. Proper application of the theories can induce positive employee behaviors such as task performance and organizational citizenship behavior and consequently enhance both individual and organizational performance. This work has hopefully contributed to the enrichment of the existing relevant literature and served as a useful guide for stakeholders on how they can stimulate positive employee behaviors and the consequent enhanced organizational performance.

Mean-field theory of meta-learning

International Nuclear Information System (INIS)

Plewczynski, Dariusz

2009-01-01

We discuss here the mean-field theory for a cellular automata model of meta-learning. Meta-learning is the process of combining outcomes of individual learning procedures in order to determine the final decision with higher accuracy than any single learning method. Our method is constructed from an ensemble of interacting, learning agents that acquire and process incoming information using various types, or different versions, of machine learning algorithms. The abstract learning space, where all agents are located, is constructed here using a fully connected model that couples all agents with random strength values. The cellular automata network simulates the higher level integration of information acquired from the independent learning trials. The final classification of incoming input data is therefore defined as the stationary state of the meta-learning system using simple majority rule, yet the minority clusters that share the opposite classification outcome can be observed in the system. Therefore, the probability of selecting a proper class for a given input data, can be estimated even without the prior knowledge of its affiliation. The fuzzy logic can be easily introduced into the system, even if learning agents are built from simple binary classification machine learning algorithms by calculating the percentage of agreeing agents

Structural Learning Theory: Current Status and New Perspectives.

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Scandura, Joseph M.

2001-01-01

Presents the current status and new perspectives on the Structured Learning Theory (SLT), with special consideration given to how SLT has been influenced by recent research in software engineering. Topics include theoretical constructs; content domains; structural analysis; cognition; assessing behavior potential; and teaching and learning issues,…

Illicit Drug Use Among South Korean Offenders: Assessing the Generality of Social Learning Theory.

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Yun, Minwoo; Kim, Eunyoung

2015-10-01

Since the mid-1990s, illicit drug use has become a problem in Korean society. This trend is likely due to the rapid globalization and expansion that occurred with the Internet revolution, which led to greater numbers of people socially learning about drug culture. The current study attempts to uncover criminogenic causality of such social learning about drug use by studying adult felony drug offenders in South Korea. The data used for the study were obtained from self-reported surveys, originally collected by the Korean Institution of Criminology (KIC). The final sample comprised 1,452 felony offenders convicted of illicit drug use, and their responses were analyzed with a set of multiple logistic regression tests. The current study found supportive evidence for the generalizability of social learning theory from the sample of the South Korean adult drug offenders. We argue that the current study provides additional empirical evidence that supports the generalizability of social learning theory. © The Author(s) 2014.

How to Do Things with Mouse Clicks: Applying Austin's Speech Act Theory to Explain Learning in Virtual Worlds

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Loke, Swee-Kin; Golding, Clinton

2016-01-01

This article addresses learning in desktop virtual worlds where students role play for professional education. When students role play in such virtual worlds, they can learn some knowledge and skills that are useful in the physical world. However, existing learning theories do not provide a plausible explanation of how performing non-verbal…

The Learning Organization and Some Other Modern Theories of Management

International Nuclear Information System (INIS)

Sugarman, Barry

2003-01-01

these changes helped to increase competition and the organisations needed to be self-correcting, continuously improving and learning from best practice. However some questions needed to be answered: How to keep the spirit of learning and improvement alive? According to Dr Sugarman the central problem of most organisations is that their official goals are distant from the personal goals. To achieve an extra contribution from employees, they need to examine the models they have in place that provided limited success and limited co-operation. In the second part of his presentation, Dr Sugarman raised two approaches to Knowledge Management. The first approach deals with knowledge as an information based object or product. The knowledge exists explicitly and is captured in reports and data libraries, and can be indexed and transferred. The purpose of this being to share and recycle knowledge within the firm. However to adopt this approach implies a heavy reliance on information technology. The second approach to knowledge management, is to focus upon it as a tool for effective performance. Knowledge is considered to exist implicitly without formally being documented and is considered to facilitate a 'breeding ground' where individuals and teams may network. As opposed to the first approach, a heavy reliance is placed here upon human inter-personal skills. The purpose behind this approach is to create, update and improve knowledge. Dr Sugarman also remarked upon another theory, Re-Engineering Reaction, where a radical system approach is undertaken reinventing all the fundamental processes. On Emotional Intelligence, Dr Sugarman remarked that the aim of many management theories is to try to avoid people problems and this theory says that this has proven impossible. This theory accepts the need to deal with personal issues, from both sides of the organisation - that is, the staff and management. Dr Sugarman posed the question: 'How do we feel towards transforming barriers

Understanding feedback: A learning theory perspective

NARCIS (Netherlands)

Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

2018-01-01

This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory

Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

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Bernauer, James A.; Fuller, Richard G.

2017-01-01

The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

Learning theories in computer-assisted foreign language acquisition

OpenAIRE

Baeva, D.

2013-01-01

This paper reviews the learning theories, focusing to the strong interest in technology use for language learning. It is important to look at how technology has been used in the field thus far. The goals of this review are to understand how computers have been used in the past years to support foreign language learning, and to explore any research evidence with regards to how computer technology can enhance language skills acquisition

Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

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Youse, Keith Edward

2012-01-01

The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals.

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Gunderson, Elizabeth A; Donnellan, M Brent; Robins, Richard W; Trzesniewski, Kali H

2018-04-24

Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct. Copyright © 2018 Elsevier Inc. All rights reserved.

Towards a Semantic E-Learning Theory by Using a Modelling Approach

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Yli-Luoma, Pertti V. J.; Naeve, Ambjorn

2006-01-01

In the present study, a semantic perspective on e-learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of…

Academic learning for specialist nurses: a grounded theory study.

Science.gov (United States)

Millberg, Lena German; Berg, Linda; Brämberg, Elisabeth Björk; Nordström, Gun; Ohlén, Joakim

2014-11-01

The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful. Copyright © 2014 Elsevier Ltd. All rights reserved.

En retorisk forståelsesramme for Computer Supported Collaborative Learning (A Rhetorical Theory on Computer Supported Collaborative Learning)

DEFF Research Database (Denmark)

Harlung, Asger

2003-01-01

The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetori...... applied to two empirical case studies of Master programs, the dissertation develops and presents a new theory on Computer Supported Collaborative Learning (CSCL).......The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetoric...

Use of the Learning together technique associated to the theory of significative learning

Directory of Open Access Journals (Sweden)

Ester López Donoso

2008-09-01

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

The (kinetic) theory of active particles applied to learning dynamics. Comment on "Collective learning modeling based on the kinetic theory of active particles" by D. Burini et al.

Science.gov (United States)

Nieto, J.

2016-03-01

The learning phenomena, their complexity, concepts, structure, suitable theories and models, have been extensively treated in the mathematical literature in the last century, and [4] contains a very good introduction to the literature describing the many approaches and lines of research developed about them. Two main schools have to be pointed out [5] in order to understand the two -not exclusive- kinds of existing models: the stimulus sampling models and the stochastic learning models. Also [6] should be mentioned as a survey where two methods of learning are pointed out, the cognitive and the social, and where the knowledge looks like a mathematical unknown. Finally, as the authors do, we refer to the works [9,10], where the concept of population thinking was introduced and which motivate the game theory rules as a tool (both included in [4] to develop their theory) and [7], where the ideas of developing a mathematical kinetic theory of perception and learning were proposed.

Collective learning modeling based on the kinetic theory of active particles

Science.gov (United States)

Burini, D.; De Lillo, S.; Gibelli, L.

2016-03-01

This paper proposes a systems approach to the theory of perception and learning in populations composed of many living entities. Starting from a phenomenological description of these processes, a mathematical structure is derived which is deemed to incorporate their complexity features. The modeling is based on a generalization of kinetic theory methods where interactions are described by theoretical tools of game theory. As an application, the proposed approach is used to model the learning processes that take place in a classroom.

Application of Advances in Learning Theory and Philosophy of Science to the Improvement of Chemistry Teaching.

Science.gov (United States)

Novak, Joseph D.

1984-01-01

Discusses seven key concepts in Ausubel's learning theory which function to guide research and teaching. Also discusses concept mapping and Gowins Vee, providing examples of how they are used in chemistry instruction. (JN)

Networks and learning in game theory

NARCIS (Netherlands)

Kets, W.

2008-01-01

This work concentrates on two topics, networks and game theory, and learning in games. The first part of this thesis looks at network games and the role of incomplete information in such games. It is assumed that players are located on a network and interact with their neighbors in the network.

A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.

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Lu, Hongjing; Rojas, Randall R; Beckers, Tom; Yuille, Alan L

2016-03-01

Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that learning involves abstract transfer, and such transfer effects involve sequential presentation of distinct sets of causal cues. It has been demonstrated that pre-training (or even post-training) can modulate classic causal learning phenomena such as forward and backward blocking. To account for these effects, we propose a Bayesian theory of sequential causal learning. The theory assumes that humans are able to consider and use several alternative causal generative models, each instantiating a different causal integration rule. Model selection is used to decide which integration rule to use in a given learning environment in order to infer causal knowledge from sequential data. Detailed computer simulations demonstrate that humans rely on the abstract characteristics of outcome variables (e.g., binary vs. continuous) to select a causal integration rule, which in turn alters causal learning in a variety of blocking and overshadowing paradigms. When the nature of the outcome variable is ambiguous, humans select the model that yields the best fit with the recent environment, and then apply it to subsequent learning tasks. Based on sequential patterns of cue-outcome co-occurrence, the theory can account for a range of phenomena in sequential causal learning, including various blocking effects, primacy effects in some experimental conditions, and apparently abstract transfer of causal knowledge. Copyright © 2015

Role of Adult Learning Theories in the Development of Corporate Training in the USA

Directory of Open Access Journals (Sweden)

Iryna Lytovchenko

2016-07-01

Full Text Available The article presents the analysis of the role of adult learning theories in the development of corporate training in the USA. Considering that corporate education is part of the adult education system in this country, the author examines theories of organizational learning in the context of adult learning. The results of the study have revealed that adult education in the US is based on dif erent learning theories which should be viewed from the perspective of several main orientations: behaviorism, cognitivism, humanism, developmental theories, social learning, constructivism, which have dif erent philosophical background and, accordingly, different understanding of the nature and methodology of adult learning. Based on the results of the study it has been concluded that theories of organizational learning which explain motivation of students, their needs and goals, cognitive processes and other aspects of the learning in organizations and have had the main influence on the development of corporate education in the United States should be viewed in the context of the above-mentioned basic orientations to learning, too. From the methodological perspective, the research was based on interdisciplinary and systemic approaches. Thus, we used a set of interrelated research methods: comparative, structural, systemic-functional analyses, comparison and synthesis.

Using Item Response Theory to Evaluate LSCI Learning Gains

Science.gov (United States)

Schlingman, Wayne M.; Prather, E. E.; Collaboration of Astronomy Teaching Scholars CATS

2012-01-01

Analyzing the data from the recent national study using the Light and Spectroscopy Concept Inventory (LSCI), this project uses Item Response Theory (IRT) to investigate the learning gains of students as measured by the LSCI. IRT provides a theoretical model to generate parameters accounting for students’ abilities. We use IRT to measure changes in students’ abilities to reason about light from pre- to post-instruction. Changes in students’ abilities are compared by classroom to better understand the learning that is taking place in classrooms across the country. We compare the average change in ability for each classroom to the Interactivity Assessment Score (IAS) to provide further insight into the prior results presented from this data set. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Aligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning

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Barth-Cohen, Lauren A.; Wittmann, Michael C.

2017-01-01

This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory,…

Development and application of social learning theory.

Science.gov (United States)

Price, V; Archbold, J

This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

Talking back to theory: the missed opportunities in learning technology research

Directory of Open Access Journals (Sweden)

Martin Oliver

2011-12-01

Full Text Available Research into learning technology has developed a reputation for being drivenby rhetoric about the revolutionary nature of new developments, for payingscant attention to theories that might be used to frame and inform research, andfor producing shallow analyses that do little to inform the practice of education.Although there is theoretically-informed research in learning technology, this isin the minority, and has been actively marginalised by calls for applied designwork. This limits opportunities to advance knowledge in the field. Using threeexamples, alternative ways to engage with theory are identified. The paper concludesby calling for greater engagement with theory, and the development of ascholarship of learning technology, in order to enrich practice within the fieldand demonstrate its relevance to other fields of work.

Doping Among Professional Athletes in Iran: A Test of Akers's Social Learning Theory.

Science.gov (United States)

Kabiri, Saeed; Cochran, John K; Stewart, Bernadette J; Sharepour, Mahmoud; Rahmati, Mohammad Mahdi; Shadmanfaat, Syede Massomeh

2018-04-01

The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

E-Learning Content Design Standards Based on Interactive Digital Concepts Maps in the Light of Meaningful and Constructivist Learning Theory

Science.gov (United States)

Afify, Mohammed Kamal

2018-01-01

The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, organize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning…

Collective learning modeling based on the kinetic theory of active particles.

Science.gov (United States)

Burini, D; De Lillo, S; Gibelli, L

2016-03-01

This paper proposes a systems approach to the theory of perception and learning in populations composed of many living entities. Starting from a phenomenological description of these processes, a mathematical structure is derived which is deemed to incorporate their complexity features. The modeling is based on a generalization of kinetic theory methods where interactions are described by theoretical tools of game theory. As an application, the proposed approach is used to model the learning processes that take place in a classroom. Copyright © 2015 Elsevier B.V. All rights reserved.

Social Capital Theory: Implications for Women's Networking and Learning

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Alfred, Mary V.

2009-01-01

This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.

Analysis of ensemble learning using simple perceptrons based on online learning theory

Science.gov (United States)

Miyoshi, Seiji; Hara, Kazuyuki; Okada, Masato

2005-03-01

Ensemble learning of K nonlinear perceptrons, which determine their outputs by sign functions, is discussed within the framework of online learning and statistical mechanics. One purpose of statistical learning theory is to theoretically obtain the generalization error. This paper shows that ensemble generalization error can be calculated by using two order parameters, that is, the similarity between a teacher and a student, and the similarity among students. The differential equations that describe the dynamical behaviors of these order parameters are derived in the case of general learning rules. The concrete forms of these differential equations are derived analytically in the cases of three well-known rules: Hebbian learning, perceptron learning, and AdaTron (adaptive perceptron) learning. Ensemble generalization errors of these three rules are calculated by using the results determined by solving their differential equations. As a result, these three rules show different characteristics in their affinity for ensemble learning, that is “maintaining variety among students.” Results show that AdaTron learning is superior to the other two rules with respect to that affinity.

Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice

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Rand, Jane

2013-01-01

This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…

Designing and Testing a Mathematics Card Game for Teaching and Learning Elementary Group Theory

Science.gov (United States)

Galarza, Patrick

2017-01-01

This paper explores the viability and development of the first edition of the researcher's mathematical card game, Groups, as a learning tool for elementary group theory, a topic in abstract algebra. "Groups" was play-tested by six undergraduate students in late 2016 who provided feedback on "Groups" from both utility-centric…

The Implementation of Cumulative Learning Theory in Calculating Triangular Prism and Tube Volumes

Science.gov (United States)

Muklis, M.; Abidin, C.; Pamungkas, M. D.; Masriyah

2018-01-01

This study aims at describing the application of cumulative learning theory in calculating the volume of a triangular prism and a tube as well as revealing the students’ responses toward the learning. The research method used was descriptive qualitative with elementary school students as the subjects of the research. Data obtained through observation, field notes, questionnaire, tests, and interviews. The results from the application of cumulative learning theory obtained positive students’ responses in following the learning and students’ learning outcomes was dominantly above the average. This showed that cumulative learning could be used as a reference to be implemented in learning, so as to improve the students’ achievement.

A Visual Encapsulation of Adlerian Theory: A Tool for Teaching and Learning.

Science.gov (United States)

Osborn, Cynthia J.

2001-01-01

A visual diagram is presented in this article to illustrate 6 key concepts of Adlerian theory discussed in corresponding narrative format. It is proposed that in an age of multimedia learning, a pictorial reference can enhance the teaching and learning of Adlerian theory, representing a commitment to humanistic education. (Contains 18 references.)…

Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts

Science.gov (United States)

Ricke, Audrey

2018-01-01

Background: Although past studies of service-learning focus on assessing student growth, few studies address how to support students in applying theory to their service-learning experiences. Yet, the task of applying theory is a central component of critical reflections within the social sciences in higher education and often causes anxiety among…

Assessment of learning powered mobility use--applying grounded theory to occupational performance.

Science.gov (United States)

Nilsson, Lisbeth; Durkin, Josephine

2014-01-01

Collaboration by two grounded theory researchers, who each had developed a learning continuum instrument, led to the emergence of a new tool for assessment of learning powered mobility use. We undertook a rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument together with its facilitating strategies emerged in the course of revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period. Instrument descriptors, categories, phases, and stages allow a facilitator to assess actual phase and plot actual occupational performance and provide a learner with the just right challenge through the learning process. Facilitating strategies are described for each of the phases and provide directions for involvement during learner performance. The learning approach is led by a belief system that the intervention is user-led, working in partnership and empowering the learner. The new assessment tool is inclusive of every potential powered mobility user because it focuses on the whole continuum of the learning process of powered mobility use from novice to expert. The new tool was appraised by clinicians and has been used successfully in clinical practice in the United Kingdom and Sweden.

Artificial grammar learning meets formal language theory: an overview

Science.gov (United States)

Fitch, W. Tecumseh; Friederici, Angela D.

2012-01-01

Formal language theory (FLT), part of the broader mathematical theory of computation, provides a systematic terminology and set of conventions for describing rules and the structures they generate, along with a rich body of discoveries and theorems concerning generative rule systems. Despite its name, FLT is not limited to human language, but is equally applicable to computer programs, music, visual patterns, animal vocalizations, RNA structure and even dance. In the last decade, this theory has been profitably used to frame hypotheses and to design brain imaging and animal-learning experiments, mostly using the ‘artificial grammar-learning’ paradigm. We offer a brief, non-technical introduction to FLT and then a more detailed analysis of empirical research based on this theory. We suggest that progress has been hampered by a pervasive conflation of distinct issues, including hierarchy, dependency, complexity and recursion. We offer clarifications of several relevant hypotheses and the experimental designs necessary to test them. We finally review the recent brain imaging literature, using formal languages, identifying areas of convergence and outstanding debates. We conclude that FLT has much to offer scientists who are interested in rigorous empirical investigations of human cognition from a neuroscientific and comparative perspective. PMID:22688631

Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

Science.gov (United States)

2015-09-27

needs of joint military leaders. This research examines each theory and its fundamental design in an attempt to determine if pedagogy alone can meet... Abraham H. Maslow , known largely for his studies in motivation and personality, saw the goal of learning to be self-actualization, or a person’s...AU/ACSC/MCMAHON, S/AY16 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY ANDRAGOGY AND PEDAGOGY THEORIES OF LEARNING IN JOINT PROFESSIONAL

Structural reliability analysis under evidence theory using the active learning kriging model

Science.gov (United States)

Yang, Xufeng; Liu, Yongshou; Ma, Panke

2017-11-01

Structural reliability analysis under evidence theory is investigated. It is rigorously proved that a surrogate model providing only correct sign prediction of the performance function can meet the accuracy requirement of evidence-theory-based reliability analysis. Accordingly, a method based on the active learning kriging model which only correctly predicts the sign of the performance function is proposed. Interval Monte Carlo simulation and a modified optimization method based on Karush-Kuhn-Tucker conditions are introduced to make the method more efficient in estimating the bounds of failure probability based on the kriging model. Four examples are investigated to demonstrate the efficiency and accuracy of the proposed method.

Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?

Science.gov (United States)

Hopwood, Nick

2015-01-01

Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

Using David Kolb's Experiential Learning Theory in Portfolio Development Courses.

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Mark, Michael; Menson, Betty

1982-01-01

As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

Predicting Online Learning Success: Applying the Situational Theory of Publics to the Virtual Classroom

Science.gov (United States)

Kruger-Ross, Matthew J.; Waters, Richard D.

2013-01-01

Following the trend of increased interest by students to take online courses and by institutions to offer them, scholars have taken many different approaches to understand what makes one student successful in online learning while another may fail. This study proposes that using the situational theory of publics will provide a better understanding…

THE USAGE OF SOCIAL MEDIA FOR LEARNING AND TEACHING PURPOSES: AN IMPLEMENTATION OF EXTENDED THEORY OF REASONED ACTION MODEL

OpenAIRE

AKMAN, İbrahim; TURHAN, Çiğdem

2014-01-01

The growing popularity of the social networking siteshas presented new options for the development of learning and teachingenvironments to provide informal learning. In this study, the usage of socialnetworking sites for the purpose of learning and teaching has been analyzedusing the extended Theory of Reasoned Action (TRA) model. A survey has beenconducted to analyze the behavior in regard to the acceptance of social mediafor learning and teaching and the results were systematically analyzed...

Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

Science.gov (United States)

Murphy, Michael P. A.

2017-01-01

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

Prior Knowledge and the Learning of Science. A Review of Ausubel's Theory of This Process

Science.gov (United States)

West, L. H. T.; Fensham, P. J.

1974-01-01

Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

Commentary on "Theory-Led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning"

Science.gov (United States)

Teplovs, Chris

2015-01-01

This commentary reflects on the contributions to learning analytics and theory by a paper that describes how multiple theoretical frameworks were woven together to inform the creation of a new, automated discourse analysis tool. The commentary highlights the contributions of the original paper, provides some alternative approaches, and touches on…

Serial killers with military experience: applying learning theory to serial murder.

Science.gov (United States)

Castle, Tammy; Hensley, Christopher

2002-08-01

Scholars have endeavored to study the motivation and causality behind serial murder by researching biological, psychological, and sociological variables. Some of these studies have provided support for the relationship between these variables and serial murder. However, the study of serial murder continues to be an exploratory rather than explanatory research topic. This article examines the possible link between serial killers and military service. Citing previous research using social learning theory for the study of murder, this article explores how potential serial killers learn to reinforce violence, aggression, and murder in military boot camps. As with other variables considered in serial killer research, military experience alone cannot account for all cases of serial murder. Future research should continue to examine this possible link.

The Self-Perception Theory vs. a Dynamic Learning Model

OpenAIRE

Swank, Otto H.

2006-01-01

Several economists have directed our attention to a finding in the social psychological literature that extrinsic motivation may undermine intrinsic motivation. The self-perception (SP) theory developed by Bem (1972) explains this finding. The crux of this theory is that people remember their past decisions and the extrinsic rewards they received, but they do not recall their intrinsic motives. In this paper I show that the SP theory can be modeled as a variant of a conventional dynamic learn...

Adult Learning Assumptions

Science.gov (United States)

Baskas, Richard S.

2011-01-01

The purpose of this study is to examine Knowles' theory of andragogy and his six assumptions of how adults learn while providing evidence to support two of his assumptions based on the theory of andragogy. As no single theory explains how adults learn, it can best be assumed that adults learn through the accumulation of formal and informal…

Presentation-Practice-Production and Task-Based Learning in the Light of Second Language Learning Theories.

Science.gov (United States)

Ritchie, Graeme

2003-01-01

Features of presentation-practice-production (PPP) and task-based learning (TBL) models for language teaching are discussed with reference to language learning theories. Pre-selection of target structures, use of controlled repetition, and explicit grammar instruction in a PPP lesson are given. Suggests TBL approaches afford greater learning…

Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

Science.gov (United States)

Dongyu, Zhang; Fanyu, B.; Wanyi, Du

2013-01-01

This paper discusses the sociocultural theory (SCT). In particular, three significant concepts of Vyogtsky's theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding all of which have been discussed in numerous second language acquisition (SLA) and second language learning (SLL) research papers. These concepts lay the…

Teaching laryngeal endoscopy skills to speech and language therapists: applying learning theory to optimize practical skills mastery.

Science.gov (United States)

Robinson, H Fiona; Dennick, Reg

2015-06-01

This review was carried out to highlight relevant learning theory and its application to the teaching of endoscopic skills to speech and language therapists (SLTs). This article explains the most relevant models from Constructivist, Experiential and Humanistic Learning Theory, a combination that has been described as Constructive Experience, and describes the relevance and the benefits of applying educational frameworks in course design. This approach has been formally used to design and deliver practical skills teaching in medicine. SLTs carry out endoscopic evaluation of the larynx (EEL) to provide information for evaluation and rehabilitation of voice and swallowing disorders. These are essential procedures in ear, nose and throat, voice and swallowing specialist centres. Training in endoscopy skills for SLTs working in the ear, nose and throat specialist centres in the United Kingdom has traditionally been provided external to the local clinic environment as 1 or 2-day courses. In one survey in the United Kingdom, 79% of SLTs reported that they did not acquire the depth of skill required to carry out EEL autonomously after attending such courses. Course development to teach practical skills should be underpinned by educational theory. One EEL course in the United Kingdom is described, wherein sessions are interactive and experiential, promoting deep learning, constructive feedback and reflection, enriched by the completion of logs and portfolios. From course evaluations, all the learners met the learning objectives, developing and applying skills to become confident endoscopists in autonomous clinical practice.

Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward.

Science.gov (United States)

Gregory, Linda Rosemary; Hopwood, Nick; Boud, David

2014-05-01

It is widely recognized that every workplace potentially provides a rich source of learning. Studies focusing on health care contexts have shown that social interaction within and between professions is crucial in enabling professionals to learn through work, address problems and cope with challenges of clinical practice. While hospital environments are beginning to be understood in spatial terms, the links between space and interprofessional learning at work have not been explored. This paper draws on Lefebvre's tri-partite theoretical framework of perceived, conceived and lived space to enrich understandings of interprofessional learning on an acute care ward in an Australian teaching hospital. Qualitative analysis was undertaken using data from observations of Registered Nurses at work and semi-structured interviews linked to observed events. The paper focuses on a ward round, the medical workroom and the Registrar's room, comparing and contrasting the intended (conceived), practiced (perceived) and pedagogically experienced (lived) spatial dimensions. The paper concludes that spatial theory has much to offer understandings of interprofessional learning in work, and the features of work environments and daily practices that produce spaces that enable or constrain learning.

Learning theory and its application to the use of social media in medical education.

Science.gov (United States)

Flynn, Leslie; Jalali, Alireza; Moreau, Katherine A

2015-10-01

There is rapidly increasing pressure to employ social media in medical education, but a review of the literature demonstrates that its value and role are uncertain. To determine if medical educators have a conceptual framework that informs their use of social media and whether this framework can be mapped to learning theory. Thirty-six participants engaged in an iterative, consensus building process that identified their conceptual framework and determined if it aligned with one or more learning theories. The results show that the use of social media by the participants could be traced to two dominant theories-Connectivism and Constructivism. They also suggest that many medical educators may not be fully informed of these theories. Medical educators' use of social media can be traced to learning theories, but these theories may not be explicitly utilised in instructional design. It is recommended that formal education (faculty development) around learning theory would further enhance the use of social media in medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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

Science.gov (United States)

Brunstad, Anne; Hjälmhult, Esther

2014-12-01

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

What learning theories can teach us in designing neurofeedback treatments

Directory of Open Access Journals (Sweden)

Ute eStrehl

2014-11-01

Full Text Available Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e. behavior therapy framework.

What learning theories can teach us in designing neurofeedback treatments.

Science.gov (United States)

Strehl, Ute

2014-01-01

Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.

Processes of Self-Regulated Learning in Music Theory in Elementary Music Schools in Slovenia

Science.gov (United States)

Fritz, Barbara Smolej; Peklaj, Cirila

2011-01-01

The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship…

Occupational therapy students in the process of interprofessional collaborative learning: a grounded theory study.

Science.gov (United States)

Howell, Dana

2009-01-01

The purpose of this grounded theory study was to generate a theory of the interprofessional collaborative learning process of occupational therapy (OT) students who were engaged in a collaborative learning experience with students from other allied health disciplines. Data consisted of semi-structured interviews with nine OT students from four different interprofessional collaborative learning experiences at three universities. The emergent theory explained OT students' need to build a culture of mutual respect among disciplines in order to facilitate interprofessional collaborative learning. Occupational therapy students went through a progression of learned skills that included learning how to represent the profession of OT, hold their weight within a team situation, solve problems collaboratively, work as a team, and ultimately, to work in an actual team in practice. This learning process occurred simultaneously as students also learned course content. The students had to contend with barriers and facilitators that influenced their participation and the success of their collaboration. Understanding the interprofessional learning process of OT students will help allied health faculty to design more effective, inclusive interprofessional courses.

Not that Different in Theory: Discussing the Control-Value Theory of Emotions in Online Learning Environments

Science.gov (United States)

Daniels, Lia M.; Stupnisky, Robert H.

2012-01-01

This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of "The Internet and Higher Education" explicitly used the control-value theory as their theoretical framework and several others have components of the…

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

Adventure Learning: Theory and Implementation of Hybrid Learning

Science.gov (United States)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

Science.gov (United States)

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

2013-01-01

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

From the social learning theory to a social learning algorithm for global optimization

OpenAIRE

Gong, Yue-Jiao; Zhang, Jun; Li, Yun

2014-01-01

Traditionally, the Evolutionary Computation (EC) paradigm is inspired by Darwinian evolution or the swarm intelligence of animals. Bandura's Social Learning Theory pointed out that the social learning behavior of humans indicates a high level of intelligence in nature. We found that such intelligence of human society can be implemented by numerical computing and be utilized in computational algorithms for solving optimization problems. In this paper, we design a novel and generic optimization...

