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Sample records for points students learning

  1. The Effectiveness of Interactive Multimedia in Mathematic Learning: Utilizing Power Points for Students with Learning Disability

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    Widodo Dwi Riyanto

    2017-04-01

    Full Text Available The fact shows that students with learning disability need media of learning mathematics. The purpose of this study was to (1 develop interactive learning multimedia of power point, and (2 examine the effectiveness of power point in mathematics learning. The sample was a group of students in elementary school in Ngawi, East Java, Indonesia, especially those with learning disability. This study was a research and development comprising three stages: preliminary study, product development, and testing the effectiveness of the product. The data were collected through questionnaires, interviews and tests, then analyzed by descriptive qualitative, and t-test was to analize the effect of the product. In the development stage, the result showed that Experts validation is high as indicated by the mean score of 4.50 for the learning material, and the mean score of 4.44 for quality of the multimedia. The trial results showed that the quality of multimedia was very good as indicated by the mean score of 4.32. In term of the effectiveness of the product, the result from the t-test shows an increase of 14.27 (21.88%. This means that the interactive learning multimedia of power point improves the achievement of mathematic learning for students with learning disability in mathematics. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License

  2. Students perception on the usage of PowerPoint in learning calculus

    Science.gov (United States)

    Othman, Zarith Sofiah; Tarmuji, Nor Habibah; Hilmi, Zulkifli Ab Ghani

    2017-04-01

    Mathematics is a core subject in most of the science and technology courses and in some social sciences programs. However, the low achievement of students in the subject especially in topics such as Differentiation and Integration is always an issue. Many factors contribute to the low performance such as motivation, environment, method of learning, academic background and others. The purpose of this paper is to determine the perception of learning mathematics using PowerPoint on Integration concepts at the undergraduate level with respect to mathematics anxiety, learning enjoyment, mobility and learning satisfaction. The main content of the PowerPoint presentation focused on the integration method with historical elements as an added value. The study was conducted on 48 students randomly selected from students in computer and applied sciences program as experimental group. Questionnaires were distributed to students to explore their learning experiences. Another 51 students who were taught using the traditional chalkboard method were used as the control group. Both groups were given a test on Integration. The statistical methods used were descriptive statistics and independent sample t-test between the experimental and the control group. The finding showed that most students perceived positively to the PowerPoint presentations with respect to mobility and learning satisfaction. The experimental group performed better than the control group.

  3. PowerPoint Presentation Handouts and College Student Learning Outcomes

    Science.gov (United States)

    Noppe, Illene C.; Achterberg, Jeanie; Duquaine, Lori; Huebbe, Margaret; Williams, Carol

    2007-01-01

    This investigation sought to determine if supplementing lectures using Microsoft PowerPoint slides with handouts of the slides enhanced test-taking performance in an undergraduate Human Development course. In the first study, one section of the course (N = 50) was given handouts for one exam and a final; the other (N = 50) received handouts only…

  4. Learning Quantum Chemical Model with Learning Media Concept Map and Power Point Viewed from Memory and Creativity Skills Students

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    Agus Wahidi

    2017-03-01

    Full Text Available This research is experimental, using first class learning a quantum model of learning with concept maps media and the second media using real environments by power point presentation. The population is all class XI Science, number 2 grade. The sampling technique is done by purposive random sampling. Data collection techniques to test for cognitive performance and memory capabilities, with a questionnaire for creativity. Hypothesis testing using three-way ANOVA different cells with the help of software Minitab 15.Based on the results of data processing, concluded: (1 there is no influence of the quantum model of learning with media learning concept maps and real environments for learning achievement chemistry, (2 there is a high impact memory ability and low on student achievement, (3 there is no the effect of high and low creativity in student performance, (4 there is no interaction learning model quantum media learning concept maps and real environments with memory ability on student achievement, (5 there is no interaction learning model quantum media learning concept maps and real environments with creativity of student achievement, (6 there is no interaction memory skills and creativity of student achievement, (7 there is no interaction learning model quantum media learning concept maps and real environments, memory skills, and creativity on student achievement.

  5. The evaluation of reflective learning from the nursing student's point of view: A mixed method approach.

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    Fernández-Peña, Rosario; Fuentes-Pumarola, Concepció; Malagón-Aguilera, M Carme; Bonmatí-Tomàs, Anna; Bosch-Farré, Cristina; Ballester-Ferrando, David

    2016-09-01

    Adapting university programmes to European Higher Education Area criteria has required substantial changes in curricula and teaching methodologies. Reflective learning (RL) has attracted growing interest and occupies an important place in the scientific literature on theoretical and methodological aspects of university instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of nursing students. To assess nursing students' perceptions of the usefulness and challenges of RL methodology. Mixed method design, using a cross-sectional questionnaire and focus group discussion. The research was conducted via self-reported reflective learning questionnaire complemented by focus group discussion. Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them better understand themselves, engage in self-reflection about the learning process, optimize their strengths and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL does not help them as much to plan their learning or identify areas of weakness or needed improvement in knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals and about the grading criteria. In general, students evaluated RL positively. The results suggest areas of needed improvement related to unfamiliarity with the methodology, ethical aspects of developing a reflective journal and the need for clear evaluation criteria. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. PENERAPAN METODE STUDENT ACTIVE LEARNING (SAL MELALUI MULTI MEDIA POWER POINT UNTUK MENINGKATKAN KEAKTIFAN, KETERAMPILAN BERDISKUSI, DAN HASIL BELAJAR MATEMATIKA

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    Rustinah Rustinah

    2017-08-01

    Full Text Available The purpose of this study is find math learning scenarios format with active student learning method of learning mathematics by using multimedia power point to determine how much influence can enhance the activity, discuss the skills and student learning outcomes. Subjects examined or samples studied were students who study at grade students geometry IX.2 SMP Negeri 3 Batanghari, East Lampung. This study occurred during the three months using three cycles. The variables measured in the study include the involvement of the student in the learning process, skills in using media power point and student learning outcomes. Conclusions of this research is that it can increase the creativity of teachers using a variety of learning resources and selection methods that can encourage the creation of a learning process student active learning with contextual approach through multimedia. Can enhance the activity, and fun atusiasme students during the learning process, improve students' skills in solving problems and improve learning outcomes, especially the material geometry.

  7. Cognitive, academic, and attitudinal predictors of the grade point averages of college students with learning disabilities.

    Science.gov (United States)

    Murray, Christopher; Wren, Carol T

    2003-01-01

    This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were used to predict college GPA. The results indicated that Full Scale IQ and one factor on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. These findings suggest that variables other than traditional cognitive and academic skills are important for determining the performance of youth with LD during college. The implications of these findings for future research efforts and practice are discussed.

  8. Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning

    Science.gov (United States)

    Homer, Ryan; Hew, Khe Foon; Tan, Cheng Yong

    2018-01-01

    This paper reports the findings of a field experiment that gamified the classroom experience of elementary school ESL students by implementing digital badges-and-points which students could earn by achieving specific behavioral and learning goals. Altogether, 120 children in eight different classes participated in this study. Four of the classes…

  9. The use of PowerPoint presentations in the teaching of vocational subjects: The preferences of medical high school students and their relationship to learning styles

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    Simin Dragana P.

    2017-01-01

    Full Text Available In medical vocational high schools teachers frequently use PowerPoint presentations. The study presented in this paper has sought to identify, on the one hand, the preferences of students of medical vocational high schools regarding PowerPoint presentations in the instruction of vocational subjects, and on the other, students' dominant learning styles, and also as to establish whether the differences in preferences were based on learning styles. In this cross-sectional study, responses from 170 students of three medical high schools were obtained using the questionnaire designed by Chan and Denner. The data were processed using the methods of descriptive and inferential statistics. The values obtained for Cronbach's alpha indicate that the questionnaire was reliable. In all three schools, PowerPoint presentations are used in the teaching of most vocational subjects. According to the findings, students prefer teaching that uses PowerPoint presentations, finding it more interesting than teaching that involves teachers writing on the board. On the other hand, students' responses indicate that PowerPoint presentations don't lead to greater classroom participation. The findings show that dominant learning styles contribute to differences in student preferences for classes in which teachers use PowerPoint presentations, but also indicate the need for further research.

  10. Managing Contextual Complexity in an Experiential Learning Course: A Dynamic Systems Approach through the Identification of Turning Points in Students' Emotional Trajectories.

    Science.gov (United States)

    Nogueiras, Gloria; Kunnen, E Saskia; Iborra, Alejandro

    2017-01-01

    This study adopts a dynamic systems approach to investigate how individuals successfully manage contextual complexity. To that end, we tracked individuals' emotional trajectories during a challenging training course, seeking qualitative changes-turning points-and we tested their relationship with the perceived complexity of the training. The research context was a 5-day higher education course based on process-oriented experiential learning, and the sample consisted of 17 students. The students used a five-point Likert scale to rate the intensity of 16 emotions and the complexity of the training on 8 measurement points. Monte Carlo permutation tests enabled to identify 30 turning points in the 272 emotional trajectories analyzed (17 students * 16 emotions each). 83% of the turning points indicated a change of pattern in the emotional trajectories that consisted of: (a) increasingly intense positive emotions or (b) decreasingly intense negative emotions. These turning points also coincided with particularly complex periods in the training as perceived by the participants ( p = 0.003, and p = 0.001 respectively). The relationship between positively-trended turning points in the students' emotional trajectories and the complexity of the training may be interpreted as evidence of a successful management of the cognitive conflict arising from the clash between the students' prior ways of meaning-making and the challenging demands of the training. One of the strengths of this study is that it provides a relatively simple procedure for identifying turning points in developmental trajectories, which can be applied to various longitudinal experiences that are very common in educational and developmental contexts. Additionally, the findings contribute to sustaining that the assumption that complex contextual demands lead unfailingly to individuals' learning is incomplete. Instead, it is how individuals manage complexity which may or may not lead to learning. Finally, this

  11. Assessing the Link between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students

    Science.gov (United States)

    Ballmer, Noelle C.

    2017-01-01

    As the push towards lowering attrition of university students intensifies, particularly for first-time-in-college freshmen, administrators and campus leaders are increasingly designing and implementing co-curricular programs to support this population in order to positively impact student outcomes, namely, the grade point average, student…

  12. Managing Contextual Complexity in an Experiential Learning Course: A Dynamic Systems Approach through the Identification of Turning Points in Students' Emotional Trajectories

    Directory of Open Access Journals (Sweden)

    Gloria Nogueiras

    2017-05-01

    Full Text Available This study adopts a dynamic systems approach to investigate how individuals successfully manage contextual complexity. To that end, we tracked individuals' emotional trajectories during a challenging training course, seeking qualitative changes–turning points—and we tested their relationship with the perceived complexity of the training. The research context was a 5-day higher education course based on process-oriented experiential learning, and the sample consisted of 17 students. The students used a five-point Likert scale to rate the intensity of 16 emotions and the complexity of the training on 8 measurement points. Monte Carlo permutation tests enabled to identify 30 turning points in the 272 emotional trajectories analyzed (17 students * 16 emotions each. 83% of the turning points indicated a change of pattern in the emotional trajectories that consisted of: (a increasingly intense positive emotions or (b decreasingly intense negative emotions. These turning points also coincided with particularly complex periods in the training as perceived by the participants (p = 0.003, and p = 0.001 respectively. The relationship between positively-trended turning points in the students' emotional trajectories and the complexity of the training may be interpreted as evidence of a successful management of the cognitive conflict arising from the clash between the students' prior ways of meaning-making and the challenging demands of the training. One of the strengths of this study is that it provides a relatively simple procedure for identifying turning points in developmental trajectories, which can be applied to various longitudinal experiences that are very common in educational and developmental contexts. Additionally, the findings contribute to sustaining that the assumption that complex contextual demands lead unfailingly to individuals' learning is incomplete. Instead, it is how individuals manage complexity which may or may not lead to

  13. Learning Doctor-Patient Communication – Evaluating the effectiveness of the communication training course at Leipzig University from the students' point of view

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    Cämmerer, Jana

    2016-05-01

    Full Text Available Objective: At the University of Leipzig, the requirements of the Licensing Regulations for Doctors (Approbationsordnung für Ärzte for the practical training of communication skills are actively implemented by a two-semester communication course. During this course, student tutors impart the basics of interpersonal as well as selected aspects of doctor-patient communication using interactive training methods. This article reports on the effect the training has on the self-assessed communication skills of the medicine students.Methods: The students’ self-perceived communication skills were assessed, both at the beginning and after the completion of the first and second course semesters using questionnaires related to the course’s learning goals. Pre-post comparisons were then carried out. 142 students (of 163 students in total participated in the survey at the start of the course, of which 117 completed the T2-questionnaire at the end of the first course semester. Only the 84 students who also completed the questionnaires in the second course semester were included in the statistical analysis. These responses were analysed using both descriptive and inferential statistics.Results: The comparison of the self-assessments between the four measurement points showed that statistically significant learning progress for all assessed communication skills had taken place from the point of view of the students. The largest changes between measurements, and therefore the greatest learning progress, could be seen in knowledge related skills.Conclusion: From the students’ point of view the communication training contributes significantly to the acquisition of communication skills. The results suggest that this “hands-on” course concept is suited to successfully enhance the students’ communication skills. The course concept should therefore be retained for both the course in its current form as well as for any extension of the course into the

  14. Rewarding Foreign Language Learning: Effects of the Swedish Grade Point Average Enhancement Initiative on Students' Motivation to Learn French

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    Henry, Alastair

    2017-01-01

    In order to reinstate interest and motivation for learning foreign languages (FLs) other than English, the Swedish government has recently reformed the system for admission to higher education. Upper secondary students who continue with the FL learnt in secondary school are rewarded with extra credits that considerably enhance their grade point…

  15. Exploring Technology-Enhanced Learning Using Google Glass to Offer Students a Unique Instructor's Point of View Live Laboratory Demonstration

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    Man, Fung Fun

    2016-01-01

    Technology-enhanced learning (TEL) is fast gaining momentum among educational institutions all over the world. The usual way in which laboratory instructional videos are filmed takes the third-person view. However, such videos are not as realistic and sensorial. With the advent of Google Glass and GoPro cameras, a more personal and effective way…

  16. Welding. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

  17. PowerPoint presentation in learning physiology by undergraduates with different learning styles.

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

    2015-12-01

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

  18. The Effect of Animations within PowerPoint Presentations on Learning Introductory Astronomy

    Science.gov (United States)

    Miller, Scott T.; James, C. Renee

    2011-01-01

    We present results of a two-semester study to determine whether the inclusion of basic animation techniques in PowerPoint presentations provides an additional learning aid, inhibits learning, or has no effect on student learning for students in an introductory astronomy course. We found that (1) students perceive that animated slides are…

  19. Engaging Students' Learning Through Active Learning

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    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  20. Learning Points and Routes to Recommend Trajectories

    OpenAIRE

    Chen, Dawei; Ong, Cheng Soon; Xie, Lexing

    2016-01-01

    The problem of recommending tours to travellers is an important and broadly studied area. Suggested solutions include various approaches of points-of-interest (POI) recommendation and route planning. We consider the task of recommending a sequence of POIs, that simultaneously uses information about POIs and routes. Our approach unifies the treatment of various sources of information by representing them as features in machine learning algorithms, enabling us to learn from past behaviour. Info...

  1. An interdisciplinary complex problem as a starting point for learning: Impact of the PBL method in second-year Environmental engineering students

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    E. Saez de Camara

    2015-09-01

    Full Text Available Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.

  2. Make your point! debate for ESL/EFL students

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    Lubetsky, Michael H

    2014-01-01

    This valuable workbook and downloadable audio can turn any ESL student into an accomplished debater!Make Your Point! opens the world of formal debate to the English learner. Debate fundamentals are taught form the first chapter in a student-centered format suitable for large and small classes alike.Each of the ten chapters offers a ""language focus"" and a ""debatable focus."" As students learn new debate skills, they also build important language skills. All task chains integrate speaking, listening, reading and writing activities. Most activities are intended for pairs and small groups.

  3. Active Learning: A PowerPoint Tutorial

    Science.gov (United States)

    Gareis, Elisabeth

    2007-01-01

    Individual or group presentations are common assignments in business communication courses, and many students use PowerPoint slides as audiovisual support. Frequently, curriculum constraints don't allow instructors much time to teach effective design and delivery of presentation graphics in their courses; guidelines in the form of minilectures or…

  4. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st...... and based on the project data. These two cases highlight the project’s central findings: in these designs for learning.......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  5. Language Learning Strategies of EFL College Students

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    Dewi Furwana

    2017-02-01

    Full Text Available The objectives of the research were (1 to investigate the most dominant language learning strategies (LLS used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2 to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1 metacognitive strategies was the most dominant LLS used, and (2 the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1 the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2 the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

  6. Relations between Student Teachers' Learning Patterns and Their Concrete Learning Activities

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    Endedijk, Maaike D.; Vermunt, Jan D.

    2013-01-01

    This study aims to unravel the relationships between student teachers' learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers' learning patterns were measured with an aptitude…

  7. Incorporating Active Learning with PowerPoint-Based Lectures Using Content-Based Questions

    Science.gov (United States)

    Gier, Vicki S.; Kreiner, David S.

    2009-01-01

    Instructors often use Microsoft PowerPoint lectures and handouts as support tools to provide students with the main concepts of the lectures. Some instructors and researchers believe that PowerPoint encourages student passivity. We conducted 2 studies to determine whether the use of content-based questions (CBQs) would enhance learning when…

  8. Students' Perceptions of Online Learning

    Science.gov (United States)

    Isman, Aytekin; Gazi, Zehra Altinay; Aksal, Fahriye Altinay

    2010-01-01

    This article presents a study that examined students' perceptions toward online practice and their developing attitudes toward the online learning process. The results indicated that both cultural background and personal qualities affect students' perceptions.

  9. Some students learning style particularities

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    Adriana PETRUS-VANCEA

    2009-11-01

    Full Text Available The investigation aimed two objectives, namely to study the relationship between the learning styles, strategies, motivation, orientations and opinions with regard to learning, of Biology Domain students, comparative with those from double domain Biology – Chemistry, and particular learning styles of students from different specialties, which are in the first year of study, comparative with those which are in the last year of cycle I (age III of study, under the Bologna system. A version adapted by Trif, in 2007 [1], of the Learning Style Inventory (ILS, designed by Vermunt and Rijswijk (1998, was administrated to the total number of 77 students. Students of Biology specialization (Bologna system were largely learning style oriented to understanding and at those of the Biology-Chemistry (last generation of the old system we identified a style based on reproduction, but the differences of learning strategies and motivations, orientations and opinions were not statistically significant between the two groups of students. The second hypothesis formulated by us proved to be true, identifying significant statistically differences between the strategies, motives and opinions about learning of first academic year students, who prefer step by step learning or external guidance, learning orientation being to note, to obtain a degree, wishing much more support from teachers or colleagues (expressing an undirected learning style, compared with third academic year students, which use concrete processing of information, with getting a job motivation.

  10. Learning Environment and Student Effort

    Science.gov (United States)

    Hopland, Arnt O.; Nyhus, Ole Henning

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

  11. Learning profiles of Master students

    DEFF Research Database (Denmark)

    Sprogøe, Jonas; Hemmingsen, Lis

    2005-01-01

    at DPU in 2001 several evaluations and research have been carried out on several topics relating to form, content, and didactics, but one important focus is missing: the research about the psychological profile and learning style of the master student. Knowledge is lacking on how teaching methods...... and programme designs relate to and support the learning profiles and learning styles of the master students. In other words: What are the consequences of the students' learning styles in terms of planning and teaching in the master programme?......Master education as a part of lifelong learning/education has over the last years increased in Denmark. Danish Universities now offer more than110 different programmes. One of the characteristics of the master education is that the students get credits for their prior learning and practical work...

  12. Relations between student teachers’ learning patterns and their concrete learning activities

    NARCIS (Netherlands)

    Endedijk, Maaike Dorine; Vermunt, Jan D.

    2013-01-01

    This study aims to unravel the relationships between student teachers’ learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers’

  13. Some students learning style particularities

    OpenAIRE

    Adriana PETRUS-VANCEA

    2009-01-01

    The investigation aimed two objectives, namely to study the relationship between the learning styles, strategies, motivation, orientations and opinions with regard to learning, of Biology Domain students, comparative with those from double domain Biology – Chemistry, and particular learning styles of students from different specialties, which are in the first year of study, comparative with those which are in the last year of cycle I (age III of study), under the Bologna system. A version ada...

  14. Developing students motivation to learn

    OpenAIRE

    Cywńska, Małgorzata

    2012-01-01

    Developing motivation to learn is extremely important for the whole process of education. Race of skills (competition), often occurring in the classroom, causes negative motivations to learn, destroys students' love of learning, and promotes the winning over others. Whereas the activities aimed at self-improvement that ensure equal opportunities for success for students by rewarding them for their curiosity, creativity and desire to seek new information, promote the induction o...

  15. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  16. Physiotherapy Students Learning and Teaching Satisfaction

    Directory of Open Access Journals (Sweden)

    Abdul Rhman N. Alghamdi

    2017-03-01

    Methods: A cross-sectional study was conducted. A total of 132 undergraduate physiotherapy students completed a questionnaire consisted of 36 questions divided into five different categories through a 5-point Likert’s scale. These categories of learning and teaching satisfaction are evaluation methods, academic advising, teaching and learning strategies, evaluation of teacher and courses, clinical training. Chi-square test was used to determine the significant level of the student degree of agreement. Results: Chi-square analysis revealed that all the items of the questionnaire were statistically significant (p < 0.05 for the choice “True sometimes” except questions related the mechanism of fraud control in the students’ duties and tests, the office hours provided by the teaching staff, and the extent of benefits gained by students through scientific help of teaching staff were statistically significant (p < 0.05 for the choice “Agree”. The degree of agreement of the five categories of questionnaire was fair. The results revealed that about 6 out of every 10 respondents were found satisfied with the five categories of learning and teaching process. Conclusion: The students’ satisfaction level was “fair” degree of agreement with learning and teaching process in the physiotherapy department that requires several strategies to improve the learning and teaching process of the physiotherapy students. [J Contemp Med 2017; 7(1.000: 23-35

  17. Pointing and tracing gestures may enhance anatomy and physiology learning.

    Science.gov (United States)

    Macken, Lucy; Ginns, Paul

    2014-07-01

    Currently, instructional effects generated by Cognitive load theory (CLT) are limited to visual and auditory cognitive processing. In contrast, "embodied cognition" perspectives suggest a range of gestures, including pointing, may act to support communication and learning, but there is relatively little research showing benefits of such "embodied learning" in the health sciences. This study investigated whether explicit instructions to gesture enhance learning through its cognitive effects. Forty-two university-educated adults were randomly assigned to conditions in which they were instructed to gesture, or not gesture, as they learnt from novel, paper-based materials about the structure and function of the human heart. Subjective ratings were used to measure levels of intrinsic, extraneous and germane cognitive load. Participants who were instructed to gesture performed better on a knowledge test of terminology and a test of comprehension; however, instructions to gesture had no effect on subjective ratings of cognitive load. This very simple instructional re-design has the potential to markedly enhance student learning of typical topics and materials in the health sciences and medicine.

  18. Undergraduate nursing students' learning styles: a longitudinal study.

    Science.gov (United States)

    Fleming, Sandra; McKee, Gabrielle; Huntley-Moore, Sylvia

    2011-07-01

    This paper reports on the main findings of a longitudinal study of the learning styles of one cohort of undergraduate pre-registration nursing students at an Irish university. The Honey and Mumford (2000a) Learning Styles Questionnaire was administered to a sample of students in their first (n=202) and final year of study (n=166), the final sample number (58) was based on matched pairs. The most common dominant learning style in first year was the dual learning category (35%) while a large proportion of the students (53%) in their final year had no dominant learning style. The preferred learning style of students in their first (69%) and final (57%) year was reflector. Learning styles were significantly different at the two time points and there was a significant relationship between some learning styles and students' age but not with academic achievement. Total scores of all learning styles showed significant improvements across the two time points of the study. An important implication for nurse education practice is the need for nurse educators to be aware of students' learning styles and in an attempt to maximise students' learning potential, utilise a range of teaching and learning methodologies and assessments that develop all learning styles. Copyright © 2010 Elsevier Ltd. All rights reserved.

  19. Students’ learning difficulties and misconceptions in pointing the fractions on the number line

    Directory of Open Access Journals (Sweden)

    Cahit PESEN

    2008-06-01

    Full Text Available This study has been carried out to determine the 3rd grade students’ (n=113 learning difficulties in pointing the fractions on number line and to find out the misconceptions lying behind common mistakes. For this purpose, we have tried to determine learning difficulties in matching fractions with points on the number line and misconceptions by using the “Diagnosis test” method on the 3rd grade students (n=113. In this matching, the learning difficulties and misconceptions these students encounter have been determined and some proposals have been developed to come over these difficulties.

  20. megaman: Manifold Learning for Millions of Points

    Science.gov (United States)

    McQueen, James; Meila, Marina; VanderPlas, Jacob; Zhang, Zhongyue

    2017-11-01

    megaman is a scalable manifold learning package implemented in python. It has a front-end API designed to be familiar to scikit-learn but harnesses the C++ Fast Library for Approximate Nearest Neighbors (FLANN) and the Sparse Symmetric Positive Definite (SSPD) solver Locally Optimal Block Precodition Gradient (LOBPCG) method to scale manifold learning algorithms to large data sets. It is designed for researchers and as such caches intermediary steps and indices to allow for fast re-computation with new parameters.

  1. "PowerPoint": Just Another Slide Show or a Useful Learning Aid?

    Science.gov (United States)

    Parkinson, John; Hollamby, Peter

    2003-01-01

    Extols the virtues of PowerPoint as a teaching aid yet cautions against inappropriate use of it which may cause students to learn very little. Explains a number of features of slide preparation and presentation techniques that enable teachers to give effective lessons. Includes examples of PowerPoint presentations. (Author/NB)

  2. Can PowerPoint Presentations Effectively Replace Textbooks and Blackboards for Teaching Grammar? Do Students Find Them an Effective Learning Tool?

    Science.gov (United States)

    Corbeil, Giselle

    2007-01-01

    The use of PowerPoint presentations for explicit instruction of grammatical structures is increasingly encouraged at the university level. Some teachers are still reluctant to use this technology because they are not convinced that more benefits can be derived from their use than from the conventional use of textbook and blackboard. On the other…

  3. A Social Perspective on Student Learning.

    Science.gov (United States)

    VanSickle, Ronald L.

    1982-01-01

    Reviews literature on student learning that emphasizes the social factors that affect learning. The influence of student social status and the effects of cooperative learning efforts and individual and group reward structures are discussed. (AM)

  4. Dental students' perceptions of an online learning

    Directory of Open Access Journals (Sweden)

    Moshabab A. Asiry

    2017-10-01

    Conclusion: Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

  5. Building Maintenance. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  6. Student Perceptions of Active Learning

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  7. Improving Student Learning during Lectures.

    Science.gov (United States)

    Gibbs, Graham; And Others

    1987-01-01

    Described are five techniques to improve student learning during lectures: (1) separating listening from recording and requiring note-taking to be undertaken from memory; (2) using active review during the lecture; (3) using structured discussion; (4) using instant questionnaires; and (5) having students summarize important things from the…

  8. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    reported by Shehab and Adas and Abu with no significant differences in terms of gender even though the highest means were in favor of the females.[19,20] However, Al Fadhli stated that gender has a significant effect on students' attitudes toward E-learning. Female students' mean scores outscored their male counterparts ...

