Creating an Inclusive Collegiate Learning Environment for Students on the Autism Spectrum: A Participatory Action Research Study

Science.gov (United States)

Maxam, Susan L.

2012-01-01

Despite the growing number of students on the autism spectrum in postsecondary institutions around the nation, there is a paucity of literature dealing with issues and interventions related to creating inclusive, collegiate learning environments from the perspectives of both faculty and these students. Therefore, this study sought to gain a deeper…

Pod Learning: Student Groups Create Podcasts to Achieve Economics Learning Goals

Science.gov (United States)

Moryl, Rebecca L.

2016-01-01

In this article, the author describes a group project to create student-generated podcasts on economics topics. This project provides an innovative opportunity for students to demonstrate proficiency in skills required for the undergraduate economics major and valued in the professional marketplace. Results of a student self-assessment survey on…

PROMOTING MEANINGFUL LEARNING THROUGH CREATE-SHARE-COLLABORATE

OpenAIRE

Sailin, Siti Nazuar; Mahmor, Noor Aida

2017-01-01

Students in this 21st century are required to acquire these 4C skills: Critical thinking, Communication, Collaboration and Creativity. These skills can be integrated in the teaching and learning through innovative teaching that promotes active and meaningful learning. One way of integrating these skills is through collaborative knowledge creation and sharing. This paper providesan example of meaningful teaching and learning activities designed within the Create-Share-Collaborate instructional...

Creating student awareness to improve cultural competence: creating the critical incident.

Science.gov (United States)

Morell, Venita W; Sharp, Penny C; Crandall, Sonia J

2002-09-01

Teaching medical students to recognize the need for cultural competence and accept their shortcomings in this area is a challenge. A simulated patient scenario was developed to address this challenge. The objective of the simulation is to enhance students' readiness to learn by moving them from 'unconscious incompetence' to 'conscious incompetence'. The patient scenario presents a Cherokee Indian woman with a complaint of abnormal menstrual bleeding who is resistant to gynaecologic care from male providers. A faculty member facilitates a small-group videotape review of student interviews. As students discuss their encounters, they realize they 'misdiagnose' and mishandle the interview. They are confronted by their inability to recognize cultural cues and the impact they may have on health outcomes and begin to question whether cultural beliefs are affecting the care of other patients. This simulation creates an eye-opening situation that must be handled carefully. This activity is an effective method to create awareness in students who feel they 'know all this stuff.'

Learning from Student Data

Science.gov (United States)

Pruitt, Kobie

2016-01-01

Just as adults' personal lives and data are increasingly inhabiting online spaces, so are students. While this shift brings many benefits and the possibility of learning tailored to individual students' needs, it is also brings new challenges. Students create an electronic trail of information that creates an obvious concern: How can they enjoy…

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....... 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...... 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...

"In Our Own Words": Creating Videos as Teaching and Learning Tools

Directory of Open Access Journals (Sweden)

Norda Majekodunmi

2012-11-01

Full Text Available Online videos, particularly those on YouTube, have proliferated on the internet; watching them has become part of our everyday activity. While libraries have often harnessed the power of videos to create their own promotional and informational videos, few have created their own teaching and learning tools beyond screencasting videos. In the summer of 2010, the authors, two librarians at York University, decided to work on a video project which culminated in a series of instructional videos entitled “Learning: In Our Own Words.” The purpose of the video project was twofold: to trace the “real” experience of incoming students and their development of academic literacies skills (research, writing and learning throughout their first year, and to create videos that librarians and other instructors could use as instructional tools to engage students in critical thinking and discussion. This paper outlines the authors’ experience filming the videos, creating a teaching guide, and screening the videos in the classroom. Lessons learned during this initiative are discussed in the hope that more libraries will develop videos as teaching and learning tools.

Instructor-Created Activities to Engage Undergraduate Nursing Research Students.

Science.gov (United States)

Pierce, Linda L; Reuille, Kristina M

2018-03-01

In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities. This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material. Six activities for small and large student groups are related to quantitative, qualitative, and both research processes, as well as applying research evidence to practice. Positive student outcomes included quantitative success on assignments and robust student topic discussions, along with instructor-noted overall group engagement and interest. Using these activities can result in class time for the construction of meaning, rather than primarily information transmission. Instructors may adopt these activities to involve and stimulate students' critical thinking about research and evidence-based practice. [J Nurs Educ. 2018;57(3):174-177.]. Copyright 2018, SLACK Incorporated.

Distant Voices, Shared Lives: Students Creating Global Learning Community.

Science.gov (United States)

Weston, Norman; Ingram, John H.

1997-01-01

Typically, the adult bureaucratic values of control, efficiency, and accountability set the climate for teaching and learning in the schools. The traditional teaching-as-transmission model of education should be replaced with one in which teachers and students are co-creators of the curriculum and collaborators in learning. (Author/JOW)

Enhancing ASTRO101 Student Engagement Using Student-Created ScienceSKETCHES

Science.gov (United States)

Slater, Timothy F.; Slater, Stephanie

2016-01-01

As astronomy teaching faculty are changing their teaching strategies from those less desirable approaches that allow students to passively listen to professor-centered, information-lectures to more desirable, active-student engagement classrooms characterized by active learning, ASTRO 101 professors are looking for more ways to help students learn to participate in authentic scientific practices. This is consistent with notion advocated by the NRC that students should practice scientific thinking, scientific discourse, and scientific practices while learning science. Noticing that much informal scientific discussion is mediated by sketches—such as those occasionally lively discussions held after hours during scientific conferences—scholars at the CAPER Center for Astronomy & Physics Education Research have been piloting a series of active learning tasks where students are challenged to create scientific drawings to illustrate their understanding of astronomical phenomena or structures. Known informally as ScienceSKETCHES, examples of these tasks challenge students to illustrate: the spectral curve differences between high and low mass stars; the differences among galaxy shapes; the distribution of stars for the Andromeda Galaxy in terms of luminosity versus temperature; old and young planetary surfaces; or the relationships between distances and speeds of orbiting objects. Although our initial testing has focused on predominately on paper and pencil tasks, with the occasional cell phone picture of a ScienceSKETCH being texted to the professor, the electronic-based teaching world is nearly ready to support these sorts of drawing tasks. Already, the ability to complete and submit scientific sketches is becoming commonplace across electronic learning platforms, including shared white-boarding in many desktop videoconferencing systems, and handheld device learning systems for interactive classrooms, like those from Learning Catalytics, among many others. Our

Creating an Authentic Learning Environment in the Foreign Language Classroom

Science.gov (United States)

Nikitina, Larisa

2011-01-01

Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…

Recommendations from the Field: Creating an LGBTQ Learning Community

Science.gov (United States)

Jaekel, Kathryn S.

2015-01-01

This article details the creation of a lesbian, gay, bisexual, transgender, and queer (LGBTQ) learning community. Created because of research that indicates chilly campus climates (Rankin, 2005), as well as particular needs of LGBTQ students in the classroom, this learning community focused upon LGBTQ topics in and out of the classroom. While…

Student Learning-Game Designs

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... 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...

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

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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…

Student Learning Outcomes: Communication among a State College Faculty and Students

Science.gov (United States)

Gabbard, Billie

2017-01-01

Without intervention, higher education will continue to struggle with measuring student learning, thus creating challenges associated with accrediting body standards to prove that students learn. Although there is much literature on learning in higher education and accreditation struggles, the problem of clarity and effectiveness of communication…

An Experiment on How Adult Students Can Learn by Designing Engaging Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2014-01-01

worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative...... enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game......This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...