High School Students' Implicit Theories of What Facilitates Science Learning

Science.gov (United States)

Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

2011-01-01

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

Collaborative Learning in an Undergraduate Theory Course: An Assessment of Goals and Outcomes

Science.gov (United States)

McDuff, Elaine

2012-01-01

This project was designed to assess whether a collaborative learning approach to teaching sociological theory would be a successful means of improving student engagement in learning theory and of increasing both the depth of students' understanding of theoretical arguments and concepts and the ability of students to theorize for themselves. A…

Implications of Bandura's Observational Learning Theory for a Competency Based Teacher Education Model.

Science.gov (United States)

Hartjen, Raymond H.

Albert Bandura of Stanford University has proposed four component processes to his theory of observational learning: a) attention, b) retention, c) motor reproduction, and d) reinforcement and motivation. This study represents one phase of an effort to relate modeling and observational learning theory to teacher training. The problem of this study…

Self Modeling: Expanding the Theories of Learning

Science.gov (United States)

Dowrick, Peter W.

2012-01-01

Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity;…

Provider-agency fit in substance abuse treatment organizations: implications for learning climate, morale, and evidence-based practice implementation.

Science.gov (United States)

Ramsey, Alex T; van den Berk-Clark, Carissa

2015-05-12

Substance abuse agencies have been slow to adopt and implement evidence-based practices (EBPs), due in part to poor provider morale and organizational climates that are not conducive to successful learning and integration of these practices. Person-organization fit theory suggests that alignment, or fit, between provider- and agency-level characteristics regarding the implementation of EBPs may influence provider morale and organizational learning climate and, thus, implementation success. The current study hypothesized that discrepancies, or lack of fit, between provider- and agency-level contextual factors would negatively predict provider morale and organizational learning climate, outcomes shown to be associated with successful EBP implementation. Direct service providers (n = 120) from four substance abuse treatment agencies responded to a survey involving provider morale, organizational learning climate, agency expectations for EBP use, agency resources for EBP use, and provider attitudes towards EBP use. Difference scores between combinations of provider- and agency-level factors were computed to model provider-agency fit. Quadratic regression analyses were conducted to more adequately and comprehensively model the level of the dependent variables across the entire "fit continuum". Discrepancies, or misfit, between agency expectations and provider attitudes and between agency resources and provider attitudes were associated with poorer provider morale and weaker organizational learning climate. For all hypotheses, the curvilinear model of provider-agency discrepancies significantly predicted provider morale and organizational learning climate, indicating that both directions of misfit (provider factors more favorable than agency factors, and vice-versa) were detrimental to morale and climate. However, outcomes were most negative when providers viewed EBPs favorably, but perceived that agency expectations and resources were less supportive of EBP use. The

Contextual learning theory: Concrete form and a software prototype to improve early education.

NARCIS (Netherlands)

Mooij, Ton

2016-01-01

In 'contextual learning theory' three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and

Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education.

Science.gov (United States)

Healey, Mick; Jenkins, Alan

2000-01-01

Describes David Kolb's experiential learning theory focusing on the main features of his theory. Applies Kolb's theory to the teaching of geography addressing ideas such as teaching how theories of gender explain aspects of suburbia, teaching a field course, and encouraging staff to rethink their teaching style. Include references. (CMK)

Dynamical Systems Theory: Application to Pedagogy

Science.gov (United States)

Abraham, Jane L.

Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

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Emmons, Mark; Wilkinson, Frances C.

2001-01-01

Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

An Analysis of Stochastic Game Theory for Multiagent Reinforcement Learning

National Research Council Canada - National Science Library

Bowling, Michael

2000-01-01

.... In this paper we contribute a comprehensive presentation of the relevant techniques for solving stochastic games from both the game theory community and reinforcement learning communities. We examine the assumptions and limitations of these algorithms, and identify similarities between these algorithms, single agent reinforcement learners, and basic game theory techniques.

Some Consequences of Learning Theory Applied to Division of Fractions

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Bidwell, James K.

1971-01-01

Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

Learning Theories Applied to the Teaching of Business Communication.

Science.gov (United States)

Hart, Maxine Barton

1980-01-01

Reviews major learning theories that can be followed by business communication instructors, including those by David Ausubel, Albert Bandura, Kurt Lewin, Edward Thorndike, B.F. Skinner, and Robert Gagne. (LRA)

GP and pharmacist inter-professional learning - a grounded theory study.

Science.gov (United States)

Cunningham, David E; Ferguson, Julie; Wakeling, Judy; Zlotos, Leon; Power, Ailsa

2016-05-01

Practice Based Small Group Learning (PBSGL) is an established learning resource for primary care clinicians in Scotland and is used by one-third of general practitioners (GPs). Scottish Government and UK professional bodies have called for GPs and pharmacists to work more closely together to improve care. To gain GPs' and pharmacists' perceptions and experiences of learning together in an inter-professional PBSGL pilot. Qualitative research methods involving established GP PBSGL groups in NHS Scotland recruiting one or two pharmacists to join them. A grounded theory method was used. GPs were interviewed in focus groups by a fellow GP, and pharmacists were interviewed individually by two researchers, neither being a GP or a pharmacist. Interviews were audio-recorded, transcribed and analysed using grounded theory methods. Data saturation was achieved and confirmed. Three themes were identified: GPs' and pharmacists' perceptions and experiences of inter-professional learning; Inter-professional relationships and team-working; Group identity and purpose of existing GP groups. Pharmacists were welcomed into GP groups and both professions valued inter-professional PBSGL learning. Participants learned from each other and both professions gained a wider perspective of the NHS and of each others' roles in the organisation. Inter-professional relationships, communication and team-working were strengthened and professionals regarded each other as peers and friends.

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

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Erlich, Richard J.; Russ-Eft, Darlene

2011-01-01

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

Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

Science.gov (United States)

Anbar, Ariel; Center for Education Through eXploration

2018-01-01

Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

Social Learning Theory: its application in the context of nurse education.

Science.gov (United States)

Bahn, D

2001-02-01

Cognitive theories are fundamental to enable problem solving and the ability to understand and apply principles in a variety of situations. This article looks at Social Learning Theory, critically analysing its principles, which are based on observational learning and modelling, and considering its value and application in the context of nurse education. It also considers the component processes that will determine the outcome of observed behaviour, other than reinforcement, as identified by Bandura, namely: attention, retention, motor reproduction, and motivation. Copyright 2001 Harcourt Publishers Ltd.

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

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Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline

2015-01-01

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…

Teaching and Learning of Knot Theory in School Mathematics

CERN Document Server

Kawauchi, Akio

2012-01-01

This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching

Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

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Sadideen, Hazim; Kneebone, Roger

2012-09-01

Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

Application of Ausubel's Theory of Meaningful Verbal Learning to Curriculum, Teaching and Learning of Deaf Students.

Science.gov (United States)

Biser, Eileen

Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer Model of Teaching, for deaf students are examined. Ausubel believes that complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on…

Supporting Alternative Strategies for Learning Chemical Applications of Group Theory

Science.gov (United States)

Southam, Daniel C.; Lewis, Jennifer E.

2013-01-01

A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of…

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning.

Science.gov (United States)

Wulf, Gabriele; Lewthwaite, Rebecca

2016-10-01

Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self- and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.

Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura.

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Grusec, Joan E.

1992-01-01

Social learning theory is evaluated from a historical perspective that goes up to the present. Sears and others melded psychoanalytic and stimulus-response learning theory into a comprehensive explanation of human behavior. Bandura emphasized cognitive and information-processing capacities that mediate social behavior. (LB)

Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students?

Directory of Open Access Journals (Sweden)

Madjar Nir

2012-01-01

Full Text Available Abstract Background Psychosocial competence and frustration tolerance are important characteristics of skilled medical professionals. In the present study we explored the usefulness of applying a comprehensive motivational theory (Goal orientations, for this purpose. According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals - gaining new knowledge; or performance goals - gaining a positive evaluation of competence or avoiding negative evaluation. Perceived psychosocial abilities are a desirable outcome, and low frustration tolerance (LFT, is a negative feature of student behavior. The hypothesis was that the mastery goal would be positively associated with psychosocial abilities while performance goals would be positively associated with LFT. Methods 143 first-year medical students completed at the end of an annual doctor-patient communication course a structured questionnaire that included measures of learning goal orientations (assessed by Pattern of Adaptive Learning Scale - PALS, psychosocial abilities (assessed by Psychological Medicine Inventory- student version -PMI-S and Low Frustration Tolerance (LFT. Results All study variables were found reliable (Cronbach's α ranged from .66 to .90 and normally distributed. Hierarchical multiple regression analysis revealed significant associations supporting the hypotheses. The mastery goal orientation was positively associated with perceived psychosocial abilities (PMI-S (β = .16, p Conclusions The results suggest that the goal orientations theory may be a useful theoretical framework for understanding and facilitating learning motivation among medical students. Limitations and suggestions for practice within medical education context are discussed.

Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students?

Science.gov (United States)

Madjar, Nir; Bachner, Yaacov G; Kushnir, Talma

2012-01-12

Psychosocial competence and frustration tolerance are important characteristics of skilled medical professionals. In the present study we explored the usefulness of applying a comprehensive motivational theory (Goal orientations), for this purpose. According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals - gaining new knowledge; or performance goals - gaining a positive evaluation of competence or avoiding negative evaluation). Perceived psychosocial abilities are a desirable outcome, and low frustration tolerance (LFT), is a negative feature of student behavior. The hypothesis was that the mastery goal would be positively associated with psychosocial abilities while performance goals would be positively associated with LFT. 143 first-year medical students completed at the end of an annual doctor-patient communication course a structured questionnaire that included measures of learning goal orientations (assessed by Pattern of Adaptive Learning Scale - PALS), psychosocial abilities (assessed by Psychological Medicine Inventory- student version -PMI-S) and Low Frustration Tolerance (LFT). All study variables were found reliable (Cronbach's α ranged from .66 to .90) and normally distributed. Hierarchical multiple regression analysis revealed significant associations supporting the hypotheses. The mastery goal orientation was positively associated with perceived psychosocial abilities (PMI-S) (β = .16, p frustration tolerance (β = -.22, p frustration tolerance (β = .36, p < .001). The results suggest that the goal orientations theory may be a useful theoretical framework for understanding and facilitating learning motivation among medical students. Limitations and suggestions for practice within medical education context are discussed.

Children Balance Theories and Evidence in Exploration, Explanation, and Learning

Science.gov (United States)

Bonawitz, Elizabeth Baraff; van Schijndel, Tessa J. P.; Friel, Daniel; Schulz, Laura

2012-01-01

We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who…

The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

Science.gov (United States)

Alzahrani, Ibraheem; Woollard, John

2013-01-01

This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

An alternative approach to analyze Ipsative data. Revisiting Experiential Learning Theory

Directory of Open Access Journals (Sweden)

Joan Manuel eBatista-Foguet

2015-11-01

Full Text Available The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines. Statistical models involve a series of assumptions whose existence is often neglected altogether, thus making the mentioned common practice even more pervasive. This paper illustrates the consequences of this ritualistic practice within Kolb’s Experiential Learning Theory (ELT operationalized through its Learning Style Inventory (KLSI. We show how using a well-known methodology in other disciplines -compositional data analysis (CODA- KLSI data can be properly analyzed. In addition, a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual’s relative preference for learning by prehension rather than by transformation. Using a sample of European MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ, and with an observer-assessed instrument, the Emotional and Social Inventory (ESCI-U. Both show plausible statistical relationships. An intellectual operating philosophy is linked to a preference for prehension, whereas a pragmatic operating philosophy is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

Science.gov (United States)

Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

2018-03-27

International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

Reexamining Theories of Adult Learning and Adult Development through the Lenses of Public Pedagogy

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Sandlin, Jennifer A.; Wright, Robin Redmon; Clark, Carolyn

2013-01-01

The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing on recent literature focused on "public pedagogy," the authors argue that much learning takes place outside of formal educational institutions. They look beyond…

Cultural Historical Activity Theory, Expansive Learning and Agency ...

African Journals Online (AJOL)

The paper focuses on how contradictions were used as sources of learning and development leading to 'real life expansions'. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants' agency in sustainable agriculture workplaces.

The discipline of hospital development: a conceptual framework incorporating marketing, managerial, consumer behavior, and adult learning theories.

Science.gov (United States)

Shirley, S; Stampfl, R

1997-12-01

The purpose of this explanatory and prescriptive article is to identify interdisciplinary theories used by hospital development to direct its practice. The article explores, explains, and applies theories and principles from behavioral, social, and managerial disciplines. Learning, motivational, organizational, marketing, and attitudinal theories are incorporated and transformed into the fundamental components of a conceptual framework that provides an overview of the practice of hospital development. How this discipline incorporates these theories to design, explain, and prescribe the focus of its own practice is demonstrated. This interdisciplinary approach results in a framework for practice that is adaptable to changing social, cultural, economic, political, and technological environments.

Learning relationships from theory to design

Directory of Open Access Journals (Sweden)

C. J.H. Fowler

1999-12-01

Full Text Available Over the last five years we have seen a very significant increase in the use of Information Communication Technologies (ICT in schools, colleges and university. For example in 1998, there were over 195 accredited US universities offering a thousand or more distance learning courses (Philips and Yager, 1998. By no means were all of these new courses associated with educational innovation. The speed and ease of implementation of Webbased approaches, in particular, is resulting in design by imitation of current courses and methods, with a real lack of innovation or utilization of the power inherent in technologybased learning. Although matters are improving (see for example Brown, 1999, part of the reason for this failure to innovate is, we argue, because of the large gap between theory and practice.

The Role of Spirituality in Transition to Parenthood: Qualitative Research Using Transformative Learning Theory.

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Klobučar, Nataša Rijavec

2016-08-01

This article presents results of a qualitative study of 12 adult couples making transition to parenthood. The aim of the study was to research the meaning of transition to parenthood through the lens of transformative learning theory. Transformative learning theory explains learning through meaning-making of that life experience. In this paper, the spiritual dimension of learning is emphasized. An important part of research methodology included biographical method, using semi-structured interviews before and after the birth of the first child. The research showed that transformative learning occurs in different spheres of life during transition to parenthood. This paper discusses the spiritual dimension of learning, meaning-making and presents results of the research.

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

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Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?

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Rook, Michael M.; Choi, Koun; McDonald, Scott P.