  9. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

  10. Learning experience in endodontics: Brazilian students' perceptions.

    Science.gov (United States)

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

  11. Acceleration of saddle-point searches with machine learning

    International Nuclear Information System (INIS)

    Peterson, Andrew A.

    2016-01-01

    In atomistic simulations, the location of the saddle point on the potential-energy surface (PES) gives important information on transitions between local minima, for example, via transition-state theory. However, the search for saddle points often involves hundreds or thousands of ab initio force calls, which are typically all done at full accuracy. This results in the vast majority of the computational effort being spent calculating the electronic structure of states not important to the researcher, and very little time performing the calculation of the saddle point state itself. In this work, we describe how machine learning (ML) can reduce the number of intermediate ab initio calculations needed to locate saddle points. Since machine-learning models can learn from, and thus mimic, atomistic simulations, the saddle-point search can be conducted rapidly in the machine-learning representation. The saddle-point prediction can then be verified by an ab initio calculation; if it is incorrect, this strategically has identified regions of the PES where the machine-learning representation has insufficient training data. When these training data are used to improve the machine-learning model, the estimates greatly improve. This approach can be systematized, and in two simple example problems we demonstrate a dramatic reduction in the number of ab initio force calls. We expect that this approach and future refinements will greatly accelerate searches for saddle points, as well as other searches on the potential energy surface, as machine-learning methods see greater adoption by the atomistics community.

  12. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  13. Sustaining Student Engagement in Learning Science

    Science.gov (United States)

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

    Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

  14. Student enthusiasm for learning in language classrooms

    OpenAIRE

    Tokunaga, Masahiko; 徳永, 昌彦

    2005-01-01

    Student enthusiasm would seem to be a fundamental aspect of learning, yet it is a difficult concept to define because it takes in a range of different behaviours on the part of students. Nevertheless, it is important to consider just what student enthusiasm for learning is. This concept will be explored before comparing how the various theories of learning treat it. Finally, theories that are most useful for maximising student enthusiasm for learning particularly related to language learning,...

  15. The Contribution of Online (Web-Based) Courses as Perceived by Students with Learning Disabilities and "Average" Students

    Science.gov (United States)

    Ronen, Ilana; Shonfeld, Miri

    2017-01-01

    This quantitative, descriptive study examines the perceived contribution of online courses taken in college as evaluated by 53 "average" students and 32 students with learning disabilities (LD students). The study points to a positive and significant connection between the students' self-learning ability, their involvement in the online…

  16. Features Students Really Expect from Learning Analytics

    Science.gov (United States)

    Schumacher, Clara; Ifenthaler, Dirk

    2016-01-01

    In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

  17. Learning style preferences of undergraduate nursing students.

    Science.gov (United States)

    Rassool, Goolam Hussein; Rawaf, Salman

    To determine the predominant learning style preferences of undergraduate nursing students. A demographic questionnaire and Honey and Mumford's (2000a) learning styles questionnaire were administered to a purposive sample of 136 students. A response rate of 81% (110) was obtained. The results are congruent with U.K. studies, which show that the reflector is the preferred learning style of undergraduate nursing students. A 'dual' learning style category was also identified. A mismatch between teaching style and the learning styles of students has been found to have serious consequences. A variety of modes of teaching and learning should be used to meet the learning needs of students.

  18. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2018-02-01

    University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

  19. Learning to Be a Counselor: A Prepracticum Point of View

    Science.gov (United States)

    Woodside, Marianne; Oberman, Aaron H.; Cole, Kylie G.; Carruth, Ellen K.

    2007-01-01

    Research team conducted 8 phenomenological interviews with prepracticum counseling students at a southeastern research university regarding the students' experiences of learning to be a counselor. Seven themes emerged from analyzing transcripts of the audiotaped individual interviews: the journey, decision making, self-doubt, counseling is,…

  20. To the point: teaching the obstetrics and gynecology medical student in the operating room.

    Science.gov (United States)

    Hampton, Brittany S; Craig, LaTasha B; Abbott, Jodi F; Buery-Joyner, Samantha D; Dalrymple, John L; Forstein, David A; Hopkins, Laura; McKenzie, Margaret L; Page-Ramsey, Sarah M; Pradhan, Archana; Wolf, Abigail; Graziano, Scott C

    2015-10-01

    This article, from the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, is a review of considerations for teaching the medical student in the operating room during the obstetrics/gynecology clerkship. The importance of the medical student operating room experience and barriers to learning in the operating room are discussed. Specific considerations for the improvement of medical student learning and operating room experience, which include the development of operating room objectives and specific curricula, an increasing awareness regarding role modeling, and faculty development, are reviewed. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  2. Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

    Science.gov (United States)

    Garwood, Janet K

    2015-09-01

    The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks. Copyright 2015, SLACK Incorporated.

  3. Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

    Science.gov (United States)

    Han, Heeyoung; Roberts, Nicole K; Korte, Russell

    2015-02-01

    To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

  4. Modelling Digital Knowledge Transfer: Nurse Supervisors Transforming Learning at Point of Care to Advance Nursing Practice

    Directory of Open Access Journals (Sweden)

    Carey Mather

    2017-05-01

    Full Text Available Limited adoption of mobile technology for informal learning and continuing professional development within Australian healthcare environments has been explained primarily as an issue of insufficient digital and ehealth literacy of healthcare professionals. This study explores nurse supervisors’ use of mobile technology for informal learning and continuing professional development both for their own professional practice, and in their role in modelling digital knowledge transfer, by facilitating the learning and teaching of nursing students in the workplace. A convenience sample of 27 nurse supervisors involved with guiding and supporting undergraduate nurses participated in one of six focus groups held in two states of Australia. Expanding knowledge emerged as the key theme of importance to this group of clinicians. Although nurse supervisors regularly browsed Internet sources for learning and teaching purposes, a mixed understanding of the mobile learning activities that could be included as informal learning or part of formal continuing professional development was detected. Participants need educational preparation and access to mobile learning opportunities to improve and maintain their digital and ehealth literacy to appropriately model digital professionalism with students. Implementation of mobile learning at point of care to enable digital knowledge transfer, augment informal learning for students and patients, and support continuing professional development opportunities is necessary. Embedding digital and ehealth literacy within nursing curricula will promote mobile learning as a legitimate nursing function and advance nursing practice.

  5. Using reflective learning journals to improve students learning and awareness

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2008-01-01

    work together, in order to prepare them to take in foreign students on the 2nd semester. To secure the latter part and the learning goal the students have to write an individual learning journal. The setup of the course and the learning journals is described, and the learning outcome discussed using...

  6. Can undergraduate students learn effectuation?

    DEFF Research Database (Denmark)

    Robinson, Sarah; Günzel-Jensen, Franziska

    : For teachers of entrepreneurship recognition of the four barriers to the application of effectuation principals may be helpful to understand why students fail to achieve the learning outcomes we set when effectuation is used as a principle and practice. As trust is an antecedent to the success of applying...

  7. Online Learning for All Students

    Science.gov (United States)

    Webb, Kathleen L.

    2009-01-01

    Most online learning has taken the typical classroom and extended it to a new delivery method, keeping all the essential classroom elements in place. Christensen predicts that online education will be a "disruptive" innovation--an innovation that begins by serving a marginalized group, such as the students who drop out because the…

  8. Student Nutrition, Learning and Behavior.

    Science.gov (United States)

    Royster, Martha

    This discussion addresses several nutrition issues considered important to schools, students, and educators in the United States. Contents consist of a review of malnutrition and learning research and discussions of food additives and allergies, diet and hyperkinesia, the effects of caffeine and sugar on children's behavior, and the National…

  9. Combining Chalk Talk with PowerPoint to Increase In-class Student Engagement

    Directory of Open Access Journals (Sweden)

    Swati Betharia

    2016-11-01

    Full Text Available In striving to attain a higher degree of in-class student engagement, and target a larger number of preferred student-learning styles, this case study describes a multimodal teaching approach. PowerPoint slides have gradually gained popularity over the more traditional chalk and talk lecture design. The student population in today’s age seeks more non-passive modes of information delivery. Numerous novel approaches to enhance active learning, such as flipped classroom and problem-based learning, have recently been explored. While working well for therapeutic and lab-based courses, these formats may not be best-suited for all basic science topics. The importance of basic science in a pharmacy curriculum is well emphasized in the 2016 ACPE Standards. To actively involve students in a pharmacology lecture on diuretics, a session was designed to combine the PowerPoint and chalk talk approaches. Students created 10 concept diagrams following an instructor, who explained each step in the process using a document camera. For visual learners, these diagrams provided a layered representation of the information, gradually increasing in complexity. For learners with a preference for the reading learning style, the information was also available in corresponding PowerPoint slides. Scores from pre- and post-session quizzes indicated a high level of concept understanding and recall (median 1 [IQR 0 – 2] vs 4 [IQR 3 – 5]; p<0.001. The student perception survey data reported higher in-class attention levels (76%, an appreciation for the utility of self-created concept diagrams (88%, and a call for additional sessions being presented in this format (73%. Targeting a variety of student learning styles by using the active development of concept diagrams, in addition to traditional PowerPoint slides, can promote student engagement and enhance content understanding.   Type: Case Study

  10. "PowerPoint" Is Not Just for Business Presentations and College Lectures: Using "PowerPoint" to Enhance Instruction for Students with Disabilities

    Science.gov (United States)

    Coleman, Mari Beth

    2009-01-01

    Microsoft PowerPoint software is widely used in business and higher education and is growing in use with school-aged students. A small body of research has demonstrated that it can be effective in enhancing skill instruction for individuals with disabilities. PowerPoint is not a difficult program to learn, but it provides endless possibilities for…

  11. Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

    Science.gov (United States)

    Graf, Sabine; Kinshuk; Liu, Tzu-Chien

    2009-01-01

    In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

  12. Blended Learning: The Student Viewpoint

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Background: Blended learning (BL) is defined as “a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning.” The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. Aim: To determine the students’ perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. Subjects and Methods: This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann–Whitney U-test and Kruskal–Wallis test on the basis of gender, age, and course enrollment. Results: The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Conclusion Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception. PMID:26500788

  13. Constructivist Learning Environment among Palestinian Science Students

    Science.gov (United States)

    Zeidan, Afif

    2015-01-01

    The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…

  14. Student patient relationship from the patient's point of view

    OpenAIRE

    Beca, Juan Pablo; Browne L, Francisca; Valdebenito, Carolina; Bataszew, Alexander; Martinez, Maria Jose

    2006-01-01

    Patients are becoming increasingly, active in their relationship with medical professionals. Their relationship with medical students needing to learn clinical skills, may be specially problematic if patients are not willing to accept their involvement in the medical team. Aim: To examine patient's perceptions if their relation with medical students and their agreement to let students be part of the treating team. Material and Methods: Qualitative study using taped semi-structured interviews ...

  15. Students' Views of Learning in Vocational Education.

    Science.gov (United States)

    Eklund-Myrskog, Gunilla

    1997-01-01

    Conceptions of learning and approaches to learning within vocational education were studied with 30 Finnish students of automotive mechanics. About half the students took a quantitative view of learning and favored a surface approach. Encouraging a qualitative view of learning and deeper approaches in vocational education is discussed. (SLD)

  16. Assessing learning styles of Saudi dental students using Kolb's Learning Style Inventory.

    Science.gov (United States)

    ALQahtani, Dalal A; Al-Gahtani, Sara M

    2014-06-01

    Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.

  17. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

  18. Learning experiences of physiotherapy students during primary ...

    African Journals Online (AJOL)

    While the PHC learning environment was rich and authentic, learning opportunities need to be optimised to enable students to fully reach the outcomes for the placements. Learning opportunities need to be crafted to foster collaborative learning, interdisciplinary learning, community engagement and empowerment.

  19. Frequency of counterstrain tender points in osteopathic medical students.

    Science.gov (United States)

    Snider, Karen T; Glover, John C; Rennie, Paul R; Ferrill, Heather P; Morris, William F; Johnson, Jane C

    2013-09-01

    Counterstrain is 1 osteopathic manipulative treatment technique taught to osteopathic medical students, but teaching all 300 counterstrain tender points is not feasible at most colleges of osteopathic medicine (COMs) because of time limitations. To identify high-yield tender points in osteopathic medical students for teaching and to assess for correlations between tender points and demographic information, weight, and history of pain or trauma. First- and second-year osteopathic medical students at 5 COMs were surveyed regarding the presence and absence of tender points found on themselves by fellow students. Demographic information, weight, and history of pain and trauma data were collected. The McNemar test was used to compare the frequency of positive tender points between the right and left sides. Multiple logistic regression models were fit to the data to determine if participant characteristics were related to having 1 or more positive tender points in a tender point group. Wilcoxon signed rank tests were used to compare the percentage of positive anterior vs posterior tender points. Multiple logistic regression models were used to test for differences between COMs after accounting for differences in participant characteristics. Frequency of 78 tender point groups was obtained. Forty tender point groups (51%) were positive for the presence of 1 or more tender points by 50% or more of the participants. Positive tender points were more common on the right side for 23 groups (all P<.001). Female participants were more likely to have tender points for 22 groups (all P<.001). The 20- to 25-year-olds had more tender points for 6 groups (all P≤.03). Tender points were more common in participants with a history of pain for 29 groups (all P<.001) and with a history of trauma for 4 groups (all P≤.05). Anterior tender points were more common for cervical, thoracic, rib, and lumbar body regions (P<.001). Differences were found between COMs for all tender point groups

  20. Diagnosing Student Learning Outcomes Using the Organizational Learning Contract Framework

    Science.gov (United States)

    Sutton, Kyra Leigh; Ezell, Jeremy; Sankar, Chetan S.

    2013-01-01

    Using the Goodman and Beenen (2008) organizational learning contract framework as a diagnostic tool, this study investigates the effectiveness of an academic institution's learning environments by examining students' perception of their mastery of the institution's established curriculum learning goals. Students at a major Southeastern university…

  1. The Effect of Situated Learning on Students Vocational English Learning

    Science.gov (United States)

    Özüdogru, Melike; Özüdogru, Fatma

    2017-01-01

    The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and…

  2. Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

    Science.gov (United States)

    Vermunt, Jan D.; Vermetten, Yvonne J.

    2004-01-01

    This paper reviews the research conducted in the last decade on patterns in student learning, mostly in higher education. More specifically, the review focuses on a series of studies that have in common (a) the use of the Inventory of Learning Styles (ILS), an instrument aimed at measuring several components of student learning, namely, cognitive…

  3. Focusing Teaching on Students: Examining Student Perceptions of Learning Strategies

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca; Dodd, Regan

    2015-01-01

    This study examined undergraduate and graduate students' perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials…

  4. [Student patient relationship from the patient's point of view].

    Science.gov (United States)

    Beca, Juan Pablo; Browne, Francisca; Valdebenito, Carolina; Bataszew, Alexander; Martínez, María José

    2006-08-01

    Patients are becoming increasingly active in their relationship with medical professionals. Their relationship with medical students needing to learn clinical skills, may be specially problematic if patients are not willing to accept their involvement in the medical team. To examine patient's perceptions of their relation with medical students and their agreement to let students be part of the treating team. Qualitative study using taped semi-structured interviews addressed to inpatients from one public and one private hospital in Chile. Both groups of patients acknowledged that students dedicated more time to them, but they expressed their preference to limit student's participation to clinical history taking and physical examination. They also expected them to be observers rather than actors. Patients from the private hospital emphasized that only one student per instructor should participate in their care. Patients from the public hospital were more compliant about student's participation. The right to refuse students' involvement in their care was clearly known by all patients from the private system and by most patients from the public hospital. Patients in Chilean public and private hospitals were in general positive regarding student's participation in their care. Students' clinical practice ought to strictly respect patients's rights, and patients should be considered volunteers who generously agree to cooperate with the education of medical students.

  5. Infants learn what they want to learn: responding to infant pointing leads to superior learning.

    Science.gov (United States)

    Begus, Katarina; Gliga, Teodora; Southgate, Victoria

    2014-01-01

    The majority of current developmental models prioritise a pedagogical approach to knowledge acquisition in infancy, in which infants play a relatively passive role as recipients of information. In view of recent evidence, demonstrating that infants use pointing to express interest and solicit information from adults, we set out to test whether giving the child the leading role in deciding what information to receive leads to better learning. Sixteen-month-olds were introduced to pairs of novel objects and, once they had pointed to an object, were shown a function for either the object they had chosen, or the object they had ignored. Ten minutes later, infants replicated the functions of chosen objects significantly more than those of un-chosen objects, despite having been equally visually attentive during demonstrations on both types of objects. These results show that offering information in response to infants' communicative gestures leads to superior learning (Experiment 1) and that this difference in performance is due to learning being facilitated when infants' pointing was responded to, not hindered when their pointing was ignored (Experiment 2), highlighting the importance of infants' own active engagement in acquiring information.

  6. What Are Students Learning about Sustainability?

    Science.gov (United States)

    Yousey-Elsener, Kimberly; Keith, Diana Richter; Ripkey, Staci Lynne

    2010-01-01

    Going green? For many, this phrase has a definitive ending, such as an "!" or a strong "." For the authors, the journey began with the questions: (1) What should students be "learning" about sustainability?; and (2) How do we know that they "are" learning? Their journey to understand the relationship between student learning and sustainability…

  7. Enhancing Student Experiential Learning with Structured Interviews

    Science.gov (United States)

    Cornell, Robert M.; Johnson, Carol B.; Schwartz, William C., Jr.

    2013-01-01

    Learning through experience can be rewarding but intimidating. To maximize the benefits of experiential learning assignments, students need to have confidence in their abilities. The authors report how a structured-interview instrument effectively facilitated experiential learning for accounting students without extensive content-specific…

  8. Increasing Student Interactions with Learning Objectives

    Science.gov (United States)

    Faulconer, Emily Kaye

    2017-01-01

    As educators, we recognize the importance of strong student learning objectives. We also know that students benefit by being well informed of expectations. Existing literature offers little guidance in methods and teaching strategies to apply in exposing students to their learning objectives. In this article, we discuss the use of specific…

  9. Engineering students' experiences from physics group work in learning labs

    Science.gov (United States)

    Strøm Mellingsæter, Magnus

    2014-01-01

    Background: This paper presents a case study from a physics course at a Norwegian university college, investigating key aspects of a group-work project, so-called learning labs, from the participating students' perspective. Purpose: In order to develop these learning labs further, the students' perspective is important. Which aspects are essential for how the students experience the learning labs, and how do these aspects relate to the emergence of occurrences termed joint workspace, i.e. the maintenance of content-related dialogues within the group? Programme description: First year mechanical engineering students attended the learning labs as a compulsory part of the physics course. The student groups were instructed to solve physics problems using the interactive whiteboard and then submit their work as whiteboard files. Sample: One group of five male students was followed during their work in these learning labs through one term. Design and methods: Data were collected as video recordings and fieldwork observation. In this paper, a focus group interview with the students was the main source of analysis. The interpretations of the interview data were compared with the video material and the fieldwork observations. Results: The results show that the students' overall experience with the learning labs was positive. They did, however, point to internal aspects of conflicting common and personal goals, which led to a group-work dynamics that seemed to inhibit elaborate discussions and collaboration. The students also pointed to external aspects, such as a close temporal proximity between lectures and exercises, which also seemed to inhibit occurrences termed joint workspace. Conclusions: In order to increase the likelihood of a joint workspace throughout the term in the learning labs, careful considerations have to be made with regard to timing between lectures and exercises, but also with regard to raising the students' awareness about shared and personal goals.

  10. Fixed Point Learning Based Intelligent Traffic Control System

    Science.gov (United States)

    Zongyao, Wang; Cong, Sui; Cheng, Shao

    2017-10-01

    Fixed point learning has become an important tool to analyse large scale distributed system such as urban traffic network. This paper presents a fixed point learning based intelligence traffic network control system. The system applies convergence property of fixed point theorem to optimize the traffic flow density. The intelligence traffic control system achieves maximum road resources usage by averaging traffic flow density among the traffic network. The intelligence traffic network control system is built based on decentralized structure and intelligence cooperation. No central control is needed to manage the system. The proposed system is simple, effective and feasible for practical use. The performance of the system is tested via theoretical proof and simulations. The results demonstrate that the system can effectively solve the traffic congestion problem and increase the vehicles average speed. It also proves that the system is flexible, reliable and feasible for practical use.

  11. Dissonance in Students' Regulation of Learning Processes.

    Science.gov (United States)

    Vermunt, Jan D.; Verloop, Nico

    2000-01-01

    Explores dissonance in students' way of learning from a regulation of learning perspective. Examines consonant patterns of interrelations among learning elements and investigates several studies that used an Inventory of Learning Styles (ILS) as a research instrument for indications of dissonant patterns of interrelations among the learning…

  12. Students' Engagement with Learning Theory | Schudel | Southern ...

    African Journals Online (AJOL)

    course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order ...

  13. Learning the Students' Names: Does it Matter?

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    2014-01-01

    on the effect of learning the students' names are sparse. Against this background, this paper reports on a method for learning all the students' names and two studies of the effect, based on my use of the method in my teaching. The two survey studies were carried in 2011 and in 2014. A survey was in the first......A key factor in successful teaching and learning is the relationship between the students and the teacher. A simple approach nurturing this relationship is learning the students' names. This is often suggested in the literature, but seems rarely practised. Substantial reports in the literature...... sent to 50 students and I received 18 answers (38%). The second survey was sent to 86 students and I received 48 answers (56%). These figures provides a good indication.The answers showed a marked positive effect: the students felt welcome, accepted and respected; the learning environment was more...

  14. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  15. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  16. Students' learning processes during school-based learning and workplace learning in vocational education : a review

    NARCIS (Netherlands)

    Dr. Harmen Schaap; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

    2012-01-01

    This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles,

  17. Imitation learning of Non-Linear Point-to-Point Robot Motions using Dirichlet Processes

    DEFF Research Database (Denmark)

    Krüger, Volker; Tikhanoff, Vadim; Natale, Lorenzo

    2012-01-01

    In this paper we discuss the use of the infinite Gaussian mixture model and Dirichlet processes for learning robot movements from demonstrations. Starting point of this work is an earlier paper where the authors learn a non-linear dynamic robot movement model from a small number of observations...... to use an infinite Gaussian mixture model (IGMM) which does not have this limitation. Instead, the IGMM automatically finds the number of mixtures that are necessary to reflect the data complexity. For use in the context of a non-linear dynamic model, we develop a Constrained IGMM (CIGMM). We validate....... The model in that work is learned using a classical finite Gaussian mixture model (FGMM) where the Gaussian mixtures are appropriately constrained. The problem with this approach is that one needs to make a good guess for how many mixtures the FGMM should use. In this work, we generalize this approach...

  18. Robotic Cooperative Learning Promotes Student STEM Interest

    Science.gov (United States)

    Mosley, Pauline; Ardito, Gerald; Scollins, Lauren

    2016-01-01

    The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students' critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen…

  19. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  20. Targeting Entry Points for Ethics in Chemistry Teaching and Learning

    Science.gov (United States)

    Coppola, Brian P.

    2000-11-01

    In 1994, faculty in the University of Michigan department of chemistry began targeting entry points in the undergraduate and graduate curricula for the formal consideration of ethical reasoning. For students, many professional development issues occur naturally, especially in laboratory courses and participation in research. A formal education in ethical reasoning seeks to provide the tools by which individuals may anticipate situations and analyze behavioral options and their consequences. Students need to see that faculty value their moral development as seriously as their abilities to get good grades or generate results through research, and faculty need to think about their obligations as educators for the student as a whole individual. Like other high-stakes issues, consideration of questions of ethical practices requires that students have a relatively safe and supervised environment outside of the laboratory.

  1. Student Learning from Interactive Software

    Science.gov (United States)

    Lee, Kevin M.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    For several years at the University of Nebraska we have been developing interactive software to teach introductory astronomy. This software includes the simulations of the Nebraska Astronomy Applet Project, the computer database of visual Think-Pair-Share questions and resources for feedback known as ClassAction, and a library of animated ranking and sorting tasks. All of these projects are publicly available for use over the web or download at http://astro.unl.edu. This presentation will highlight examples of research into student learning using these materials. Results from a multi-institution study of ClassAction using the Light and Spectra Concept Inventory in a pre/post format will be shown. Results from a second study on student learning gains, practices, and attitudes from use of animated ranking tasks focusing on lunar phases will also be included. 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.

  2. Students' Understanding of Boiling Points and Intermolecular Forces

    Science.gov (United States)

    Schmidt, Hans-Jurgen; Kaufmann, Birgit; Treagust, David F.

    2009-01-01

    In introductory chemistry courses students are presented with the model that matter is composed of particles, and that weak forces of attraction exist between them. This model is used to interpret phenomena such as solubility and melting points, and aids in understanding the changes in states of matter as opposed to chemical reactions. We…

  3. Pharmacy Student’s Perceptions of Learning Experience with Traditional and Power Point Presentations

    Directory of Open Access Journals (Sweden)

    Faaiza Qazi

    2014-04-01

    Full Text Available The aim of this study was to determine the effect of multimedia used as a teaching tool, to compare the effect of two different instructional methods on students’ academic achievements and Pakistani Pharmacy student’s perceptions of methods of lecture delivery. A self-constructed, prevalidated questionnaire with close and open ended items was administered on the Pharmacy students of three different institutes of Karachi, Pakistan (January 2012 to June 2012. Students were enrolled following informed consent and knowledge of the purpose of the study. Traditional method was the dominant lecture delivery method among Pharmacy students. They preferred power point presentations as compare to traditional method, but the difference was not significant. However, they welcomed the opportunity to have more interactive sections during lectures. Comparative effectiveness of multimedia instructional method to traditional methods on student’s academic achievements was equal. Overall no difference attitude towards multimedia based lectures was observed among pharmacy students. In the present form of the e-learning program interactive space for students is not fully developed. To improve the overall learning experience of the students, constant source of electricity/power, teaching aids/equipment, a good environment for learning should be provided and lecturers should be trained in the use of modern teaching aids and technology.

  4. What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

    Directory of Open Access Journals (Sweden)

    Kenneth Akiha

    2018-01-01

    Full Text Available Despite the need for a strong Science, Technology, Engineering, and Math (STEM workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. By contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructor-centered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active-learning teaching practices and

  5. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

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

  6. Dental students' perceptions of an online learning.

    Science.gov (United States)

    Asiry, Moshabab A

    2017-10-01

    To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

  7. The effects of case-based team learning on students' learning, self regulation and self direction.

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-26

    The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.

  8. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

    Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

  9. Physiotherapy clinical students' perception of their learning ...

    African Journals Online (AJOL)

    Background. A favourable environment has a positive and significant impact on students' learning, academic progress and well-being. The present study was undertaken to identify the perceptions of physiotherapy students in their clinical years of their learning environment at the College of Medicine, University of Ibadan, ...

  10. Designing for Student-Facing Learning Analytics

    Science.gov (United States)

    Kitto, Kirsty; Lupton, Mandy; Davis, Kate; Waters, Zak

    2017-01-01

    Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

  11. Structured Learning Teams: Reimagining Student Group Work

    Science.gov (United States)

    Lendvay, Gregory C.