Creating Innovative Student Projects with App Smashing

Science.gov (United States)

Young, Donna

2014-01-01

The potential for using various apps to improve student learning is tremendous. Yet, despite the iPad's possibilities, apps are often limited in their functionality. No one has created that magical, one-size-fits-all app that accomplishes all of the tasks that you had in mind. Luckily, there is an answer to this common problem: app smashing.…

The Presentation Assignment: Creating Learning Opportunities for Diverse Student Populations.

Science.gov (United States)

Spencer, Brenda H.; Bartle-Angus, Kathryn

2000-01-01

Finds the presentation assignment to be an effective method of providing students with the opportunity to apply the literacy skills they are learning in ways that are personally meaningful. Describes the presentation assignment framework and provides an example of an assignment that required students to analyze and interpret works of literature…

Creating Learning Environment Connecting Engineering Design and 3D Printing

Science.gov (United States)

Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

Engineering education in modern days require continuous development in didactics, pedagogics and used practical methods. 3D printing provides excellent opportunity to connect different engineering areas into practice and produce learning by doing applications. The 3D-printing technology used in this study is FDM (Fused deposition modeling). FDM is the most used 3D-printing technology by commercial numbers at the moment and the qualities of the technology makes it popular especially in academic environments. For achieving the best result possible, students will incorporate the principles of DFAM (Design for additive manufacturing) into their engineering design studies together with 3D printing. This paper presents a plan for creating learning environment for mechanical engineering students combining the aspects of engineering design, 3D-CAD learning and AM (additive manufacturing). As a result, process charts for carrying out the 3D printing process from technological point of view and design process for AM from engineering design point of view were created. These charts are used in engineering design education. The learning environment is developed to work also as a platform for Bachelor theses, work-training environment for students, prototyping service centre for cooperation partners and source of information for mechanical engineering education in Lapland University of Applied Sciences.

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

Creating an Authentic Learning Environment in the Foreign Language Classroom

Directory of Open Access Journals (Sweden)

Larisa Nikitina

2011-01-01

Full Text Available Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.

Creating conditions for cooperative learning: Basic elements

Directory of Open Access Journals (Sweden)

Ševkušić-Mandić Slavica G.

2003-01-01

Full Text Available Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher’s and students’ enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and engagement on the part of teacher who is structuring various aspects of work in the classroom. Although there exist a large number of models and techniques of cooperative learning, which vary in the way in which students work together, in the structure of learning tasks as well as in the degree to which cooperative efforts of students are coupled with competition among groups, some elements should be present in the structure of conditions irrespective of the type of group work in question. Potential effects of cooperation are not likely to emerge unless teachers apply five basic elements of cooperative structure: 1. structuring of the learning task and students’ positive interdependence, 2. individual responsibility, 3. upgrading of "face to face" interaction, 4. training of students’ social skills, and 5. evaluation of group processes. The paper discusses various strategies for establishing the mentioned elements and concrete examples for teaching practice are provided, which should be of assistance to teachers for as much successful cooperative learning application as possible in work with children.

An Expert System Helps Students Learn Database Design

Science.gov (United States)

Post, Gerald V.; Whisenand, Thomas G.

2005-01-01

Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web-based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances…

Helping Education Students Understand Learning through Designing

Science.gov (United States)

Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

2008-01-01

This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

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…

DEVELOPMENT OF TEACHER COMP ETENCES IN CREATING POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL SECONDARY EDUCATION

Directory of Open Access Journals (Sweden)

Inge PLACKLÉ

2010-01-01

Full Text Available Background: At the end of Vocational Secondary Education students should be able to solve authentic problems individually and in group. Powerful learning environments could enforce these learning processes. Research question: “Which critical desirable design principles can we define to create a powerful learning environment in Secondary Vocational Education ? Method: We combine different perspectives of teachers, students and researchers to build a shared model of learning environments, which will be perceived as more powerful by all stakeholders. Based on literature we selected design principles followed by organizing focus groups with teacher educators and teachers to further adapt these principles. Preliminary results: We determined eight design pr inciples: Authenticity learning environment, differentiation, adapted evaluation, self-directed learning, problem solving, teamwork, shared responsibility design learning environment and (labour identity develop ment. Each principle has been further clarified in indicators. This study is part of a larger research project in developing teacher competences in creating powe rful learning enviro nments in Vocational Secondary Education.

Students' Perceptions and Experiences of Mobile Learning

Science.gov (United States)

Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

2013-01-01

This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures

Science.gov (United States)

Tarbutton, Tanya

2018-01-01

Creating diverse caring classroom environments, for all students, using innovative technology, is the impetus of this article. Administrators and teachers in many states have worked to integrate 21st Century Learning Outcomes and Local Control and Accountability Plans (LCAP) into daily teaching and learning. These initiatives are designed to…

Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope. Programming for Students with Special Needs. Book 10

Science.gov (United States)

Clarren, Sandra G. Bernstein

2004-01-01

"Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope" is Book 10 in the Programming for Students with Special Needs series; a revision and expansion of the 1997 Alberta Learning teacher resource, "Teaching Students with Fetal Alcohol Syndrome and Possible Prenatal Alcohol-Related Effects."…

Student-Created Homework Problems Based on YouTube Videos

Science.gov (United States)

Liberatore, Matthew W.; Marr, David W. M.; Herring, Andrew M.; Way, J. Douglas

2013-01-01

Inspired by YouTube videos, students created homework problems as part of a class project. The project has been successful at different parts of the semester and demonstrated learning of course concepts. These new problems were implemented both in class and as part of homework assignments without significant changes. Examples from a material and…

Learning About Energy Resources Through Student Created Video Documentaries in the University Science Classroom

Science.gov (United States)

Wade, P.; Courtney, A.

2010-12-01

Students enrolled in an undergraduate non-science majors’ Energy Perspectives course created 10-15 minute video documentaries on topics related to Energy Resources and the Environment. Video project topics included wave, biodiesel, clean coal, hydro, solar and “off-the-grid” energy technologies. No student had any prior experience with creating video projects. Students had Liberal Arts academic backgrounds that included Anthropology, Theater Arts, International Studies, English and Early Childhood Education. Students were required to: 1) select a topic, 2) conduct research, 3) write a narrative, 4) construct a project storyboard, 5) shoot or acquire video and photos (from legal sources), 6) record the narrative, and 7) construct the video documentary. This study describes the instructional approach of using student created video documentaries as projects in an undergraduate non-science majors’ science course. Two knowledge survey instruments were used for assessment purposes. Each instrument was administered Pre-, Mid- and Post course. One survey focused on the skills necessary to research and produce video documentaries. Results showed students acquired enhanced technology skills especially with regard to research techniques, writing skills and video editing. The second survey assessed students’ content knowledge acquired from each documentary. Results indicated students’ increased their content knowledge of energy resource topics. Students reported very favorable evaluations concerning their experience with creating “Ken Burns” video project documentaries.

Creating a Transformational Learning Experience: Immersing Students in an Intensive Interdisciplinary Learning Environment

Science.gov (United States)

White, Shelley K.; Nitkin, Mindell Reiss

2014-01-01

The Simmons World Challenge is a unique, interdisciplinary program recently developed at Simmons College. It immerses students in an intensive winter-session course that challenges them to tackle a pressing social issue, such as poverty or hunger, and create actionable solutions to the problem. The program was conceived and designed to harness the…

Teaching machine learning to design students

NARCIS (Netherlands)

Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.

2008-01-01

Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We

Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game-based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

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…

Productive Friction: How Conflict in Student Teaching Creates Opportunities for Learning at the Boundary

Science.gov (United States)

Ward, Christopher J.; Nolen, Susan B.; Horn, Ilana S.