2015-01-01

This study highlights the impact of including stakeholders with expertise in learning theory in a learning space design process. We present the decision-making process during the design of the Krause Innovation Studio on the campus of the Pennsylvania State University to draw a distinction between the architect and faculty member's decision-making…

PAL driven organizational learning theory and practices a light on learning journey of organizations

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Chuah, Kong

2015-01-01

Presenting an innovative concept and approach for organization management, this book serves to document an organization’s journey towards the ultimate goal of learning organization. This book also shares the experience on how a OL framework built on established learning theories, could be used effectively, overcoming many of the barriers in a real industrial setting. Utilizing a ready-to-use tool called Project Action Learning (PAL) to analyze real life case studies, the authors introduce a framework that allows teams of people to work and learn over the course of business projects. Equal emphasis is placed on the achievement of pre-set project outcomes and the learning objectives of the participants. In addition, a long term organizational learning strategy is put forward and the necessary supporting infrastructure, in the form of four ‘PAL Pillars’, is described. The concepts and development of the PAL driven Organizational Learning model are inspired by, and grounded in, Western and Eastern business ...

Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model

Science.gov (United States)

Baker, Marshall A.; Robinson, J. Shane; Kolb, David A.

2012-01-01

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

Applications of Balance Theory to Faculty Effectiveness: An Assessment

Science.gov (United States)

Peterson, Robin T.; Limbu, Yam B.; Xu, Bing; Fischbach, Sarah

2012-01-01

This paper provides a critical examination of the potential role of balance theory and student liking (affect) of instructors as tools for marketing professors in assisting student learning. The nature of balance theory and evidence of the learning impact of affect toward instructors are discussed. An empirical test of the theory is provided, and…

Enhancing Student Learning in Knowledge-Based Courses: Integrating Team-Based Learning in Mass Communication Theory Classes

Science.gov (United States)

Han, Gang; Newell, Jay

2014-01-01

This study explores the adoption of the team-based learning (TBL) method in knowledge-based and theory-oriented journalism and mass communication (J&MC) courses. It first reviews the origin and concept of TBL, the relevant theories, and then introduces the TBL method and implementation, including procedures and assessments, employed in an…

Unsupervised Learning and Pattern Recognition of Biological Data Structures with Density Functional Theory and Machine Learning.

Science.gov (United States)

Chen, Chien-Chang; Juan, Hung-Hui; Tsai, Meng-Yuan; Lu, Henry Horng-Shing

2018-01-11

By introducing the methods of machine learning into the density functional theory, we made a detour for the construction of the most probable density function, which can be estimated by learning relevant features from the system of interest. Using the properties of universal functional, the vital core of density functional theory, the most probable cluster numbers and the corresponding cluster boundaries in a studying system can be simultaneously and automatically determined and the plausibility is erected on the Hohenberg-Kohn theorems. For the method validation and pragmatic applications, interdisciplinary problems from physical to biological systems were enumerated. The amalgamation of uncharged atomic clusters validated the unsupervised searching process of the cluster numbers and the corresponding cluster boundaries were exhibited likewise. High accurate clustering results of the Fisher's iris dataset showed the feasibility and the flexibility of the proposed scheme. Brain tumor detections from low-dimensional magnetic resonance imaging datasets and segmentations of high-dimensional neural network imageries in the Brainbow system were also used to inspect the method practicality. The experimental results exhibit the successful connection between the physical theory and the machine learning methods and will benefit the clinical diagnoses.

The application of learning theory in horse training

DEFF Research Database (Denmark)

McLean, Andrew N.; Christensen, Janne Winther

2017-01-01

additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning...... on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term ‘conflict theory’ be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence...

A Reflective Journey through Theory and Research in Mathematical Learning and Development

Science.gov (United States)

Belbase, Shashidhar

2010-01-01

This paper is an attempt to reflect on class sessions during the fall 2010 in a course "Theory and Research in Mathematical Learning and Development". This reflection as a learning journey portrays discussions based on foundational perspectives (FP), historical highlights (HH), and guiding questions (GQ) related to mathematics learning and…

Inference algorithms and learning theory for Bayesian sparse factor analysis

International Nuclear Information System (INIS)

Rattray, Magnus; Sharp, Kevin; Stegle, Oliver; Winn, John

2009-01-01

Bayesian sparse factor analysis has many applications; for example, it has been applied to the problem of inferring a sparse regulatory network from gene expression data. We describe a number of inference algorithms for Bayesian sparse factor analysis using a slab and spike mixture prior. These include well-established Markov chain Monte Carlo (MCMC) and variational Bayes (VB) algorithms as well as a novel hybrid of VB and Expectation Propagation (EP). For the case of a single latent factor we derive a theory for learning performance using the replica method. We compare the MCMC and VB/EP algorithm results with simulated data to the theoretical prediction. The results for MCMC agree closely with the theory as expected. Results for VB/EP are slightly sub-optimal but show that the new algorithm is effective for sparse inference. In large-scale problems MCMC is infeasible due to computational limitations and the VB/EP algorithm then provides a very useful computationally efficient alternative.

Inference algorithms and learning theory for Bayesian sparse factor analysis

Energy Technology Data Exchange (ETDEWEB)

Rattray, Magnus; Sharp, Kevin [School of Computer Science, University of Manchester, Manchester M13 9PL (United Kingdom); Stegle, Oliver [Max-Planck-Institute for Biological Cybernetics, Tuebingen (Germany); Winn, John, E-mail: magnus.rattray@manchester.ac.u [Microsoft Research Cambridge, Roger Needham Building, Cambridge, CB3 0FB (United Kingdom)

2009-12-01

Bayesian sparse factor analysis has many applications; for example, it has been applied to the problem of inferring a sparse regulatory network from gene expression data. We describe a number of inference algorithms for Bayesian sparse factor analysis using a slab and spike mixture prior. These include well-established Markov chain Monte Carlo (MCMC) and variational Bayes (VB) algorithms as well as a novel hybrid of VB and Expectation Propagation (EP). For the case of a single latent factor we derive a theory for learning performance using the replica method. We compare the MCMC and VB/EP algorithm results with simulated data to the theoretical prediction. The results for MCMC agree closely with the theory as expected. Results for VB/EP are slightly sub-optimal but show that the new algorithm is effective for sparse inference. In large-scale problems MCMC is infeasible due to computational limitations and the VB/EP algorithm then provides a very useful computationally efficient alternative.

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

Science.gov (United States)

Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

2018-01-01

To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

Learning about Learning: The Contributions of Ausubel's Assimilation Theory to a Teacher Education Program at the University of Vermont.

Science.gov (United States)

Smith, Markley; Stowell, Mary Ellen

An experiment employed cognitive based teaching and learning procedures in an undergraduate educational psychology course. The procedures were strongly influenced by David Ausubel's theory on learning and related skills. Ausubel defines effective learning as a process by which humans understand the structure of knowledge and consciously make…

Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

Science.gov (United States)

Rao, Zhenhui

2016-01-01

The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

Shorthand Instruction in Light of Recent Theories of Learning and Instruction

Science.gov (United States)

Laurie, Charles T.

1976-01-01

The paper reports the highlights of three learning models (behaviorist, cognitive, and humanist), and examines them for the guidance they offer for instruction and learning in shorthand. Included are the theories of Skinner, Gagne, Carroll, Bloom, Wittrock, Ausubel, Bruner, Dember, Nebes, Scriven, Anderson, and Rogers. (Author/AJ)

Social Learning Theory: A Vanishing or Expanding Presence?

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Stuart, Richard B.

1989-01-01

Reviews history and current status of social learning theory (SLT) including present conflict between "cognitive behaviorists" within the movement. Makes suggestions on how to resolve conflict in a way that will further secure the future role of SLT. Offers prescription for adoption of a multifaceted "indirect" approach to…

Developing a Model of Theory-to-Practice-to-Theory in Student Affairs: An Extended Case Analysis of Theories of Student Learning and Development

Science.gov (United States)

Kimball, Ezekiel W.

2012-01-01

Recent literature suggests a problematic connection between theory and practice in higher education scholarship generally and the study of student learning and development specifically (e.g. Bensimon, 2007; Kezar, 2000; Love, 2012). Much of this disconnect stems from a lack of differentiation between various types of theory used in student affairs…

Instructional Theory for Using a Class Wiki to Support Collaborative Learning in Higher Education

Science.gov (United States)

Lin, Chun-Yi

2013-01-01

The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…

Processes of self-regulated learning in music theory in elementary music schools in Slovenia

OpenAIRE

Peklaj, Cirila; Smolej-Fritz, Barbara

2015-01-01

The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the...

Comprehensive survey of deep learning in remote sensing: theories, tools, and challenges for the community

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Ball, John E.; Anderson, Derek T.; Chan, Chee Seng

2017-10-01

In recent years, deep learning (DL), a rebranding of neural networks (NNs), has risen to the top in numerous areas, namely computer vision (CV), speech recognition, and natural language processing. Whereas remote sensing (RS) possesses a number of unique challenges, primarily related to sensors and applications, inevitably RS draws from many of the same theories as CV, e.g., statistics, fusion, and machine learning, to name a few. This means that the RS community should not only be aware of advancements such as DL, but also be leading researchers in this area. Herein, we provide the most comprehensive survey of state-of-the-art RS DL research. We also review recent new developments in the DL field that can be used in DL for RS. Namely, we focus on theories, tools, and challenges for the RS community. Specifically, we focus on unsolved challenges and opportunities as they relate to (i) inadequate data sets, (ii) human-understandable solutions for modeling physical phenomena, (iii) big data, (iv) nontraditional heterogeneous data sources, (v) DL architectures and learning algorithms for spectral, spatial, and temporal data, (vi) transfer learning, (vii) an improved theoretical understanding of DL systems, (viii) high barriers to entry, and (ix) training and optimizing the DL.

Assessing 3D Virtual World Disaster Training Through Adult Learning Theory

Directory of Open Access Journals (Sweden)

Lee Taylor-Nelms

2014-10-01

Full Text Available As role-play, virtual reality, and simulated environments gain popularity through virtual worlds such as Second Life, the importance of identifying best practices for education and emergency management training becomes necessary. Using a formal needs assessment approach, we examined the extent to which 3D virtual tornado simulation trainings follow the principles of adult learning theory employed by the Federal Emergency Management Agency's (FEMA National Training and Education Division. Through a three-fold methodology of observation, interviews, and reflection on action, 3D virtual world tornado trainings were analyzed for congruence to adult learning theory.

Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

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Burguillo, Juan C.

2010-01-01

This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

Gaming mindsets: implicit theories in serious game learning.

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Lee, Yu-Hao; Heeter, Carrie; Magerko, Brian; Medler, Ben

2012-04-01

Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games.

Differential theory of learning for efficient neural network pattern recognition

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Hampshire, John B., II; Vijaya Kumar, Bhagavatula

1993-09-01

We describe a new theory of differential learning by which a broad family of pattern classifiers (including many well-known neural network paradigms) can learn stochastic concepts efficiently. We describe the relationship between a classifier's ability to generate well to unseen test examples and the efficiency of the strategy by which it learns. We list a series of proofs that differential learning is efficient in its information and computational resource requirements, whereas traditional probabilistic learning strategies are not. The proofs are illustrated by a simple example that lends itself to closed-form analysis. We conclude with an optical character recognition task for which three different types of differentially generated classifiers generalize significantly better than their probabilistically generated counterparts.

Combining theories to reach multi-faceted insights into learning opportunities in doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Rump, Camilla Østerberg

The aim of this paper is to illustrate how theories can be combined to explore opportunities for learning in doctoral supervision. While our earlier research into learning dynamics in doctoral supervision in life science research (Kobayashi, 2014) has focused on illustrating learning opportunitie...

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

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Brien, Sarah; Parry, Marcus

2017-01-01

Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

Science.gov (United States)

Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

2017-09-27

For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators

Constructivist Teaching/Learning Theory and Participatory Teaching Methods

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Fernando, Sithara Y. J. N.; Marikar, Faiz M. M. T.

2017-01-01

Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University's cadet and civilian students' response to constructivist learning theory and participatory…

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory.

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Batista-Foguet, Joan M; Ferrer-Rosell, Berta; Serlavós, Ricard; Coenders, Germà; Boyatzis, Richard E

2015-01-01

The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines-compositional data analysis (CODA) and log ratio transformations-KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

The history of imitation in learning theory: the language acquisition process.

OpenAIRE

Kymissis, E; Poulson, C L

1990-01-01

The concept of imitation has undergone different analyses in the hands of different learning theorists throughout the history of psychology. From Thorndike's connectionism to Pavlov's classical conditioning, Hull's monistic theory, Mowrer's two-factor theory, and Skinner's operant theory, there have been several divergent accounts of the conditions that produce imitation and the conditions under which imitation itself may facilitate language acquisition. In tracing the roots of the concept of...

Use of social learning theory in the prevention of obesity with Roma people

Directory of Open Access Journals (Sweden)

Věra Olišarová

2016-12-01

Full Text Available Background: Education is one of the standard components of current nursing care. It is aimed at healthy and diseased and it aims to take responsibility for health. Constantly increasing prevalence of obesity is a global problem. As in the majority population in the Czech Republic and even serious situation of minorities. However, implemented intervention programs and strategies are targeted mainly at the majority population. The concept of social learning theory, however, offers the possibility of integrating previously neglected knowledge as it provides a social context that has a direct impact on the conduct of individuals. Objectives: The aim of this paper is to analyze the problems in the education of the Roma minority and to highlight the possibilities of using the concept of social learning theory in the development of intervention programs aimed at the prevention of overweight and obesity. Methods: This paper is based on data gathered in the implementation of qualitative research, where the research group consists of 25 Roma respondents older than eighteen years of age whose BMI was in the overweight or obese range (ie BMI ≥ 25 kg/m2. Among the respondents were 8 men and 17 women. The paper is also supported by the data obtained in the framework of the grant project aimed, inter alia, to determine the prevalence of these diagnoses among the Roma minority. Results: Culturally conditioned behavior patterns are a significant factor that can influence the effectiveness of implemented interventions. Already during the collection history with these patterns manifest themselves. Among other factors, are body image, social functions of eating, socioeconomic status and related dietary composition. Understanding the relationships between these factors and motivational elements of risk behaviors can go into nursing to bring a new dimension. Conclusions: Ethnicity is often a significant factor that affects the effectiveness of

Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

Science.gov (United States)

Pang, Ming Fai; Ling, Lo Mun

2012-01-01

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

Transformative learning spaces

DEFF Research Database (Denmark)

Maslo, Elina

Despite rapid development of learning theory in general and language learning theory in particular in the last years, we still cannot provide an unequivocal answer on the question “why do individuals who presumably possess similar cognitive capacities for second language learning achieve such var......, Leo (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences. Elsevier......., social, personal, cultural, and historical world they live in (van Lier, 2000). People can learn when they discover possibilities for learning, which appear in this complex world – so called affordances (Gibson, 1979). This happens in the interaction between people and their environment on the basis...... to the different ways of interaction of cognitive, affective and social factors by different individuals. Learning stories, where multilingual individuals are telling about their subjective experiences in language learning in particular and learning in general, are constructed by using a special developed...