    2014-01-01

    Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

  12. Effects of Mental Health on Student Learning

    Science.gov (United States)

    VanderLind, Ren

    2017-01-01

    Learning can be hindered by students' mental health. Given the increased reports of mental health concerns among college students, it is imperative that we understand how best to provide supports to this population to help them learn and succeed. This is particularly significant given the body of research that demonstrates how mental illness may…

  13. Game On! Students' Perceptions of Gamified Learning

    Science.gov (United States)

    Buckley, Patrick; Doyle, Elaine; Doyle, Shane

    2017-01-01

    Gamification is presented in the literature as a pedagogical innovation that may increase student engagement and enhance learning. This study explores students' perceptions of a gamified learning intervention deployed in a large undergraduate module and a small postgraduate module. Given the dearth of previous empirical work, an exploratory…

  14. Digital Competence Model of Distance Learning Students

    Science.gov (United States)

    da Silva, Ketia Kellen A.; Behar, Patricia A.

    2017-01-01

    This article presents the development of a digital competency model of Distance Learning (DL) students in Brazil called CompDigAl_EAD. The following topics were addressed in this study: Educational Competences, Digital Competences, and Distance Learning students. The model was developed between 2015 and 2016 and is being validated in 2017. It was…

  15. Medical students' online learning technology needs.

    Science.gov (United States)

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

    This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

  16. Student Learning Projects in Electric Vehicle Engineering

    DEFF Research Database (Denmark)

    Ritchie, Ewen; Leban, Krisztina Monika

    2012-01-01

    This paper presents the didactic problem based learning method in general use at Aalborg University as applied to Electric Mobility. Advantage is taken of this method to link student learning to current research projects. This offers advantages to the students and the researchers. The paper...

  17. Optimizing Student Learning: Examining the Use of Presentation Slides

    Science.gov (United States)

    Strauss, Judy; Corrigan, Hope; Hofacker, Charles F.

    2011-01-01

    Sensory overload and split attention result in reduced learning when instructors read slides with bullet points and complex graphs during a lecture. Conversely, slides containing relevant visual elements, when accompanied by instructor narration, use both the visual and verbal channels of a student's working memory, thus improving the chances of…

  18. Learning acceleration for gifted students: Favorable and unfavorable arguments

    OpenAIRE

    Rodrigues Maia-Pinto, Renata; Souza Fleith, Denise de

    2012-01-01

    This paper analyzes acceleration in education as a practice for meeting the educational needs of gifted students, and points out favorable and unfavorable arguments on the use of this practice. Acceleration is an educational practice consisting of several teaching strategies designed to encourage academically gifted students and reduce their time spent in school. It promotes faster learning by matching the curriculum to the student’s level of knowledge, interest and motivation. There are seve...

  19. Understanding Students with Learning Difficulties: How Do They Learn?

    Science.gov (United States)

    Hong, Barbara S. S.; Chick, Kay A.

    2013-01-01

    This article examines: (1) why learning comes so naturally for some students and yet is so onerous for others; (2) why some students need constant reminders while others get on task right away; and (3) why some students "just don't get it" even after countless repetitions and multitudes of practices. This paper describes the…

  20. Expert Students in Social Learning Management Systems

    Science.gov (United States)

    Avogadro, Paolo; Calegari, Silvia; Dominoni, Matteo Alessandro

    2016-01-01

    Purpose: A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a "normal" LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The…

  1. Teacher educators and student-directed learning

    NARCIS (Netherlands)

    Lunenberg, Mieke; Korthagen, Fred A J

    This article describes the results of a study on the views of teacher educators, and the way these views are expressed in practice. The study focuses on views of learning and teaching that can promote a shift from teacher educator-directed learning to student-directed learning. We found that teacher

  2. Investigating Students' Perceptions on Mobile Learning Services

    Directory of Open Access Journals (Sweden)

    Mohammed Amin Almaiah

    2014-10-01

    Full Text Available M-learning is a form of learning, which has similarities and differences with the electronic learning (e-learning. It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.

  3. Healthcare Learning Community and Student Retention

    Science.gov (United States)

    Johnson, Sherryl W.

    2014-01-01

    Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention…

  4. Learners for life : student approaches to learning

    NARCIS (Netherlands)

    Artelt, Cordula; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules

    2003-01-01

    What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much

  5. LEARNING STYLE OF ACCOUNTING SCIENCES STUDENTS

    Directory of Open Access Journals (Sweden)

    Raimundo Nonato Lima Filho

    2016-05-01

    Full Text Available This study attempts to identify the predominant learning style Undergraduate Course Students in Accounting in the modalities of classroom learning and distance education in public and private institutions in the state of Bahia. To achieve the proposed objectives we used the Learning Style Inventory (LSI. Study participants consisted of 459 students of the Accounting course. In the statistical analysis, it was found there was a predominance of assimilating learning style, represented by people who learn through reflective observation and abstract conceptualization. Thus, this study contributes to improving teaching and learning in Accounting, as it enables the institutions involved know the learning style of the student and thus create cognitive mechanisms that facilitate the processing of information at the same time allowing direct their leading methodology into account the predominant style and the stimulation of secondary styles.

  6. Introducing Nine-Point Circle to Junior High School Students

    Science.gov (United States)

    Fiangga, S.; Azizah, M. A. N.; Rini, R. N. K.; Hidayanti, A. N.

    2018-01-01

    The concept of circles is an ancient concept that has appeared since Ancient Egypt from which this concept gives many significant contributions in mathematics’ development until now. Nevertheless, the concept of circles hides many uncover mysterious features that are of applications in mathematics. One of the mysterious features is the Nine-Point Circle. This Nine-point circle is also known as Euler’s circle, six-point circle, Feuerbach’s circle, the twelve-point circle, and many others. Because of these different names, there have been misunderstand among mathematicians about the Nine-Point Circle’s history. Besides, the discussion of Nine-Point Circle can be used to be an initial material to explain elementary geometry topic in junior high school’s level curriculum of 2013. Therefore, this concept needs to be delivered to the students as a geometry introduction. A possible form of the integration historical aspect of Nine-point circle is suggested in this paper as well as its importance in the curriculum of 2013.

  7. Engaging Student Input on Student Engagement in Learning

    Science.gov (United States)

    Callingham, Maggie

    2016-01-01

    Student engagement, achievement, and participation are equity issues. Students' engagement in their learning is especially important in schools that cater to low-income communities where improved educational experiences can break the cycle of low achievement, school disaffection, and early school leaving. Moreover, for students who experience…

  8. Student Learning Objectives: Benefits, Challenges, and Solutions

    Science.gov (United States)

    Lachlan-Haché, Lisa; Cushing, Ellen; Bivona, Lauren

    2012-01-01

    Not all student growth measures are alike, nor are they designed to be. But when student growth measures are used for educator evaluation, fairness and comparability become critical. This paper focuses on the benefits and challenges of student learning objectives (SLOs) and their use in educator effectiveness systems. To support educators in…

  9. Self-Regulated Learning in Gifted Students.

    Science.gov (United States)

    Risemberg, Rafael; Zimmerman, Barry J.

    1992-01-01

    This research review indicates that gifted students spontaneously utilize self-regulatory learning strategies more frequently than nongifted students. When trained to use strategies, gifted students also use them more effectively and can transfer these strategies to novel tasks. Self-regulation measures may be useful in diagnosing giftedness, and…

  10. Students' Media Preferences in Online Learning

    Science.gov (United States)

    Kobayashi, Michiko

    2017-01-01

    This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online…

  11. Learning through Teaching: Challenges and Opportunities in Facilitating Student Learning in Food Science and Nutrition by Using the Interteaching Approach

    Science.gov (United States)

    Goto, Keiko; Schneider, Julie

    2010-01-01

    Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student-to-student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring,…

  12. Rowing Sport in Learning Fractions of the Fourth Grade Students

    Directory of Open Access Journals (Sweden)

    Marhamah Fajriyah Nasution

    2017-06-01

    Full Text Available This study aimed to produce learning trajectory with rowing context that can help students understand addition and subtraction of fractions. Subject of the research were students IV MIN 2 Palembang. The method used was research design with three stages, those are preparing for the experiment, the design experiments, and the retrospective analysis. Learning trajectory was designed from in-formal stage to the formal stage. At the informal stage, Rowing was used as a starting point to explore the students’ knowledge of fractions. Data collection conducted through video recordings and photos to see the learning process in the classroom, written tests, observation and interviews during the learning process with the students which is the subject of research. Research produced learning trajectory consisting of a series of learning addition and subtraction of fractions dealing with the rowing. The results showed that the use of the rowing can be a bridge of students' thinking and help students in understanding the operation of addition and subtraction of fractions.

  13. Social media to supplement point-of-care ultrasound courses: the "sandwich e-learning" approach. A randomized trial.

    Science.gov (United States)

    Hempel, Dorothea; Haunhorst, Stephanie; Sinnathurai, Sivajini; Seibel, Armin; Recker, Florian; Heringer, Frank; Michels, Guido; Breitkreutz, Raoul

    2016-12-01

    Point-of-care ultrasound (POC-US) is gaining importance in almost all specialties. E-learning has been used to teach theoretical knowledge and pattern recognition. As social media are universally available, they can be utilized for educational purposes. We wanted to evaluate the utility of the sandwich e-learning approach defined as a pre-course e-learning and a post-course learning activity using Facebook after a one-day point-of-care ultrasound (POC-US) course and its effect on the retention of knowledge. A total of 62 medial students were recruited for this study and randomly assigned to one of four groups. All groups received an identical hands-on training and performed several tests during the study period. The hands-on training was performed in groups of five students per instructor with the students scanning each other. Group 1 had access to pre-course e-learning, but not to post-course e-learning. Instead of a pre-course e-learning, group 2 listened to presentations at the day of the course (classroom teaching) and had access to the post-course learning activity using Facebook. Group 3 had access to both pre- and post-course e-learning (sandwich e-learning) activities, while group 4 listened classroom presentations only (classroom teaching only). Therefore only groups 2 and 3 had access to post-course learning via Facebook by joining a secured group. Posts containing ultrasound pictures and videos were published to this group. The students were asked to "like" the posts to monitor attendance. Knowledge retention was assessed 6 weeks after the course. After 6 weeks, group 3 achieved comparable results when compared to group 2 (82.2 % + -8.2 vs. 84.3 + -8.02) (p = 0.3). Students who participated in the post-course activity were more satisfied with the overall course than students without post-course learning (5.5 vs. 5.3 on a range from 1 to 6). In this study, the sandwich e-learning approach led to equal rates of knowledge retention compared to

  14. The Effect of Cooperative Learning on Mathematics Learning Outcomes Viewed From Students' Learning Motivation

    OpenAIRE

    Razak, Firda

    2016-01-01

    This experimental research was aimed to reveal the effect of cooperative learning models viewed from the level of learning motivation on students’ learning achievement on mathematics. The data were analyzed using the Two-Way ANOVA. The conclusions of this study are: (1) there were effects of interaction between cooperative learning models (TPS and NHT) and learning motivation on mathematics learning achievement, (2) the mathematics learning achievement of students with high level of learning ...

  15. Students' perceptions of interprofessional learning through facilitated online learning modules.

    Science.gov (United States)

    Solomon, Patricia; Baptiste, Sue; Hall, Pippa; Luke, Robert; Orchard, Carole; Rukholm, Ellen; Carter, Lorraine; King, Susanne; Damiani-Taraba, Gissele

    2010-01-01

    Asynchronous e-learning is an appealing option for interprofessional education (IPE) as it addresses the geographic and timetabling barriers often encountered when organizing activities across educational programs. This study examined the extent to which pre-licensure students were able to learn with, from, and about each other through completion of innovative online IPE learning modules. Seventy-seven students completed e-learning modules developed through a consortium of educational institutions. Evaluation was primarily qualitative through focus groups, interviews, analyses on off-line discussions and an online feedback form. Qualitative analyses of the discussion fora revealed that students were able to solve problems collaboratively, clarify their professional roles, and provide information from their professional perspective. Focus groups and interviews reinforced that students recognized the importance of working together and implicate clinical education as an important venue to reinforce learning about collaborative practice. Analyses of the online feedback form suggest the need for clear processes related to group assignments and deadlines. Students learned about each other's role, solved problems together and had positive perceptions of the online modules as a venue for interprofessional learning. Results are encouraging to those interested in using e-learning in IPE as part of an overall curriculum.

  16. First year clinical tutorials: students' learning experience.

    Science.gov (United States)

    Burgess, Annette; Oates, Kim; Goulston, Kerry; Mellis, Craig

    2014-01-01

    Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. The study was conducted with one cohort (n=301) of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. The response rate to the questionnaire was 88% (265/301). Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Situated cognition theory provides a valuable lens to view students' experience of learning within the clinical environment. Our findings demonstrate students' appreciation of clinical tutors as role models, the need for consistency in feedback, the importance of structure within tutorials, and the need for tutors to have an understanding of the curriculum and learning objectives for each

  17. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  18. Dental students' perceptions of an online learning

    OpenAIRE

    Moshabab A. Asiry

    2017-01-01

    Objectives: To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. Materials and methods: A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. Results: The results reveal a high agreement of students (27....

  19. Language Learning Strategies of EFL College Students

    OpenAIRE

    Dewi Furwana

    2017-01-01

    The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacogni...

  20. Experiential Learning in Kinesiology: A Student Perspective.

    Science.gov (United States)

    de Groot, Mary; Alexander, Kisha; Culp, Brian; Keith, NiCole

    2015-09-01

    Service learning is a form of experiential learning that pairs academic educational experiences and community organizations to promote training, civic engagement, and meaningful service by students to their community. Kinesiology programs have moved toward increasing experiential and service learning options in health promotion for their students, but few have evaluated the student perceptions of these programs. The purpose of the current study was to conduct a qualitative evaluation of a service learning course for Kinesiology majors located in a low-income urban area. Ten recent graduates of a department of Kinesiology were enrolled in focus groups, stratified by gender, facilitated by a graduate research assistant not affiliated with their school. Focus group discussions were audiotaped, transcribed and analyzed for themes. Nine themes were identified including: (1) Personal and professional experience, (2) decision to participate, (3) location decision, (4) self-efficacy, (5) perceptions of program members, (6) social interaction, (7) personal and program communication, (8) physical facilities and (9) program outcomes. Students positively evaluated the learning experience as valuable to their personal and professional development; noted changes in their perceptions of low-income communities and increases to self-efficacy and skill acquisition from the beginning to the end of the course; and observed significant needs and improvements in physical, emotional and social outcomes of community members. This study demonstrated multiple and varied benefits of a service learning program for Kinesiology students. On-going evaluation of service learning programs in health promotion is needed to enhance student and community outcomes.

  1. Teaching Learning Strategies to Increase Success of First-Term College Students

    Science.gov (United States)

    Tuckman, Bruce W.; Kennedy, Gary J.

    2011-01-01

    In this study, the authors examined the effect of taking a learning strategies course on grade point average, retention, and graduation rate of 351 first-year students over their first 4 terms in comparison with 351 matched non-course takers. The course taught 4 learning strategies and 8 substrategies to help students overcome procrastination,…

  2. Acceptance, Usability and Usefulness of WebLab-Deusto from the Students Point of View

    Directory of Open Access Journals (Sweden)

    Jaime Irurzun

    2009-02-01

    Full Text Available In the engineering curriculum, remote labs are becoming a popular learning tool. The advantages of these laboratories and the different deployments have been analyzed many times, but in this paper we want to show the results of the students’ opinion about WebLab-Deusto as a learning tool. This work is focused on the subjects Programmable Logic (PL in the third year of Electronics Engineering and in Electronics Design (ED of the fifth year of the same degree. The paper presents the results of the surveys done by students since 2004. This survey consists of fifteen questions and its main objective is to measure the acceptance, usability and usefulness of the remote laboratory developed at University of Deusto from the students point of view.

  3. South Dakota Student Learning Objectives Handbook

    Science.gov (United States)

    Gill, Matt; Outka, Janeen; McCorkle, Mary

    2015-01-01

    Student growth is one of two essential components of South Dakota's Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. "The South Dakota SLO Handbook" provides support and guidance to public schools and school…

  4. Engaging with blended learning to improve students' learning outcomes

    Science.gov (United States)

    Francis, Rebecca; Shannon, Susan J.

    2013-08-01

    When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.

  5. Metacognitive strategies in student learning: do students practise retrieval when they study on their own?

    Science.gov (United States)

    Karpicke, Jeffrey D; Butler, Andrew C; Roediger, Henry L

    2009-05-01

    Basic research on human learning and memory has shown that practising retrieval of information (by testing the information) has powerful effects on learning and long-term retention. Repeated testing enhances learning more than repeated reading, which often confers limited benefit beyond that gained from the initial reading of the material. Laboratory research also suggests that students lack metacognitive awareness of the mnemonic benefits of testing. The implication is that in real-world educational settings students may not engage in retrieval practise to enhance learning. To investigate students' real-world study behaviours, we surveyed 177 college students and asked them (1) to list strategies they used when studying (an open-ended free report question) and (2) to choose whether they would reread or practise recall after studying a textbook chapter (a forced report question). The results of both questions point to the same conclusion: A majority of students repeatedly read their notes or textbook (despite the limited benefits of this strategy), but relatively few engage in self-testing or retrieval practise while studying. We propose that many students experience illusions of competence while studying and that these illusions have significant consequences for the strategies students select when they monitor and regulate their own learning.

  6. Students learn how to cool the planet

    Science.gov (United States)

    Santos, Anabela

    2013-04-01

    I teach students aged 13/14 years in the eighth grade. In the natural sciences we study aspects of the greenhouse effect and global warming. At the time I was reading the book "Como Arrefecer o Planeta" (How to cool the planet) by Professor João Lin Yun, a scientist and researcher at the University of Lisbon. I thought the book explicitly clarified this issue and would be very accessible to my students. I had an idea of teaching this academic content differently than usual. Therefore I suggested that the students read this book, which they did without exception. As I noticed that the students had a great interest in the book, I thought to invite the author to visit our school and spend a day with us. Professor Lin Yun readily accepted the invitation. In the classroom, the students prepared the contents of the book in order to discuss the subjects with the book's author and question the author about their doubts and the clarifications they needed. They also created a PowerPoint where they conveyed their interpretation of the book. Professor Lin Yun spent a day with students, where there were moments of debate and didactic-ludic work. It was a very fascinating and enriching experience because students learn differently, outside the classroom and in the presence of the author of the book they have read. They were also prepared for the assessment test and were more sensitive to the issue of climate change and other environmental changes. In response to some questions - It was humans, each of us with our carbon footprint, we have created this problem. So if we had the ability to create the problem, we also have the ability to solve it? - Our individual contribution is important and meaningful? They concluded that in view of the current changes, we must change attitudes, to overcome these new challenges. The models of behavior and thoughts inherited from our ancestors must be replaced by modern solutions and decision-making regarding the future. Albert Einstein said

  7. The contexts for student learning: international students in Denmark

    DEFF Research Database (Denmark)

    Hammershøy, Anna; Simonsen, Berit Elsebeth; Miller, Tanja

    The paper focuses on Service, Hospitality and Tourism management education programme at the University College of Northern Denmark. The English-taught international stream is developed in a local context, following a Danish curriculum and employing Danish instructors. The students originate...... primarily from Eastern and Central Europe and are not socialised in the North European educational culture. It takes these students more attempts to pass examinations compared to the Danish students, and their GPA is lower compared to the Danish students. The paper addresses the immediate learning context...... of the programme as well as the wider context. The international students report challenges in adjusting to, and fulfilling such of the programme’s curriculum requirements as Problem-based learning techniques and securing internships with learning value. The wider cultural contest can also be seen as constraining...

  8. Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

    Science.gov (United States)

    Cheng, Zijia; Southcott, Jane

    2016-01-01

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

  9. Digital Production and Students as Learning Designers

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Levinsen, Karin

    2014-01-01

    Today’s digitalization allows users to interact, collaborate, communicate and create user-generated content. The technology is intuitive and easy to use even for young children, and new learning opportunities emerge. Particularly, students’ production as a learning form benefits from digitalization...... as the new opportunities enable young students to integrate their playing competencies and skills into the formal school learning. This paper presents and discusses a theory regarding students’ digital production from a learning and design-for-learning perspective, which is generated based on the project...

  10. Understanding the relationship between student attitudes and student learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-02-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

  11. Key Learning Styles of Teaching English to Students from the Asian-Pacific Region

    Directory of Open Access Journals (Sweden)

    Kovalenko Natalia A.

    2016-01-01

    Full Text Available This article examines key styles of learning English as the second language, particularly for students from Asian-Pacific countries. It deals with the methods of improving their learning skills and abilities. The most traditional and popular ways of learning styles are pointed out. The authors also discuss teaching approaches for matching and interaction of learning styles in different cultures. The authors also discuss teaching approaches to matching and interaction of learning styles in different cultures.

  12. The Construction of an Online Competitive Game-Based Learning System for Junior High School Students

    Science.gov (United States)

    Cheng, Yuh-Ming; Kuo, Sheng-Huang; Lou, Shi-Jer; Shih, Ru-Chu

    2012-01-01

    The purpose of this study aimed to construct an online competitive game-based learning system by using freeware for junior high school students and to assess its effectiveness. From the learning standpoints, game mechanisms including learning points, competition mechanism, training room mechanism, questioning & answering mechanism, tips, and…

  13. Civic Engagement and Organizational Learning Strategies for Student Success

    Science.gov (United States)

    Moore, Tami L.; Mendez, Jesse P.

    2014-01-01

    Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

  14. Dissonance in Student Learning Patterns: When To Revise Theory?

    Science.gov (United States)

    Vermunt, Jan; Minnaert, Alexander

    2003-01-01

    Explored theoretically incongruent learning patterns among subgroups of students. Students completed the Inventory of Learning Styles in the first and third trimesters. Learning patterns in the third trimester were far more dissonant than in the first trimester. (EV)

  15. Abstract: Improving Effectiveness of Student Learning Experiences ...

    African Journals Online (AJOL)

    Abstract: Improving Effectiveness of Student Learning Experiences during Clinical Rotations at Rwanda Military Hospital (RMH) ... These expectations included collaboration with the clinical instructors, ward staff nurses, and the HRH clinical mentors. The ward managers facilitated structured learning by assisting the ...

  16. Student Documentaries: A Language Learning Tool

    Science.gov (United States)

    Yamak, Linda Adra

    2008-01-01

    This article describes the reasons for project-based learning and how it better motivates students in an EFL classroom. It illustrates this topic by presenting a documentary film project that was carried out in a high-intermediate EFL class in Saudi Arabia. The article summarizes the theoretical support for communicative language learning and…

  17. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  18. Counselling strategies for students learning and career ...

    African Journals Online (AJOL)

    Counselling strategies for students learning and career development in secondary schools in Nigeria. ... These counselling strategies can promote learning and explore career decisions and choices for personal satisfaction and happiness. Career development is a life-long process and could be promoted with effective ...

  19. Increasing Student Engagement Using Asynchronous Learning

    Science.gov (United States)

    Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

    2015-01-01

    Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…

  20. Student Development in an Experiential Learning Program

    Science.gov (United States)

    Gilbert, Brandi L.; Banks, Julianna; Houser, John H. W.; Rhodes, Simon J.; Lees, N. Douglas

    2014-01-01

    This study is an outcomes assessment of an experiential learning program for undergraduate students interested in life and health sciences careers enrolled at a public urban research institution. The year-long research and professional experience internships were projected to improve learning outcomes in undergraduates. The study included an…

  1. Utilizing Online Learning Communities in Student Affairs

    Science.gov (United States)

    Calhoun, Daniel W.; Green, Lucy Santos

    2015-01-01

    In this chapter, the authors will expand upon the definition of learning communities, discussing the ways in which this concept has changed and adapted through the incorporation/infusion of web-based technologies. In addition, strategies on how to create and use online learning communities both with students and for professional practice will be…

  2. Involvement of Students in E-Learning

    Science.gov (United States)

    Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

    2017-01-01

    The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

  3. Building Student Trust in Online Learning Environments

    Science.gov (United States)

    Wang, Ye Diana

    2014-01-01

    As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the…

  4. Accreditors Revamp Policies To Stress Student Learning.

    Science.gov (United States)

    McMurtrie, Beth

    2000-01-01

    Reports that all six regional college/university accrediting agencies have rewritten, or are currently rewriting, their standards to place more emphasis on what students learn, accept the growth of part-time faculty members, develop ways to evaluate the effectiveness of distance learning, and let colleges tailor accreditation process to their own…

  5. Evaluation of Computer Based Foreign Language Learning Software by Teachers and Students

    Science.gov (United States)

    Baz, Fatih Çagatay; Tekdal, Mehmet

    2014-01-01

    The aim of this study is to evaluate Computer Based Foreign Language Learning software called Dynamic Education (DYNED) by teachers and students. The study is conducted with randomly chosen ten primary schools with the participants of 522 7th grade students and 7 English teachers. Three points Likert scale for teachers and five points Likert scale…

  6. Extracurricular Activities and Their Effect on the Student's Grade Point Average: Statistical Study

    Science.gov (United States)

    Bakoban, R. A.; Aljarallah, S. A.

    2015-01-01

    Extracurricular activities (ECA) are part of students' everyday life; they play important roles in students' lives. Few studies have addressed the question of how student engagements to ECA affect student's grade point average (GPA). This research was conducted to know whether the students' grade point average in King Abdulaziz University,…

  7. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  8. Social network dynamics in international students' learning

    OpenAIRE

    Cox, A.M.; Taha, N.

    2010-01-01

    The potential for the internationalisation of UK HE to bring diverse viewpoints and perspectives into the curriculum has not been fully realised. One of the many obstacles to this may be our lack of understanding of how international students use and build social networks for learning, information sharing and support, and how this impacts on engagement and learning. The literature suggests various ways in which network positions and learning might be associated. In this study we used a range ...

  9. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

    The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

  10. LEARNING POINTS FROM WHISTLEBLOWER CLAIMS AGAINST INSTITUTIONS OF HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Christopher R. Schmidt

    2015-12-01

    Full Text Available The types of whistleblowing claims made against institutions of higher education are not well understood nor are the various mechanisms used to solicit, investigate, and learn from such claims at the institutional and state levels. This research obtained and analyzed whistleblower claims made against institutions of higher education and explores and facilitates a discussion around the value of learning opportunities that come from whistleblowing claims. Aggregate claims data and detail workpapers for claims made against the 45 publicly funded colleges and universities in the state of Ohio, in the midwestern United States was analyzed to identify patterns and areas of focus which could improve institutional processes and internal controls. Four areas resulted from the analysis: hiring and pay practices, prevention of the theft of institutional assets, prevention of the theft of student funds, and an institutional accreditation issue. All claims that were reported reflected real concerns on topics of strategic importance to institutions and their management practices, although not all were substantiated or corroborated. One quarter of the claims resulted in proven cases for recovery and prosecution. At the state level, completeness of investigation and administrative learning were sometimes not pursued due to the code enforcement nature of the governing bodies whose mandate was limited to the identification and prosecution of crimes, although improvement opportunities clearly existed. The case of Ohio demonstrates that open government and public information request processes can provide sufficient information to allow insight into the nature of the claims and to identify improvement opportunities for both the institution and state level administration.