2011-01-01

Student teaching is contested ground for teacher candidates' learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates' learning. We use…

Learning Science Through Digital Video: Views on Watching and Creating Videos

Science.gov (United States)

Wade, P.; Courtney, A. R.

2013-12-01

In science, the use of digital video to document phenomena, experiments and demonstrations has rapidly increased during the last decade. The use of digital video for science education also has become common with the wide availability of video over the internet. However, as with using any technology as a teaching tool, some questions should be asked: What science is being learned from watching a YouTube clip of a volcanic eruption or an informational video on hydroelectric power generation? What are student preferences (e.g. multimedia versus traditional mode of delivery) with regard to their learning? This study describes 1) the efficacy of watching digital video in the science classroom to enhance student learning, 2) student preferences of instruction with regard to multimedia versus traditional delivery modes, and 3) the use of creating digital video as a project-based educational strategy to enhance learning. Undergraduate non-science majors were the primary focus group in this study. Students were asked to view video segments and respond to a survey focused on what they learned from the segments. Additionally, they were asked about their preference for instruction (e.g. text only, lecture-PowerPoint style delivery, or multimedia-video). A majority of students indicated that well-made video, accompanied with scientific explanations or demonstration of the phenomena was most useful and preferred over text-only or lecture instruction for learning scientific information while video-only delivery with little or no explanation was deemed not very useful in learning science concepts. The use of student generated video projects as learning vehicles for the creators and other class members as viewers also will be discussed.

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.

Learning and Motivational Processes When Students Design Curriculum‐Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game‐based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

Digital Technologies for Promoting "Student Voice" and Co-Creating Learning Experience in an Academic Course

Science.gov (United States)

Blau, Ina; Shamir-Inbal, Tamar

2018-01-01

"Student voice" (SV) refers to listening to and valuing students' views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital…

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.

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.

Co-Creating Curriculum in Higher Education: Promoting Democratic Values and a Multidimensional View on Learning

Science.gov (United States)

Bergmark, Ulrika; Westman, Susanne

2016-01-01

This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable,…

What is the teachers’ role when students learn through design of learning games in a scaffolded gamified learning environment?

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review...... how the use of pre-build learning games in education can be taken a step further into the building of learning games while implementing subject matters from curriculum, not only focussing on the creative game design process. The aim of the form of this learning design is to scaffold the novice....../ play test each others games as a way to qualify the learning taking place around as well as inside the games they are building. The discussion is focusing on how the chosen pedagogical approach is framed within the gamified environment as well as on how the teachers can guide and scaffold the learning...

Walking the bridge: Nursing students' learning in clinical skill laboratories.

Science.gov (United States)

Ewertsson, Mona; Allvin, Renée; Holmström, Inger K; Blomberg, Karin

2015-07-01

Despite an increasing focus on simulation as a learning strategy in nursing education, there is limited evidence on the transfer of simulated skills into clinical practice. Therefore it's important to increase knowledge of how clinical skills laboratories (CSL) can optimize students' learning for development of professional knowledge and skills, necessary for quality nursing practice and for patient safety. Thus, the aim was to describe nursing students' experiences of learning in the CSL as a preparation for their clinical practice. Interviews with 16 students were analysed with content analysis. An overall theme was identified - walking the bridge - in which the CSL formed a bridge between the university and clinical settings, allowing students to integrate theory and practice and develop a reflective stance. The theme was based on categories: conditions for learning, strategies for learning, tension between learning in the skills laboratory and clinical settings, and development of professional and personal competence. The CSL prepared the students for clinical practice, but a negative tension between learning in CSL and clinical settings was experienced. However, this tension may create reflection. This provides a new perspective that can be used as a pedagogical approach to create opportunities for students to develop their critical thinking. Copyright © 2015 Elsevier Ltd. All rights reserved.

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.

Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

Science.gov (United States)

Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

2016-01-01

The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

The experiences of supporting learning in pairs of nursing students in clinical practice.

Science.gov (United States)

Holst, Hanna; Ozolins, Lise-Lotte; Brunt, David; Hörberg, Ulrica

2017-09-01

The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

Motivating Students to Learn Biology Vocabulary with Wikipedia

Directory of Open Access Journals (Sweden)

Boriana Marintcheva

2012-02-01

Full Text Available Timely learning of specialized science vocabulary is critical for building a solid knowledge base in any scientific discipline. To motivate students to dedicate time and effort mastering biology vocabulary, I have designed a vocabulary exercise utilizing the popular web encyclopedia Wikipedia. The exercise creates an opportunity for students to connect the challenge of vocabulary learning to a prior positive experience of self-guided learning using a content source they are familiar and comfortable with.

Creating a Professional Blog: The Impact of Student Learning Styles on Perceptions of Learning

Science.gov (United States)

Fowler, Kendra; Thomas, Veronica L.

2015-01-01

This article provides marketing educators with a blogging activity that allows students to add to their marketing expertise as well as enhance their communication skills. Specifically, we propose an activity that incorporates the necessary steps for experiential learning to be achieved. Furthermore, the effectiveness of this activity is examined…

Creating an Innovative Learning Organization

Science.gov (United States)

Salisbury, Mark

2010-01-01

This article describes how to create an innovative learning (iLearning) organization. It begins by discussing the life cycle of knowledge in an organization, followed by a description of the theoretical foundation for iLearning. Next, the article presents an example of iLearning, followed by a description of the distributed nature of work, the…

The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students.

Science.gov (United States)

Young, Nicki; Randall, Jayne

2014-01-01

Reforms in the way higher education is delivered in order to address the needs of learners in the 21st century are increasingly being considered by university departments. This has led academics to combine e-learning with more traditional classroom based methods of teaching when designing new modules of study, a method commonly called blended learning. This paper will describe the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. It is imperative that at the point of registration midwifery students possess the skills to identify deviations from normal, initiate immediate actions and make appropriate referrals. The health of women all over the world is of concern to health care professionals. Midwives are increasingly being upon to provide expert care. Midwives need a sound education to allow them to carry out their roles effectively. The International Confederation of Midwives global standards for midwifery education (2010) attempts to address the need for competent caring midwives to help women and families in every corner of the world. The paper will also cover the pedagogical issues considered when blending together the different elements of learning namely: traditional discursive lectures, small group work, e-learning, formative presentations and the use of simulation during a skills and drills day. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Effect of Active Learning Approach on Attitudes of 7th Grade Students

Science.gov (United States)

Demirci, Cavide

2017-01-01

Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine…

Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge

Science.gov (United States)

Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi

2017-01-01

This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…

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.

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.

Creating Infographics to Enhance Student Engagement and Communication in Health Economics

Science.gov (United States)

VanderMolen, Julia; Spivey, Christy

2017-01-01

In this article, the authors discuss and describe the implementation of and lessons learned from a course project centered on the creation of an infographic in a health economics course and an introduction to health research course. Students were asked to create a simple infographic about a particular topic, after researching and gathering data on…

Effective Use of Pause Procedure to Enhance Student Engagement and Learning

OpenAIRE

Bachhel, Rachna; Thaman, Richa Ghay

2014-01-01

Introduction: 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’.

Creating a Learning Community for Solutions to Climate Change

Science.gov (United States)

Bloom, A. J.; Benedict, B. A.; Blockstein, D. E.; Hassenzahl, D. M.; Hunter, A.; Jorgensen, A. D.; Pfirman, S. L.