Connected and Ubiquitous: A Discussion of Two Theories That Impact Future Learning Applications

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Bair, Richard A.; Stafford, Timothy

2016-01-01

Mobile media break down traditional barriers that have defined learning in schools because they enable constant, personalized access to media. This information-rich environment could dramatically expand learning opportunities. This article identifies and discusses two instructional design theories for mobile learning including the major…

What propels sexual murderers: a proposed integrated theory of social learning and routine activities theories.

Science.gov (United States)

Chan, Heng Choon Oliver; Heide, Kathleen M; Beauregard, Eric

2011-04-01

Despite the great interest in the study of sexual homicide, little is known about the processes involved in an individual's becoming motivated to sexually kill, deciding to sexually kill, and acting on that desire, intention, and opportunity. To date, no comprehensive model of sexual murdering from the offending perspective has been proposed in the criminological literature. This article incorporates the works of Akers and Cohen and Felson regarding their social learning theory and routine activities theory, respectively, to construct an integrated conceptual offending framework in sexual homicide. This integrated model produces a stronger and more comprehensive explanation of sexual murder than any single theory currently available.

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

Directory of Open Access Journals (Sweden)

Aroua TAAMALLAH

2015-12-01

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

Learning, Action and Solutions in Action Learning: Investigation of Facilitation Practice Using the Concept of Living Theories

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Sanyal, Chandana

2018-01-01

This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their 'messy' problems through a self-reflexive approach using the concept of 'living theory' [Whitehead, J., and J. McNiff. 2006. "Action Research Living Theory." London: Sage]. The facilitation practice is investigated through…

Collaborative learning: A next step in the training of peer support providers.

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Cronise, Rita

2016-09-01

This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Psychological theory and pedagogical effectiveness: the learning promotion potential framework.

Science.gov (United States)

Tomlinson, Peter

2008-12-01

After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. To propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research. This is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on-line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well-grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology-based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser

Amidst Multiple Theories of Learning in Mathematics Education

Science.gov (United States)

Simon, Martin A.

2009-01-01

Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…

Learning and Emotion: Perspectives for Theory and Research

Science.gov (United States)

Hascher, Tina

2010-01-01

There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of…

Gestalt-A Learning Theory for Graphic Design Education

Science.gov (United States)

Jackson, Ian

2008-01-01

This article will begin by seeking to define the notion of learning "by, through" and "from" experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and…

The Interdependence of Pedagogy, Learning Theory, Morality and Metaphysics.

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Blunden, Ralph

1997-01-01

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

Conversations, Individuals and Knowables: Toward a Theory of Learning

Science.gov (United States)

Daniel, John S.

1975-01-01

Presents a learning theory in the language of cybernetics based on the tenet that the minimal experimental situation for making psychological observations is a conversation. The account is directed at generating interest in the original work by G. Pask, et al. (GS)

Toward a theory of childhood learning disorders, hyperactivity, and aggression.

Science.gov (United States)

Mawson, Anthony R

2012-01-01

Learning disorders are often associated with persistent hyperactivity and aggression and are part of a spectrum of neurodevelopmental disorders. A potential clue to understanding these linked phenomena is that physical exercise and passive forms of stimulation are calming, enhance cognitive functions and learning, and are recommended as complementary treatments for these problems. The theory is proposed that hyperactivity and aggression are intense stimulation-seeking behaviors (SSBs) driven by increased brain retinergic activity, and the stimulation thus obtained activates opposing nitrergic systems which inhibit retinergic activity, induce a state of calm, and enhance cognition and learning. In persons with cognitive deficits and associated behavioral disorders, the retinergic system may be chronically overactivated and the nitrergic system chronically underactivated due to environmental exposures occurring pre- and/or postnatally that affect retinoid metabolism or expression. For such individuals, the intensity of stimulation generated by SSB may be insufficient to activate the inhibitory nitrergic system. A multidisciplinary research program is needed to test the model and, in particular, to determine the extent to which applied physical treatments can activate the nitrergic system directly, providing the necessary level of intensity of sensory stimulation to substitute for that obtained in maladaptive and harmful ways by SSB, thereby reducing SSB and enhancing cognitive skills and performance.

Transformative learning theory: facilitating mammography screening in rural women.

Science.gov (United States)

Purtzer, Mary Anne; Overstreet, Lindsey

2014-03-01

To use transformative learning to investigate what experiences serve as catalysts for mammography screening, the cognitive and affective responses that result from the catalyst, and how screening behavior is impacted. A descriptive qualitative study. Southeastern Wyoming. 25 low-income, rural women aged 40 years and older. Four focus group interviews. Cancer experiences triggered universal responses of fear by screeners and nonscreeners. The manner in which that fear response was interpreted was a critical factor in the facilitation of, or impedance to, screening. Dichotomous interpretations of fear responses provided the context for screening behavior. Immobilizing and isolating experiences were associated with nonscreening behavior, whereas motivation and self-efficacy were associated with screening behavior. Transformative learning theory is a useful framework from which to explain differences in mammography screening behavior. Creating opportunities that facilitate dialogue and critical reflection hold the potential to change immobilizing and isolating frames of reference in nonscreening women. To help women transcend their fear and become self-efficacious, nurses can assess how cancer and the screening experience is viewed and, if indicated, move beyond standard education and offer opportunities for dialogue and critical reflection.

Adult Basic Skills Instructor Training and Experiential Learning Theory.

Science.gov (United States)

Marlowe, Mike; And Others

1991-01-01

Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

Elemental representation and configural mappings: combining elemental and configural theories of associative learning.

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McLaren, I P L; Forrest, C L; McLaren, R P

2012-09-01

In this article, we present our first attempt at combining an elemental theory designed to model representation development in an associative system (based on McLaren, Kaye, & Mackintosh, 1989) with a configural theory that models associative learning and memory (McLaren, 1993). After considering the possible advantages of such a combination (and some possible pitfalls), we offer a hybrid model that allows both components to produce the phenomena that they are capable of without introducing unwanted interactions. We then successfully apply the model to a range of phenomena, including latent inhibition, perceptual learning, the Espinet effect, and first- and second-order retrospective revaluation. In some cases, we present new data for comparison with our model's predictions. In all cases, the model replicates the pattern observed in our experimental results. We conclude that this line of development is a promising one for arriving at general theories of associative learning and memory.

Social Learning Theory Parenting Intervention Promotes Attachment-Based Caregiving in Young Children: Randomized Clinical Trial

Science.gov (United States)

O'Connor, Thomas G.; Matias, Carla; Futh, Annabel; Tantam, Grace; Scott, Stephen

2013-01-01

Parenting programs for school-aged children are typically based on behavioral principles as applied in social learning theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent-child relationship quality conceptualized by social learning theory. The current study examined the extent to which a social…

Deep Learning in Intermediate Microeconomics: Using Scaffolding Assignments to Teach Theory and Promote Transfer

Science.gov (United States)

Green, Gareth P.; Bean, John C.; Peterson, Dean J.

2013-01-01

Intermediate microeconomics is typically viewed as a theory and tools course that relies on algorithmic problems to help students learn and apply economic theory. However, the authors' assessment research suggests that algorithmic problems by themselves do not encourage students to think about where the theory comes from, why the theory is…

Economics of Distance and Online Learning Theory, Practice and Research

Directory of Open Access Journals (Sweden)

reviewed by TOJDE

2009-10-01

Full Text Available Economics of Distance and Online LearningTheory, Practice and ResearchBy William Bramble & Santosh PandaPrice: $125.00ISBN: 978-0-415-96388-6, Binding: Hardback, Publishedby: Routledge, New York, Publication Date: March 2008, Pages: 312TOJDEABOUT THE BOOKThis book provides a comprehensive overview of theorganizational models of distance and online learning froman international perspective and from the point of view ofeconomic planning, costing and management decisionmaking.The book points to directions for the further research anddevelopment in this area, and will promote furtherunderstanding and critical reflection on the part ofadministrators, practitioners and researchers of distanceeducation.The experiences and perspectives in distance education inthe US are balanced with those in other areas of the world.Table of ContentsPrefaceSECTION ONE: INTRODUCTIONChapter 1: Organizational and Cost Structures for Distanceand Online Learning, William J. Bramble and Santosh PandaSECTION TWO: PLANNING AND MANAGEMENTChapter 2: Changing Distance Education andChanging Organizational Issues, D. Randy Garrison and Heather KanukaChapter 3: Online Learning and the University, Chris Curran217Chapter 4: Virtual Schooling and Basic Education, Thomas ClarkChapter 5: Historical Perspectives on Distance Education in the United States, Paul J.Edelson and Von PittmanSECTION THREE: FUNDINGChapter 6: Funding of Distance and Online Learning in the United States, Mark J. Smithand William J. BrambleChapter 7: Funding Distance Education: A Regional Perspective, Santosh Panda andAshok GabaSECTION FOUR: COST STRUCTURES AND MODELSChapter 8: Costs and Quality of Online Learning, Alistair InglisChapter 9: Costing Virtual University Education, Insung JungChapter 10: Cost-Benefit of Student Retention Policies and Practices, Ormond SimpsonSECTION FIVE: DISTANCE TRAININGChapter 11: Cost Benefit of Online Learning, Zane Berge and Charlotte DonaldsonChapter 12: Transforming Workplace

Towards a Robuster Interpretive Parsing: learning from overt forms in Optimality Theory

NARCIS (Netherlands)

Biró, T.

2013-01-01

The input data to grammar learning algorithms often consist of overt forms that do not contain full structural descriptions. This lack of information may contribute to the failure of learning. Past work on Optimality Theory introduced Robust Interpretive Parsing (RIP) as a partial solution to this

Teaching organization theory for healthcare management: three applied learning methods.

Science.gov (United States)

Olden, Peter C

2006-01-01

Organization theory (OT) provides a way of seeing, describing, analyzing, understanding, and improving organizations based on patterns of organizational design and behavior (Daft 2004). It gives managers models, principles, and methods with which to diagnose and fix organization structure, design, and process problems. Health care organizations (HCOs) face serious problems such as fatal medical errors, harmful treatment delays, misuse of scarce nurses, costly inefficiency, and service failures. Some of health care managers' most critical work involves designing and structuring their organizations so their missions, visions, and goals can be achieved-and in some cases so their organizations can survive. Thus, it is imperative that graduate healthcare management programs develop effective approaches for teaching OT to students who will manage HCOs. Guided by principles of education, three applied teaching/learning activities/assignments were created to teach OT in a graduate healthcare management program. These educationalmethods develop students' competency with OT applied to HCOs. The teaching techniques in this article may be useful to faculty teaching graduate courses in organization theory and related subjects such as leadership, quality, and operation management.

Tying knots: an activity theory analysis of student learning goals in clinical education.

Science.gov (United States)

Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara

2017-07-01

Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems. © 2017 John Wiley & Sons Ltd and The Association for the

Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning

Science.gov (United States)

Uyanik, Gökhan

2016-01-01

The aim of the study is to determine effect of environmental education based on transformational learning theory on primary school teacher candidates' perceptions towards environmental problems and permanency of learning. Pretest-posttest quasi-experimental design have been used in this study. The study group consists of 66 teacher candidates who…

Theory-generating practice. Proposing a principle for learning design

DEFF Research Database (Denmark)

Buhl, Mie

2016-01-01

This contribution proposes a principle for learning design – Theory-Generating Practice (TGP) – as an alternative to the way university courses are traditionally taught and structured, with a series of theoretical lectures isolated from practical experience and concluding with an exam or a project...... building, and takes tacit knowledge into account. The article introduces TGP, contextualizes it to a Danish tradition of didactics, and discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP. Finally, three...

Budgeted Interactive Learning

Science.gov (United States)

2017-06-15

2, and 3). The selection scheme is implemented and released as an open-source active learning package. They have studied theories for designing...We have studied theories for designing algorithms for interactive learning with batch-like feedback (for 1) and algorithms for online digestion of... necessity on pre-training. The new idea provides layer-wise cost estimation with auxiliary nodes, and is applicable to a wider range of deep learning

Quality Perception within Corporate E-Learning Providers in Catalonia

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Sangra, Albert; Fernandez-Michels, Pedro

2011-01-01

Purpose: The paper seeks to describe the Catalan corporate e-learning providers from the perspective of quality perception, quality assessment and quality control. Design/methodology/approach: A literature review reveals key aspects of the definition of quality in e-learning. The results of the review constitute the basis for exploratory research…

eTeacher: Providing Personalized Assistance to E-Learning Students

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Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

Educational Theories, Cultures and Learning: A Critical Perspective. Critical Perspectives on Education

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Daniels, Harry, Ed.; Lauder, Hugh, Ed.; Porter, Jill, Ed.

2011-01-01

"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

Consensus based on learning game theory with a UAV rendezvous application

Directory of Open Access Journals (Sweden)

Zhongjie Lin

2015-02-01

Full Text Available Multi-agent cooperation problems are becoming more and more attractive in both civilian and military applications. In multi-agent cooperation problems, different network topologies will decide different manners of cooperation between agents. A centralized system will directly control the operation of each agent with information flow from a single centre, while in a distributed system, agents operate separately under certain communication protocols. In this paper, a systematic distributed optimization approach will be established based on a learning game algorithm. The convergence of the algorithm will be proven under the game theory framework. Two typical consensus problems will be analyzed with the proposed algorithm. The contributions of this work are threefold. First, the designed algorithm inherits the properties in learning game theory for problem simplification and proof of convergence. Second, the behaviour of learning endows the algorithm with robustness and autonomy. Third, with the proposed algorithm, the consensus problems will be analyzed from a novel perspective.

Learning Theory and Equity Valuation: an Empirical Analysis

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Antonio Zoratto Sanvicente

2010-07-01

Full Text Available This paper tested the Pástor and Veronesi (2003 hypothesis that the market-to-book ratio (M/B is negatively related to the number of years (age during which a firm has had its stock traded on an Exchange. The predicted decline takes place as a result of a learning process by investors. The authors tested this implication in the U.S. market using the Fama-MacBeth (1973 methodology. In the present article a more general econometric approach is adopted, with the use of panel data and fixed-factor regressors, with data for stocks traded at the São Paulo Stock Exchange (BOVESPA. The evidence does not reject the Pástor and Veronesi hypothesis. Additional conjectures were tested regarding the learning process. These tests indicate that the greater availability of data on a company amplifies the effect of the age variable on the M/B ratio, implying a more accelerated learning process. This paper concludes that the evidence for the Brazilian market supports the theory that investors learn.