  11. Teaching chemistry to students with learning difficulties: exemplary ...

    African Journals Online (AJOL)

    normal' students and others are 'special' students. Arguably, today's science classrooms are witnessing a situation in which students experience a special learning need during the course of their learning science. Regrettably, most of the science ...

  12. Using the Technology: Introducing Point of View Video Glasses Into the Simulated Clinical Learning Environment.

    Science.gov (United States)

    Metcalfe, Helene; Jonas-Dwyer, Diana; Saunders, Rosemary; Dugmore, Helen

    2015-10-01

    The introduction of learning technologies into educational settings continues to grow alongside the emergence of innovative technologies into the healthcare arena. The challenge for health professionals such as medical, nursing, and allied health practitioners is to develop an improved understanding of these technologies and how they may influence practice and contribute to healthcare. For nurse educators to remain contemporary, there is a need to not only embrace current technologies in teaching and learning but to also ensure that students are able to adapt to this changing pedagogy. One recent technological innovation is the use of wearable computing technology, consisting of video recording with the capability of playback analysis. The authors of this article discuss the introduction of the use of wearable Point of View video glasses by a cohort of nursing students in a simulated clinical learning laboratory. Of particular interest was the ease of use of the glasses, also termed the usability of this technology, which is central to its success. Students' reflections were analyzed together with suggestions for future use.

  13. Students' perceptions of their learning experiences: A repeat regional survey of healthcare students.

    Science.gov (United States)

    Hamshire, Claire; Barrett, Neil; Langan, Mark; Harris, Edwin; Wibberley, Christopher

    2017-02-01

    Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. Nine universities in the North West of England. A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing

  14. Malaysian Students' Motivation towards Physics Learning

    Science.gov (United States)

    Saleh, Salmiza

    2014-01-01

    The purpose of this survey study was to examine the level of Malaysian students' motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on 337 Form Four students who took Physics as a subject, from six schools in a northern state of Malaysia--three from urban areas,…

  15. Undergraduate Research as Engaged Student Learning

    Science.gov (United States)

    Wolf, Lorraine W.

    2018-01-01

    This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

  16. Student Perspectives on Self-Directed Learning

    Science.gov (United States)

    Douglass, Carolinda; Morris, Sherrill R.

    2014-01-01

    Undergraduate student perspectives regarding specific factors associated with self-directed learning were collected through eight focus groups. A total of 80 upperclassmen provided input revealing three emergent themes in the focus groups responses: (1) Student-Controlled, (2) Faculty-Controlled, and (3) Administration-Controlled Facilitators and…

  17. Facilitating Student Learning through Math Journals.

    Science.gov (United States)

    Koirala, Hari P.

    In the last two decades, mathematics teachers have shown a great deal of interest in how students learn mathematics through journal writing. I have also used journals in mathematics classes for the last five years. Based on the analysis of more than 1800 journal entries written by approximately 200 students in the last five years, I conclude that…

  18. Student Learning in an International Setting

    Science.gov (United States)

    Kelly, Darren

    2010-01-01

    This chapter explores student learning in an international setting and the importance that students place on the international setting when they are considering where to study abroad. It examines how the social distance of foreign sites from America has been reduced in recent years due to globalization, politics, the Internet, internationalization…

  19. Students' Ideas on Cooperative Learning Method

    Science.gov (United States)

    Yoruk, Abdulkadir

    2016-01-01

    Aim of this study is to investigate students' ideas on cooperative learning method. For that purpose students who are studying at elementary science education program are distributed into two groups through an experimental design. Factors threaten the internal validity are either eliminated or reduced to minimum value. Data analysis is done…

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

    African Journals Online (AJOL)

    This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

  1. Relationship between student preparedness, learning experiences ...

    African Journals Online (AJOL)

    Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher ...

  2. Music during Lectures: Will Students Learn Better?

    Science.gov (United States)

    Dosseville, Fabrice; Laborde, Sylvain; Scelles, Nicolas

    2012-01-01

    We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the…

  3. Globe, student inquiry, and learning communities

    Science.gov (United States)

    C.L. Henzel

    2000-01-01

    The Global Learning and Observations to Benefit the Environment (GLOBE) database is a web-based archive of environmental data gathered by K through 12 students in over 85 countries. The data are gathered under protocols developed by research scientists specializing in various fields of earth science. Students gather information, then enter and visualize the data via...

  4. Facilitating lecturer development and student learning through ...

    African Journals Online (AJOL)

    The aim of the action research project is to improve my own practice as research methodology lecturer to facilitate effective student learning to enable students to become reflective practitioners with responsibility for their own professional development through action research in their own classrooms, and to motivate the ...

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

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... E-mail:toade1957@yahoo.com. Abstract. This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior ...

  6. Sampling from Determinantal Point Processes for Scalable Manifold Learning.

    Science.gov (United States)

    Wachinger, Christian; Golland, Polina

    2015-01-01

    High computational costs of manifold learning prohibit its application for large datasets. A common strategy to overcome this problem is to perform dimensionality reduction on selected landmarks and to successively embed the entire dataset with the Nyström method. The two main challenges that arise are: (i) the landmarks selected in non-Euclidean geometries must result in a low reconstruction error, (ii) the graph constructed from sparsely sampled landmarks must approximate the manifold well. We propose to sample the landmarks from determinantal distributions on non-Euclidean spaces. Since current determinantal sampling algorithms have the same complexity as those for manifold learning, we present an efficient approximation with linear complexity. Further, we recover the local geometry after the sparsification by assigning each landmark a local covariance matrix, estimated from the original point set. The resulting neighborhood selection .based on the Bhattacharyya distance improves the embedding of sparsely sampled manifolds. Our experiments show a significant performance improvement compared to state-of-the-art landmark selection techniques on synthetic and medical data.

  7. Defining quality student feedback in distance learning.

    Science.gov (United States)

    Price, B

    1997-07-01

    The quality of student feedback is of critical importance in distance learning. Students studying such courses may be geographically far removed from tutors, and limited contact opportunities necessitate a sharp and accurate focus upon aspects of study which link theory, research, clinical practice and written assessment closely together. An understanding of quality feedback begins with an appreciation of the role of distance learning course tutors and the education models which can usefully guide them. Quality also relies upon a close evaluation of support to students as courses are planned, launched and then monitored through course boards or their equivalent.

  8. Learning Styles of Vietnamese Medical Students

    OpenAIRE

    Vo Thanh Nhan

    2010-01-01

    Background: The purpose of this study was to assess the learning styles of Vietnamese medical students at the Ho Chi Minh City University of Medicine and Pharmacy. Method:  Participants were 856 (147 first-year, 144 second-year, 144 third-year, 136 fourth-year, 148 fifth-year, and 137 sixth-year students) medical students who completed the 100-item Vermunt’s Inventory of Learning Styles. Results:  Factor analysis resulted in four factors with adequate reliability (α range: 0.71 - 0.86):...

  9. Fostering Interdisciplinary Collaboration to Improve Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron Jr.

    2014-08-01

    Full Text Available The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A's and B's and fewer D's and F's in courses where faculty members were mentored as compared to courses where faculty members were not.

  10. Amplifying Student Learning through Volunteering

    Science.gov (United States)

    McFadden, Amanda; Smeaton, Kathleen

    2017-01-01

    Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students' perspective and the relationship these experiences have…

  11. The Relationship between Latino Students' Learning Styles and Their Academic Performance

    Science.gov (United States)

    Torres, Sonia Maldonado

    2014-01-01

    The purpose of this study was to explore the relationship between Latino Students' learning styles and their academic performance. Students' academic performance was measured using their overall grade point average (GPA). A group of 229 Latino students who were enrolled at an urban community college in New York City participated in the study. Two…

  12. Enhancing the Learning Environment by Learning all the Students' Names

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception....... Most teachers get to know the names of the most active students. Many teachers feel bad about this and would love to know all the students' names, but the task seems insurmountable.Over the years I have developed a simple, systematic and time-efficient method to learn the names of all students that can...

  13. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  14. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  15. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  16. Departing from PowerPoint default mode: Applying Mayer's multimedia principles for enhanced learning of parasitology

    Directory of Open Access Journals (Sweden)

    Jyoti Mahantesh Nagmoti

    2017-01-01

    Full Text Available Purpose: PowerPoint (PPT™ presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology. Methodology: Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer's multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I and an essay test after six months (test-II which assessed their short and long term knowledge retention respectively. Students' feedback on quality and content of lectures were collected. Results: Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019 indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001. Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use. Conclusions: It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

  17. Departing from PowerPoint default mode: Applying Mayer's multimedia principles for enhanced learning of parasitology.

    Science.gov (United States)

    Nagmoti, Jyoti Mahantesh

    2017-01-01

    PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology. Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer's multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I) and an essay test after six months (test-II) which assessed their short and long term knowledge retention respectively. Students' feedback on quality and content of lectures were collected. Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019) indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001). Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use. It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

  18. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...

  19. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

    Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

  20. Relationship between the learning style preferences of medical students and academic achievement.

    Science.gov (United States)

    Almigbal, Turky H

    2015-03-01

    To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers' PowerPoint slides, textbooks, and journals). The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student's academic achievements, marital status, residency, or study resources (for example, teachers' PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies' variables, the learning style preferences were not related to GPA. Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students' learning styles.

  1. Automotive Mechanics. Student Learning Guides.

    Science.gov (United States)

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

  2. Learning styles and academic achievement among undergraduate medical students in Thailand.

    Science.gov (United States)

    Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

    2015-01-01

    This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

  3. [Motivation and self-directed learning among medical students].

    Science.gov (United States)

    Fasce H, Eduardo; Ortega B, Javiera; Ibáñez G, Pilar; Márquez U, Carolina; Pérez V, Cristhian; Bustamante D, Carolina; Ortiz M, Liliana; Matus B, Olga; Bastías V, Nancy; Espinoza P, Camila

    2016-05-01

    Motivation is an essential aspect in the training process of medical students. The association that motivation can have with learning self-regulation is of utmost importance for the design of curriculum, teaching methods and evaluation. To describe the motivational aspects of self-directed learning among medical students from a traditional Chilean University. A qualitative, descriptive study based on grounded theory of Strauss and Corbin. Twenty 4th and 5th year medical students were selected using a maximum variation sampling technique. After obtaining an informed consent, semi-structured interviews and field notes were carried out. Data were analyzed to the level of open coding through Atlas-ti 7.5.2. From the student point of view, personal motivational aspects are linked to the search for information, constant updating, the perception of the physician-patient relationship and interest in subject matters. From the scope of teachers, a main issue is related to their ability to motivate students to develop independent study skills. Personal motivational aspects facilitate the development of independent study skills, specifically in the search of information. The role of teachers is crucial in promoting these skills and the perception of medical students from their learning process.

  4. Effects of the PowerPoint methodology on content learning Efectos de la metodología PowerPoint en el aprendizaje de contenidos Effects of the PowerPoint methodology on content learning

    Directory of Open Access Journals (Sweden)

    Maria del Carmen Cirera Amores

    2013-01-01

    Full Text Available Purpose: This study focuses on whether the use of PowerPoint technology as the main resource to convey information has an effect on students’ learning compared with classes taught without this technology.Design/methodology/approach: The sample consisted of 205 psychology students, divided into four groups, who were taught an ordinary Educational Psychology lesson. In two of these groups, a PowerPoint presentation (19 slides was used to deliver the contents, while in the other two the same contents were delivered by the professors with the only aid of the blackboard. After the lesson, students’ learning was assessed by means of a questionnaire consisting of ten multiple-choice items.Findings: Results showed significant differences (p Originality/value: The use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning.Purpose: This study focuses on whether the use of PowerPoint technology as the main resource to convey information has an effect on students’ learning compared with classes taught without this technology.Design/methodology/approach: The sample consisted of 205 psychology students, divided into four groups, who were taught an ordinary Educational Psychology lesson. In two of these groups, a PowerPoint presentation (19 slides was used to deliver the contents, while in the other two the same contents were delivered by the professors with the only aid of the blackboard. After the lesson, students’ learning was assessed by means of a questionnaire consisting of ten multiple-choice items.Findings: Results showed significant differences (p Originality/value: The use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning.Objeto: Este estudio se centra en los efectos del PowerPoint como medio principal de transmisión de contenidos en el aprendizaje del alumnado, comparándolos con el

  5. Experiential Learning in Kinesiology: A Student Perspective

    Science.gov (United States)

    de Groot, Mary; Alexander, Kisha; Culp, Brian; Keith, NiCole

    2015-01-01

    Overview Service learning is a form of experiential learning that pairs academic educational experiences and community organizations to promote training, civic engagement, and meaningful service by students to their community. Kinesiology programs have moved toward increasing experiential and service learning options in health promotion for their students, but few have evaluated the student perceptions of these programs. Purpose The purpose of the current study was to conduct a qualitative evaluation of a service learning course for Kinesiology majors located in a low-income urban area. Methods Ten recent graduates of a department of Kinesiology were enrolled in focus groups, stratified by gender, facilitated by a graduate research assistant not affiliated with their school. Focus group discussions were audiotaped, transcribed and analyzed for themes. Results Nine themes were identified including: (1) Personal and professional experience, (2) decision to participate, (3) location decision, (4) self-efficacy, (5) perceptions of program members, (6) social interaction, (7) personal and program communication, (8) physical facilities and (9) program outcomes. Students positively evaluated the learning experience as valuable to their personal and professional development; noted changes in their perceptions of low-income communities and increases to self-efficacy and skill acquisition from the beginning to the end of the course; and observed significant needs and improvements in physical, emotional and social outcomes of community members. Conclusions This study demonstrated multiple and varied benefits of a service learning program for Kinesiology students. On-going evaluation of service learning programs in health promotion is needed to enhance student and community outcomes. PMID:26613104

  6. A Cross-Cultural Comparison of College Students' Learning Strategies for Academic Achievement between South Korea and the USA

    Science.gov (United States)

    Lee, Hye-Jung; Lee, Jihyun; Makara, Kara A.; Fishman, Barry J.; Teasley, Stephanie D.

    2017-01-01

    This study explores how the relationship between college students' learning strategies and their grade point average (GPA) differs across two culturally different institutions. Surveys of 621 students at a South Korean university and 824 students at a university in the USA were used to assess four types of learning strategies: motivation-related,…

  7. Systemic Assessment as a new tool for assessing students learning ...

    African Journals Online (AJOL)

    Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

  8. Student Preferences for M-Learning Application Characteristics

    Science.gov (United States)

    Delialioglu, Ömer; Alioon, Yasaman

    2014-01-01

    This study attempts to find out students' expectations from mobile learning (m-learning) applications. The relationship between students' grade levels (freshman, sophomore, junior, senior) and their preferred m-learning application characteristics were analyzed. A questionnaire on students' preferences in m-learning applications was used as the…

  9. Learning Styles and Student Performance in Introductory Economics

    Science.gov (United States)

    Brunton, Bruce

    2015-01-01

    Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

  10. Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Science.gov (United States)

    Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning…

  11. [Learning strategies of autonomous medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Ortega B, Javiera; Bustamante D, Carolina; Pérez V, Cristhian; Ibáñez G, Pilar; Ortiz M, Liliana; Espinoza P, Camila; Bastías V, Nancy

    2015-12-01

    Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. The learning process of autonomous students is intentional and planned.

  12. Instant messaging and nursing students' clinical learning experience.

    Science.gov (United States)

    Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Gröhbiel, Urs; Ajuwon, Ademola J

    2018-05-01

    Although learning in clinical settings is a key element of nursing education, for many learners these are challenging developmental contexts often marked by isolation and a lack of belongingness. Despite the massive appropriation of mobile instant messaging (MIM) platforms and the connective properties attendant to them, very little is known about their role in and impact on nursing students' clinical learning experiences. To address this gap, the study, which was part of a multinational research project on the use of mobile social media in health professions education in developing countries, examined the use of the instant messaging platform WhatsApp by nursing students during placements and potential associations with socio-professional indicators. The survey involved a total number of 196 nursing students from 5 schools in Oyo State, Nigeria. The findings suggest that students used WhatsApp relatively frequently and they perceived that this platform strongly enhanced their communication with other students and nurses. WhatsApp use during placements was positively associated with students' maintained social capital with peer students, the development of a professional identity, placement satisfaction and with reduced feelings of isolation from professional communities. The determinants that influenced WhatsApp use during placements were perceived usefulness and perceived ease of use. No associations were found between WhatsApp use during placement and age, attitude, subjective norms and placement duration. This study is one of the first of its kind that points to the relevance of mobile instant messaging as part of nursing students' (inter)personal learning environments in clinical settings and, particularly, in the development setting under investigation. Further research is needed to corroborate these findings, to enhance the understanding of the impact mechanisms, and to evaluate a more systematic use of MIM in clinical learning contexts. Copyright © 2018

  13. Dissonance in student learning patterns : when to revise theory?

    NARCIS (Netherlands)

    Vermunt, J; Minnaert, A

    2003-01-01

    This study focuses on the issue of theoretically incongruent learning patterns found among subgroups of students. The longitudinal study was done among first year university students in a student-oriented learning environment. Students completed the Inventory of Learning Styles (ILS) twice, once in

  14. Integrating Annotations into a Dual-Slide PowerPoint Presentation for Classroom Learning

    Science.gov (United States)

    Lai, Yen-Shou; Tsai, Hung-Hsu; Yu, Pao-Ta

    2011-01-01

    This study introduces a learning environment integrating annotations with a dual-slide PowerPoint presentation for classroom learning. Annotation means a kind of additional information to emphasize the explanations for the learning objects. The use of annotations is to support the cognitive process for PowerPoint presentation in a classroom. The…

  15. Distance Learning and Summer Sessions Longitudinal Study affirms eLearning student satisfaction

    OpenAIRE

    Jacques, Jenise L.

    2009-01-01

    Virginia Tech's Office of Distance Learning and Summer Sessions recently concluded a five-year longitudinal data report, which shows students are embracing distance learning and eLearning is meeting with students' expectations.

  16. Does team learning motivate students' engagement in an evidence-based medicine course?

    Science.gov (United States)

    Tai, Bee Choo; Koh, Woon Puay

    2008-12-01

    Small group-based instructional methods such as team learning have been shown to produce positive educational outcomes. To motivate students' learning in an evidence-based medicine course, we explore team learning as a teaching strategy, and describe students' engagement and preference for this mode of learning. An adaptation of team learning was implemented in September 2007 for all Year 2 Medical undergraduates attending the Principles in Evidence-Based Medicine course at the National University of Singapore. First, each student attempted a multiple-choice question individually. Next, the student discussed the same question with his/her team and provided a group response. Individual and group answers were recorded using keypads and Turning Point software. Students' engagement and preference for team learning were measured using a self-reported Likert Scale instrument. The pattern of engagement in team learning was compared with conventional tutorial involving the same cohort of students using chi2 trend test. A total of 224 (88%) and 215 (84%) students responded to the surveys on team learning and conventional tutorial respectively. Overall, students reported a higher level of engagement with team learning than conventional tutorial. However, regardless of the mode of instruction, the students were equally likely to pay attention in class. Sixty-nine per cent of students found team learning more enjoyable than conventional tutorial, with 73% preferring this mode of learning. There was a tendency for the percentage of correct responses to improve after group discussion. Team learning is the preferred mode of learning by Year 2 students attending the evidence-based medicine course. It promoted a high level of students' engagement and interaction in class.

  17. How Do Learning Communities Affect First-Year Latino Students?

    Science.gov (United States)

    Huerta, Juan Carlos; Bray, Jennifer J.

    2013-01-01

    Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…

  18. Selection of Learning Media Mathematics for Junior School Students

    Science.gov (United States)

    Widodo, Sri Adi; Wahyudin

    2018-01-01

    One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school…

  19. Motivating medical students to learn teamwork skills.

    Science.gov (United States)

    Aarnio, Matti; Nieminen, Juha; Pyörälä, Eeva; Lindblom-Ylänne, Sari

    2010-01-01

    This study examined teaching teamwork skills to first-year medical students. Teamwork skills focused on verbal communication in PBL-tutorial sessions and in healthcare teams. The aim was to find out how to teach teamwork skills to first-year medical students and how to motivate them to learn these skills. Three consecutive classes of first-year medical students (N = 342) participated in teamwork skills module in the years 2006, 2007 and 2008. After the first year, the introduction to the topic was revised in order to be more motivating to medical students. After each module data were collected with a feedback questionnaire containing numerical and open questions. By analyzing the students' numerical answers and the content of students' open answers regarding the module, we examined how the revised introduction affected students' perceptions of the usefulness of the module. Medical students' feedback in the years 1 (n = 81), 2 (n = 99) and 3 (n = 95) showed that the students found the module in the second and third years significantly more useful than in the first year. These results support earlier findings that clearly stated clinical relevance motivates medical students. When introducing multidisciplinary subjects to medical students, it is important to think through the clinical relevance of the topic and how it is introduced to medical students.

  20. Introduction of active learning method in learning physiology by MBBS students.

    Science.gov (United States)

    Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

    2016-01-01

    Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. To introduce active learning methodology, i.e., "jigsaw technique" in undergraduate medical education and assess the student and faculty response to it. This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques.

  1. Learning Exercises in Astronomy for Elementary Students

    Science.gov (United States)

    Jacoby, Suzanne H.

    1995-12-01

    Astronomers from the Tucson based National Optical Astronomy Observatories and students in grades K-3 at the Satori School are learning from each other about astronomy and science education. This project is partially funded by a NASA IDEA Grant (Initiative to Develop Education through Astronomy). NOAO astronomers are working with the students and teachers over a series of 12 weeks to present basic concepts in planetary and solar astronomy. Each presentation includes a discussion with the astronomers and a hands-on active learning exercise. Topics presented include: The Living Solar System, Impacts and Hazards, Comets, Space Resources, The Natural Sun, The Sun as a Clock, Sunspots and Solar Rotation, and Solar Music - Helioseismology. Lessons learned, by students and astronomers, will be presented and printed lesson modules available for distribution.

  2. Learning multiple belief propagation fixed points for real time inference

    Science.gov (United States)

    Furtlehner, Cyril; Lasgouttes, Jean-Marc; Auger, Anne

    2010-01-01

    In the context of inference with expectation constraints, we propose an approach based on the “loopy belief propagation” algorithm ( LPB), as a surrogate to an exact Markov Random Field ( MRF) modelling. A prior information composed of correlations among a large set of N variables, is encoded into a graphical model; this encoding is optimized with respect to an approximate decoding procedure ( LBP), which is used to infer hidden variables from an observed subset. We focus on the situation where the underlying data have many different statistical components, representing a variety of independent patterns. Considering a single parameter family of models we show how LPB may be used to encode and decode efficiently such information, without solving the NP-hard inverse problem yielding the optimal MRF. Contrary to usual practice, we work in the non-convex Bethe free energy minimization framework, and manage to associate a belief propagation fixed point to each component of the underlying probabilistic mixture. The mean field limit is considered and yields an exact connection with the Hopfield model at finite temperature and steady state, when the number of mixture components is proportional to the number of variables. In addition, we provide an enhanced learning procedure, based on a straightforward multi-parameter extension of the model in conjunction with an effective continuous optimization procedure. This is performed using the stochastic search heuristic CMAES and yields a significant improvement with respect to the single parameter basic model.

  3. Preference Learning Style in Engineering Mathematics: Students' Perception of E-Learning

    Science.gov (United States)

    Tawil, Norngainy Mohd; Ismail, Nur Arzilah; Asshaari, Izamarlina; Othman, Haliza; Zaharim, Azami; Bahaludin, Hafizah

    2013-01-01

    Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning.…

  4. Effects of Teaching and Learning Styles on Students' Reflection Levels for Ubiquitous Learning

    Science.gov (United States)

    Hsieh, Sheng-Wen; Jang, Yu-Ruei; Hwang, Gwo-Jen; Chen, Nian-Shing

    2011-01-01

    Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such…

  5. Asynchronous learning: student utilization out of sync with their preference.

    Science.gov (United States)

    Lew, Edward K; Nordquist, Erik K

    2016-01-01

    Background Asynchronous learning is gaining popularity. Data are limited regarding this learning method in medical students rotating in emergency medicine (EM). In EM, faculty time is limited to give in-person lectures. The authors sought to create an online curriculum that students could utilize as an additional learning modality. Objective The goal was to evaluate effectiveness, participation, and preference for this mode of learning. Methods We developed five online, narrated PowerPoint presentations. After orientation, access to the online curriculum was provided to the students, which they could review at their leisure. Results One hundred and seven fourth-year medical students participated. They reported the curriculum to be of high quality. Pretest scores were similar for those that viewed all lectures - compliant group (CG) (9.5 [CI 4.8-14.1]) and those that did not view any - non-compliant group (NCG) (9.6 [CI 5.9-13.4]). There was no statistical significant difference in posttest scores between the groups although there was improvement overall: CG 14.6 (CI 6.9-22.1); NCG 11.4 (CI 5.7-17.1). A majority (69.2%) favored inclusion of asynchronous learning, but less than a quarter (22.4%) reported viewing all five modules and more than a third (36.4%) viewed none. Conclusion Despite student-expressed preference for an online curriculum, they used the online resource less than expected. This should give pause to educators looking to convert core EM topics to an online format. However, when high-quality online lectures are utilized as a learning tool, this study demonstrates that they had neither a positive nor a negative impact on test scores.

  6. COGNITIVE LEARNING STRATEGIES OF NON-ENGLISH DEPARTMENT STUDENTS ON NOUN STRUCTURE

    Directory of Open Access Journals (Sweden)

    Shierly Novalita Yappy

    2006-01-01

    Full Text Available Learning English for non-English department students is not as easy as it seems. Besides, as much as it is necessary to know how successful learners learn, not less important is to know how less successful learners learn. Using think aloud method, this study aims at finding out the cognitive strategies used by the engineering department students in answering incorrectly problems on TOEFL noun structure-the grammar point in which students made the most errors. Findings uncover the students' strategies and reasoning upon which pedagogical implications can be put forth so that more effective and fruitful instruction can be tailored.

  7. Learning styles and academic achievement among undergraduate medical students in Thailand

    Directory of Open Access Journals (Sweden)

    Wichuda Jiraporncharoen

    2015-07-01

    Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

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

    OpenAIRE

    Vika Andini

    2014-01-01

    This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where...

  9. Virtual Learning Environments: the students' perspective

    OpenAIRE

    Turnock, Chris; Gannon-Leary, Pat

    2007-01-01

    Virtual Learning Environments (VLEs) are used extensively within higher education, primarily as an educational tool, but they can also have additional functionality. There has been considerable debate, both internal to the university and in the external academic community about the value of a VLE. The need to undertake a detailed examination of how students use a VLE has been a recurring theme in this debate. The purpose of this study was to ascertain how students used the university's VLE. T...

  10. PREFERRED LEARNING STYLES OF CRIMINOLOGY STUDENTS

    OpenAIRE

    Tudy, Randy, Tudy, Ida

    2014-01-01

    This study aimed to investigate on the learning styles of criminology students of Cor Jesu College. It employed descriptive quantitative research design using the instrument developed by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi. Results showed that the respondents were visual, introverted, random-intuitive, closure-oriented, particular, synthesizing, sharpener, deductive, field-independent and reflective. The result served as a useful feedback to students to maximize their potenti...