2011-12-01

The rapidly evolving and interdisciplinary nature of climate change presents a challenge to colleges and universities as they seek to educate undergraduate students. To address this challenge, the National Council for Science and the Environment (NCSE) with NSF funding is creating a nationwide cyber-enabled learning community called CAMEL (Climate, Adaptation, and Mitigation e-Learning). CAMEL engages experts in science, policy and decision-making, education, and assessment in the production of a virtual toolbox of curricular resources designed for teaching climate change causes, consequences, and solutions. CAMEL is: ? Developing cyberinfrastructure that supports and promotes the creation of materials and community; ? Generating materials for the Encyclopedia of Earth, a site averaging 50,000 views per day; ? Ensuring that materials developed and shared are founded on the best available scientific information and follow the most appropriate educational practices; ? Assisting faculty at institutions of higher education across the United States as they create, improve, test, and share resources for teaching students not only how to diagnose climate change problems, but also to identify and effect solutions; ? Evaluating the determinants of successful community building using cybermedia. The community and resultant content range from general education to upper division courses for students in a variety of majors. At the center of the community are the 160 colleges and universities represented in NCSE's Council of Environmental Deans and Directors. Members of this group represent recognized expertise in virtually all areas of this project. A team with substantial experience with evaluating innovative initiatives in STEM education is administering the evaluation component.

Creating Inclusive Learning Communities: The Role of Student-Faculty Relationships in Mitigating Negative Campus Climate

Science.gov (United States)

Cress, Christine M.

2008-01-01

This study examined student perceptions of their learning environments at 130 American colleges and universities. Results indicate that students of color, women students, and gay/lesbian students are the most likely to observe and experience prejudice and discrimination within and outside of their classrooms. Fortunately, the development of strong…

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.

Simulated Sustainable Societies: Students' Reflections on Creating Future Cities in Computer Games

Science.gov (United States)

Nilsson, Elisabet M.; Jakobsson, Anders

2011-02-01

The empirical study, in this article, involved 42 students (ages 14-15), who used the urban simulation computer game SimCity 4 to create models of sustainable future cities. The aim was to explore in what ways the simulated "real" worlds provided by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions in this gaming environment, and reflections about these interactions, can form a context where the students deal with real world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings were used to gather data on students' reflections on their cities, and on sustainable development. The findings indicate that SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games can constitute an important artefact that may facilitate contextualisation and make students' use of science concepts and theories more explicit.

Repurposing With Purpose: Creating a Collaborative Learning Space to Support Institutional Interprofessional Initiatives.

Science.gov (United States)

Young, Lauren M; Machado, Connie K; Clark, Susan B

2015-01-01

When the University of Mississippi Medical Center embraced a didactic shift to patient-centered, interprofessional education of its medical, dental, nursing, pharmacy, and allied health students, the Rowland Medical Library repurposed space to support the cause and created a collaborative learning space designated for campus-wide utility.

Creating e-learning games with Unity

CERN Document Server

Horachek, David

2014-01-01

Unity is a fully integrated development engine providing the required functionality to create games and interactive 3D content, while reducing the time, effort, and cost of developing the content. Nowadays, many people have started to use Unity in an eLearning setting as it allows them to create real-world scenarios, or models, for training purposes. With Unity, one can develop video games that are not only fun, but are also effective teaching and learning tools. When properly designed, an engaging game is an ideal platform for the presentation, testing, and application of learning objectives.

How has my learning enabled me to create and share an animated video to assist newly qualified teachers in the creation of a safe critical space for their students?

OpenAIRE

Gallagher, Emma

2011-01-01

This paper presents my emergent living theory as it developed while I attempted to address my concern “How has my learning enabled me to create and share an animated video to assist Newly Qualified Teachers in the creation of a safe critical space for their students?” I explore how my learning on the Masters in Education and Training Management (e-learning) has affected me both personally and professionally and how my learning has impacted the learning of others. In particular, I look at t...

Facilitating small groups: how to encourage student learning.

Science.gov (United States)

Kitchen, Mark

2012-02-01

Many clinicians are involved in medical education, with small group teaching (SGT) forming a significant part of their work. Most facilitate these sessions by experience and common sense: less than one-third of them have received formal training in SGT. Evidence suggests small group productivity depends on good facilitation rather than on topic knowledge. Applying the fundamental concepts of SGT will lead to improvements in the quality of clinicians' teaching and in student learning. Good SGT creates the perfect environment for learning and discussion, without the need for didactic teaching. SGT emphasises the role of students in sharing and discussing their ideas in a safe learning environment, without domination by the tutor. This article provides clinicians with basic requirements for effective session design and planning, explains how to encourage student participation, how to manage students as a group, how to manage student learning, and how to recognise and deal with problems. Active facilitation and group management is the key to success in SGT, and consequently better learning outcomes. Improving the facilitation skills of clinical teachers makes teaching more effective, stimulating, and enjoyable for both tutors and students. © Blackwell Publishing Ltd 2012.

Problem-based Learning, Motivation and Employability - A case study with tourism students from Aalborg University, Denmark-

DEFF Research Database (Denmark)

Balslev, Helene; Andersson, Vibeke

2018-01-01

This paper explores the Problem-based Learning model (PBL) and seeks to further the model by nuancing the idea of how to co-create knowledge by motivation for tourism Master students at Aalborg University (Denmark) with the aim of enhancing their employability approaches and skills. The paper...... challenges the models of experiences and experiential learning as being ‘enough’ to prepare students to take ownership for the experience of learning. We argue that students not only learn from experience or from general reflection they also need to be motivated by creating meaningful experiences and take...

Simulated Sustainable Societies: Students' Reflections on Creating Future Cities in Computer Games

Science.gov (United States)

Nilsson, Elisabet M.; Jakobsson, Anders

2011-01-01

The empirical study, in this article, involved 42 students (ages 14-15), who used the urban simulation computer game SimCity 4 to create models of sustainable future cities. The aim was to explore in what ways the simulated "real" worlds provided by this game could be a potential facilitator for science learning contexts. The topic investigated is…

Creating Dynamic Learning Environment to Enhance Students’ Engagement in Learning Geometry

Science.gov (United States)

Sariyasa

2017-04-01

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

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

Science.gov (United States)

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

2016-01-01

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

Creating Significant Learning Experiences across Disciplines

Science.gov (United States)

Levine, Laura E.; Fallahi, Carolyn R.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

2008-01-01

The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive…

Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.

Science.gov (United States)

Springfield, Emily C; Smiler, Andrew P; Gwozdek, Anne E

2015-12-01

Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.

Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum.

Science.gov (United States)

Mirghani, Hisham M; Ezimokhai, Mutairu; Shaban, Sami; van Berkel, Henk J M

2014-01-01

Students' learning approaches have a significant impact on the success of the educational experience, and a mismatch between instructional methods and the learning approach is very likely to create an obstacle to learning. Educational institutes' understanding of students' learning approaches allows those institutes to introduce changes in their curriculum content, instructional format, and assessment methods that will allow students to adopt deep learning techniques and critical thinking. The objective of this study was to determine and compare learning approaches among medical students following an interdisciplinary integrated curriculum. This was a cross-sectional study in which an electronic questionnaire using the Biggs two-factor Study Process Questionnaire (SPQ) with 20 questions was administered. Of a total of 402 students at the medical school, 214 (53.2%) completed the questionnaire. There was a significant difference in the mean score of superficial approach, motive and strategy between students in the six medical school years. However, no significant difference was observed in the mean score of deep approach, motive and strategy. The mean score for years 1 and 2 showed a significantly higher surface approach, surface motive and surface strategy when compared with students in years 4-6 in medical school. The superficial approach to learning was mostly preferred among first and second year medical students, and the least preferred among students in the final clinical years. These results may be useful in creating future teaching, learning and assessment strategies aiming to enhance a deep learning approach among medical students. Future studies are needed to investigate the reason for the preferred superficial approach among medical students in their early years of study.