Application of Learning Theories on Medical Imaging Education

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Osama A. Mabrouk Kheiralla

2018-05-01

Full Text Available The main objective of the education process is that student must learn well rather than the educators to teach well. If radiologists get involved in the process of medical education, it is important for them to do it through sound knowledge of how students learn. Researches have proved that most of the teachers in the field of medical education including diagnostic imaging are actually doctors or technicians, who didn’t have an opportunity to study the basics of learning. Mostly they have gained their knowledge through watching other educators, and they mostly rely on their personal skills and experience in doing their job. This will hinder them from conveying knowledge in an effective and scientific way, and they will find themselves lagging away behind the latest advances in the field of medical education and educational research, which will lead to negative cognitive outcomes among learners. This article presents an overview of three of the most influential basic theories of learning, upon which many teachers rely in their practical applications, which must be considered by radiologist who act as medical educators.

The Theory about didactical situations used to analyze practice related teaching and learning

DEFF Research Database (Denmark)

Aarkrog, Vibe

2018-01-01

Based on research showing that the students’ challenges in practice based learning can be located to the transitions between theory and practice, this study focuses on how teachers support the students in these transitions. The theoretical framework is mainly Brousseau’s ‘Theory about didactical...... the results show that the Theory of didactical situations can be a useful framework accomplishing practice related teaching and learning. In the discussion a number of challenges in relation to practice related teaching is highlighted focusing on the relation between the five situations in the theory...... situations’ that defines five situations of practice related teaching. The data includes observations combined with interviews of teachers in relation to various examples of practice related teaching in the social and health care programs. Based on the analysis of three examples of practice related teaching...

A Critical Theory Perspective on Accelerated Learning.

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Brookfield, Stephen D.

2003-01-01

Critically analyzes accelerated learning using concepts from Herbert Marcuse (rebellious subjectivity) and Erich Fromm (automaton conformity). Concludes that, by providing distance and separation, accelerated learning has more potential to stimulate critical autonomous thought. (SK)

Extending Social Learning Theory to Explain Victimization Among Gang and Ex-Gang Offenders.

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Gagnon, Analisa

2018-03-01

This study is among the first to extend and test social learning theory's ability to understand property and violent victimization. It specifically tests whether aspects of definitions, differential reinforcement, and differential association/modeling can explain the three types of victimization of gang members: actual experience, perception of likelihood, and fear. The sample consists of over 300 male and female gang members incarcerated in jails throughout Florida. The results show that all three types of victimization can be explained by the three aspects of social learning theory.

Theories of Learning and Their Implications for On-Line Assesment

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Anthony Francis UNDERHILL,

2006-01-01

Full Text Available The pedagogy underlying online learning and teaching is being reconceptualised to incorporate the opportunities being offered by the development of online educational settings. The pedagogy of constructivism and in particular socio-constructivism is underpinning much of the online learning and teaching developments currently being developed. The developments in online learning and teaching however are not being matched by developments in computer based assessment. The scope of computers to offer varied, adaptive and unique assessment is still underdeveloped according to Brown, Race and Bull (1999. This paper briefly reviews the theories of learning and their relationship with traditional forms of assessment and seeks to argue for the need to further develop online assessment tools to further facilitate the growth in process based learning activities such as collaborative and cooperative group work consistent with a socio-constructivist pedagogy.

A Network Neuroscience of Human Learning: Potential to Inform Quantitative Theories of Brain and Behavior.

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Bassett, Danielle S; Mattar, Marcelo G

2017-04-01

Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

Incorporating rapid neocortical learning of new schema-consistent information into complementary learning systems theory.

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McClelland, James L

2013-11-01

The complementary learning systems theory of the roles of hippocampus and neocortex (McClelland, McNaughton, & O'Reilly, 1995) holds that the rapid integration of arbitrary new information into neocortical structures is avoided to prevent catastrophic interference with structured knowledge representations stored in synaptic connections among neocortical neurons. Recent studies (Tse et al., 2007, 2011) showed that neocortical circuits can rapidly acquire new associations that are consistent with prior knowledge. The findings challenge the complementary learning systems theory as previously presented. However, new simulations extending those reported in McClelland et al. (1995) show that new information that is consistent with knowledge previously acquired by a putatively cortexlike artificial neural network can be learned rapidly and without interfering with existing knowledge; it is when inconsistent new knowledge is acquired quickly that catastrophic interference ensues. Several important features of the findings of Tse et al. (2007, 2011) are captured in these simulations, indicating that the neural network model used in McClelland et al. has characteristics in common with neocortical learning mechanisms. An additional simulation generalizes beyond the network model previously used, showing how the rate of change of cortical connections can depend on prior knowledge in an arguably more biologically plausible network architecture. In sum, the findings of Tse et al. are fully consistent with the idea that hippocampus and neocortex are complementary learning systems. Taken together, these findings and the simulations reported here advance our knowledge by bringing out the role of consistency of new experience with existing knowledge and demonstrating that the rate of change of connections in real and artificial neural networks can be strongly prior-knowledge dependent. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Lifelong Learning Theory and Pre-Service Teachers' Development of Knowledge and Dispositions to Work with Australian Aboriginal Students

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Bennet, Maria; Moriarty, Beverley

2016-01-01

This article draws on previous research by the authors and others as well as lifelong learning theory to argue the case for providing pre-service teachers with deep and meaningful experiences over time that help them to build their personal capacity for developing knowledge and dispositions to work with Australian Aboriginal students, their…

Implicit and explicit theories in the teaching and learning processes of music theory

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Henry Roa Ordoñez

2014-06-01

Full Text Available This study explores the characteristics of similarity and divergence between the pedagogical discourse of teachers and their performance in the classroom, from the different educational paradigms that guide, today, the educational events. The teaching and learning of music theory constitute the backbone of the proposed curriculum of the Department of Music, which has implications in the other musical areas and, therefore, the training program that orients the area of music theory, requires an assessment of the impacts and effects caused by the performance of the teacher in charge of running this course as an essential condition to establish elements of building and transfer of knowledge in each of the disciplines that make up the curricular structure of the Department of Music.

DISTANCE LEARNING STUDENTS’ NEED: Evaluating Interactions from Moore’s Theory of Transactional Distance

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Rusmanizah USTATI

2013-04-01

Full Text Available This study draws on the experience from a focus group interviews under the distance learning programme known as Program Pensiswazahan Guru (PPG organized by the Malaysian Ministry of Education in collaboration with local universities and institutes of education. Its purpose is to uncover students’ perception about the platform used by International Islamic University Malaysia (IIUM which is the Learning Management System (LMS. LMS is a vital instructional medium especially for the varsity distant learners. Michael Moore’s Theory of Transactional Distance is used as the guiding framework to gain insights on learning and interactions in this e-learning setting. Teacher-student interactions are analyzed for better understanding of the phenomena under study. The findings indicate that in terms of usability LMS is perceived as a good platform to acquire information on content and to receive feedback from instructors. However, IIUM learners hope for more interactivity where learners can communicate amongst themselves beside engaging with the instructor-learner- content interactions that they currently experience via the system. This study aspires to provide insights on the significance of interactions from distance learners’ perception.

Student nurse dyads create a community of learning: proposing a holistic clinical education theory.

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Ruth-Sahd, Lisa A

2011-11-01

This paper is a report of a qualitative study of students' experiences of cooperative learning in the clinical setting. Although cooperative learning is often used successfully in the classroom, it has not been documented in the clinical setting with sophomore nursing students being paired with other sophomore nursing students. Using a grounded theory methodology a sample of 64 participants (32 student nurse dyads, eight clinical groups, in two different acute care institutions) were observed on their first day in the clinical setting while working as cooperative partners. Interviews were also conducted with students, patients and staff preceptors. Data were collected in the fall of 2008, spring and fall of 2009 and the spring of 2010 using semi-structured interviews and reflective surveys. Data were analysed using the constant comparative method. A holistic clinical education theory for student nurses was identified from the data. This theory includes a reciprocal relationship among five categories relevant to a community of learning: supportive clinical experience; improved transition into practice; enhanced socialization into the profession; increased accountability and responsibility; and emergence of self-confidence as a beginning student nurse. The use of student dyads creates a supportive learning environment while students were able to meet the clinical learning objectives. Cooperative learning in the clinical setting creates a community of learning while instilling very early in the education process the importance of teamwork. This approach to clinical instruction eases the transition from the classroom to the clinical learning environment, and improves patient outcomes. © 2011 Blackwell Publishing Ltd.

The Meaningful Learning of Intellectual Skills: An Application of Ausubel's Subsumption Theory to the Domain of Intellectual Skills Learning.

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West, Leo H. T.; Kellett, Natalie C.

1981-01-01

Tests the applicability of Ausubel's theory to the meaningful learning of intellectual skills. Results of three studies of high school students indicate that advance organizers enhance learning of skills related to solubility product problems. This effect was removed if prior teaching in relevant background knowledge was included. (Author/WB)

IMPROVING TRUST THROUGH ETHICAL LEADERSHIP: MOVING BEYOND THE SOCIAL LEARNING THEORY TO A HISTORICAL LEARNING APPROACH

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Omoregie Charles Osifo

2016-12-01

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

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

Science.gov (United States)

Bråten, Ivar; Strømsø, Helge I

2005-12-01

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of

A Social Practice Theory of Learning and Becoming across Contexts and Time

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Penuel, William R.; DiGiacomo, Daniela K.; Van Horne, Katie; Kirshner, Ben

2016-01-01

This paper presents a social practice theory of learning and becoming across contexts and time. Our perspective is rooted in the Danish tradition of critical psychology (Dreier, 1997; Mørck & Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal…

Constructivism and Reflectivism as the Logical Counterparts in TESOL: Learning Theory versus Teaching Methodology

Science.gov (United States)

al Mahmud, Abdullah

2013-01-01

The gist of the entire constructivist learning theory is that learners are self-builders of their learning that occurs through a mental process in a social context or communication setting, and teachers as facilitators generate learning by creating the expected environment and/or utilizing the process. This article theoretically proves…

Development of Interactive Learning Media on Kinetic Gas Theory at SMAN 2 Takalar

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Yanti, M.; Ihsan, N.; Subaer

2017-02-01

Learning media is the one of the most factor in supporting successfully in the learning process. The purpose of this interactive media is preparing students to improve skills in laboratory practice without need for assistance and are not bound by time and place. The subject of this study was 30 students grade XI IPA SMAN 2 Takalar. This paper discuss about the development of learning media based in theory of gas kinetic. This media designed to assist students in learning independently. This media made using four software, they are Microsoft word, Snagit Editor, Macromedia Flash Player and Lectora. This media are interactive, dynamic and could support the users desires to learn and understand course of gas theory. The development produce followed the four D models. Consisted of definition phase, design phase, development phase and disseminate phase. The results showed 1) the media were valid and reliable, 2) learning tools as well as hardcopy and softcopy which links to website 3) activity learners above 80% and 4) according to the test results, the concept of comprehension of student was improved than before given interactive media.

Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning.

Science.gov (United States)

Charmaz, Kathy

2015-12-01

This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists. © The Author(s) 2015.

Exploring the value of peer feedback in online learning for the provider

NARCIS (Netherlands)

Marijke Kral; Gino Camp; Esther van Popta; Robert Jan Simons; Rob L. Martens

2017-01-01

This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

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Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

An integrated theory of prospective time interval estimation : The role of cognition, attention, and learning

NARCIS (Netherlands)

Taatgen, Niels A.; van Rijn, Hedderik; Anderson, John

A theory of prospective time perception is introduced and incorporated as a module in an integrated theory of cognition, thereby extending existing theories and allowing predictions about attention and learning. First, a time perception module is established by fitting existing datasets (interval

Children balance theories and evidence in exploration, explanation, and learning

NARCIS (Netherlands)

Bonawitz, E.B.; van Schijndel, T.J.P.; Friel, D.; Schulz, L.

2012-01-01

We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children,

Constructivism: the view of knowledge that ended philosophy or a theory of learning and instruction?

Science.gov (United States)

Colliver, Jerry A

2002-01-01

Constructivism is referred to in two very different ways in education including medical education: to refer to a view of knowledge and to refer to a theory of learning and hence instruction. This proposal (a) distinguishes between these two usages of constructivism and (b) concludes that constructivism is not a theory of learning and thus as such has little to offer that might be of value to medical education.

A learning-style theory for understanding autistic behaviors

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Ning eQian

2011-08-01

Full Text Available Understanding autism’s ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically-developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup-table (LUT learning, which aims to store experiences precisely, to interpolation (INT learning, which focuses on extracting underlying statistical structure (regularities from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low and high dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name-number association in a phonebook. However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response. The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm, restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity, impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn

A Learning-Style Theory for Understanding Autistic Behaviors

Science.gov (United States)

Qian, Ning; Lipkin, Richard M.

2011-01-01

Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities

Learning by Doing versus Learning by Viewing: Three Experimental Comparisons of Learner-Generated versus Author-Provided Graphic Organizers

Science.gov (United States)

Stull, Andrew T.; Mayer, Richard E.

2007-01-01

Do students learn more deeply from a passage when they attempt to construct their own graphic organizers (i.e., learning by doing) than when graphic organizers are provided (i.e., learning by viewing)? In 3 experiments, learners were tested on retention and transfer after reading a passage with author-provided graphic organizers or when asked to…

Swarm Intelligence: New Techniques for Adaptive Systems to Provide Learning Support

Science.gov (United States)

Wong, Lung-Hsiang; Looi, Chee-Kit

2012-01-01

The notion of a system adapting itself to provide support for learning has always been an important issue of research for technology-enabled learning. One approach to provide adaptivity is to use social navigation approaches and techniques which involve analysing data of what was previously selected by a cluster of users or what worked for…

Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

Directory of Open Access Journals (Sweden)

Rebecca L. Oxford

2015-01-01

Full Text Available Emotion is crucial to living and learning. The powerful intertwining of emotion and cognition ignites learning within a complex dynamic system, which, as several sections of this paper show, also includes societal and cultural influences. As “the primary human motive” (MacIntyre, 2002a, p. 61, emotion operates as an amplifier, which provides energetic intensity to all human behavior, including language learning. This chapter explains major theories of emotion drawn from positive psychology, social psychology, social constructivism, social constructionism, and existential psychotherapy. It also offers implications for language learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and developing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. The chapter concludes with the statement that language learners can become more agentic in dealing with their emotions. This form of self-regulation can lead to greater success in language learning.

Change Of Learning Environment Using Game Production ­Theory, Methods And Practice

DEFF Research Database (Denmark)

Reng, Lars; Kofoed, Lise; Schoenau-Fog, Henrik

2018-01-01

will focus on cases in which development of games did change the learning environments into production units where students or employees were producing games as part of the learning process. The cases indicate that the motivation as well as the learning curve became very high. The pedagogical theories......Game Based Learning has proven to have many possibilities for supporting better learning outcomes, when using educational or commercial games in the classroom. However, there is also a great potential in using game development as a motivator in other kinds of learning scenarios. This study...... and methods are based on Problem Based Learning (PBL), but are developed further by combining PBL with a production-oriented/design based approach. We illustrate the potential of using game production as a learning environment with investigation of three game productions. We can conclude that using game...