  11. Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

    Science.gov (United States)

    Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

    2017-01-01

    This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

  12. Exchange students' motivations and language learning success

    DEFF Research Database (Denmark)

    Caudery, Tim; Petersen, Margrethe; Shaw, Philip

    One point investigated in our research project on the linguistic experiences of exchange students in Denmark and Sweden is the reasons students have for coming on exchange. Traditionally, an important goal of student exchange was to acquire improved language skills usually in the language spoken...... in the host country. To what extent is this true when students plan to study in English in a non-English speaking country? Do they hope and expect to improve their English skills, their knowledge of the local language, both, or neither? to what extent are these expectations fulfilled? Results form the project...

  13. Gender differences in learning styles and academic performance of medical students in Saudi Arabia.

    Science.gov (United States)

    Nuzhat, Ayesha; Salem, Raneem Osama; Al Hamdan, Nasser; Ashour, Nada

    2013-01-01

    Teachers at medical school are often faced with challenges of improving student satisfaction with the learning environment. On the other hand, education in the medical field is very competitive and medical students are exposed to diverse methods of teaching. Students adapt specific learning styles to keep pace with the information delivered to them in their institutions. The aim of this study is to know the differences in learning styles between male and female students, and the effect it has on academic performance. The VARK Questionnaire version 7.0 (Visual, Aural, Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical students at King Saud Bin Abdul Aziz University for Health Sciences, Faculty of Medicine at King Fahad Medical City, Saudi Arabia for determining the preferred learning methods of students participating in this study. The learning styles were then compared to cumulative grade point average (GPA) obtained by the students. The dominant learning style preference of students was multimodal. Among students who preferred unimodal preference, aural and kinesthetic preference was predominant for males and females. Moreover, Females had more diverse preferences than male students. Multimodal learners have higher cumulative GPAs when compared with the unimodal learners. This study revealed variation in learning style preferences among genders, and its implications on academic performance of medical students.

  14. [Kolb's learning styles in medical students].

    Science.gov (United States)

    Borracci, Raúl A; Arribalzaga, Eduardo B

    2015-01-01

    The objective of this work was to study the relationship of Kolb's learning styles in academic success or failure in medical students. A prospective cohort study in 116 medical students of a private Argentine university was performed between March 2005 and March 2011. The follow-up included two cut-offs; during 2005-2006 the students' learning styles were determined and five years later, when individuals had to end their career, they were grouped into graduated, delayed or dropped status. At the end of the period, 50% of the students ended successfully, 24.1% abandoned and 25.9% was delayed. Learning styles were assimilator in 60.3% of cases, divergent in 14.7%, accommodator in 6.9%, convergent in 6.0% and undefined in 12.1%. In conclusion, the follow-up during the career demonstrated that convergent or undefined styles had a tendency to abandon the career, while delayed students had a more theoretical and reflexive style than successful individuals. The results observed in convergent students differed from other reports. This difference would be explained by a particular characteristic of the sample or by the teaching and evaluation profile of the university.

  15. Learning styles: The learning methods of air traffic control students

    Science.gov (United States)

    Jackson, Dontae L.

    In the world of aviation, air traffic controllers are an integral part in the overall level of safety that is provided. With a number of controllers reaching retirement age, the Air Traffic Collegiate Training Initiative (AT-CTI) was created to provide a stronger candidate pool. However, AT-CTI Instructors have found that a number of AT-CTI students are unable to memorize types of aircraft effectively. This study focused on the basic learning styles (auditory, visual, and kinesthetic) of students and created a teaching method to try to increase memorization in AT-CTI students. The participants were asked to take a questionnaire to determine their learning style. Upon knowing their learning styles, participants attended two classroom sessions. The participants were given a presentation in the first class, and divided into a control and experimental group for the second class. The control group was given the same presentation from the first classroom session while the experimental group had a group discussion and utilized Middle Tennessee State University's Air Traffic Control simulator to learn the aircraft types. Participants took a quiz and filled out a survey, which tested the new teaching method. An appropriate statistical analysis was applied to determine if there was a significant difference between the control and experimental groups. The results showed that even though the participants felt that the method increased their learning, there was no significant difference between the two groups.

  16. READINESS FOR BLENDED LEARNING: UNDERSTANDING ATTITUDE OF UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Chun Meng Tang

    2013-12-01

    Full Text Available Information technology (IT has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude of students towards different learning aspects could influence their readiness for blended learning. We conceptualized six learning aspects in a research model and then collected responses from 201 full-time undergraduate students to validate the model. Analyses revealed three key findings. First, the use of technology in education was not a hindrance to the students. Second, blended learning adaptability, which was modelled as a second-order formative construct and formed by four first-order reflective constructs—attitude towards online learning, study management, online interaction, and learning flexibility—had a positive relationship with student readiness for blended learning. Third, attitude towards classroom learning had a negative relationship with student readiness for blended learning. An understanding of student attitude towards different learning aspects can be critical in the assessment of student readiness for blended learning, which is a prerequisite for successful implementation of blended learning.

  17. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

    Science.gov (United States)

    Çolak, Esma

    2015-01-01

    Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

  18. Students' Engagement with Learning Technologies

    Science.gov (United States)

    Larkin, Derek; Huett, Kim C.

    2013-01-01

    This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…

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

    Science.gov (United States)

    Kenyon, George; Barnes, Cynthia

    2010-01-01

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

  20. Students learning across differences in a multi-disciplinary virtual ...

    African Journals Online (AJOL)

    Despite desegregation, and educational policies calling for increased inclusivity in higher education, students in South Africa generally continue to have homogenous social and learning experiences. This article reports on a collaborative student learning community across three disciplines at two universities.

  1. Causes of learning problems in primary school students

    Directory of Open Access Journals (Sweden)

    Mirkov Snežana I.

    2003-01-01

    Full Text Available Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335. The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible, textbook and teacher’s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students’ responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

  2. School Improvement Model to Foster Student Learning

    Science.gov (United States)

    Rulloda, Rudolfo Barcena

    2011-01-01

    Many classroom teachers are still using the traditional teaching methods. The traditional teaching methods are one-way learning process, where teachers would introduce subject contents such as language arts, English, mathematics, science, and reading separately. However, the school improvement model takes into account that all students have…

  3. Relationship between learning resources and student's academic ...

    African Journals Online (AJOL)

    The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

  4. Online Student Learning and Earth System Processes

    Science.gov (United States)

    Mackay, R. M.

    2002-12-01

    Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

  5. Nurturing Learning in Native American Students.

    Science.gov (United States)

    Rhodes, Robert W.

    This book helps teachers of Native American students to facilitate learning in school through awareness of cultural and values differences between Native Americans and the mainstream culture. Most of the specific cultural information presented comes from the Navajo and Hopi Reservations in northeastern Arizona, but the associated ideas,…

  6. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  7. Educating Students with Learning Disabilities in Taiwan

    Science.gov (United States)

    Hsiao, Yun-Ju

    2011-01-01

    In East Asia, Taiwan is one of only a few countries that has a clear definition of learning disabilities (LD) as well as operational criteria for the identification of LD. In Taiwan, special education services for students with LD are mandated in the Special Education Act of 1984. According to the official statistics from the Taiwanese Special…

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

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Teachers' Teaching Experience and Students' Learning Outcomes in. Secondary Schools in Ondo State, igeria. Adeyemi, T. O.. Department of Educational Foundations & Management,. University of Ado- Ekiti, P. M. B 5363, Ado- Ekiti, Nigeria. E-mail:toade1957@yahoo.com. Abstract. This article examined ...

  9. Some Factors Effected Student's Calculus Learning Outcome

    Science.gov (United States)

    Rajagukguk, Wamington

    2016-01-01

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

  10. Can teachers motivate students to learn?

    NARCIS (Netherlands)

    Thoonen, E.E.J.; Sleegers, P.J.C.; Peetsma, T.T.D.; Oort, F.J.

    2011-01-01

    Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were

  11. Learning Environment as Correlates of Chemistry Students ...

    African Journals Online (AJOL)

    The study aimed at assessing how 13 learning environment variables taken together predict students' achievement in chemistry as well as their relative contribution to the prediction. Two research questions were raised and stratified random sampling technique was used to select 94 chemistry teachers and 600 of their ...

  12. Kindergarten Students' Explanations during Science Learning

    Science.gov (United States)

    Harris, Karleah

    2010-01-01

    The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as…

  13. Student Learning in Higher Education: A Commentary

    Science.gov (United States)

    Richardson, John T. E.

    2017-01-01

    This commentary begins by summarizing the five contributions to this special issue and briefly recapping the background to the topic of student learning in higher education. Narrative and systematic reviews are compared, and the relative value of different bibliographic databases in the context of systematic reviews is assessed. The importance of…

  14. Enhancing Student Learning through Scaffolded Client Projects

    Science.gov (United States)

    Tomlinson, Elizabeth

    2017-01-01

    This article reports on the current status of client projects (CPs) in business communication courses, provides a scaffolded model for implementing CP, and assesses student learning in CPs. Using a longitudinal mixed method research design, survey data and qualitative materials from six semesters are presented. The instructor survey indicated need…

  15. Bridging the Gaps between Learning and Teaching through Recognition of Students' Learning Approaches: A Case Study

    Science.gov (United States)

    Malie, Senian; Akir, Oriah

    2012-01-01

    Learning approaches, learning methods and learning environments have different effects on students? academic performance. However, they are not the sole factors that impact students? academic achievement. The aims of this research are three-fold: to determine the learning approaches preferred by most students and the impact of the learning…

  16. The Impact of an Authentic, Simulated Learning Activity on Student Preparedness for Work-Integrated Learning

    Science.gov (United States)

    Nicola-Richmond, Kelli; Richards, Kieva; Britt, Kellie

    2016-01-01

    Student preparation for work-integrated learning using simulated learning experiences is an under researched field in occupational therapy. In 2013 the Deakin University occupational therapy degree introduced a simulated learning experience for students aimed at preparing them for work-integrated learning experiences. The session gave students an…

  17. Pharmacy Student Learning Through Community Service.

    Science.gov (United States)

    Sobota, Kristen Finley; Barnes, Jeremiah; Fitzpatrick, Alyse; Sobota, Micah J

    2015-07-01

    The Ohio Northern University American Society of Consultant Pharmacists chapter provides students the opportunity to apply classroom knowledge with learning through community service. One such program took place at the Lima Towers Apartment Community from September 18, 2014, to October 2, 2014, in Lima, Ohio. Three evening educational sessions focused on a different health topic: 1) mental health, 2) medication adherence/brown bag, and 3) healthy lifestyle choices/nutrition/smoking cessation. All three programs were structured identically, starting with dinner, followed by educational intervention, survey, blood pressure checks, and medication reviews. Two pharmacists and 16 pharmacy students implemented the program. Participants completed a total of 76 satisfaction surveys for the three programs, which were included in the data analysis. The average age of the participants was 65 years; 82% (n = 63) were female. Data demonstrated that 94% (n = 72) "learned something new," while 96% (n = 74) would "recommend the program to a friend/family member." The collected data showed the vast majority of participants from the surrounding community found value in the presentations performed by students, especially with regard to the new information they received and its perceived benefits. In light of such successes, we encourage other student chapters to implement similar community outreach events. ASCP student members can make a strong, positive impact in the community while learning in a nontraditional environment.

  18. Evaluation of the learning management system using students' perceptions.

    Science.gov (United States)

    Sayfouri, Nasrin

    2016-01-01

    Background: Learning Management System (LMS) is a web-based system designed to support teaching and learning at an institution. The capabilities of any LMS are required to be evaluated to detect the room for improvement. This study aimed at discovering the students' perceptions of the functions of the LMS at Iran University of Medical Sciences (IUMS). Methods: This qualitative study included 15 students of two master programs of Biostatistics and Medical Librarianship during the fall semester of 2015. The participants were asked to write down their perceptions of the experiences they had while using the LMS and classify them based on two categories of "Advantages and Drawbacks". Framework Analysis technique was used to analyze the views. Results: The themes emerging from the 'Advantages' included advantages for the students, advantages for the teachers, and advantages for both; however, those from the 'Drawbacks' were found to be technical and nontechnical problems. Conclusion: The major debated points in the comments comprised the students' positive accounts of the Forum section, and their complaints of the frequent glitches recurring in the system as well as some constructive problems such as inefficient tools for typing in English. Some all-inclusive inferences concerning the methodology of the study have also been pointed out in the final section.

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

    Science.gov (United States)

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

    2015-01-01

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

  20. Problem Based Learning - Linking Students and Industry

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2006-01-01

    WG2_G4 Problem based learning – linking students and industry: a case study from Aalborg, Denmark Flemming K. Flink ELITE Aalborg University In Aalborg University, Denmark, all study programmes are organised around inter-disciplinary project work in groups. Up to 50% of the study work is problem......-oriented project work: students work in teams to solve externally defined problem areas in co-operation with businesses, organisations and public institutions. Project Organised Problem Based Learning (POPBL) has generated a high degree of cooperation with the society and private companies. There are all the time...... 2000 to 3000 ongoing projects. With several thousand projects undertaken every year, the university is highly engaged with the surrounding society. Developed in the 1970s, the Aalborg model is based on a win-win principle: it provides students with transferable skills and authentic experience...

  1. Beyond Slopes and Points: Teaching Students How Graphs Describe the Relationships between Scientific Pheomena

    Science.gov (United States)

    Harris, David; Gomez Zwiep, Susan

    2013-01-01

    Graphs represent complex information. They show relationships and help students see patterns and compare data. Students often do not appreciate the illuminating power of graphs, interpreting them literally rather than as symbolic representations (Leinhardt, Zaslavsky, and Stein 1990). Students often read graphs point by point instead of seeing…

  2. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Science.gov (United States)

    Irzawati, Ira

    2013-01-01

    Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

  3. A Genetic Algorithm Approach to Recognise Students' Learning Styles

    Science.gov (United States)

    Yannibelli, Virginia; Godoy, Daniela; Amandi, Analia

    2006-01-01

    Learning styles encapsulate the preferences of the students, regarding how they learn. By including information about the student learning style, computer-based educational systems are able to adapt a course according to the individual characteristics of the students. In accomplishing this goal, educational systems have been mostly based on the…

  4. Using Scaffolding to Improve Student Learning in Legal Environment Courses

    Science.gov (United States)

    May, Diane

    2014-01-01

    Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new…

  5. Preparing Students for Flipped or Team-Based Learning Methods

    Science.gov (United States)

    Balan, Peter; Clark, Michele; Restall, Gregory

    2015-01-01

    Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

  6. Width, Length, and Height Conceptions of Students with Learning Disabilities

    Science.gov (United States)

    Güven, N. Dilsad; Argün, Ziya

    2018-01-01

    Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…

  7. Attendance Policies, Instructor Communication, Student Attendance, and Learning

    Science.gov (United States)

    Snyder, Jason; Frank, Lisa A. C.

    2016-01-01

    The authors utilized a quasiexperimental design across five sections of a managerial communication course (N = 150) to test the role of course policies and student perceptions of the instructor in influencing student absenteeism and three indicators of student learning: grades, affective learning, and cognitive learning. The experimental group…

  8. Original Science-Based Music and Student Learning

    Science.gov (United States)

    Smolinski, Keith

    2010-01-01

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

  9. Online Graduate Students' Perceptions of Best Learning Experiences

    Science.gov (United States)

    Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert

    2014-01-01

    The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they…

  10. Students' Perceptions on Intrapreneurship Education--Prerequisites for Learning Organisations

    Science.gov (United States)

    Kansikas, Juha; Murphy, Linda

    2010-01-01

    The aim of this qualitative study is to understand the prerequisites for learning organisations (LO) as perceived by university students. Intrapreneurship education offers possibilities to increase student's adaptation of learning organisation's climate and behaviour. By analysing students' perceptions, more information about learning organisation…

  11. Can a model of study activity increase didactic dialogue and students' understanding of learning in IPE?

    DEFF Research Database (Denmark)

    Hansen, Bodil Winther; Hatt, Camusa

    by both lecturers and students will be presented. Findings/results/outcomes/effects: Students point out that the model can be a useful tool to gain an overview of learning activities and the amount of time they are expected to spend in courses. When lecturers introduce courses via the model it deepens...... student's understanding of the learning outcome and how to achieve it Lecturers on the other hand find it difficult to use the model as a mean of dialogue with the students. Conclusion: Students find that the model has potential to develop their understanding of their own learning processes. Though...... at Metropolitan University College. Since 2013 all UCS have worked with a nationally decided study activity model. The model outlines four different types of learning activities. Students are introduced to courses via the model to heighten their understanding of course design and the expectations...

  12. Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

    Science.gov (United States)

    Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan

    2017-01-01

    Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in…

  13. Past Negative Time Perspective as a Predictor of Grade Point Average in Occupational Therapy Doctoral Students

    Directory of Open Access Journals (Sweden)

    Pat J. Precin

    2017-05-01

    Full Text Available Time perspective is a fundamental dimension in psychological time, dividing human experiences into past, present, and future. Time perspective influences individuals’ functioning in all occupations, including education. Previous research has examined the relationship between time perspective and academic outcomes, but the same research has not been done, to date, with occupational therapy doctoral students. This quantitative, cross-sectional study investigated the relationship between time perspective and academic success in occupational therapy doctoral students across the United States. Data from the Zimbardo Time Perspective Inventory (ZTPI and grade point averages (GPAs were collected from 50 participants via surveymonkey.com. Past Negative time perspective statistically predicted GPA in the negative direction (p = .001 for students in pre-professional OTD programs, but did not predict GPA for post-professional students. Age, gender, and learning environment did not significantly influence the prediction of GPA in either group. The method and results of this study demonstrate that the ZTPI, an instrument used in the field of psychology, may have value in the profession of occupational therapy and occupational therapy doctoral programs.

  14. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    2017-01-01

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

  15. e-Learning readiness amongst nursing students at the Durban ...

    African Journals Online (AJOL)

    e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the ...

  16. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  17. Learning Styles: A Comparison between Indian and German Business Students

    Science.gov (United States)

    Bhatnagar, Tushar; Sinha, Vinita

    2018-01-01

    Every individual is characterized by a learning style which an individual develops over a course of time. The learning style may be shaped by different cultural environment. This study aims to find and compare the learning style of Indian and German business students by examining the learning styles of 81 students from India and Germany. The study…

  18. Accommodating Students' Sensory Learning Modalities in Online Formats

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2016-01-01

    Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

  19. Assessment of medical students' learning and study strategies in self-regulated learning.

    Science.gov (United States)

    Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

    2016-04-01

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

  20. EFFECT OF INQUIRY LEARNING MODEL AND MOTIVATION ON PHYSICS OUTCOMES LEARNING STUDENTS

    Directory of Open Access Journals (Sweden)

    Dahlia Megawati Pardede

    2016-06-01

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

  1. The effects of supplemental online learning aids on student performance and student engagement in Medical Microbiology

    Science.gov (United States)

    Murray, Kimberly

    The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMate(TM), was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style.

  2. Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

    Science.gov (United States)

    Gosnell, Joan C.

    2012-01-01

    The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

  3. Seeing Is Believing: Evaluating a Point-of-Care Ultrasound Curriculum for 1st-Year Medical Students.

    Science.gov (United States)

    Nelson, Bret P; Hojsak, Joanne; Dei Rossi, Elizabeth; Karani, Reena; Narula, Jagat

    2017-01-01

    Point-of-care ultrasound has been a novel addition to undergraduate medical education at a few medical schools. The impact is not fully understood, and few rigorous assessments of educational outcomes exist. This study assessed the impact of a point-of-care ultrasound curriculum on image acquisition, interpretation, and student and faculty perceptions of the course. All 142 first-year medical students completed a curriculum on ultrasound physics and instrumentation, cardiac, thoracic, and abdominal imaging. A flipped classroom model of preclass tutorials and tests augmenting live, hands-on scanning sessions was incorporated into the physical examination course. Students and faculty completed surveys on impressions of the curriculum, and all students under-went competency assessments with standardized patients. The curriculum was a mandatory part of the physical examination course and was taught by experienced clinician-sonographers as well as faculty who do not routinely perform sonography in their clinical practice. Students and faculty agreed that the physical examination course was the right time to introduce ultrasound (87% and 80%). Students demonstrated proper use of the ultrasound machine functions (M score = 91.55), and cardiac, thoracic, and abdominal system assessments (M score = 80.35, 79.58, and 71.57, respectively). Students and faculty valued the curriculum, and students demonstrated basic competency in performance and interpretation of ultrasound. Further study is needed to determine how to best incorporate this emerging technology into a robust learning experience for medical students.

  4. Effects of an integrated problem-based learning and simulation course for nursing students.

    Science.gov (United States)

    Roh, Young Sook; Kim, Sang Suk; Kim, Sung Hee

    2014-03-01

    The adaptability of high-fidelity simulations to multiple learning strategies is an essential feature of their effective use, however, little is known about the effects of integration simulations with problem-based learning. The purpose of this study was to identify the effects of an integrated course with problem-based learning and simulation by evaluating college-based stress, student perceptions on their competence and small group learning, and comparing stress and student perceptions level by grade point average. One group post-test only design was employed with a cohort of 185 second year nursing students who were enrolled in a seven-block integrated circulo-respiratory course with problem-based learning and simulation. Nursing students evaluated their stress as moderate with the academic subdomain as the highest stressor. The students reported favorable student perceptions on competence and small group learning. Nursing students view problem-based learning with simulations-based learning favorably irrespective of their course grade. The results of this study indicate that integration of problem-based learning with simulation should be considered for broader application in nursing education. © 2013 Wiley Publishing Asia Pty Ltd.

  5. Learning styles of undergraduate nutrition and dietetics students.

    Science.gov (United States)

    Williams, Brett; Brown, Ted; Etherington, Jamie

    2012-01-01

    It has been identified that health science students, and in particular undergraduate nutrition and dietetics (N&D) students, have distinctive learning needs. The purpose of this study was to investigate the learning styles of undergraduate N&D students enrolled at a large Australian university. An awareness of the learning styles of undergraduate N&D students will assist university educators in providing appropriate learning opportunities and developing curricula to equip N&D graduates with the essential skills they need to work effectively in the modern practice environment. The Kolb Learning Style Inventory (K-LSI), Index of Learning Styles (ILS) and Success Types Learning Style Type Indicator (STLSTI) were distributed to 162 students enrolled in a Bachelor of Nutrition and Dietetics program at one metropolitan university. One hundred twenty-nine questionnaires were returned, providing a response rate of 79.6%. The K-LSI showed that students were inclined toward converging (practical) and assimilating (reasoning) learning styles while the ILS identified the students as intuitive (innovative). The STLSTI results indicated an intraverted, sensing, feeling, judging approach to learning. It is recommended N&D educators take into consideration the learning styles of dietetics students when developing curricula and evaluating teaching approaches. Analysis of learning styles can inform the planning, implementation, and assessment of teaching and learning activities to create effective learning environments, appropriate learning opportunities, and a contemporary curriculum for N&D students.

  6. The Experience of Deep Learning by Accounting Students

    Science.gov (United States)

    Turner, Martin; Baskerville, Rachel

    2013-01-01

    This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

  7. Review of Mathematics Interventions for Secondary Students with Learning Disabilities

    Science.gov (United States)

    Marita, Samantha; Hord, Casey

    2017-01-01

    Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

  8. Closing Gaps in Open Distance Learning for Theology Students ...

    African Journals Online (AJOL)

    UNISA's policy documents state clearly that the Open Distance Learning (ODL) concept aims to bridge the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware as well as student and peers. Blended learning and ...

  9. Situated student learning and spatial informational analysis for environmental problems

    Science.gov (United States)

    Olsen, Timothy Paul

    Ninth and tenth grade high school Biology student research teams used spatial information analysis tools to site a prairie restoration plot on a 55 acre campus during a four-week environment unit. Students made use of innovative technological practices by applying geographic information systems (GIS) approaches to solving environmental and land use problems. Student learning was facilitated by starting with the students' initial conceptions of computing, local landscape and biological environment, and then by guiding them through a problem-based science project process. The project curriculum was framed by the perspective of legitimate peripheral participation (Lave & Wenger, 1991) where students were provided with learning opportunities designed to allow them to act like GIS practitioners. Sociocultural lenses for learning were employed to create accounts of human mental processes that recognize the essential relationship between these processes and their cultural, historical, and institutional settings (Jacob, 1997; Wertsch, 1991). This research investigated how student groups' meaning-making actions were mediated by GIS tools on the periphery of a scientific community of practice. Research observations focused on supporting interpretations of learners' socially constructed actions and the iterative building of assertions from multiple sources. These included the artifacts students produced, the tools they used, the cultural contexts that constrained their activity, and how people begin to adopt ways of speaking (speech genres) of the referent community to negotiate meanings and roles. Students gathered field observations and interpreted attributes of landscape entities from the GIS data to advocate for an environmental decision. However, even while gaining proficiencies with GIS tools, most students did not begin to appropriate roles from the GIS community of practice. Students continued to negotiate their project actions simply as school exercises motivated by

  10. Early clinical experience: do students learn what we expect?

    Science.gov (United States)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    2011-07-01

    Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

  11. Activities Based on Wiki Platform for Engineering Higher Education: Students' Point of View

    Directory of Open Access Journals (Sweden)

    Gláucia Nolasco de Almeida Mello

    2017-08-01

    Full Text Available The fast evolution of Information and Communication Technology (ICT introduced a new generation of learners that have been adopted mobile devices and Web 2.0 technologies to get information and communicate. The Web 2.0-based tools, such as blogs, wikis, Facebook, Instagram, etc, offer huge possibilities for collaboration. In this way, the main purpose of this research was plan an activity on wiki platform for Reinforced Concrete discipline in Civil Engineering course and answer the questions: (1 How should collaboration be effectively measured on wiki platform? (2 What is the students' point of view about using wiki platform for a collaboration activity? Wikispaces Classroom platform was chosen for the project because it is a free social writing platform, suitable for collaborative learning. Furthermore it works on modern browsers, tablets, and smart phone. A total of 167 students of Civil Engineering course were monitored on Wikispaces® platform. All students’ actions were analyzed and classified as low, medium or high level of collaboration. At the end of the project 111 students answered a questionnaire and 10 students participated of an informal interview where they expressed their opinion about the platform, the activities and the relationship with online peers. A descriptive statistical analysis of the data collected from the platform and the questionnaires answered by the students was performed. The results indicated that wiki platform is an important way to develop innovative activities and tasks for the purpose of to improve skills of engineering students such as: writing communication, organization, collaboration and critical thinking.

  12. Lessons Learned in Student Venture Creation

    Science.gov (United States)

    Caner, Edward

    The Physics Entrepreneurship Master's Program (PEP) at Case Western Reserve University is now in its 15th year of operation. PEP is a 27 credit-hour Master of Science in Physics, Entrepreneurship Track. The curriculum can be tailored to the needs of each student. Coursework consists of graduate-level classes in science, business, intellectual property law, and innovation. A master's thesis is required that is based on a real-world project in innovation or entrepreneurship within an existing company or startup (possibly the student's). PEP faculty help students connect with mentors, advisors, partners, funding sources and job opportunities. In this talk I will chronicle several pitfalls that we have encountered with our ''real world'' student projects and start-up businesses, several of which met their complete demise despite showing great promise for success. I will discuss how we have learned to avoid most of these pitfalls by taking surprisingly simple actions.