Engagement in Classroom Learning: Creating Temporal Participation Incentives for Extrinsically Motivated Students through Bonus Credits

Science.gov (United States)

Rassuli, Ali

2012-01-01

Extrinsic inducements to adjust students' learning motivations have evolved within 2 opposing paradigms. Cognitive evaluation theories claim that controlling factors embedded in extrinsic rewards dissipate intrinsic aspirations. Behavioral theorists contend that if engagement is voluntary, extrinsic reinforcements enhance learning without ill…

Engaging Karen refugee students in science learning through a cross-cultural learning community

Science.gov (United States)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

Science Students Creating Hybrid Spaces when Engaging in an Expo Investigation Project

Science.gov (United States)

Ramnarain, Umesh; de Beer, Josef

2013-02-01

In this paper, we report on the experiences of three 9th-grade South African students (13-14 years) in doing open science investigation projects for a science expo. A particular focus of this study was the manner in which these students merge the world of school science with their social world to create a hybrid space by appropriating knowledge and resources of the school and home. Within this hybrid space they experienced a deeper, more meaningful and authentic engagement in science practical work. This hybrid space redefined the landscape of the science learning experience for these students, as they could derive the twofold benefit of appropriating support when necessary and at the same time maintain their autonomy over the investigation. For South Africa and quite probably other countries; these findings serve as a guideline as to how opportunities can be created for students to do open science investigations, against prevailing school factors such as large classes, a lack of physical resources, the lack of time for practical work and the demands of syllabus coverage.

Digital Education With IT: How to Create Motivational and Inclusive Education in Blended Learning Environments Using Flipped Learning

DEFF Research Database (Denmark)

Pedersen, Annette; Nielsen, Annegrethe; Wahl, Christian

2014-01-01

The purpose of this paper is to examine how collaborative IT-design integrated in pedagogic designs can create motivation and transfer from an educational setting into the student’s clinical education. Learning design for higher education can be challenging, especially in subjects with great...... quantities of theoretical material and where students have difficulties in linking theory with practice. This paper reports a case study in the nurse bachelor education, in which the subject studied is “Organization, administration and management”. Former evaluations indicate great student dissatisfaction...

Creating a supportive learning environment for students with learning difficulties

OpenAIRE

Grah, Jana

2013-01-01

Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

Learning experiences of physiotherapy students during primary ...

African Journals Online (AJOL)

Background. Primary healthcare (PHC) is necessary to address the health needs of communities. It creates the opportunity for the attainment of curricular outcomes through community-based education. Appropriate learning opportunities are needed to enable students to develop the necessary skills to attain these outcomes ...

Taking It to the Street: Using QR Codes to Tell Student-Created (Hi)stories on Location

Science.gov (United States)

van 't Hooft, Mark

2013-01-01

One of the challenges that social studies educators face daily is how to make student learning relevant. Digital technologies can play an important role by connecting what happens in the classroom to the world beyond. One way to do this is by turning students into producers of information and having them create content rather than simply consume.…

Creating Research-Rich Learning Experiences and Quantitative Skills in a 1st Year Earth Systems Course

Science.gov (United States)

King, P. L.; Eggins, S.; Jones, S.

2014-12-01

We are creating a 1st year Earth Systems course at the Australian National University that is built around research-rich learning experiences and quantitative skills. The course has top students including ≤20% indigenous/foreign students; nonetheless, students' backgrounds in math and science vary considerably posing challenges for learning. We are addressing this issue and aiming to improve knowledge retention and deep learning by changing our teaching approach. In 2013-2014, we modified the weekly course structure to a 1hr lecture; a 2hr workshop with hands-on activities; a 2hr lab; an assessment piece covering all face-to-face activities; and a 1hr tutorial. Our new approach was aimed at: 1) building student confidence with data analysis and quantitative skills through increasingly difficult tasks in science, math, physics, chemistry, climate science and biology; 2) creating effective learning groups using name tags and a classroom with 8-person tiered tables; 3) requiring students to apply new knowledge to new situations in group activities, two 1-day field trips and assessment items; 4) using pre-lab and pre-workshop exercises to promote prior engagement with key concepts; 5) adding open-ended experiments to foster structured 'scientific play' or enquiry and creativity; and 6) aligning the assessment with the learning outcomes and ensuring that it contains authentic and challenging southern hemisphere problems. Students were asked to design their own ocean current experiment in the lab and we were astounded by their ingenuity: they simulated the ocean currents off Antarctica; varied water density to verify an equation; and examined the effect of wind and seafloor topography on currents. To evaluate changes in student learning, we conducted surveys in 2013 and 2014. In 2014, we found higher levels of student engagement with the course: >~80% attendance rates and >~70% satisfaction (20% neutral). The 2014 cohort felt that they were more competent in writing

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.

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.

TGT for chemistry learning to enhance students' achievement and critical thinking skills

Science.gov (United States)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

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

Science.gov (United States)

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

2014-07-02

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

Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

Science.gov (United States)

Suarez, Enrique A.

This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three

Digital games and Blended Learning in language learning: a case study with high school students

Directory of Open Access Journals (Sweden)

Elaine Teixeira da Silva

2017-07-01

Full Text Available Contemporary language teaching can turn to a tool provided by the development of digital technologies - digital games. This resource is used by the vast majority of students, and its attractive features allow for meaningful learning. This method can be classified as Blended Learning since students use games to learn without the physical presence of the teacher, but still favor face-to-face learning. To verify digital games as a tool for teaching languages and for Blended Learning, a questionnaire created in Google Forms was shared with 67 interviewees with four questions related to the theme. It is a quantitative research supported by the contributions of Kenski (2007, Mattar (2011, Mendes (2011, Prensky (2012, and Tori (2010. among others.

A novel collaborative e-learning platform for medical students - ALERT STUDENT.

Science.gov (United States)

Taveira-Gomes, Tiago; Saffarzadeh, Areo; Severo, Milton; Guimarães, M Jorge; Ferreira, Maria Amélia

2014-07-14

The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical

Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

Science.gov (United States)

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

2018-05-01

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

Creating by Reusing Learning Design Solutions

NARCIS (Netherlands)

Hernández-Leo, Davinia; Harrer, Andreas; Dodero, Juan Manuel; Asensio-Pérez, Juan; Burgos, Daniel

2006-01-01

Hernández-Leo, D., Harrer, A., Dodero, J. M., Asension-Pérez, J. I., & Burgos, D. (2006). Creating by reusing Learning Design solutions. Proceedings of 8th Simposo Internacional de Informática Educativa, León, Spain: IEEE Technical Committee on Learning Technology. Retrieved October 3rd, 2006, from

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students' Views on Factors Influencing Their Learning.

Science.gov (United States)

Visser, Lennart; Korthagen, Fred A J; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students' learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students ( N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students' levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students' learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training.

Science.gov (United States)

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2016-01-01

Policy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students' roles in these interactive processes. Explorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis. Active student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content. The iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement.

Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

Directory of Open Access Journals (Sweden)

Maja Lebeničnik

2015-06-01

Full Text Available Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138, comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to

Interaction Creates Learning: Engaging Learners with Special Educational Needs through Orff-Schulwerk

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Markku Kaikkonen

2013-12-01

Full Text Available We consider the individual and the collective as fundamentally interdependent. Interaction leads to learning and therefore theories of interaction are of importance. For a music teacher, the achieved awareness can lead to practical advances. Discovering the most productive interactional strategy and understanding the consequences of actions within the actual learning situation can be helpful in creating interaction and learning. However, as interaction is dynamic and complex, especially those practitioners working with students with Special Educational Needs (SEN may not be satisfied with the respective conceptual frameworks on interaction processes. In the present article, we reason that on close inspection it is possible to develop a conceptual approach that meets the diversified challenges of pedagogical interaction. We also suggest that pedagogical interaction with students with SEN can be grounded on the insights of Orff-Schulwerk. First, we briefly describe some of the key principles of Orff-Schulwerk. After the theoretical background the article continues with real case examples with a view to illustrating the applications of the approach and some of the advances of the Orff-Schulwerk perspective in special music educational environments. We close with a summary, presenting some views on the potential of Orff-Schulwerk in pedagogical interaction with students with SEN.

Book Study Blogs: Creating Self-Sustaining Online Learning Communities for Graduate Students of Educational Leadership

Science.gov (United States)

Stonehouse, Pauline P.; Splichal, Susan

2015-01-01

Collaborative online learning has been adopted at all levels of education, in PK-12 public schools and universities, yet studies find student responses to the experience somewhat unpredictable. In this study, the authors draw on the practice of incorporating book study blogs at the University of North Dakota to engage doctoral students in a…

Deep dissection: motivating students beyond rote learning in veterinary anatomy.

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Cake, Martin A

2006-01-01

The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and "rote learning." This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, "living anatomy," the anatomy museum, and dissection classes into a "learning context" that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning ("deep dissection") lies more in student motivation, personal engagement, curriculum structure, and "learning context" than in the nature of the learning activity itself.

Learning to create new solutions together

DEFF Research Database (Denmark)

Johnsen, Helle

2016-01-01

was to explore midwifery, nutrition and health as well physiotherapy students' perceptions of participating in a real-life innovation project situated in antenatal care. A total of eighteen students participated in five focus group interviews. Thematic analysis was used to interpret data findings. Data analysis......Undergraduate students can learn how to be innovative in partnerships with health care institutions and private enterprises. This study portrays how a three phase innovation model was applied in an interprofessional health education context at a Danish university college. The aim of the study...... revealed three themes: ‘Navigating in uncertainty’, ‘Being part of a team’ and ‘Impact of project learning’. Students found project learning to be the most relevant with regards to their clinical practice. Furthermore, study findings suggest that innovation is promoted by teamwork, interprofessional...

Utilizing Twitter and #Hashtags toward Enhancing Student Learning in an Online Course Environment

Science.gov (United States)

Bledsoe, T. Scott; Harmeyer, Dave; Wu, Shuang Frances

2014-01-01

The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on…

An investigation of the impact of selected prereading activities on student content learning through laboratory activities

Science.gov (United States)

Kass, Jesse (Shaya)

This study investigated whether two prereading activities impacted student learning from hands-on science activities. The study was based on constructivist learning theory. Based on the work of Piaget, it was hypothesized that students who activated prior knowledge would learn more from the activities. Based on the work of Vygotsky it was hypothesized that students who talk more and write more would learn more from the activity. The K-W-L chart and anticipation guide strategies were used with eighth grade students at Graves Middle School in Whittier, California before learning about levers and convection currents. D. M. Ogle (1986) created the three-column K-W-L chart to have students activate prior knowledge. In the first column, the students write what they already know about a subject, in the second column, the students write what they want to know about the subject, and the students complete the third column after learning about a subject by writing answers to the questions that they asked in the second column. Duffelmeyer (1994) created the anticipation guide based on Herber's (1978) reasoning guide. In the anticipation guide, the teacher creates three or four sentences that convey the major ideas of the topic and the students either agree or disagree with the statements. After learning about the topic, students revisit their answers and decide if they were correct or incorrect and they must defend their choices. This research used the Solomon (1947) four-square design and compared both the experimental groups to a control group that simply discussed the concepts before completing the activity. The research showed no significant difference between the control group and either of the treatment groups. The reasons for the lack of significant differences are considered. It was hypothesized that since the students were unfamiliar with the prereading activities and did not have much experience with using either writing-to-learn or talking-to-learn strategies, the

Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.

Science.gov (United States)

Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha

2009-01-01

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

Using a critical reflection process to create an effective learning community in the workplace.

Science.gov (United States)

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

2013-05-01

Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

From Seatwork to Feetwork: Engaging Students in Their Own Learning

Science.gov (United States)

Nash, Ron

2011-01-01

How do you teach students to communicate, collaborate, and solve problems? In his engaging style, Ron Nash shows teachers how to create a student-centered environment that transforms learners from passive attendees into active participants and leaders in the classroom. Building on the foundation of his prior works on active learning, he combines…

Principals' Perceptions of Instructional Leadership for Middle School Students of Color with Specific Learning Disabilities

Science.gov (United States)

Shannon-Luster, Beverly

2013-01-01

Instructional leadership is the most important responsibility for principals and the most vulnerable students in need of productive instructional leadership are students of color with specific learning disabilities. Instructional leaders are challenged with creating supportive learning environments and school cultures that promotes the education…

Co-creating value: Student contributions to smart cities

Directory of Open Access Journals (Sweden)

Chetan S. Sankar

2014-12-01

Full Text Available Given the interdependence of the public and private sectors and simultaneous and massive impact of widespread disasters on the entire community, this paper investigates the use of information technologies, specifically geospatial information systems, within the multi-organizational community to effectively co-create value during disaster response and recovery efforts. We present and examine in depth a participatory action research project in a disaster-experienced coastal community conducted during the 2006-2014 time period. The results of the action research project and analysis of a survey completed by stakeholders leads to a list of findings, in particular those related to developing a model of next generation learning design where students are co-creators of value to the smart cities.

MLS student active learning within a "cloud" technology program.

Science.gov (United States)

Tille, Patricia M; Hall, Heather

2011-01-01

In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

Comulang: towards a collaborative e-learning system that supports student group modeling.

Science.gov (United States)

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2013-01-01

This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.

Using SERC for creating and publishing student generated hydrology instruction materials

Science.gov (United States)

Merwade, V.; Rajib, A.; Ruddell, B.; Fox, S.

2016-12-01

Hydrology instruction typically involves teaching of the hydrologic cycle and the processes associated with it such as precipitation, evapotranspiration, infiltration, runoff generation and hydrograph analysis. With the availability of observed and remotely sensed data in public domain, there is an opportunity to incorporate place-based learning in hydrology classrooms. However, it is not always easy and possible for an instructor to complement an existing hydrology course with new material that requires both time and technical expertise, which the instructor may not have. The work presented here describes an effort where students created the data and modeling driven instruction materials as part of their class assignment for a hydrology course at Purdue University. Students in the class were divided into groups, and each group was assigned a topic such as precipitation, evapotranspiration, streamflow, flow duration curve and flood frequency analysis. Each of the student groups was then instructed to produce an instruction material showing ways to extract/process relevant data and perform some analysis for an area with specific land use characteristic. The student contributions were then organized into learning units such that someone can do a flow duration curve analysis or flood frequency analysis and see how it changes for rural area versus urban area. Science Education Resource Center (SERC) is used as a platform to publish and share these instruction materials so it can be used as-is or through modification by any instructor or student in relevant coursework anywhere in the world.

Testing Methodology in the Student Learning Process

Science.gov (United States)

Gorbunova, Tatiana N.