USE OF VIRTUAL LEARNING ENVIRONMENTS: A THEORETICAL MODEL USING DECOMPOSED EXPECTANCY DISCONFIRMATION THEORY

OpenAIRE

Pereira, Fernando Antonio de Melo; Ramos, Anatália Saraiva Martins; Andrade, Adrianne Paula Vieira de; Oliveira, Bruna Miyuki Kasuya de

2015-01-01

ABSTRACT The present study aims to investigate the determinants of satisfaction and the resulting continuance intention in the e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT) are evaluated from the perspective of users of a virtual learning environment (VLE) in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management distance learning course. Structural equation modeling was oper...

Developing a knowledge based generic theory of e-learning – and some implications for the design of e-learning

DEFF Research Database (Denmark)

Helms, Niels Henrik

2014-01-01

This brief paper offers a broad comprehensive definition: E-learning is the adaptation, sharing and development of knowledge which is mediated or partly mediated through digital media. In this definition both the organized formal and the informal e-learning is addressed. The definition...... is a starting point in a process of developing a reflexive theory of e-learing. In accordance with this the paper suggesting a design structure for e-learning with focus on different domains of knowledge....

Integrating Training Simulations and e-Learning Systems: The SimSCORM Platform (Integratie van Training Simulaties en e-Learning Systemen: Het SimSCORM Platform)

Science.gov (United States)

2008-07-01

SimSCORM Opdrachtnummer Trainingsconcepten voor Defensie Datum Programmanummer Projectnummer juli 2008 V406 032.13224 Auteur (s) ir H.L.H. de Penning...simulators can provide learners with powerful and realistic learning environments: whereas e-learning systems provide them with interactive, mostly theory ...practice and theory , in both learning and evaluation, is becoming increasingly important. From a learner’s point of view, a powerful learning environment

Natural disaster risk analysis for critical infrastructure systems: An approach based on statistical learning theory

International Nuclear Information System (INIS)

Guikema, Seth D.

2009-01-01

Probabilistic risk analysis has historically been developed for situations in which measured data about the overall reliability of a system are limited and expert knowledge is the best source of information available. There continue to be a number of important problem areas characterized by a lack of hard data. However, in other important problem areas the emergence of information technology has transformed the situation from one characterized by little data to one characterized by data overabundance. Natural disaster risk assessments for events impacting large-scale, critical infrastructure systems such as electric power distribution systems, transportation systems, water supply systems, and natural gas supply systems are important examples of problems characterized by data overabundance. There are often substantial amounts of information collected and archived about the behavior of these systems over time. Yet it can be difficult to effectively utilize these large data sets for risk assessment. Using this information for estimating the probability or consequences of system failure requires a different approach and analysis paradigm than risk analysis for data-poor systems does. Statistical learning theory, a diverse set of methods designed to draw inferences from large, complex data sets, can provide a basis for risk analysis for data-rich systems. This paper provides an overview of statistical learning theory methods and discusses their potential for greater use in risk analysis

e-Research and Learning Theory: What Do Sequence and Process Mining Methods Contribute?

Science.gov (United States)

Reimann, Peter; Markauskaite, Lina; Bannert, Maria

2014-01-01

This paper discusses the fundamental question of how data-intensive e-research methods could contribute to the development of learning theories. Using methodological developments in research on self-regulated learning as an example, it argues that current applications of data-driven analytical techniques, such as educational data mining and its…

Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners

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Deaton, Shannon

2015-01-01

Following the research of Albert Bandura, the advent of social media has changed the platform for social interaction and human experience. Educators have a unique opportunity to apply the concepts of Bandura's Social Learning Theory toward enhanced student engagement and learning in a social media context. This article synthesizes current research…

Transitional clerkship: an experiential course based on workplace learning theory.

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Chittenden, Eva H; Henry, Duncan; Saxena, Varun; Loeser, Helen; O'Sullivan, Patricia S

2009-07-01

Starting clerkships is anxiety provoking for medical students. To ease the transition from preclerkship to clerkship curricula, schools offer classroom-based courses which may not be the best model for preparing learners. Drawing from workplace learning theory, the authors developed a seven-day transitional clerkship (TC) in 2007 at the University of California, San Francisco School of Medicine in which students spent half of the course in the hospital, learning routines and logistics of the wards along with their roles and responsibilities as members of ward teams. Twice, they admitted and followed a patient into the next day as part of a shadow team that had no patient-care responsibilities. Dedicated preceptors gave feedback on oral presentations and patient write-ups. Satisfaction with the TC was higher than with the previous year's classroom-based course. TC students felt clearer about their roles and more confident in their abilities as third-year students compared with previous students. TC students continued to rate the transitional course highly after their first clinical rotation. Preceptors were enthusiastic about the course and expressed willingness to commit to future TC preceptorships. The transitional course models an approach to translating workplace learning theory into practice and demonstrates improved satisfaction, better understanding of roles, and increased confidence among new third-year students.

Learning and Communicative Rationality

DEFF Research Database (Denmark)

Rasmussen, Palle

The paper is an attempt to outline Habermas' contributions to a theory of learning. Such contributions are found in his work on individual learning and socialization, the constitution and reproduction of lifeworlds, the character of social evolution, the processes of public delibearation...... and democracy and the idea and role of universities. A "theory of learning" is not taken in a very formalised sense, rather the idea is to identify themes where Habermas' theoretical framework provide the opportunity for locating important aspects of learning in modern society....

Categorizing errors and adverse events for learning: a provider perspective.

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Ginsburg, Liane R; Chuang, You-Ta; Richardson, Julia; Norton, Peter G; Berta, Whitney; Tregunno, Deborah; Ng, Peggy

2009-01-01

There is little agreement in the literature as to what types of patient safety events (PSEs) should be the focus for learning, change and improvement, and we lack clear and universally accepted definitions of error. In particular, the way front-line providers or managers understand and categorize different types of errors, adverse events and near misses and the kinds of events this audience believes to be valuable for learning are not well understood. Focus groups of front-line providers, managers and patient safety officers were used to explore how people in healthcare organizations understand and categorize different types of PSEs in the context of bringing about learning from such events. A typology of PSEs was developed from the focus group data and then mailed, along with a short questionnaire, to focus group participants for member checking and validation. Four themes emerged from our data: (1) incidence study categories are problematic for those working in organizations; (2) preventable events should be the focus for learning; (3) near misses are an important but complex category, differentiated based on harm potential and proximity to patients; (4) staff disagree on whether events causing severe harm or events with harm potential are most valuable for learning. A typology of PSEs based on these themes and checked by focus group participants indicates that staff and their managers divide events into simple categories of minor and major events, which are differentiated based on harm or harm potential. Confusion surrounding patient safety terminology detracts from the abilities of providers to talk about and reflect on a range of PSEs, and from opportunities to enhance learning, reduce event reoccurrence and improve patient safety at the point of care.

An Integrated Theory of Prospective Time Interval Estimation: The Role of Cognition, Attention, and Learning

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Taatgen, Niels A.; van Rijn, Hedderik; Anderson, John

2007-01-01

A theory of prospective time perception is introduced and incorporated as a module in an integrated theory of cognition, thereby extending existing theories and allowing predictions about attention and learning. First, a time perception module is established by fitting existing datasets (interval estimation and bisection and impact of secondary…

Small Group Learning: Do Group Members' Implicit Theories of Ability Make a Difference?

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Beckmann, Nadin; Wood, Robert E.; Minbashian, Amirali; Tabernero, Carmen

2012-01-01

We examined the impact of members' implicit theories of ability on group learning and the mediating role of several group process variables, such as goal-setting, effort attributions, and efficacy beliefs. Comparisons were between 15 groups with a strong incremental view on ability (high incremental theory groups), and 15 groups with a weak…

Teachers’ Learning Design Practice for Students as Learning Designers

DEFF Research Database (Denmark)

Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

2018-01-01

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

Modelling the Factors that Affect Individuals' Utilisation of Online Learning Systems: An Empirical Study Combining the Task Technology Fit Model with the Theory of Planned Behaviour

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Yu, Tai-Kuei; Yu, Tai-Yi

2010-01-01

Understanding learners' behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a…

Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

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Delagran, Louise; Vihstadt, Corrie; Evans, Roni

2015-09-01

Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising from the Context

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Körhasan, Nilüfer Didis

2015-01-01

Quantum theory is one of the most successful theories in physics. Because of its abstract, mathematical, and counter-intuitive nature, many students have problems learning the theory, just as teachers experience difficulty in teaching it. Pedagogical research on quantum theory has mainly focused on cognitive issues. However, affective issues about…

Social Theories of Learning: A Need for a New Paradigm in Mathematics Education

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Jorgensen, Robyn

2014-01-01

This paper is theoretical in orientation and explores the limitations of the current field of mathematics education which has been dominated by social theories of learning. It is proposed that the field is approaching its limits for these theories and there is a need for shift that moves from the idiosyncratic possibilities of subjective meaning…

Action learning in virtual higher education: applying leadership theory.

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Curtin, Joseph

2016-05-03

This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively.

A Lifespan Perspective on Cooperative Education Learning: A Grounded Theory

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Linn, Patricia

2015-01-01

This qualitative study sits at the intersection of two trends in vocational education. The first trend is a narrative approach to understanding cooperative education learning; the second is a movement away from career development theories toward the view that individuals use work experiences to help construct their lives. Both trends view learning…

A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory

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Spector, Barbara S.; Gibson, Charles W.

The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k

Reflections on providing sport science support for athletes with learning difficulties.

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Hills, Laura; Utley, Andrea

2010-01-01

To highlight the benefits and the need for sport science support for athletes with learning difficulties, and to reflect on our experience of working with the GB squad for athletes with learning difficulties. A review of key and relevant literature is presented, followed by a discussion of the sport science support provision and the issues that emerged in working with athletes with learning difficulties. Pre- and post- physiological tests along with evaluations of athletes' potential to benefit from sport psychology support were conducted. The aim of these tests was to provide information for the athletes and the coaches on fitness levels, to use this information to plan future training, and to identify how well the performance could be enhanced. A case study is presented for one athlete, who had competed in distance events. The focus is the psychological support that was provided. It is clear that athletes with learning difficulties require the same type of sports science support as their mainstream peers. However, sport scientists will need to consider ways to extend their practice in order to provide the appropriate level of support.

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

NARCIS (Netherlands)

Van Merriënboer, Jeroen; Sweller, J.

2007-01-01

Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by

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

Directory of Open Access Journals (Sweden)

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.

Help-Seeking Decisions of Battered Women: A Test of Learned Helplessness and Two Stress Theories.

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Wauchope, Barbara A.

This study tested the learned helplessness theory, stress theory, and a modified stress theory to determine the best model for predicting the probability that a woman would seek help when she experienced severe violence from a male partner. The probability was hypothesized to increase as the stress of the violence experienced increased. Data were…

Tackling wicked problems: how theories of agency can provide new insights.

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Varpio, Lara; Aschenbrener, Carol; Bates, Joanna

2017-04-01

This paper reviews why and how theories of agency can be used as analytical lenses to help health professions education (HPE) scholars address our community's wicked problems. Wicked problems are those that resist clear problem statements, defy traditional analysis approaches, and refuse definitive resolution (e.g. student remediation, assessments of professionalism, etc.). We illustrate how theories of agency can provide new insights into such challenges by examining the application of these theories to one particular wicked problem in HPE: interprofessional education (IPE). After searching the HPE literature and finding that theories of agency had received little attention, we borrowed techniques from narrative literature reviews to search databases indexing a broad scope of disciplines (i.e. ERIC, Web of Science, Scopus, MEDLINE and PubMed) for publications (1994-2014) that: (i) examined agency, or (ii) incorporated an agency-informed analytical perspective. The lead author identified the theories of agency used in these articles, and reviewed the texts on agency cited therein and the original sources of each theory. We identified 10 theories of agency that we considered to be applicable to HPE's wicked problems. To select a subset of theories for presentation in this paper, we discussed each theory in relation to some of HPE's wicked problems. Through debate and reflection, we unanimously agreed on the applicability of a subset of theories for illuminating HPE's wicked problems. This subset is described in this paper. We present four theories of agency: Butler's post-structural formulation; Giddens' sociological formulation; cultural historical activity theory's formulation, and Bandura's social cognitive psychology formulation. We introduce each theory and apply each to the challenges of engaging in IPE. Theories of agency can inform HPE scholarship in novel and generative ways. Each theory offers new insights into the roots of wicked problems and means for

Students' approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory.

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Zhao, Yue; Kuan, Hoi Kei; Chung, Joyce O K; Chan, Cecilia K Y; Li, William H C

2018-07-01

The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ). Survey research design was used in the study. A sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study. Factor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment. Two subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure. Findings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure

Provider integration and local market conditions: a contingency theory perspective.

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Young, G J; Parker, V A; Charns, M P

2001-01-01

In recent years we have witnessed an expanding array of organizational arrangements for providing health care services in the U.S. These arrangements integrate previously independent providers at one or more points on the continuum of care. The presence of so many of these arrangements raises the question of whether certain types are more effective than are others to help providers adapt to their environment. This article discusses contingency theory as a conceptual lens for guiding empirical studies of the effectiveness of different types of arrangements.

Theory-Generating Practice: Proposing a principle for learning design

Directory of Open Access Journals (Sweden)

Mie Buhl

2016-06-01

Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

Theory-Generating Practice: Proposing a principle for learning design

Directory of Open Access Journals (Sweden)

Mie Buhl

2016-05-01

Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

Knowledge translation in healthcare: Incorporating theories of learning and knowledge from the management literature.

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Oborn, Eivor; Barrett, Michael; Racko, Girts

2013-01-01

The authors draw selectively on theories of learning and knowledge, which currently have received little attention from knowledge translation (KT) researchers, and suggest how they might usefully inform future development of the KT literature. The purpose of this paper is to provide conceptual tools and strategies for the growing number of managers, clinicians and decision makers navigating this arena The authors conducted a narrative review to synthesise two streams of literature and examine evolving conceptual landscape concerning knowledge translation over the previous three decades. Conceptual mapping was used iteratively to develop and synthesise the literature. Iterative feedback from relevant research and practice stakeholder groups was used to focus and strengthen the review. KT has been conceptualised along three competing frames; one focusing on linear (largely unidirectional) transfer of knowledge; one focusing on KT as a social process; and another that seeks to more fully incorporate contextual issues in understanding research implementation. Three overlapping themes are found in the management literature that inform these debates in the health literature, namely knowledge boundaries, organisational learning and absorptive capacity. Literature on knowledge boundaries problematizes the nature of boundaries and the stickiness of knowledge. Organisational learning conceptualises the need for organisational wide systems to facilitate learning processes; it also draws on a more expansive view of knowledge. Absorptive capacity focuses at the firm level on the role of developing organisational capabilities that enable the identification, assimilation and use of new knowledge to enable innovation. The paper highlights the need to consider KT processes at multiple levels, including individual, organisational and strategic levels. These are important not only for research but also have practical implications for individuals and organisations involved in KT

Paradigm lost: provider concentration and the failure of market theory.