  13. Motivating Students for Project-based Learning for Application of Research Methodology Skills.

    Science.gov (United States)

    Tiwari, Ranjana; Arya, Raj Kumar; Bansal, Manoj

    2017-12-01

    Project-based learning (PBL) is motivational for students to learn research methodology skills. It is a way to engage and give them ownership over their own learning. The aim of this study is to use PBL for application of research methodology skills for better learning by encouraging an all-inclusive approach in teaching and learning rather than an individualized tailored approach. The present study was carried out for MBBS 6 th - and 7 th -semester students of community medicine. Students and faculties were sensitized about PBL and components of research methodology skills. They worked in small groups. The students were asked to fill the student feedback Questionnaire and the faculty was also asked to fill the faculty feedback Questionnaire. Both the Questionnaires were assessed on a 5 point Likert scale. After submitted projects, document analysis was done. A total of 99 students of the 6 th and 7 th semester were participated in PBL. About 90.91% students agreed that there should be continuation of PBL in subsequent batches. 73.74% felt satisfied and motivated with PBL, whereas 76.77% felt that they would be able to use research methodology in the near future. PBL requires considerable knowledge, effort, persistence, and self-regulation on the part of the students. They need to devise plans, gather information evaluate both the findings, and their approach. Facilitator plays a critical role in helping students in the process by shaping opportunity for learning, guiding students, thinking, and helping them construct new understanding.

  14. A Turkish study of medical student learning styles.

    Science.gov (United States)

    Kalaca, S; Gulpinar, M

    2011-12-01

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

  15. Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

    Science.gov (United States)

    Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

    2016-12-03

    To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

  16. Variables influencing medical student learning in the operating room.

    Science.gov (United States)

    Schwind, Cathy J; Boehler, Margaret L; Rogers, David A; Williams, Reed G; Dunnington, Gary; Folse, Roland; Markwell, Stephen J

    2004-02-01

    The operating room (OR) is an important venue where surgeons do much of medical student teaching and yet there has been little work evaluating variables that influence learning in this unique environment. We designed this study to identify variables that affected medical student learning in the OR. We developed a questionnaire based on surgery faculty observations of learning in the OR. The medical students completed the questionnaire on 114 learning episodes in the OR. Pearson correlation coefficient was used to establish the strength of association between various variables and the student's overall perception of learning. The students evaluated 27 variables that might impact their learning in the OR. Strong correlations were identified between the attending physician's attitude, interactions and teaching ability in the OR and the environment being conducive to learning. Surgical faculty behavior is a powerful determinant of student perceptions of what provides for a favorable learning environment in the OR.

  17. The Effect of Professor's Attractiveness On Distance Learning Students

    Directory of Open Access Journals (Sweden)

    Jeanny Liu

    2015-07-01

    Full Text Available Technology enabled learning is becoming more popular and pervasive in education. While the effectiveness of distance learning versus traditional classroom education is strongly debated, human factors such as students’ perception of their professors can influence their desire to learn. This research examines the perceptual effect of attractive professors on business students enrolled in distance learning courses. This study expands on prior studies by testing whether the attractiveness of the professor matters to student learning within the context of online learning environment. A total of 122 online business students were surveyed. Our findings suggest that professor’s attractiveness has a statistically significant effect on student learning, motivation, and satisfaction. In addition, online students perceived attractive professors with more expertise as an instructor. Female students had higher motivation than male students. Furthermore, separate analysis indicated that attractiveness effects were stronger for participants over the age 46 when compared to other groups.

  18. Learning style preferences among pre-clinical medical students

    Directory of Open Access Journals (Sweden)

    Aye Aye Mon

    2014-02-01

    Full Text Available Generally, different students employ different learning styles dur-ing their studies and medical students are exposed to diverse methods of teaching. Therefore, understanding students’ learning style preference is an important consideration for a high quality and effective teaching and learning process.The aim of the study was to study the variation of learning styles among pre-clinical medical students of SEGi University, Malaysia. A cross-sectional study was performed by using VARK (Visual, Audio, Reading and Kinaesthetic questionnaire version 7.2 to assess the learning style preference of 98 (n=98 pre-clinical medical students in SEGi University. The questionnaire consists of 16 items which identify four different learning styles: visual, aural, reading/writing and kin-esthetic. Descriptive statistics were used to identify the learning styles of students. 61 students preferred multimodal as their learning style, out of which 43 (70% of them were female stu-dents and 18 (30% were male students. 37 students preferred unimodal as their learning style out of which 22 (59% of them were female students and 15 (41% were male students. In addi-tion, female students had more diverse preferences than male students by having 10 out of the other 11 possible combinations in multimodal learning style of preference, whereas the male stu-dents only had 5 out of the 11 combinations. In this study, there was no significant gender difference in the percentages of males and female students who preferred unimodal and multimodal styles of information presentation (P= 0.263; α=0.05. To con-clude, the majority of students of both genders had chosen quad-modal as their learning style preference. The results of this study can provide useful information for improving the quality of the teaching and learning experiences of students.

  19. Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

    Science.gov (United States)

    Yerizon, Y.; Putra, A. A.; Subhan, M.

    2018-04-01

    Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

  20. Class Attendance, PowerPoint Slides and Learning Outcomes

    OpenAIRE

    William T. Alpert; Archita Banik; Oskar R. Harmon; James Lambrinos; Richard N. Langlois

    2012-01-01

    At many large universities it is conventional to deliver undergraduate introductory economics courses in a large lecture hall with a live lecturer. However, not surprisingly, casual empiricism suggests that rates of student absenteeism are significantly greater in a large lecture format than in a smaller classroom setting. A compounding factor is that numerous empirical studies have established a significant negative relation between absenteeism and student performance. Though many instructor...

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

    Directory of Open Access Journals (Sweden)

    Vika Andini

    2014-12-01

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

  2. The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting.

    Science.gov (United States)

    Sajadi, Mahboobeh; Fayazi, Neda; Fournier, Andrew; Abedi, Ahmad Reza

    2017-01-01

    Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS. Results: There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant. Conclusion: This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.

  3. Students as Learning Designers in Innovation Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Sørensen, Birgitte Holm

    2014-01-01

    and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the Edu......-changing landscape of new technologies and how co-designer roles can be integrated in innovation education.......This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing...

  4. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

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

  5. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  6. Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil.

    Science.gov (United States)

    Czepula, Alexandra I; Bottacin, Wallace E; Hipólito, Edson; Baptista, Deise R; Pontarolo, Roberto; Correr, Cassyano J

    2016-01-01

    Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no statistically significant difference

  7. An Iterative Learning Control Technique for Point-to-Point Maneuvers Applied on an Overhead Crane

    Directory of Open Access Journals (Sweden)

    Khaled A. Alhazza

    2014-01-01

    Full Text Available An iterative learning control (ILC strategy is proposed, and implemented on simple pendulum and double pendulum models of an overhead crane undergoing simultaneous traveling and hoisting maneuvers. The approach is based on generating shaped commands using the full nonlinear equations of motion combined with the iterative learning control, to use as acceleration commands to the jib of the crane. These acceleration commands are tuned to eliminate residual oscillations in rest-to-rest maneuvers. The performance of the proposed strategy is tested using an experimental scaled model of an overhead crane with hoisting. The shaped command is derived analytically and validated experimentally. Results obtained showed that the proposed ILC control strategy is capable of eliminating travel and residual oscillations in simple and double pendulum models with hoisting. It is also shown, in all cases, that the proposed approach has a low sensitivity to the initial cable lengths.

  8. Rubrics and the enhancement of student learning

    Directory of Open Access Journals (Sweden)

    Malini Y Reddy

    2007-06-01

    Full Text Available Empirical research on the effectiveness of rubrics has primarily concentrated on its contribution towards improvement in academic performance, as reflected in attainment of higher grades. Its role in assessing the other dimensions of SL such as attitudes, behaviors and perceptions that affect students’ inclination and ability to learn has been largely unexplored. There is also a paucity of literature on how the tool can be used for informing course delivery and course design. The objectives of the study are derived from these gaps in literature. The proposed study seeks to explore the usefulness of rubrics from the perspective of students, drawing motivation from two recent studies – the study by Andrade & Du (2005, which examined the usage of rubrics by students to support their own learning and academic performance and the study by Petkov & Petkova(2006, which explored the possibility of developing curriculum wide rubrics at post-graduate level. This study intends to investigate the contribution of rubrics referenced feedback towards enhancement of motivation, development of self- regulation characteristics and improvement in academic performance. It seeks to achieve this by assessing student-learning outcomes in a multiple courses of general Masters in Business Administration (MBA program in two or more business schools in Hyderabad including, ICFAI Business School, Hyderabad.

  9. Facilitating long-term changes in student approaches to learning science.

    Science.gov (United States)

    Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T

    2012-01-01

    Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

  10. Preferred Methods of Learning for Nursing Students in an On-Line Degree Program.

    Science.gov (United States)

    Hampton, Debra; Pearce, Patricia F; Moser, Debra K

    Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (Plearning (Pteaching/learning methods for on-line students. Faculty need to incorporate various teaching methodologies within on-line courses to include both synchronous and asynchronous activities and interactive and

  11. Enhancing Middle School Students' Scientific Learning and Motivation through Agent-Based Learning

    Science.gov (United States)

    Chen, C.-H.; Chou, M.-H.

    2015-01-01

    Facing students' decreasing motivation to pursue scientific study, schools and educators need to coordinate new technologies with pedagogical agents to effectively sustain or promote students' scientific learning and motivation to learn. Although the provision of pedagogical agents in student learning has been studied previously, it is not clear…

  12. When Learning and Change Collide: Examining Student Claims to Have "Learned Nothing"

    Science.gov (United States)

    White, Justin; Pinnegar, Stefinee; Esplin, Pat

    2010-01-01

    The study presents an analysis of student papers at the end of a problem-based course designed to create an active learning environment and encourage a deep approach to learning. It explores the achievement and participation characteristics of students claiming to have "learned nothing" and suggests the impact of student resistance. (Contains 3…

  13. Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production

    Science.gov (United States)

    Vekkaila, Jenna; Pyhältö, Kirsi

    2016-01-01

    Doctoral studies are about learning to create new knowledge and to become a researcher. Yet surprisingly little is known about the individual learning patterns of doctoral students. The study aims to explore learning patterns among natural science doctoral students. The participants included 19 doctoral students from a top-level natural science…

  14. [Relationship between self-directed learning with learning styles and strategies in medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-11-01

    Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

  15. Using a Learning Log to Support Students' Learning in Biology Lessons

    Science.gov (United States)

    Stephens, Karen; Winterbottom, Mark

    2010-01-01

    Learning logs or reflective journals are frequently used in further and higher education to encourage students' reflection on their learning. Such approaches are rare in school. This study employed a learning log over a five-week period, with a class of 14-15 year old students learning about digestion, respiration and breathing at a Suffolk upper…

  16. Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

    Science.gov (United States)

    Belaineh, Matheas Shemelis

    2017-01-01

    Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

  17. Do Science Teachers Distinguish between Their Own Learning and the Learning of Their Students?

    Science.gov (United States)

    Brauer, Heike; Wilde, Matthias

    2018-01-01

    Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to…

  18. Has Distance Learning Become More Flexible? Reflections of a Distance Learning Student

    Science.gov (United States)

    Thomas, Theda

    2012-01-01

    This paper provides insight into the way in which distance learning had changed over the past 30 years from the perspective of the author as a distance learning student. The question is then asked as to whether current practice is reducing flexibility for distance learning students? The paper starts with a discussion of flexible learning and the…

  19. Novel Active Learning Experiences for Students to Identify Barriers to Independent Living for People with Disabilities.

    Science.gov (United States)

    McArthur, Polly; Burch, Lillian; Moore, Katherine; Hodges, Mary Sue

    2016-07-01

    This article describes interactive learning about independent living for people with disabilities and features the partnership of the College of Nursing and a Center for Independent Living (CIL). Using qualitative descriptive approach, students' written reflections were analyzed. Through "Xtreme Challenge," 82 undergraduate nursing students participated in aspects of independent living as well as identifying barriers. Students were engaged and learned to consider the person before the disability. Moreover, students valued the activity leaders' openness, which facilitated understanding the point of view of a person with disability. The value of partnership was evident as it allowed students to participate in active learning, which led to growth in the affective domain. Students became aware of potential education resources through the CIL. This article will guide educators in designing experiences that teach nursing care at the individual, family, and community level for people living with disabilities. © 2015 Association of Rehabilitation Nurses.

  20. MATLAB as an incentive for student learning of skills

    Science.gov (United States)

    Bank, C. G.; Ghent, R. R.

    2016-12-01

    Our course "Computational Geology" takes a holistic approach to student learning by using MATLAB as a focal point to increase students' computing, quantitative reasoning, data analysis, report writing, and teamwork skills. The course, taught since 2007 with recent enrollments around 35 and aimed at 2nd to 3rd-year students, is required for the Geology and Earth and Environmental Systems major programs, and can be chosen as elective in our other programs, including Geophysics. The course is divided into five projects: Pacific plate velocity from the Hawaiian hotspot track, predicting CO2 concentration in the atmosphere, volume of Earth's oceans and sea-level rise, comparing wind directions for Vancouver and Squamish, and groundwater flow. Each project is based on real data, focusses on a mathematical concept (linear interpolation, gradients, descriptive statistics, differential equations) and highlights a programming task (arrays, functions, text file input/output, curve fitting). Working in teams of three, students need to develop a conceptional model to explain the data, and write MATLAB code to visualize the data and match it to their conceptional model. The programming is guided, and students work individually on different aspects (for example: reading the data, fitting a function, unit conversion) which they need to put together to solve the problem. They then synthesize their thought process in a paper. Anecdotal evidence shows that students continue using MATLAB in other courses.

  1. Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

    Science.gov (United States)

    Czepula, Alexandra I.; Bottacin, Wallace E.; Hipólito, Edson; Baptista, Deise R.; Pontarolo, Roberto; Correr, Cassyano J.

    2015-01-01

    Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no

  2. Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

    Directory of Open Access Journals (Sweden)

    Czepula AI

    2016-03-01

    Full Text Available Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986 proposed five preference levels for each style (very low, low, moderate, high, and very high, called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference. The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations

  3. Students' views of cooperative learning and group testing.

    Science.gov (United States)

    Hicks, Jay

    2007-01-01

    Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

  4. Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the Use of Powerpoint

    Science.gov (United States)

    Wanner, Thomas

    2015-01-01

    This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…

  5. Opinion of medical students regarding problem based learning.

    Science.gov (United States)

    Habib, Farida; Baig, Lubna; Mansuri, Farah Asad

    2006-10-01

    To assess the process of problem-based learning (PBL) as perceived by the medical students and their opinions regarding the process. A cross-sectional study was conducted at Karachi Medical and Dental College. One hundred and four medical students of fourth year MBBS (52 each of batch 2004 and 2005) were selected for their responses and feedback on problem-based learning in small groups. Data was collected through a closed-ended questionnaire. Seventy nine percent (82 out of 104) of medical students liked the PBL sessions. Overall 85% of students were motivated towards self learning while liking for PBL was 82%. Activation of prior knowledge was observed by 83% students. Students supported problem-based learning (PBL) as an effective method of learning. Majority of students were motivated towards self- learning. They were convinced that PBL helped them in building up communication skills, interpersonal relationship and problem solving capacity.

  6. Learning motivation and student achievement : description analysis and relationships both

    Directory of Open Access Journals (Sweden)

    Ari Riswanto

    2017-03-01

    Full Text Available Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

  7. Challenging clinical learning environments: experiences of undergraduate nursing students.

    Science.gov (United States)

    O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

    2014-03-01

    Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. Nursing students' perceptions of learning in practice environments: a review.

    Science.gov (United States)

    Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

    2012-04-01

    Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

  9. Social Work Students' Perceptions of Team-Based Learning

    Science.gov (United States)

    Macke, Caroline; Taylor, Jessica Averitt; Taylor, James E.; Tapp, Karen; Canfield, James

    2015-01-01

    This study sought to examine social work students' perceptions of Team-Based Learning (N = 154). Aside from looking at overall student perceptions, comparative analyses examined differences in perceptions between BSW and MSW students, and between Caucasian students and students of color. Findings for the overall sample revealed favorable…

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

    Science.gov (United States)

    Davidson, Sandra J; Candy, Laurie

    2016-08-01

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

  11. Do International Students Appreciate Active Learning in Lectures?

    Directory of Open Access Journals (Sweden)

    Mauricio Marrone

    2018-03-01

    Full Text Available Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

  12. The Role of Peripherality in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2018-01-01

    Purpose: The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students'…

  13. Student Engagement and Blended Learning: Making the Assessment Connection

    Science.gov (United States)

    Vaughan, Norman

    2014-01-01

    There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

  14. Faculty Perception of Online Instruction and Student Learning

    Science.gov (United States)

    Johnson, Twila Eads; Meling, Vanessa B.; Andaverdi, Saul; Galindo, Amanda Muniz; Madrigal, Karina; Kupczynski, Lori

    2011-01-01

    Online learning is continually growing across the globe and a current concern in academia is whether students are learning at higher levels in this medium. The purpose of this study was to investigate faculty perceptions of student learning in online courses versus the traditional, face-to-face environment at a Hispanic-Serving institution. A…

  15. Senior High School Student Biology Learning in Interactive Teaching

    Science.gov (United States)

    Lu, Tan-Ni; Cowie, Bronwen; Jones, Alister

    2010-01-01

    This paper reports Grade 12 students' biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed,…

  16. Service-Learning: Creating Opportunities to Expand Students' Worldviews

    Science.gov (United States)

    Murray, Lauren I.; Plante, Jarrad D.; Cox, Thomas D.; Owens, Tom

    2015-01-01

    More literature is needed that focuses on the effectiveness of service learning projects in higher education, specifically how individual students are impacted. This study investigates the possible influence of an international service-learning experience on a student's worldview. The International Service-Learning Inventory was used to ask…

  17. Mapping Students Use of Technologies in Problem Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

  18. Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

    Science.gov (United States)

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

    The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

  19. Student Perceptions of Facebook as a Learning Aid

    Science.gov (United States)

    Daniel, Michael Aubrey

    2018-01-01

    Hybrid learning has been shown to enhance students' experiences in the classroom and can promote deeper learning when the tools used meet the students' particular learning needs. Many digital natives are familiar with Facebook and are able to navigate it with little difficulty. When used in an education setting in the place of traditional…

  20. Gaming the System: Helping Students Level up Their Learning

    Science.gov (United States)

    Hill, David; Brunvan, Stein

    2018-01-01

    The use of gamified learning has increased within the educational community over the last decade in an attempt to enhance student learning in multiple ways. In particular, researchers have started to examine gamified learning and its impact on student motivation and engagement within educational settings. However, few have examined the…

  1. Looking at Learning Approaches from the Angle of Student Profiles

    Science.gov (United States)

    Kyndt, Eva; Dochy, Filip; Struyven, Katrien; Cascallar, Eduardo

    2012-01-01

    This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students' approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results…

  2. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

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

  3. Learning Styles of Radiography Students during Clinical Practice

    Science.gov (United States)

    Ward, L. Patrice

    2009-01-01

    The purpose of this study was to identify and describe the common learning styles of radiography students during clinical practice. Quantitative, descriptive research methodology identified the learning styles of radiography students. A single self-report questionnaire, developed to assess learning styles in clinical practice, was administered…

  4. Does Self-Discipline Impact Students' Knowledge and Learning?

    Science.gov (United States)

    Gong, Yue; Rai, Dovan; Beck, Joseph E.; Heffernan, Neil T.

    2009-01-01

    In this study, we are interested to see the impact of self-discipline on students' knowledge and learning. Self-discipline can influence both learning rate as well as knowledge accumulation over time. We used a Knowledge Tracing (KT) model to make inferences about students' knowledge and learning. Based on a widely used questionnaire, we measured…

  5. Explaining University Students' Effective Use of E-Learning Platforms

    Science.gov (United States)

    Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

    2017-01-01

    Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes,…

  6. Research on Model of Student Engagement in Online Learning

    Science.gov (United States)

    Peng, Wang

    2017-01-01

    In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…

  7. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  8. Self-Access Language Learning for Malaysian University Students

    Science.gov (United States)

    Tse, Andrew Yau Hau

    2012-01-01

    Just a few Malaysian universities offer self-access language learning activities to students. The objective of this study is to investigate if self-access learning can promote self-directed or autonomous learning in a public Malaysian technical university. Data collection is by means of interviewing the Director, lecturers, and students in a…

  9. Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students.

    Science.gov (United States)

    Kandi, Venkataramana; Basireddy, Parimala Reddy

    2018-01-05

    Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL

  10. Assessing the impact of blended learning on student performance

    OpenAIRE

    Do Won Kwak; Flavio Menezes; Carl Sherwood

    2013-01-01

    This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

  11. Embracing Service-Learning Opportunities: Student Perceptions of Service-Learning as an Aid to Effectively Learn Course Material

    Science.gov (United States)

    Currie-Mueller, Jenna L.; Littlefield, Robert S.

    2018-01-01

    Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not view the assignment as beneficiary. This study examined student perceptions of service learning to determine if students'…

  12. THE EFFECTS OF INQUIRY LEARNING MODEL TRAINING AND CRITICAL THINKING TOWARDS SMA STUDENT LEARNING OUTCOMES

    Directory of Open Access Journals (Sweden)

    Ella Lady Saura

    2014-12-01

    Full Text Available The purposes of the research are: (1 To determine differences in learning outcomes of students with Inquiry Training models and Direct Instruction teaching models, (2 to determine differences in physics learning outcomes of students who have high critical thinking and low critical thinking, (3 to determine the interaction between learning models with the level of critical thinking in improving student Physics learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied Inquiry Training models as a class and the second class of controls implemented Direct Instruction models. The instrument is used in this study is physics learning outcomes tests in narrative form as many as 7 questions and critical thinking test in narrative form as 7 questions that have been declared valid and reliable. The results were found: (1 there are differences in physical students learning outcomes are taught by Inquiry Training models and Direct Instruction teaching models. Learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with Direct Instruction Model Learning. (2 There is a difference in student's learning outcomes that have high critical thinking and low critical thinking. Student learning outcomes that have a high critical thinking better than student learning outcomes that have a low critical thinking. (3 There is interaction between learning and mastery of material Model Physics prerequisite to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the Inquiry Training critical thinking, while learning outcomes of students who are taught with Direct Instruction models are not affected by the students' critical thinking.

  13. Smartphone, the New Learning Aid amongst Medical Students.

    Science.gov (United States)

    Gavali, Monika Y; Khismatrao, Deepak S; Gavali, Yogesh V; Patil, K B

    2017-05-01

    The use of smartphone is increasing day by day for personal as well as professional purpose. They are becoming a more suitable tool for advancing education in developing countries. Mobile access to information and many applications are successfully harnessed in health care. Smartphones are also becoming popular as an effective educational tool. The present study was conducted to evaluate the use of smartphones as an educational tool amongst the medical students. The study also aimed at identifying the common medical application used by the students. It was an observational cross-sectional study carried out amongst medical students of private medical institute in India. A validated 16 point, structured, open-ended, questionnaire regarding ownership and use of smart phones was self-administered to 446 medical students. Data were analysed using SPSS and open ended questions were analysed by summative content analysis. Among the study population, 96% owned a smartphone -Android based 72.4%, i phone 13.0%, Windows based Nokia phones 7% and Blackberry 3.6%. Common medical applications used by the students were Anatomy and Medical Dictionary in First MBBS; Medical Dictionary, Medscape and Google/Wikipedia in Second MBBS; and Medscape, Google/Wikipedia and Prognosis/Diagnosis in Third MBBS. More than 90% students, reported to have technological skills to use smartphones, for medical education, communication and instant access during bedside teaching. Advertently, 37.2% students felt if smartphones are used for clinical purposes, they will need to spend less time with patients. Almost 79.4% felt that smartphones should be introduced in MBBS course. Smartphone use amongst medical students as learning aid for various medical applications is rapidly advancing. But it will be worthwhile to study whether use of smartphones has any impact on the grades of the students before introducing them in medical schools.

  14. Smartphone, the New Learning Aid amongst Medical Students

    Science.gov (United States)

    Khismatrao, Deepak S.; Gavali, Yogesh V; Patil, K.B.

    2017-01-01

    Introduction The use of smartphone is increasing day by day for personal as well as professional purpose. They are becoming a more suitable tool for advancing education in developing countries. Mobile access to information and many applications are successfully harnessed in health care. Smartphones are also becoming popular as an effective educational tool. Aim The present study was conducted to evaluate the use of smartphones as an educational tool amongst the medical students. The study also aimed at identifying the common medical application used by the students. Materials and Methods It was an observational cross-sectional study carried out amongst medical students of private medical institute in India. A validated 16 point, structured, open-ended, questionnaire regarding ownership and use of smart phones was self-administered to 446 medical students. Data were analysed using SPSS and open ended questions were analysed by summative content analysis. Results Among the study population, 96% owned a smartphone -Android based 72.4%, i phone 13.0%, Windows based Nokia phones 7% and Blackberry 3.6%. Common medical applications used by the students were Anatomy and Medical Dictionary in First MBBS; Medical Dictionary, Medscape and Google/Wikipedia in Second MBBS; and Medscape, Google/Wikipedia and Prognosis/Diagnosis in Third MBBS. More than 90% students, reported to have technological skills to use smartphones, for medical education, communication and instant access during bedside teaching. Advertently, 37.2% students felt if smartphones are used for clinical purposes, they will need to spend less time with patients. Almost 79.4% felt that smartphones should be introduced in MBBS course. Conclusion Smartphone use amongst medical students as learning aid for various medical applications is rapidly advancing. But it will be worthwhile to study whether use of smartphones has any impact on the grades of the students before introducing them in medical schools. PMID

  15. Exploring Medical Student Learning Needs in the Pediatric Emergency Department: "What Do You Want to Learn Right Now?".

    Science.gov (United States)

    Pusic, Martin V; Best, Robert; Black, John B; Mutnick, Andrew

    2016-04-01

    When precepting medical students in the emergency department, faculty physicians often have only minutes per patient encounter to devote to direct teaching. Instructional strategies that promote independent student learning after each case may have merit. It is not known, however, to what degree patient-triggered learning needs are amenable to independent study. The aims of this study were to determine self- and faculty-reported learner needs at the time of patient encounters and to assess the degree to which these perceived needs may be satisfied by independent study. We interviewed medical students and faculty in our pediatric emergency department. Immediately before or after they saw a patient, we asked "What do you want to learn right now?". For half of the student interviews, we separately asked the same questions of their preceptors. Interviews were taped and transcribed. Responses were coded by 3 investigators who did content analysis to identify dominant themes and the extent to which the learning need could be addressed independently. Investigators agreed that Accreditation Council for Graduate Medical Education competency domains could be used to classify the responses. We interviewed 82 students and 44 preceptors yielding 126 patient-triggered learning needs. Competency area(s) were medical knowledge (70), patient care (1), interpersonal skills (27), systems-based practice (2), practice-based learning (3), and professionalism (4). Two raters independently assigned the same competency in 89%. Medical knowledge competency learning needs were almost all at least moderately amenable to independent learning (68/70, 98%), but the other competencies were not (22/57, 39%) according to the raters (interrater reliability, 0.7). Preceptor responses were congruent in competency type with students' responses in 29 (67%) of 43. Students listed interpersonal skills deficits far more often than did faculty (24% vs 5%, P learning needs in the pediatric emergency

  16. Problems of University Education in Lithuania: Student Point of View

    Science.gov (United States)

    Lamanauskas, Vincentas; Augiene, Dalia; Makarskaite-Petkeviciene, Rita

    2012-01-01

    The problems of university education though retain a complex character still become more and more pressing issues for a number of reasons. Labour market dynamics and a changing society require flexible, innovative and creative possibilities of lifelong learning. Higher education institutions are not limited to primary professional training of…

  17. Views of Gifted Elementary Students about Self-Directed Learning

    Science.gov (United States)

    Van Deur, Penny

    2011-01-01

    Despite the connection between independent learning and gifted students, little is known of the views these students hold about the process of being self-directed learners. This interview study examined views of ten gifted elementary school students in South Australia about Self-Directed Learning. The interview responses showed that these gifted…

  18. The Value of Service-Learning: The Student Perspective

    Science.gov (United States)

    Caspersz, Donella; Olaru, Doina

    2017-01-01

    The aim of this paper is to discuss the value of service-learning to students. There currently exists a gap in this understanding. We apply mixed-methods research using a sample of higher education students to develop this discussion. We found that students valued service-learning for the opportunity that it provides to increase their personal…

  19. Middle School Students' Motivation for Learning Technology in South Korea

    Science.gov (United States)

    Kwon, Hyuksoo

    2016-01-01

    This study aims to develop a feasible instrument for determining middle school students' motivation to learn technology in South Korea. The authors translated Glynn's motivational instrument and modified it to measure Korean middle school students' motivation to learn technology. The instrument was applied to 441 students of grade 8 and 9 from six…

  20. School Libraries and Student Learning: A Guide for School Leaders

    Science.gov (United States)

    Morris, Rebecca J.