2017-01-01

The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid…

Immersive Virtual Reality in a University Setting: Creating an Authentic Learning Environment Through the Virtual Golden Foods Corporation

Directory of Open Access Journals (Sweden)

Ros A. Yahaya

2009-12-01

Full Text Available An authentic learning environment is learning that involves real world problems that are relevant to the learners and relate to their real life experience. Research indicates that Information and Communication Technology (ICT tools can facilitate in creating authentic learning environment, thus improving student learning, interaction and satisfaction. Previous research has focused on using various forms of ICT such as online learning and web-based learning into the classroom. However, little attempt has been made to investigate the effectiveness of incorporating immersive Virtual Reality (VR technology into the university classroom. Virtual Golden Foods Corporation (VGFC is a simulated Virtual Reality (VR organization being developed for use in teaching and learning at a large technology based university in Australia. This study focuses on authentic learning environment where students learn about decision making in complex business contexts throughout the semester which culminates in immersive VR exposure. The findings report that immersive VR environment helps to increase students’ understanding of decision making concepts.

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

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Erlina Harahap

2017-08-01

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

The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign

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Cervantes, Bernadine; Hemmer, Lynn; Kouzekanani, Kamiar

2015-01-01

Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in…

Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

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Marcie Lynne Jacklin

2013-06-01

Full Text Available This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

Shaping student identity and creating entrepreneurs:

DEFF Research Database (Denmark)

Robinson, Sarah; Shumar, Wesley; Neergaard, Helle

by doing.” As students engage with hands-on learning experiences they build, not only different ways of seeing problems and understanding opportunity but, new identities as well. According to Bruner (1996), all learning is a process of intersubjective meaning making. It is social, communicative and shared...

Students' perceptions of learning environment in Guilan University of Medical Sciences

Directory of Open Access Journals (Sweden)

Mahdokht Taheri

2013-05-01

Full Text Available  Background and purpose: There is an increasing interest and concern regarding the role of learning environment in undergraduate medical education in recent years. Educational environment is one of the most important factors determining the success of an effective curriculum. The quality of educational environment has been identified to be crucial for effective learning.we compared the perceptions of Basic sciences students and clinical phase regarding the learning environment and also to identify the gender related differences in their perceptions.Method: In this study, the Dundee Ready Education Environment Measure (DREEM inventory was used. The total score for all subscales is 200. In this study, DREEM was administered to undergraduate medical students of basic sciences students (n=120, and clinical phase (n= 100 and the scores were compared using a nonparametric test.Results Between the two batches, basic sciences students were found to be more than satisfied with the learning environment at GUMS compared to the clinical phase. Gender wise, there was not much difference in the students' perceptions.Conclusion: This study revealed that both groups of students perceived learning environment relatively more Negative than Positive in GUMS. It is essential for faculty members to place more efforts on observing principals of instructional design and create an appropriate educational environment in order to provide a better learning for students.Keywords:LEARNING ENVIRONMENT,,MEDICAL SCHOOL

Create a Safe Space to Learn

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Colton, Amy B.; Langer, Georgea M.; Goff, Loretta S.

2015-01-01

Probing is a communication skill that provides the psychological safety teachers need to share their perspectives, inquire into those of others, and reconsider what they have been doing and how they have been thinking about it. In their book, "The Collaborative Analysis of Student Learning: Professional Learning That Promotes Success for…

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

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Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

Students Engaged in Learning

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Ismail, Emad A.; Groccia, James E.

2018-01-01

Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

Financial Learning: Is It The Effective Way to Improve Financial Literacy among Accounting Students?

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Herawati Nyoman Trisna

2018-01-01

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

Modeling Students' Problem Solving Performance in the Computer-Based Mathematics Learning Environment

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Lee, Young-Jin

2017-01-01

Purpose: The purpose of this paper is to develop a quantitative model of problem solving performance of students in the computer-based mathematics learning environment. Design/methodology/approach: Regularized logistic regression was used to create a quantitative model of problem solving performance of students that predicts whether students can…

Analyses of Student Learning in Global Change

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Takle, E. S.; Moser, H.; Sorensen, E. K.

2004-12-01

The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog

Mechanisms for Creating a Psychologically Safe Learning Environment in an Educational Institution of General Education

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Leonova O.I.,

2014-11-01

Full Text Available At the moment the question of how to create and maintain the psychological safety of the educational environment of the school is not sufficiently studied. Meanwhile, there has been proved its positive effect on the psychological health of students, their emotional and personal well-being, the formation of a meta-subjective and personal educational outcomes. This paper describes a study the purpose of which was to examine and verify empiricaly the features of management activities in the educational organization to create a psychologically safe learning environment. We studied personality traits of the Head of an educational organization by the procedure "Troubleshooting leadership abilities" (E. Zharikova, E. Krushelnytsky, techniques "Diagnosis of the level of burnout" (V.V. Boyko, methods of self-management style assessment (A.V. Agrashenkova, modified by E.P. Ilyin, and methods for rapid assessment of health, activity, mood (SAN. We proposed mechanisms to solve the problem of creating a comfortable and safe learning environment in the educational organization of general education

This Old Thing? Using Old Laboratory Equipment to Enhance Student Learning

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Elcoro, Mirari; McCarley, Nancy

2015-01-01

Using a surplus of older laboratory instruments, 48 students in a learning and behavior course completed an assignment designed to provide an introduction to the history and use of some instruments in psychology. Students worked in pairs, were assigned one instrument, and created labels in which they identified several keys characteristics of an…

Creating a Total Quality Environment (TQE) for Learning

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Freed, Jann E.

2005-01-01

This article describes a model for creating a total quality environment (TQE) for learning in which everyone is considered a learner. The model consists of 11 interrelated characteristics derived from the literature in the areas of continuous improvement, leadership, learning, learning organizations, and spirituality. The characteristics in the…

Extending the "Knowledge Advantage": Creating Learning Chains

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Maqsood, Tayyab; Walker, Derek; Finegan, Andrew

2007-01-01

Purpose: The purpose of this paper is to develop a synergy between the approaches of knowledge management in a learning organisation and supply chain management so that learning chains can be created in order to unleash innovation and creativity by managing knowledge in supply chains. Design/methodology/approach: Through extensive literature…

A board game to assist pharmacy students in learning metabolic pathways.

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Rose, Tyler M

2011-11-10

To develop and evaluate a board game designed to increase students' enjoyment of learning metabolic pathways; their familiarity with pathway reactions, intermediates, and regulation; and, their understanding of how pathways relate to one another and to selected biological conditions. The board game, entitled Race to Glucose, was created as a team activity for first-year pharmacy students in the biochemistry curriculum. A majority of respondents agreed that the game was helpful for learning regulation, intermediates, and interpathway relationships but not for learning reactions, formation of energetic molecules, or relationships, to biological conditions. There was a significant increase in students' scores on game-related examination questions (68.8% pretest vs. 81.3% posttest), but the improvement was no greater than that for examination questions not related to the game (12.5% vs. 10.9%). First-year pharmacy students considered Race to Glucose to be an enjoyable and helpful tool for learning intermediates, regulation, and interpathway relationships.

Self-enhancement learning: target-creating learning and its application to self-organizing maps.