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Vladeck, Bruce C

2014-06-01

In classic market theory, increased concentration among providers leads to higher prices for consumers. In the world of contemporary health policy, many stakeholders echo the classic market theory, blaming high health care prices on the increased concentration of providers, such as occurs when hospitals merge or are acquired by other hospitals. Thus, the consolidation of providers has become a convenient target for policy makers who want to be viewed as actively pursuing solutions to the growth in health care spending. Yet many of the factors fueling increased provider concentration are widely believed to be desirable, or practically unavoidable. Meanwhile, health care prices are increasing at historically low levels. Thus, there appears to be a contradiction between efforts to contain health care prices and the fact that aggressive policies aimed at reducing provider concentration might be ineffective and could even have the unintended effect of stunting positive developments. In a group of Health Affairs articles, William Sage and Paul Ginsburg and Gregory Pawlson respond to this conundrum by proposing a range of policy alternatives that, in this author's opinion, are either impractical or counterproductive because they have their roots in classical economic models of an industry with pervasive market failure. More effective and practical responses may be less theoretically elegant but more realistic and more reasonable. Project HOPE—The People-to-People Health Foundation, Inc.

From particle systems to learning processes. Comment on "Collective learning modeling based on the kinetic theory of active particles" by Diletta Burini, Silvana De Lillo, and Livio Gibelli

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Lachowicz, Mirosław

2016-03-01

The very stimulating paper [6] discusses an approach to perception and learning in a large population of living agents. The approach is based on a generalization of kinetic theory methods in which the interactions between agents are described in terms of game theory. Such an approach was already discussed in Ref. [2-4] (see also references therein) in various contexts. The processes of perception and learning are based on the interactions between agents and therefore the general kinetic theory is a suitable tool for modeling them. However the main question that rises is how the perception and learning processes may be treated in the mathematical modeling. How may we precisely deliver suitable mathematical structures that are able to capture various aspects of perception and learning?

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

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Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

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

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice.

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Barr, Rachel

2010-06-01

The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne's (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.

The Social Life of Learning Theory

DEFF Research Database (Denmark)

Ratner, Helene Gad

2013-01-01

There is a growing understanding that public institutions need to be proactive in not only developing their welfare services but doing so continually through various concepts of learning. This article presents an ethnographic study of a public school that aims at working strategically...... with organizational learning through Donald Schön's concept of “the reflective practitioner.” Schön's concepts provide the school manager with a vocabulary to criticize the destructive effects of New Public Management's linear steering technologies. The study also illustrates that expectations of reflective...

Social Learning Theory, Gender, and Intimate Partner Violent Victimization: A Structural Equations Approach.

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Powers, Ráchael A; Cochran, John K; Maskaly, Jon; Sellers, Christine S

2017-05-01

The purpose of this study is to examine the applicability of Akers's Social Learning Theory (SLT) to explain intimate partner violence (IPV) victimization. In doing so, we draw on the Intergenerational Transmission of Violence Theory (IGT) to extend the scope of SLT to the explanation of victimization and for a consideration of uniquely gendered pathways in its causal structure. Using a structural equation modeling approach with self-report data from a sample of college students, the present study tests the extent to which SLT can effectively explain and predict IPV victimization and the degree, if any, to which the social learning model is gender invariant. Although our findings are largely supportive of SLT and, thus, affirm its extension to victimization as well as perpetration, the findings are also somewhat mixed. More significantly, in line with IGT literature, we find that the social learning process is not gender invariant. The implications of the latter are discussed.

A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities

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Hsu, Ching-Kun; Hwang, Gwo-Jen

2014-01-01

Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a…

Theory in Practice: Helping Providers Address Depression in Diabetes Care

Science.gov (United States)

Osborn, Chandra Y.; Kozak, Cindy; Wagner, Julie

2010-01-01

Introduction: A continuing education (CE) program based on the theory of planned behavior was designed to understand and improve health care providers' practice patterns in screening, assessing, and treating and/or referring patients with diabetes for depression treatment. Methods: Participants completed assessments of attitudes, confidence,…

Instructor-Provided Summary Infographics to Support Online Learning

Science.gov (United States)

Elena Gallagher, Silvia; O'Dulain, Mairtin; O'Mahony, Niamh; Kehoe, Claire; McCarthy, Fintan; Morgan, Gerard

2017-01-01

Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content…

Facilitation of learning: part 1.

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Warburton, Tyler; Trish, Houghton; Barry, Debbie

2016-04-06

This article, the fourth in a series of 11, discusses the context for the facilitation of learning. It outlines the main principles and theories for understanding the process of learning, including examples which link these concepts to practice. The practical aspects of using these theories in a practice setting will be discussed in the fifth article of this series. Together, these two articles will provide mentors and practice teachers with knowledge of the learning process, which will enable them to meet the second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on facilitation of learning.

Learning Dynamics in Doctoral Supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie

investigates learning opportunities in supervision with multiple supervisors. This was investigated through observations and recording of supervision, and subsequent analysis of transcripts. The analyses used different perspectives on learning; learning as participation, positioning theory and variation theory....... The research illuminates how learning opportunities are created in the interaction through the scientific discussions. It also shows how multiple supervisors can contribute to supervision by providing new perspectives and opinions that have a potential for creating new understandings. The combination...... of different theoretical frameworks from the perspectives of learning as individual acquisition and a sociocultural perspective on learning contributed to a nuanced illustration of the otherwise implicit practices of supervision....

Social Learning Theory: A Multicultural Study of Influences on Ethical Behavior

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Hanna, Richard C.; Crittenden, Victoria L.; Crittenden, William F.

2013-01-01

We propose Social Learning Theory as a theoretical foundation for understanding the ethical standards of future business leaders. Using data drawn from students from 115 four-year undergraduate institutions in 36 different countries, the relationships among role models, capitalism, and laws were examined. The data suggest that future business…

Understanding Frame-of-Reference Training Success: A Social Learning Theory Perspective

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Sulsky, Lorne M.; Kline, Theresa J. B.

2007-01-01

Employing the social learning theory (SLT) perspective on training, we analysed the effects of alternative frame-of-reference (FOR) training protocols on various criteria of training effectiveness. Undergraduate participants (N = 65) were randomly assigned to one of four FOR training conditions and a control condition. Training effectiveness was…

Web Support for Activating Use of Theory in Group based Learning

NARCIS (Netherlands)

van der Veen, Johan (CTIT); van Riemsdijk, Maarten; Laagland, Eelko; Gommer, E.M.; Jones, Valerie M.; Davies, Gordon; Owen, Charles B.

2000-01-01

This paper describes a series of experiments conducted within the context of a course on organisational theory which is taught at the Department of Management Sciences at the University of Twente. In 1997 a group-based learning approach was adopted but after the first year it was apparent that

Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers

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Impelluso, Thomas J.

2009-01-01

A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing…

UNIVERSITY TEACHING-LEARNING PROCESS: REFLECTIONS THROUGHOUT THE AGENCY THEORY

Directory of Open Access Journals (Sweden)

Víctor Jacques Parraguez

2011-04-01

Full Text Available This work analyses some reasons that might explain the insufficient academic level which is perceived in universities of developing countries. The discussion element is the teacher-student relationship which is studied under the perspective of the agency theory. It is concluded that in absence of efficient monitoring mechanisms of the teacher and student’s behavior might proliferate gaps of due diligence which attempts against the quality of the teaching-learning process.

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

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Barnhardt, Bradford; Ginns, Paul

2014-01-01

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

Toward a New Theory for Selecting Instructional Visuals.

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Croft, Richard S.; Burton, John K.

This paper provides a rationale for the selection of illustrations and visual aids for the classroom. The theories that describe the processing of visuals are dual coding theory and cue summation theory. Concept attainment theory offers a basis for selecting which cues are relevant for any learning task which includes a component of identification…

Writing for publication: faculty development initiative using social learning theory.

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Sanderson, Bonnie K; Carter, Matt; Schuessler, Jenny B

2012-01-01

Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.

Undergraduates' Implementations of Learning Stations as Their Service Learning among Elementary School Students

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Chien, Chin-Wen

2017-01-01

Service learning provides pre-service educators with a context for having hands-on field experience and also assists in understanding the theory and practice. This study discusses 7 undergraduates' implementations of learning stations as their service learning with 28 elementary school students. Through thematic data analysis of interviews,…

Social Learning Theory: Toward a Unified Approach of Pediatric Procedural Pain

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Page, Lynn Olson; Blanchette, Jennifer A.

2009-01-01

Undermanaged procedural pain has been shown to have short and long term effects on children. While significant progress regarding empirically supported treatments has been made, theoretical bases for the development and management of procedural pain are lacking. This paper examines the role of social learning theory in our current understanding of…

Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account

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Renkl, Alexander; Hilbert, Tatjana; Schworm, Silke

2009-01-01

One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies…

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

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Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665

Group Modeling in Social Learning Environments

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Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching-Learning Sequence about Sound, Hearing and Health

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West, Eva; Wallin, Anita

2013-04-01

Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10-14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching-learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10-11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.

The Spiral and the Lattice: Changes in Cognitive Learning Theory with Implications for Art Education.

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Efland, Arthur D.

1995-01-01

Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Talking Back to Theory: The Missed Opportunities in Learning Technology Research

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Bennett, Sue; Oliver, Martin

2011-01-01

Research into learning technology has developed a reputation for being driven by rhetoric about the revolutionary nature of new developments, for paying scant attention to theories that might be used to frame and inform research, and for producing shallow analyses that do little to inform the practice of education. Although there is…

Providing Learning Computing Labs using Hosting and Virtualization Technologies

Directory of Open Access Journals (Sweden)

Armide González

2011-05-01

Full Text Available This paper presents a computing hosting system to provide virtual computing laboratories for learning activities. This system is based on hosting and virtualization technologies. All the components used in its development are free software tools. The computing lab model provided by the system is a more sustainable and scalable alternative than the traditional academic computing lab, and it requires lower costs of installation and operation.

Pupil dilation indicates the coding of past prediction errors: Evidence for attentional learning theory.

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Koenig, Stephan; Uengoer, Metin; Lachnit, Harald

2018-04-01

The attentional learning theory of Pearce and Hall () predicts more attention to uncertain cues that have caused a high prediction error in the past. We examined how the cue-elicited pupil dilation during associative learning was linked to such error-driven attentional processes. In three experiments, participants were trained to acquire associations between different cues and their appetitive (Experiment 1), motor (Experiment 2), or aversive (Experiment 3) outcomes. All experiments were designed to examine differences in the processing of continuously reinforced cues (consistently followed by the outcome) versus partially reinforced, uncertain cues (randomly followed by the outcome). We measured the pupil dilation elicited by the cues in anticipation of the outcome and analyzed how this conditioned pupil response changed over the course of learning. In all experiments, changes in pupil size complied with the same basic pattern: During early learning, consistently reinforced cues elicited greater pupil dilation than uncertain, randomly reinforced cues, but this effect gradually reversed to yield a greater pupil dilation for uncertain cues toward the end of learning. The pattern of data accords with the changes in prediction error and error-driven attention formalized by the Pearce-Hall theory. © 2017 The Authors. Psychophysiology published by Wiley Periodicals, Inc. on behalf of Society for Psychophysiological Research.

Theories and Conflict: The Origins of Natural Gas. Instructional Materials.

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Anderson, Susan

This unit explores a recent and controversial theory of the origin of much of the Earth's natural gas and oil. The materials provided will give students the opportunity to: (1) gain an understanding of science and what is involved in the acceptance or rejection of theories; (2) learn about fossil fuels, especially natural gas; (3) learn the…

Socio-material perspectives on interprofessional team and collaborative learning.

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McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

2016-02-01

Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in

The Necessity of Machine Learning and Epistemology in the Development of Categorization Theories: A Case Study in Prototype-Exemplar Debate

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Gagliardi, Francesco

In the present paper we discuss some aspects of the development of categorization theories concerning cognitive psychology and machine learning. We consider the thirty-year debate between prototype-theory and exemplar-theory in the studies of cognitive psychology regarding the categorization processes. We propose this debate is ill-posed, because it neglects some theoretical and empirical results of machine learning about the bias-variance theorem and the existence of some instance-based classifiers which can embed models subsuming both prototype and exemplar theories. Moreover this debate lies on a epistemological error of pursuing a, so called, experimentum crucis. Then we present how an interdisciplinary approach, based on synthetic method for cognitive modelling, can be useful to progress both the fields of cognitive psychology and machine learning.

Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool

NARCIS (Netherlands)

Berlanga, Adriana

2011-01-01

Berlanga, A. J. (2011). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht. January, 18, 2011, Maastricht, The Netherlands.

Developing a new experimental system for an undergraduate laboratory exercise to teach theories of visuomotor learning.

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Kasuga, Shoko; Ushiba, Junichi

2014-01-01

Humans have a flexible motor ability to adapt their movements to changes in the internal/external environment. For example, using arm-reaching tasks, a number of studies experimentally showed that participants adapt to a novel visuomotor environment. These results helped develop computational models of motor learning implemented in the central nervous system. Despite the importance of such experimental paradigms for exploring the mechanisms of motor learning, because of the cost and preparation time, most students are unable to participate in such experiments. Therefore, in the current study, to help students better understand motor learning theories, we developed a simple finger-reaching experimental system using commonly used laptop PC components with an open-source programming language (Processing Motor Learning Toolkit: PMLT). We found that compared to a commercially available robotic arm-reaching device, our PMLT accomplished similar learning goals (difference in the error reduction between the devices, P = 0.10). In addition, consistent with previous reports from visuomotor learning studies, the participants showed after-effects indicating an adaptation of the motor learning system. The results suggest that PMLT can serve as a new experimental system for an undergraduate laboratory exercise of motor learning theories with minimal time and cost for instructors.

The Social Life of Learning Theory

DEFF Research Database (Denmark)

Ratner, Helene Gad

2013-01-01

with organizational learning through Donald Schön's concept of “the reflective practitioner.” Schön's concepts provide the school manager with a vocabulary to criticize the destructive effects of New Public Management's linear steering technologies. The study also illustrates that expectations of reflective...

A Comparative Study of the Application of Learning Theories as Perceived by Faculty and Students.

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Bennett, Lula M.

To test the similarity of student and instructor perceptions of the learning approaches used by particular instructors in the classroom, teachers and students (n=138) of ten social science classes at Valencia Community College (Florida) responded to a questionnaire. Items tested the instructors' application of the learning theories of Pavlov,…

Perceptions of Challenge: The Role of Catastrophe Theory in Piano Learning

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Bugos, Jennifer; Lee, William

2015-01-01