    2015-01-01

    Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

  1. Teachers\\' and Students\\' Perceptions of the Learning Environment ...

    African Journals Online (AJOL)

    However, less than 50% of students thought the wards, clinics, library and operating rooms provided a conducive learning environment. Only a third of the students said they used the Internet to access learning material. Two thirds of students said it was difficult to access teachers for consultation outside of scheduled ...

  2. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  3. The Effect of Cooperative Learning on Middle School Math Students

    Science.gov (United States)

    Remillard, Heather A.

    2015-01-01

    The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

  4. Teacher and Student Intrinsic Motivation in Project-Based Learning

    Science.gov (United States)

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  5. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  6. 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…

  7. Considering Shame and Its Implications for Student Learning

    Science.gov (United States)

    Johnson, Diane Elizabeth

    2012-01-01

    Research evidence is accumulating to suggest that shame can be implicated in important ways in student adjustment to the learning environment. Student survey data spring-fall 2010 suggest that shame is associated with variables thought to be closely related to student learning--sense of community, burnout and achievement goals--and underline the…

  8. Learning English: Experiences and Needs of Saudi Engineering Students

    Science.gov (United States)

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

    In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

  9. Integrating Teaching Styles with Students' Learning Styles (Series of 14).

    Science.gov (United States)

    Lippitt, Linda; And Others

    This document begins with a report of a study of the learning styles of American Indian students at the Sante Fe Indian School (New Mexico). Santa Fe Indian School is a secondary school of 550 students, primarily from the Pueblo communities of New Mexico. A learning style assessment instrument was administered to 459 students, Grades 7-12, in 4…

  10. Using Case Method to Enrich Students' Learning Outcomes

    Science.gov (United States)

    Nkhoma, Mathews; Sriratanaviriyakul, Narumon; Quang, Huy Le

    2017-01-01

    There is a need to examine the effect of using discussion cases to enrich students' learning outcomes. A research framework was created to study this multidimensional relationship, via the instruments of interactivity, students' time devotion and students' engagement in order to find which factors could improve learning outcomes, including…

  11. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  12. Embedded Assessment: A Measure of Student Learning and Teaching Effectiveness

    Science.gov (United States)

    McCarthy, Maureen A.; Niederjohn, Daniel M.; Bosack, Theodore N.

    2011-01-01

    Evidence of student learning has increasingly become the focus of external constituents, yet methods of documenting student learning outcomes are considered expensive, onerous, or both. This article provides a brief review of the limitations associated with traditional student opinions or course evaluations as evidence of teaching effectiveness,…

  13. How Do High School Students Prefer to Learn?

    Science.gov (United States)

    Mills, Leila A.; Angnakoon, Putthachat

    2015-01-01

    The purpose of this study was to examine learning preference--the match between learners and learning methods--and students' information behaviour in technology-rich information environments. The major question asked was: How will high school students' information behaviour differ by gender and academic interests? A total of 88 students (37 girls,…

  14. Collaborative Learning across Borders: Dealing with Student Resistance.

    Science.gov (United States)

    Mallinger, Mark

    1998-01-01

    Describes application of collaborative learning in a German business school, focusing on use of self-managed learning and examining the cultural implications for student-directed pedagogies. Strategies for dealing with student resistance are offered, including not taking students' resistant behavior personally, designing many process options,…

  15. What Factors Influence a Teacher's Commitment to Student Learning?

    Science.gov (United States)

    Dannetta, Vincent

    2002-01-01

    Study of the personal, organizational, student-related factors influencing teacher commitment to student learning. Finds, for example, that among personal factors intrinsic rewards are more important than extrinsic rewards, that among organization factors collegiality is an important influence on commitment to student learning, and that among…

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

    Science.gov (United States)

    Prayekti

    2018-01-01

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

  17. Blended learning: how can we optimise undergraduate student engagement?

    Science.gov (United States)

    Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

    2016-08-04

    Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

  18. Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

    Science.gov (United States)

    Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

    2015-05-01

    The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

  19. Learning styles of students of Baqiyatallah University of Medical Sciences in 2012

    Directory of Open Access Journals (Sweden)

    Hojat Rashidi-jahan

    2013-06-01

    Full Text Available Introduction: Understanding the learning styles of students may help educational planning and improve the learning. This study aims to assess learning styles, and relevant determinants, of students who study in various disciplines of medical sciences at Baqiyatallah University of Medical Sciences (BUMS in 2012. Methods: In this cross-sectional study, 180 students from BUMS were selected randomly. Data were collected sing the Kolb learning style questionnaire during April/May 2012. One-way ANOVA, Student t-test, Chi-square or Fisher exact tests were used for analyzing the data. Results: The mean age of participants was 29.3±7.0, majority of them were males. The preferred learning styles were diverger (76.7%, accommodator (12.8%, assimilator (7.8% and converger (2.8% respectively. The results showed that the factors such as age, sex, marriage status, father and mother education, grade point average (GPA and academic degree could be important to determine learning style characteristics of students. The findings also indicate that the preferred learning style among the students with different GPAs or academic degrees are not different considerably. Conclusion: Regarding the most preferred leaning style by the, proper planning to address proper teaching styles according to the preferred learning styles is necessary.

  20. Changing Learning Needs of Student Nurses: Input to the Nursing Curriculum

    Directory of Open Access Journals (Sweden)

    Dr. Myra C. Britiller

    2015-08-01

    Full Text Available This study aimed to determine the changing learning needs of student nurses in terms of cognitive, affective and psychomotor domains as input to the nursing curriculum. Descriptive correlational research which includes weighted mean, Pearson r and qualitative analysis were utilized to analyze and interpret the results. The subjects were the nursing students and clinical instructors. The top changing learning need of students in terms of cognitive was the use of PowerPoint presentation, film viewing and video presentation of the topic discussion. As to psychomotor, the top specific learning need was the initiation of teambuilding to unite students and develop camaraderie. In terms of affective domain, the top learning need identified was clinical exposure to apply learned concepts and information. Clinical Instructors perceived the top changing learning need of nursing student as the use of simulation laboratory with new equipment. Thus the authors recommend continuous exploration among nursing students for their changing learning needs. The clinical instructors and the College of Nursing may continue to evaluate the needs of its students and be updated with the latest trends in Health Education particularly the nursing program.

  1. THE GAME TECHNIQUE NTCHNIQUE STIMULATING LEARNING ACTIVITY OF JUNIOR STUDENTS SPECIALIZING IN ECONOMICS

    Directory of Open Access Journals (Sweden)

    Juri. S. Ezrokh

    2014-01-01

    Full Text Available The research is aimed at specifying and developing the modern control system of current academic achievements of junior university students; and the main task is to find the adequate ways for stimulating the junior students’ learning activities, and estimating their individual achievements.Methods: The author applies his own assessment method for estimating and stimulating students’ learning outcomes, based on the rating-point system of gradually obtained points building up a student’s integrated learning outcomes.Results: The research findings prove that implementation of the given method can increase the motivational, multiplicative and controlling components of the learning process.Scientific novelty: The method in question is based on the new original game approach to controlling procedures and stimulation of learning motivation of the economic profile students.Practical significance: The recommended technique can intensify the incentivebased training activities both in and outside a classroom, developing thereby students’ professional and personal qualities.

  2. Correlation Between Blended Learning Model With The Perspective Of Learning Effectiveness For Nursing Student

    Directory of Open Access Journals (Sweden)

    Susila Sumartiningsih

    2015-06-01

    Full Text Available ABSTRACT The learning model is one of the enabling factors that influence the achievement of students. That students have a good learning outcomes the lecturer must choose appropriate learning models. But in fact not all lecturers choose the most appropriate learning model with the demands of learning outcomes and student characteristics.The study design was descriptive quantitative correlation. Total population of 785 the number of samples are 202 were taken by purposive sampling. Techniques of data collection is done by cross-sectional and then processed through the Spearman test. The results showed no significant relationship between classroom lecture method in the context of blended learning models to study the effectiveness perspective the p value of 0.001. There is a significant relationship between e-learning methods in the context of blended learning models with perspective of activities study of nursing students the p value of 0.028. There is a significant relationship between learning model of blended learning with the perspective of nursing students learning effectiveness p value 0.167. Researchers recommend to future researchers conduct more research on the comparison between the effectiveness of the learning model based on student learning centers with the e-learning models and its impact on student achievement of learning competencies as well as to the implications for other dimensions of learning outcomes and others.

  3. Teachers' Use of Interactive Technology to Enhance Students' Metacognition: Awareness of Student Learning and Feedback

    Science.gov (United States)

    Lee, Soon Chun; Irving, Karen; Pape, Stephen; Owens, Douglas

    2015-01-01

    Increased teacher awareness of student thinking and understanding enables teachers to better support students' learning by allowing for increased formative feedback that clarifies students' understanding and supports their construction of knowledge. However, many science teachers do not possess skills related to assessing student learning and…

  4. Student learning and understanding of sequence stratigraphic principles

    Science.gov (United States)

    Herrera, Juan Sebastian

    Research in geoscience education addressing students' conceptions of geological subjects has concentrated in topics such as geological time, plate tectonics, and problem solving in the field, mostly in K-12 and entry level college scenarios. Science education research addressing learning of sedimentary systems in advance undergraduates is rather limited. Therefore, this dissertation contributed to filling that research gap and explored students' narratives when explaining geological processes associated with the interaction between sediment deposition and sea level fluctuations. The purpose of the present study was to identify the common conceptions and alternative conceptions held by students when learning the basics of the sub discipline known as sequence stratigraphy - which concepts students were familiar and easily identified, and which ones they had more difficulty with. In addition, we mapped the cognitive models that underlie those conceptions by analyzing students' gestures and conceptual metaphors used in their explanations. This research also investigated the interaction between geoscientific visual displays and student gesturing in a specific learning context. In this research, an in-depth assessment of 27 students' ideas of the basic principles of sequence stratigraphy was completed. Participants were enrolled in advanced undergraduate stratigraphy courses at three research-intensive universities in Midwest U.S. Data collection methods included semi-structured interviews, spatial visualization tests, and lab assignments. Results indicated that students poorly integrated temporal and spatial scales in their sequence stratigraphic models, and that many alternative conceptions were more deeply rooted than others, especially those related to eustasy and base level. In order to better understand the depth of these conceptions, we aligned the analysis of gesture with the theory of conceptual metaphor to recognize the use of mental models known as image

  5. Food Insecurity among Community College Students: Prevalence and Association with Grade Point Average

    Science.gov (United States)

    Maroto, Maya E.; Snelling, Anastasia; Linck, Henry

    2015-01-01

    This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture's Household Food Security Survey Module, student self-reported GPA, and…

  6. Correlation between Grade Point Averages and Student Evaluation of Teaching Scores: Taking a Closer Look

    Science.gov (United States)

    Griffin, Tyler J.; Hilton, John, III.; Plummer, Kenneth; Barret, Devynne

    2014-01-01

    One of the most contentious potential sources of bias is whether instructors who give higher grades receive higher ratings from students. We examined the grade point averages (GPAs) and student ratings across 2073 general education religion courses at a large private university. A moderate correlation was found between GPAs and student evaluations…

  7. Correlation between the Physical Activity Level and Grade Point Averages of Faculty of Education Students

    Science.gov (United States)

    Imdat, Yarim

    2014-01-01

    The aim of the study is to find the correlation that exists between physical activity level and grade point averages of faculty of education students. The subjects consist of 359 (172 females and 187 males) under graduate students To determine the physical activity levels of the students in this research, International Physical Activity…

  8. Collaboration between student art teachers and communication and digital media students promoting subject specific didactics in digital visual learning design

    DEFF Research Database (Denmark)

    Skov, Kirsten; Buhl, Mie

    =pdf Dunleavy, M. & Dede, C. (2014). Augmented reality teaching and learning. in. J.M. Spector, M.D. Merrill, J. Elen & M.J. Bishop (eds), The handbook og research for educational communications and technology New York: Springer http://isites.harvard.edu/fs/docs/icb.topic1116077.files...... facilitates the development of new forms of digital visual learning. Our discussion is based on an empirical project of developing a digital visual learning design. Student art teachers and teacher trainers took part in the design process performed by communication students. The project took its point...... Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11 (4), 2008, pp. 29–40 Beetham, H. (2007): An approach to learning activity design. In: Beetham, H. & Sharpe, R. (eds.) Rethinking pedagogy for a digital age. Designing and delivering e-learning. Abingdon: Routledge...

  9. Experiential Learning: High School Student Response to Learning Oceanography at Sea

    Science.gov (United States)

    Fiedler, J. W.; Tamsitt, V. M.; Crosby, S. C.; Ludka, B. C.

    2016-12-01

    The GOTO-SEE (Graduate students Onboard Teaching Oceanography - Scripps Educational Experience) cruises were conducted with two days of ship time off of Point Loma, CA, on the R/V Robert Gordon Sproul in July 2016. The cruises, funded through UC Ship Funds program, provided a unique training opportunity for graduate students to design, coordinate and conduct ship-based field experiments as well as teaching and mentoring students. The cruises allowed for instruction at sea for high school students in the UCSD Academic Connections program in two small classes: a two-week long Global Environmental Leadership and Sustainability Program and a 3-week long class entitled Wind, Waves and Currents: Physics of the Ocean World. Students in both classes assisted with the collection of data, including two repeat cross-shore vertical CTD sections with nutrient sampling, and the deployment and recovery of a 10-day moored vertical thermistor array. Additional activities included plankton net tows, sediment sampling, depth soundings, and simple experiments regarding light absorption in the ocean. The students later plotted the data collected as a class assignment and presented a scientific poster to their peers. Here, we present the lessons learned from the cruises as well as student responses to the unique in-the-field experience, and how those responses differed by curriculum.

  10. Student-generated e-learning for clinical education.

    Science.gov (United States)

    Isaacs, Alex N; Nisly, Sarah; Walton, Alison

    2017-04-01

    Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

  11. Turning Points: Improving Honors Student Preparation for Thesis Completion

    Science.gov (United States)

    Patino, Cynthia

    2012-01-01

    This dissertation is an action research study that had as its primary goal to increase retention of honors college students at Arizona State University by implementing an additional advising session during the fifth semester of their academic career. Introducing additional, strategically-timed support for the honors thesis and demystifying the…

  12. Grade Point Averages: How Students Navigate the System

    Science.gov (United States)

    Uribe, Patricia E.; Garcia, Marco A.

    2012-01-01

    This case exemplifies the unintended divisive cause and effect dynamic that can occur as a direct result of a seemingly innocuous school board policy modification. A change in school board policy at a local school district in Laredo, Texas, was designed to facilitate the fulfillment of a foreign language requirement for high school students. A…

  13. Experiencing authenticity - the core of student learning in clinical practice.

    Science.gov (United States)

    Manninen, Katri

    2016-10-01

    Learning in clinical practice is challenging regarding organizational and pedagogical issues. Clinical education wards are one way to meet these challenges by focusing on both patient care and student learning. However, more knowledge is needed about how students' learning can be enhanced and about patients' and supervisors' roles in these settings. The aim was to explore nursing students' learning on a clinical education ward with an explicit pedagogical framework. Semi-structured interviews of students were analyzed using qualitative content analysis and an ethnographic study including observations and follow-up interviews of students, patients and supervisors was conducted. The core of student meaningful learning experiences both external and internal authenticity. Students in early stages immediately created mutual relationships, experienced both external and internal authenticity, and patients became active participants in student learning. Without a mutual relationship, patients passively let students practice on their bodies. Students nearing graduation experienced only external authenticity, creating uncertainty as a threshold for learning. Caring for patients with complex needs helped students overcome the threshold and experience internal authenticity. Supervisors' challenges were to balance patient care and student learning by working as a team. They supported students coping with the complex challenges on the ward. Students need to experience external and internal authenticity to make learning meaningful. Experiencing authenticity, involving meaning-making processes and knowledge construction, is linked to transformative learning and overcoming thresholds. Therefore, an explicit pedagogical framework, based on patient-centredness, peer learning and the supervisory team, creates the prerequisites for experiencing external and internal authenticity.

  14. An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

    Science.gov (United States)

    Daghan, Gökhan; Akkoyunlu, Buket

    2012-01-01

    This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…

  15. Effects of Active Learning Classrooms on Student Learning: A Two-Year Empirical Investigation on Student Perceptions and Academic Performance

    Science.gov (United States)

    Chiu, Pit Ho Patrio; Cheng, Shuk Han

    2017-01-01

    Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale…

  16. Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories

    Science.gov (United States)

    Cooper, Linda Z.

    2013-01-01

    This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience,…

  17. Effects of Learning Styles and Interest on Concentration and Achievement of Students in Mobile Learning

    Science.gov (United States)

    Li, Xiaojie; Yang, Xianmin

    2016-01-01

    Learning concentration deserves in-depth investigation in the field of mobile learning. Therefore, this study examined the interaction effects of learning styles and interest on the learning concentration and academic achievement of students who were asked to learn conceptual knowledge via their mobile phones in a classroom setting. A total of 92…

  18. Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

    Science.gov (United States)

    Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

    2016-01-01

    This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…

  19. Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

    Science.gov (United States)

    Sun, Daner; Looi, Chee-Kit; Xie, Wenting

    2017-01-01

    When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

  20. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  1. An Ethnic Cultural Study on Asian Students' Learning Statuses

    Science.gov (United States)

    Liu, Bo

    2010-01-01

    This paper describes the learning statuses of Asian students, and connects their individual learning status with their cultures, attitudes, histories, family relations, etc. It also focuses on a wide range of aspects as academic performances, learning attitudes, cultures, race relations, schoolings, learning strategies, obstacles, etc., thus…

  2. Learner Readiness for Online Learning: Scale Development and Student Perceptions

    Science.gov (United States)

    Hung, Min-Ling; Chou, Chien; Chen, Chao-Hsiu; Own, Zang-Yuan

    2010-01-01

    The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner…

  3. An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning

    Science.gov (United States)

    Orawiwatnakul, Wiwat; Wichadee, Saovapa

    2017-01-01

    The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some…

  4. Learning assessment for students with mental and behavioral disorders

    DEFF Research Database (Denmark)

    Dræby, Anders

    are categorized according to 10 categories as a basis for addressing the development of the students learning competencies through the use of 7 types of methodical intervention. The model provides the opportunity to make a determined effort to improve the students’ opportunity to participate in the learning......The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students...... environment and learning processes of the educational setting. The objective of this session is to strengthen the educational awareness and conceptualization of students' relevant difficulties as learning difficulties...

  5. Effects of a blended learning approach on student outcomes in a graduate-level public health course.

    Science.gov (United States)

    Kiviniemi, Marc T

    2014-03-11

    Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

  6. Effects of a blended learning approach on student outcomes in a graduate-level public health course

    Science.gov (United States)

    2014-01-01

    Background Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. Method The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. Results There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Conclusions Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses. PMID:24612923

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

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

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

  8. Creating learning opportunities for students with Science on a Sphere

    OpenAIRE

    Bates, Kara

    2014-01-01

    In many classrooms, teachers are looking for ways to increase student engagement. Disengaged students are not reaching their full potential and experience relatively high levels of anxiety and frustration, which negatively impacts learning. Providing multiple hands-on and problem-solving learning opportunities can increase student engagement. The new curriculum developed for use on the Science on a Sphere provides educators with a resource to create problem-solving learning opportunities in t...

  9. Experiencing authenticity ? the core of student learning in clinical practice

    OpenAIRE

    Manninen, Katri

    2016-01-01

    The present thesis explored student learning at a clinical education ward with an explicit pedagogical framework. Although nursing students were the focus of the studies the intention is to gain more generally understanding of student learning in clinical settings. Learning in this thesis is understood as a transformative process that involves knowledge construction and meaning-making processes. Clinical education is carried out in real clinical work-places and consists of encounters with pat...

  10. Differences in Students` Satisfaction with Distance Learning Studies

    OpenAIRE

    Ana Horvat; Maja Krsmanovic; Mladen Djuric

    2012-01-01

    Rapid growth of distance learning resulted in importance to conduct research on students- satisfaction with distance learning because differences in students- satisfaction might influence educational opportunities for learning in a relevant Web-based environment. In line with this, this paper deals with satisfaction of students with distance module at Faculty of organizational sciences (FOS) in Serbia as well as some factors affecting differences in their satisfaction . W...

  11. How Do Students Want to Learn in Online Distance Education? Profiling Student Preferences

    Directory of Open Access Journals (Sweden)

    Rob Koper

    2015-02-01

    Full Text Available How do (potential students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and distance teaching? In this study, three groups (enrolled students, N=1939; prospective students, N=296, people in the target group of the course or program, N=255 completed a survey consisting of 28 items with which to identify their preferences. Various significant differences in preferences between the groups were found in the item scores. Exploratory factor analysis resulted in five meaningful factors that were used to create 32 preference profiles that are identified by the dichotomized scores on the factors. In this way, the profiles conserve their dimensional relationship instead of presenting profiles as distinct types. The factors in which student preferences differ are: collaboration (group work versus self-study, pacing (fixed time schedule versus flexibility in time and tempo, the degree to which the study has a practical orientation, the degree of proactive (versus reactive teaching and a preference for indepth learning versus superficial learning. Significant associations have been found between preference profiles and the discipline in which the student group studies, the type of program (e.g., bachelor, master, and the number of study points obtained in the last year per discipline. The results indicate that the enrolled students are more aligned to the characteristics of the teaching-learning process than the other two groups.

  12. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.

    Science.gov (United States)

    Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed

    2016-12-01

    Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.

  13. Preparing foundation-year students for medical studies in a problem-based learning environment

    DEFF Research Database (Denmark)

    Du, Xiangyun; Massoud, Walid; Al-Banna, Nadia Ali

    2016-01-01

    students with these skills. Methods: A 10-point scale online questionnaire consisting of 20 questions was used for data collection. 50 out of the 59 (19 males and 31 females) students responded and self-evaluated a list of learning skills according to the course objectives before and after the course......Purpose: To contribute to the field of preparing new students for their medical studies and to investigate how foundation-year medical students perceive the progression of appropriate learning skills for studying in a PBL medical curriculum via the support of a course aiming at facilitating......- and post-test was high (2.38). Paired t-tests showed significant improvements (po.001) for each of the 4 factors. The four factors together explained 60.7% percent of variance in the data. Discussion: Students reported large improvements among learning skills required in a problem-based medical curriculum...

  14. Are students' impressions of improved learning through active learning methods reflected by improved test scores?

    Science.gov (United States)

    Everly, Marcee C

    2013-02-01

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

  15. Student Jam: Investigating Online Learning Environments for Students with Specific Learning Difficulties

    OpenAIRE

    Caffrey, Brian

    2013-01-01

    Students with specific learning difficulties represent an increasing proportion of the academic community. While of normal or higher intelligence, their performance can be constrained by their extant conditions, leading to lowered performance. This can be due to and an exacerbator of the barriers, discrimination (perceived and actual), and socioemotional factors which impact their academic, professional, and social engagement. Contextualised online environments offer a democrat...

  16. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Directory of Open Access Journals (Sweden)

    Ira Irzawati

    2013-01-01

    Full Text Available Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students’ perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect the data. The data were analyzed quantitatively and qualitatively. The result of this study revealed that students had positive perceptions toward the use of Webquest in learning grammar. They believed that Webquest can be used as one of effective internet based learning tools in studying grammar.

  17. The teach-learning process of high school students: a case of Educational Biology for teachers formation

    OpenAIRE

    Marisa Laporta Chudo; Maria Cecília Sonzogno

    2007-01-01

    Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased ...

  18. Learning Line and Angle at 7th Grade Students

    Science.gov (United States)

    Utami, N. S.; Kusmayadi, T. A.; Usodo, B.

    2017-09-01

    The purpose of this research is to compare two learning model to teach line and angle, that is Numbered Head Together (NHT) model combined with Make A Match and Team Assisted Individualization (TAI) model. This research was quasi experimental research with factorial design 2×3. Population on this research were junior high school students on 7th grade, with 156 students as a sample. Results showed that students that taugh by Numbered Head Together (NHT) combined with Make A Match learning have better achievement than student that taugh by Team Assisted Individualization (TAI) learning model, student with high creative attitude have better achievement than student with medium creative attitude and low creative attitude, student with medium creative attitude have same achievement with student with low creative attitude. There is no interaction between learning model and creative attitude.

  19. Self-perceived halitosis among students of higher learning ...

    African Journals Online (AJOL)

    SPH), its effects and associated factors among students of higher learning institutions in Kigali, Rwanda. Materials and methods: A self-administered structured questionnaire was distributed to 354 students. Data was entered into excel sheet and ...

  20. Students perceive healthcare as a valuable learning environment when accepted as a part of the workplace community.

    Science.gov (United States)

    Hägg-Martinell, Ann; Hult, Håkan; Henriksson, Peter; Kiessling, Anna

    2014-01-01

    The healthcare system is complex and the education of medical and nursing students is not always a priority within it. However, education offered at the point of care provides students with opportunities to apply knowledge, and to develop the necessary skills and attitudes needed to practice their future profession. The major objective of this study was to identify students' views of generic aspects of the healthcare environment that influences their progress towards professional competence. We collected free text answers of 75 medical students and 23 nursing students who had completed an extensive questionnaire concerning their learning in clinical wards. In order to obtain richer data and a deeper understanding, we also interviewed a purposive sample of students. Qualitative content analysis was conducted. We identified three themes: (1) How management, planning and organising for learning enabled content and learning activities to relate to the syllabus and workplace, and how this management influenced space and resources for supervision and learning; (2) Workplace culture elucidated how hierarchies and communication affected student learning and influenced their professional development and (3) Learning a profession illustrated the importance of supervisors' approaches to students, their enthusiasm and ability to build relationships, and their feedback to students on performance. From a student perspective, a valuable learning environment is characterised as one where management, planning and organising are aligned and support learning. Students experience a professional growth when the community of practice accepts them, and competent and enthusiastic supervisors give them opportunities to interact with patients and to develop their own responsibilities.

  1. Do dental hygiene students fit the learning profile of the millennial student?

    Science.gov (United States)

    Blue, Christine M

    2009-12-01

    Differences in learning and the cultural context of our students' life experiences are important variables that faculty members need to understand in order to be effective in the classroom. Faculty members are finding that millennial students' approaches to learning are often vastly different from their own and as a result feel frustrated in their ability to help these students with their learning needs. Cultivating awareness of how today's dental hygiene student learns as well as the millennial learner profile can help faculty members address this educational challenge. The purpose of this study was to identify the learning styles of three groups of dental hygiene students and determine if they fit the learning profile of the millennial student as measured by the Learning Type Measure. Given this new generation of learners, it was hypothesized that dental hygiene students' learning style preferences would fit the learning profile of the millennial student. The Learning Type Measure was administered to 101 dental hygiene students at the University of Minnesota, University of Arizona, and Virginia Commonwealth University. The results from the study revealed that dental hygiene students do exhibit learning style preferences consistent with the millennial learner profile.

  2. Enhancing Science Instruction through Student-Created PowerPoint Presentations

    Science.gov (United States)

    Gerido, Leona; Curran, Mary Carla

    2014-01-01

    Technology use in science classes can enhance lessons and reinforce scientific content. The creation of multimedia projects is a great way to engage students in lessons about estuarine ecosystems. In this activity, students can learn about estuarine organisms and use their creativity to write a story, create artwork, and develop a multimedia…

  3. Replacing Lecture with Peer-led Workshops Improves Student Learning

    OpenAIRE

    Preszler, Ralph W.

    2009-01-01

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

  4. Starting Point on the Development of Environemental Risk Management Compe-tences: experiential learning

    Directory of Open Access Journals (Sweden)

    Irene Martín Rubio

    2017-06-01

    Full Text Available One of the characteristics of the European Space of Higher Education  is to consider university degrees in terms of learning outcomes, and essentially expressed in forms of competence. Competencies represent a dynamic combination of attributes such as knowledge and its application, attitudes and responsibilities that describe the learning outcomes of a particular program. Transversal competences, such as competences towards environmental  risk management, are part of the general characteristics of human action in economic and technical environments. The training, evaluation and development of professional competences can present different approaches and teaching-learning methodologies. In our study, we focus on learning from experience. With the evaluation of students' learning styles, we can begin to know how our students begin to develop their skills towards environmental risk management.

  5. Learning styles of medical students - implications in education.

    Science.gov (United States)

    Buşan, Alina-Mihaela

    2014-01-01

    The term "learning style" refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. In this study, a number of 230 medical students were questioned in order to determine their learning style. We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning.

  6. Factors Leading to Students' Satisfaction in the Higher Learning Institutions

    Science.gov (United States)

    Siming, Luo; Niamatullah; Gao, Jianying; Xu, Dan; Shaf, Khurrum

    2015-01-01

    There is an increasing need to understand factors that affect satisfaction of students with learning. This study will explore the relationship between student satisfaction and teacher-student relationship, teacher preparedness, campus support facilities and experiences provided by the institute to the students. Study is a necessary activity that…

  7. The Impact of Problem Sets on Student Learning

    Science.gov (United States)

    Kim, Myeong Hwan; Cho, Moon-Heum; Leonard, Karen Moustafa

    2012-01-01

    The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with…

  8. Assessing High School Student Learning on Science Outreach Lab Activities

    Science.gov (United States)

    Thomas, Courtney L.

    2012-01-01

    The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

  9. Hermeneutics and the Traditions of Student Development and Learning

    Science.gov (United States)

    Sherman, Glen L.

    2011-01-01

    The author of this article explores student affairs's transition from student development to student learning from the standpoint of philosophical hermeneutics. The hermeneutical perspective further centralizes the role and place of student affairs work in the educational process. This perspective challenges the ego- or identity-oriented…

  10. Engaging students in a community of learning: Renegotiating the learning environment.

    Science.gov (United States)

    Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

    2017-12-27

    Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

  11. Best practices for measuring students' attitudes toward learning science.

    Science.gov (United States)

    Lovelace, Matthew; Brickman, Peggy

    2013-01-01

    Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.

  12. Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students

    Science.gov (United States)

    Basireddy, Parimala Reddy

    2018-01-01

    Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL

  13. A guided note taking strategy supports student learning in the large lecture classes

    Science.gov (United States)

    Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

    2017-09-01

    In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

  14. Effective use of pause procedure to enhance student engagement and learning.

    Science.gov (United States)

    Bachhel, Rachna; Thaman, Richa Ghay

    2014-08-01

    Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Experimental Group students did significantly better on the MCQ test (p-valuelecture recall. Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.

  15. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Angela Lumpkin, PhD

    2015-08-01

    Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

  16. Examining Creativity of Students through Smart Board in Learning Mathematics

    Directory of Open Access Journals (Sweden)

    Mohammad-Hassan Behzadi

    2013-03-01

    Full Text Available In present era, students and teachers need possibilities that ease teaching and learning process. Electronic instruments such as computer, software, and smart instruments will increase abilities for students. The purpose of this study is to examine the creativity level of high school students in the learning environment using smart board and compare it to traditional environment. Participants of this study were consisted of girl students at second grade. One girly high school is selected by semi-cluster sampling method. Research method is implemented via quasi-experimental method using pretest and posttest for control and experiment groups which are same at scientific level. Based on the result of this research via Leven and T-tests, it is indicated that there is significant difference between creativity level of the students who learn mathematics using smart board and the students who learn mathematics via traditional method. Therefore it seems that using smart board will ease mathematical learning process.

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

    Science.gov (United States)

    Mitee, Telimoye Leesi; Obaitan, Georgina N.

    2015-01-01

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

  18. Student Attitudes toward Learning Analytics in Higher Education: "The Fitbit Version of the Learning World".

    Science.gov (United States)

    Roberts, Lynne D; Howell, Joel A; Seaman, Kristen; Gibson, David C

    2016-01-01

    Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups ( N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, "Uninformed and Uncertain," represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; "Help or Hindrance to Learning," "More than a Number," and "Impeding Independence"; represented students' perceptions of the likely impact of learning analytics on their learning. "Driving Inequality" and "Where Will it Stop?" represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how "personal" vs. "collective" purposes or principles can intersect with "uniform" vs. "autonomous" activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

  19. Mislabeled Reading and Learning Disabilities: Assessment and Treatment for Reading Difficulties in Students with Learning Disabilities

    Science.gov (United States)

    Sze, Susan

    2009-01-01

    Reading affects a plethora of areas in life. Students with learning disabilities often fall into this category due to a lack of practice with reading and less time to focus on building skills. This paper examines the background, the relationship between reading and learning disabilities, the characteristics of students with learning disabilities…

  20. Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

    Science.gov (United States)

    Mossuto, Mark

    2009-01-01

    The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

  1. Effect of Worksheet Scaffolds on Student Learning in Problem-Based Learning

    Science.gov (United States)

    Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G.

    2011-01-01

    The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…

  2. Students' Approaches to Learning and Their Experiences of the Teaching-Learning Environment in Different Disciplines

    Science.gov (United States)

    Parpala, Anna; Lindblom-Ylanne, Sari; Komulainen, Erkki; Litmanen, Topi; Hirsto, Laura

    2010-01-01

    Background: There is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment. Aim: The overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different…

  3. Improving Learning Analytics--Combining Observational and Self-Report Data on Student Learning

    Science.gov (United States)

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

    2017-01-01

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

  4. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

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

  5. Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education

    Science.gov (United States)

    Cassidy, Simon

    2016-01-01

    Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with…

  6. Use of Learning and Study Skills among Students Differing in Self-Regulated Learning Efficacy.

    Science.gov (United States)

    Williams, Janice E.

    The specific cognitive and affective learning and study strategies that best distinguished students reporting high and low self-regulated learning efficacy were determined. Participants (N=75) came from 12 rural public high schools. All students were administered the Learning and Study Strategies Inventory (LASSI) and Bandura's Efficacy for…

  7. Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language

    Science.gov (United States)

    Suyitno, Imam; Susanto, Gatut; Kamal, Musthofa; Fawzi, Ary

    2017-01-01

    The study outlined in this article aims to describe and explain the cognitive learning strategies used by foreign students in learning the Indonesian language. The research was designed as a qualitative study. The research participants are foreign students who were learning the Indonesian language in the BIPA program. The data sources of the…

  8. The Impact of Using SMS as Learning Support Tool on Students' Learning

    Science.gov (United States)

    Gasaymeh, Al-Mothana M.; Aldalalah, Osamah M.

    2013-01-01

    This study aimed to investigate the impact of using Short Message Service (SMS) as learning support tool on students' learning in an introductory programming course. In addition, the study examined students' perceptions of the advantages and disadvantages of the use of SMS as a learning support tool in their class. The participants in this study…

  9. International Students in American Pathway Programs: Learning English and Culture through Service-Learning

    Science.gov (United States)

    Miller, Julie; Berkey, Becca; Griffin, Francis

    2015-01-01

    As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United…

  10. Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

    Science.gov (United States)

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

    Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

  11. Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

    Science.gov (United States)

    Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

  12. Measuring students' approaches to learning in different clinical rotations.

    Science.gov (United States)

    Emilia, Ova; Bloomfield, Leah; Rotem, Arie

    2012-11-15

    Many studies have explored approaches to learning in medical school, mostly in the classroom setting. In the clinical setting, students face different conditions that may affect their learning. Understanding students' approaches to learning is important to improve learning in the clinical setting. The aim of this study was to evaluate the Study Process Questionnaire (SPQ) as an instrument for measuring clinical learning in medical education and also to show whether learning approaches vary between rotations. All students involved in this survey were undergraduates in their clinical phase. The SPQ was adapted to the clinical setting and was distributed in the last week of the clerkship rotation. A longitudinal study was also conducted to explore changes in learning approaches. Two hundred and nine students participated in this study (response rate 82.0%). The SPQ findings supported a two-factor solution involving deep and surface approaches. These two factors accounted for 45.1% and 22.5%, respectively, of the variance. The relationships between the two scales and their subscales showed the internal consistency and factorial validity of the SPQ to be comparable with previous studies. The clinical students in this study had higher scores for deep learning. The small longitudinal study showed small changes of approaches to learning with different rotation placement but not statistically significant. The SPQ was found to be a valid instrument for measuring approaches to learning among clinical students. More students used a deep approach than a surface approach. Changes of approach not clearly occurred with different clinical rotations.

  13. Collaborative learning in gerontological clinical settings: The students' perspective.

    Science.gov (United States)

    Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo

    2016-03-01

    This study deals with student nurses' experiences of collaborative learning in gerontological clinical settings where aged people are involved as age-experts in students' learning processes. The data were collected in 2012 using the contents of students' reflective writing assignments concerning elderly persons' life history interviews and the students' own assessments of their learning experiences in authentic elder care settings. The results, analyzed using qualitative content analysis, revealed mostly positive learning experiences. Interaction and collaborative learning activities in genuine gerontological clinical settings contributed to the students' understanding of the multiple age-related and disease-specific challenges as well as the issues of functional decline that aged patients face. Three types of factors influenced the students' collaborative learning experiences in gerontological clinical settings: student-related, patient-related and learning environment-related factors. According to the results, theoretical studies in combination with collaboration, in an authentic clinical environment, by student nurses, elderly patients, representatives of the elder care staff and nurse educators provide a feasible method for helping students transform their experiences with patients into actual skills. Their awareness of and sensitivity to the needs of the elderly increase as they learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. Learning styles of medical students change in relation to time.

    Science.gov (United States)

    Gurpinar, Erol; Bati, Hilal; Tetik, Cihat

    2011-09-01

    The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students (n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire (n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.

  15. Cooperative m-learning with nurse practitioner students.

    Science.gov (United States)

    Wyatt, Tami H; Krauskopf, Patricia B; Gaylord, Nan M; Ward, Andrew; Huffstutler-Hawkins, Shelley; Goodwin, Linda

    2010-01-01

    New technologies give nurse academicians the opportunity to incorporate innovative teaching-learning strategies into the nursing curricula. Mobile technology for learning, or m-learning, has considerable potential for the nursing classroom but lacks sufficient empirical evidence to support its use. Based on Mayer's multimedia learning theory, the effect of using cooperative and interactive m-learning techniques in enhancing classroom and clinical learning was explored. The relationship between m-learning and students' learning styles was determined through a multimethod educational research study involving nurse practitioner students at two mid-Atlantic universities. During the 16-month period, nurse practitioner students and their faculty used personal digital assistants (PDAs) to participate in various m-learning activities. Findings from focus group and survey responses concluded that PDAs, specifically the Pocket PC, are useful reference tools in the clinical setting and that all students, regardless of learning style, benefited from using PDAs. It was also demonstrated that connecting students with classmates and other nurse practitioner students at distant universities created a cooperative learning community providing additional support and knowledge acquisition. The authors concluded that in order to successfully prepare nurse practitioner graduates with the skills necessary to function in the present and future health care system, nurse practitioner faculty must be creative and innovative, incorporating various revolutionary technologies into their nurse practitioner curricula.

  16. Progress testing in the medical curriculum: students' approaches to learning and perceived stress.

    Science.gov (United States)

    Chen, Yan; Henning, Marcus; Yielder, Jill; Jones, Rhys; Wearn, Andy; Weller, Jennifer

    2015-09-11

    Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students' approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students' PT scores. While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.

  17. Learning from Lectures: The Implications of Note-Taking for Students with Learning Disabilities

    Science.gov (United States)

    Boyle, Joseph R.

    2006-01-01

    Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

  18. Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-01-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…

  19. Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

    Science.gov (United States)

    Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

    2016-01-01

    Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

  20. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

  1. The learning environment and medical student burnout: a multicentre study.

    Science.gov (United States)

    Dyrbye, Liselotte N; Thomas, Matthew R; Harper, William; Massie, F Stanford; Power, David V; Eacker, Anne; Szydlo, Daniel W; Novotny, Paul J; Sloan, Jeff A; Shanafelt, Tait D

    2009-03-01

    Little is known about specific personal and professional factors influencing student distress. The authors conducted a comprehensive assessment of how learning environment, clinical rotation factors, workload, demographics and personal life events relate to student burnout. All medical students (n = 3080) at five medical schools were surveyed in the spring of 2006 using a validated instrument to assess burnout. Students were also asked about the aforementioned factors. A total of 1701 medical students (response rate 55%) completed the survey. Learning climate factors were associated with student burnout on univariate analysis (odds ratio [OR] 1.36-2.07; all P burnout (ORs 1.69 and 1.48, respectively; both P student burnout. Students who experienced a positive personal life event had a lower frequency of burnout (OR 0.70; P burnout than students who did not experience a negative personal life event. On multivariate analysis personal characteristics, learning environment and personal life events were all independently related to student burnout. Although a complex array of personal and professional factors influence student well-being, student satisfaction with specific characteristics of the learning environment appears to be a critical factor. Studies determining how to create a learning environment that cultivates student well-being are needed.

  2. Student-Instructor Communication: An Innovative Teaching Material in Support of Student Learning

    Science.gov (United States)

    Cheng, Kai- Wen; Chen, Yu-Fen

    2008-01-01

    The purpose of this study was to understand how the innovative teaching material "Interactive Learning Disk (ILD)" could enhance the learning effect of students taking the course of Tourist Database Management (TDM). "ILD" is a kind of teaching material that incorporate interactive concept into course and help students to learn after class. This…

  3. Assessing the Impact of Student Learning Style Preferences

    OpenAIRE

    Davis, Stacey M.; Franklin, Scott V.

    2006-01-01

    Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically em...

  4. Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course

    Directory of Open Access Journals (Sweden)

    Katharine V. Northcutt

    2015-12-01

    Full Text Available One of the challenges in teaching a service-learning course is obtaining student buy-in from all students in the course. To circumvent this problem, I have let students in my undergraduate Neurobiology course design their own service-learning projects at the beginning of the semester. Although this can be chaotic because it requires last-minute planning, I have made it successful through facilitating student communication in the classroom, requiring thorough project proposals, meeting with students regularly, and monitoring group progress through written reflection papers. Most of my students have strong opinions about the types of projects that they want to carry out, and many students have used connections that they have already made with local organizations. Almost all projects that students have designed to this point involve teaching basic concepts of neurobiology to children of various ages while simultaneously sparking their interest in science. Through taking ownership of the project and designing it such that it works well with their strengths, interests, and weekly schedule, students have become more engaged in service learning and view it as a valuable experience. Despite some class time being shifted away from more traditional assignments, students have performed equally well in the course, and they are more eager to talk with others about course concepts. Furthermore, the feedback that I have received from community partners has been excellent, and some students have maintained their work with the organizations.

  5. Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

    Science.gov (United States)

    Nwachukwu, Bethel C.

    There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

  6. Bridging the gap between self-directed learning of nurse educators and effective student support.

    Science.gov (United States)

    Van Rensburg, Gisela H; Botma, Yvonne

    2015-11-26

    Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning.  The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students.  An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature.  Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other.  The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and

  7. What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outomes

    Science.gov (United States)

    Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

    2016-01-01

    Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

  8. The Association between Students' Style of Learning Preferences, Social Presence, Collaborative Learning and Learning Outcomes

    Science.gov (United States)

    Chen, Clement; Jones, Keith T.; Xu, Shawn

    2018-01-01

    Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students' preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), we investigate how students' styles of…

  9. Secondary Students Learning Mathematics through Digital Game Building: A Study of the Effects and Students' Perceptions

    Science.gov (United States)

    Li, Qing; Vandermeiden, Elise; Lemieux, Collette; Nathoo, Shahista

    2016-01-01

    This study explored secondary students' learning experiences in mathematics through digital game building. In this study, students were asked to become designers and builders in order to coauthor their own mathematics learning. Grounded in enactivism, this study examined the impact of game building on students' achievement. In addition, it…

  10. The Challenges of Establishing Social Learning Spaces at a Johannesburg University Student Residence: Student Views

    Science.gov (United States)

    Agherdien, Najma; Petersen, Nadine

    2016-01-01

    This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger's (2009) notion of "social learning spaces" to explore the manner in which students mediate their social and…

  11. Students' conceptions of constructivist learning in different programme years and different learning environments.

    Science.gov (United States)

    Loyens, Sofie M M; Rikers, Remy M J P; Schmidt, Henk G

    2009-09-01

    Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. The present study investigated students' conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivist learning compared to students with less experience? In addition, to what extent are conceptions of constructivist learning different in a conventional, lecture-based curriculum compared to a constructivist, problem-based learning curriculum? Three groups (i.e. first-year, second-year, and third-year students) in two different curricula (i.e. conventional, lecture-based and constructivist, problem-based) were tested. A cross-sectional design was used. Students' conceptions of constructivist activities (i.e. knowledge construction, cooperative learning, self-regulation, use of authentic problems, self-perceived inability to learn, and motivation to learn) were measured by a questionnaire. Data were analyzed using a two-way multivariate analysis of variance (MANOVA). A significant difference in questionnaire's scores between year 1 and year 2 (but not between year 2 and 3) was found with respect to conceptions about knowledge construction, self-regulation, and the use of authentic problems, but not for cooperative learning and motivation to learn. For self-perceived inability, an interaction effect was found. Furthermore, results showed significant differences between both curriculum groups on all dependent measures. Differences in conceptions can be perceived between students who enter a new learning programme (i.e. higher education) and students who already have one year of experience in higher education. Among students with more than one year of educational experience, differences disappear. Furthermore, this study shows that the

  12. Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

    Science.gov (United States)

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

    2005-10-01

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

  13. Learning from input and memory evolution: points of vulnerability on a pathway to mastery in word learning.

    Science.gov (United States)

    Storkel, Holly L

    2015-02-01

    Word learning consists of at least two neurocognitive processes: learning from input during training and memory evolution during gaps between training sessions. Fine-grained analysis of word learning by normal adults provides evidence that learning from input is swift and stable, whereas memory evolution is a point of potential vulnerability on the pathway to mastery. Moreover, success during learning from input is linked to positive outcomes from memory evolution. These two neurocognitive processes can be overlaid on to components of clinical treatment with within-session variables (i.e. dose form and dose) potentially linked to learning from input and between-session variables (i.e. dose frequency) linked to memory evolution. Collecting data at the beginning and end of a treatment session can be used to identify the point of vulnerability in word learning for a given client and the appropriate treatment component can then be adjusted to improve the client's word learning. Two clinical cases are provided to illustrate this approach.

  14. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

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

    2016-09-04

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

  15. Learning style preferences of Australian health science students.

    Science.gov (United States)

    Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

    2010-01-01

    It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

  16. Exploring nursing students' experience of peer learning in clinical practice.

    Science.gov (United States)

    Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

    2015-01-01

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

  17. Original science-based music and student learning

    Science.gov (United States)

    Smolinski, Keith

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

  18. Asynchronous Threaded Discussions and Intercultural Learning: Student Sojourner Perspectives

    Science.gov (United States)

    Jackson, Jane

    2016-01-01

    This paper centers on student perceptions of a fully-online course that was designed to enhance their intercultural learning during study abroad. By way of a post-course questionnaire survey and interview, 22 international exchange students from a Hong Kong university divulged their views about this mode of learning. Although many lamented the…

  19. Student Motivation in Response to Problem-Based Learning

    Science.gov (United States)

    Fukuzawa, Sherry; Boyd, Cleo; Cahn, Joel

    2017-01-01

    Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on…

  20. Students' Acceptance of Using Smartphone in a Mobile Learning Context

    Science.gov (United States)

    Moh, Chiou

    2015-01-01

    Development of mobile phones provides the students a different learning choice compared to studying in a traditional classroom. This study investigated undergraduate students' experiences with using their smartphones to receive learning contents for the improvement of their computer literacy. Through a survey and a pretest and posttest, the…

  1. Utilizing Mobile Devices to Enrich the Learning Style of Students

    Science.gov (United States)

    McGovern, Enda F.; Luna-Nevarez, Cuauhtemoc; Baruca, Arne

    2017-01-01

    As digital technologies evolve in education, business faculty have increased access to an extensive range of mobile devices and online applications to help them inspire students' passion for learning. Adopting new digital approaches to teaching can also enhance the learning style of students who are immersed in the use of digital devices. How can…

  2. Student Perceptions of Privacy Principles for Learning Analytics

    Science.gov (United States)

    Ifenthaler, Dirk; Schumacher, Clara

    2016-01-01

    The purpose of this study was to examine student perceptions of privacy principles related to learning analytics. Privacy issues for learning analytics include how personal data are collected and stored as well as how they are analyzed and presented to different stakeholders. A total of 330 university students participated in an exploratory study…

  3. Student Learning Styles and Performance in an Introductory Finance Class

    Science.gov (United States)

    Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew

    2014-01-01

    Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…

  4. Science Learning Motivation as Correlate of Students' Academic Performances

    Science.gov (United States)

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

    2016-01-01

    This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

  5. Does Second Life Improve Mandarin Learning by Overseas Chinese Students?

    Science.gov (United States)

    Lan, Yu-Ju

    2014-01-01

    The aim of this study was to determine the effectiveness of Second Life (SL) for improving the oral output of overseas Chinese students learning Mandarin Chinese (hereafter referred to as Mandarin). More than 1000 overseas Chinese students attend a university in northern Taiwan every year to learn Mandarin as a heritage language after graduating…

  6. How Student Affairs Professionals Learn to Advocate: A Phenomenological Study

    Science.gov (United States)

    Harrison, Laura M.

    2014-01-01

    This phenomenological study examined how student affairs professionals learn advocacy skills and what they learn in their education on this topic. Findings based on 22 interviews show participants felt underprepared by their graduate programs for the myriad challenges involved with advocating for students. Findings indicate participants found…

  7. The Practices of Student Network as Cooperative Learning in Ethiopia

    Science.gov (United States)

    Reda, Weldemariam Nigusse; Hagos, Girmay Tsegay

    2015-01-01

    Student network is a teaching strategy introduced as cooperative learning to all educational levels above the upper primary schools (grade 5 and above) in Ethiopia. The study was, therefore, aimed at investigating to what extent the student network in Ethiopia is actually practiced in line with the principles of cooperative learning. Consequently,…

  8. An Investigation on Revealing the Learning Modalities of Undergraduate Students

    Science.gov (United States)

    Ünal, Menderes

    2015-01-01

    This study investigated learning modalities of undergraduate students in terms of their gender, departments, grades and academic achievements. The modalities/styles (visual, auditory and kinaesthetic) indicate learning preferences and help students find ways to study effectively, reach new information and solve problems. The study was conducted…

  9. Language Learning Motivation among Malaysian Pre-University Students

    Science.gov (United States)

    Muftah, Muneera; Rafik-Galea, Shameem

    2013-01-01

    The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The…

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

    Science.gov (United States)

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

    2011-01-01

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

  11. Students Learning Agroecology: Phenomenon-Based Education for Responsible Action

    Science.gov (United States)

    Ostergaard, Edvin; Lieblein, Geir; Breland, Tor Arvid; Francis, Charles

    2010-01-01

    Preparing students for a complex and dynamic future is a challenge for educators. This article explores three crucial issues related to agroecological education and learning: (1) the phenomenological foundation for learning agroecology in higher education; (2) the process of students' interactions with a wide range of various learners within and…

  12. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  13. Identifying Student Types in a Gamified Learning Experience

    Science.gov (United States)

    Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

    2014-01-01

    Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

  14. Student peer reviewers' views on teaching innovations and imaginative learning.

    Science.gov (United States)

    Chan, Zenobia C Y

    2016-04-01

    Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. Students' perceptions and readiness towards mobile learning in ...

    African Journals Online (AJOL)

    In order to explore the viability of m-learning to address the inadequacies of facilities and poor access to quality education, this study ascertains the perceptions of students towards m-learning. A quantitative research design, using a sample of 320 students from three colleges of education, is adopted. Descriptive and ...

  16. Student Attitudes and Perceptions of Using Facebook for Language Learning

    Science.gov (United States)

    Gamble, Craig; Wilkins, Michael

    2014-01-01

    This research provides insight into Japanese students' perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private…

  17. Measuring the e-Learning Autonomy of Distance Education Students

    Science.gov (United States)

    Firat, Mehmet

    2016-01-01

    Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their…

  18. Experiential Learning and Workforce Preparedness of Community College Students

    Science.gov (United States)

    Meehan-Klaus, Jenna M.

    2016-01-01

    A vast body of research exists on experiential learning and workforce preparedness of students at the high school level; however, there is a limited focus on the community college sector. Administrators, who recognize the need for studies that address the potential benefit experiential learning can provide students at two-year institutions, will…

  19. Learning Orientations of IT Higher Education Students in UAE University

    Science.gov (United States)

    Al-Qirim, Nabeel; Tarhini, Ali; Rouibah, Kamel; Mohamd, Serhani; Yammahi, Aishah Rashid; Yammahi, Maraim Ahmed

    2018-01-01

    This research examines the learning preferences of students in UAE University (UAEU). The uniqueness of this research emanates from the fact that no prior research examined this area from the UAE's perspective. Thus, this research embarks on the fact that student learning strategies vary from one country to another due to many factors. This…

  20. Strategies for improving students' motivation in the learning of ...

    African Journals Online (AJOL)

    Classroom experience has shown that French teachers are often faced with students who are unwilling, discouraged and uninterested to learn French. Students' lack of interest in learning French language in secondary schools has been identified as one factor responsible for the low enrolment. The paper proposes that ...