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Kamimura, Ryotaro

2011-05-01

In this article, we propose a new learning method called "self-enhancement learning." In this method, targets for learning are not given from the outside, but they can be spontaneously created within a neural network. To realize the method, we consider a neural network with two different states, namely, an enhanced and a relaxed state. The enhanced state is one in which the network responds very selectively to input patterns, while in the relaxed state, the network responds almost equally to input patterns. The gap between the two states can be reduced by minimizing the Kullback-Leibler divergence between the two states with free energy. To demonstrate the effectiveness of this method, we applied self-enhancement learning to the self-organizing maps, or SOM, in which lateral interactions were added to an enhanced state. We applied the method to the well-known Iris, wine, housing and cancer machine learning database problems. In addition, we applied the method to real-life data, a student survey. Experimental results showed that the U-matrices obtained were similar to those produced by the conventional SOM. Class boundaries were made clearer in the housing and cancer data. For all the data, except for the cancer data, better performance could be obtained in terms of quantitative and topological errors. In addition, we could see that the trustworthiness and continuity, referring to the quality of neighborhood preservation, could be improved by the self-enhancement learning. Finally, we used modern dimensionality reduction methods and compared their results with those obtained by the self-enhancement learning. The results obtained by the self-enhancement were not superior to but comparable with those obtained by the modern dimensionality reduction methods.

Blended learning in ethics education: a survey of nursing students.

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Hsu, Li-Ling

2011-05-01

Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students' satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students' satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences - mostly items ranged from 3.27-3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87-4.19. Nearly 57.8% of the participants rated the course 'extremely helpful' or 'very helpful.' This study showed statistically significant correlations (r=0.43) between students' satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical

LOL Teacher! Using Humor to Enhance Student Learning

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Terrell, Shelly

2015-01-01

Laughing with students can help them connect on a deeper level with the teacher and the learning. This article offers the following four strategies to incorporate humor into teaching: (1) Integrate humorous bits to boost engagement; (2) Choose humorous materials; (3) Create interest with humorous web tools and apps; and (4) Teach with silly…

Investigating Student Perceptions of the Chemistry Laboratory and Their Approaches to Learning in the Laboratory

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Berger, Spencer Granett

This dissertation explores student perceptions of the instructional chemistry laboratory and the approaches students take when learning in the laboratory environment. To measure student perceptions of the chemistry laboratory, a survey instrument was developed. 413 students responded to the survey during the Fall 2011 semester. Students' perception of the usefulness of the laboratory in helping them learn chemistry in high school was related to several factors regarding their experiences in high school chemistry. Students' perception of the usefulness of the laboratory in helping them learn chemistry in college was also measured. Reasons students provided for the usefulness of the laboratory were categorized. To characterize approaches to learning in the laboratory, students were interviewed midway through semester (N=18). The interviews were used to create a framework describing learning approaches that students use in the laboratory environment. Students were categorized into three levels: students who view the laboratory as a requirement, students who believe that the laboratory augments their understanding, and students who view the laboratory as an important part of science. These categories describe the types of strategies students used when conducting experiments. To further explore the relationship between students' perception of the laboratory and their approaches to learning, two case studies are described. These case studies involve interviews in the beginning and end of the semester. In the interviews, students reflect on what they have learned in the laboratory and describe their perceptions of the laboratory environment. In order to encourage students to adopt higher-level approaches to learning in the laboratory, a metacognitive intervention was created. The intervention involved supplementary questions that students would answer while completing laboratory experiments. The questions were designed to encourage students to think critically about the

Situating Student Learning in Rich Contexts: A Constructionist Approach to Digital Archives Education

OpenAIRE

Anthony Cocciolo

2011-01-01

Objective - This paper sought to determine whether a constructionist pedagogical approach to digital archives education could positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating tangible artifacts in a social environment. This theory was used in the instructional design of the Digital Archive Creation Project (DACP), a major component of a digital archives course offered to stude...

Impact of Enquiry Based Learning (EBL) on student midwife praxis.

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Byrne, Anita; McNeill, Jennifer; Rogers, Katherine; Porter, Sam

2018-03-01

Midwifery training in Ireland moved to Higher Education in 2006. This shift established a physical and educational separation of theory and practice. The adoption of Enquiry Based Learning (EBL) by one Irish midwifery education institution attempted to address this division. Enquiry Based Learning (EBL) has the potential to develop student reflexivity and evidence assimilation across the career-span and may therefore enhance student praxis. EBL has been championed as an example of an educational model that supports praxis, helping to create competent practitioners through the use of authentic learning scenarios that address the theory practice divide. The current research study represents the first formal evaluation of EBL in undergraduate midwifery education in the South of Ireland. The study was a mixed-methods design that utilised focus groups, interviews and survey to ascertain the opinions of first exposure to EBL amongst a cohort of first year student midwives. Findings demonstrate the value of EBL in enhancing student midwife praxis. Copyright © 2018 Elsevier Ltd. All rights reserved.

Learning science through talk: A case study of middle school students engaged in collaborative group investigation

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Zinicola, Debra Ann

Reformers call for change in how science is taught in schools by shifting the focus towards conceptual understanding for all students. Constructivist learning is being promoted through the dissemination of National and State Science Standards that recommend group learning practices in science classrooms. This study examined the science learning and interactions, using case study methodology, of one collaborative group of 4 students in an urban middle school. Data on science talk and social interaction were collected over 9 weeks through 12 science problem solving sessions. To determine student learning through peer interaction, varied group structures were implemented, and students reflected on the group learning experience. Data included: field notes, cognitive and reflective journals, audiotapes and videotapes of student talk, and audiotapes of group interviews. Journal data were analyzed quantitatively and all other data was transcribed into The Ethnograph database for qualitative analysis. The data record was organized into social and cognitive domains and coded with respect to interaction patterns to show how group members experienced the social construction of science concepts. The most significant finding was that all students learned as a result of 12 talk sessions as evidenced by pre- and post-conceptual change scores. Interactions that promoted learning involved students connecting their thoughts, rephrasing, and challenging ideas. The role structure was only used by students about 15% of the time, but it started the talk with a science focus, created awareness of scientific methods, and created an awareness of equitable member participation. Students offered more spontaneous, explanatory talk when the role structure was relaxed, but did not engage in as much scientific writing. They said the role structure was important for helping them know what to do in the talk but they no longer needed it after a time. Gender bias, status, and early adolescent

Peer learning partnerships: exploring the experience of pre-registration nursing students.

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Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

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Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms

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Trevor Moodley

2016-10-01

Full Text Available Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS, collaborating within communities of practice (COP (peers and other relevant parties, and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use

Improving antibiotic prescribing skills in medical students: the effect of e-learning after 6 months.

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Sikkens, Jonne J; Caris, Martine G; Schutte, Tim; Kramer, Mark H H; Tichelaar, Jelle; van Agtmael, Michiel A

2018-05-09

Antimicrobial prescribing behaviour is first established during medical study, but teachers often cite lack of time as an important problem in the implementation of antimicrobial stewardship in the medical curriculum. The use of electronic learning (e-learning) is a potentially time-efficient solution, but its effectiveness in changing long-term prescribing behaviour in medical students is as yet unknown. We performed a prospective controlled intervention study of the long-term effects of a short interactive e-learning course among fourth year medical students in a Dutch university. The e-learning was temporarily implemented as a non-compulsory course during a 6 week period. Six months later, all students underwent an infectious disease-based objective structured clinical examination (OSCE) aimed at simulating postgraduate prescribing. If they passed, each student did the OSCE only once. We created a control group of students from a period when the e-learning was not implemented. Main outcomes were the OSCE pass percentage and knowledge, drug choice and overall scores. We used propensity scores to create equal comparisons. We included 71 students in the intervention group and 285 students in the control group. E-learning participation in the intervention group was 81%. The OSCE pass percentage was 86% in the control group versus 97% in the intervention group (+11%, OR 5.9, 95% CI 1.7-20.0). OSCE overall, knowledge and drug choice grades (1-10) were also significantly higher in the intervention group (differences +0.31, +0.31 and +0.51, respectively). E-learning during a limited period can significantly improve medical students' performance of an antimicrobial therapeutic consultation in a situation simulating clinical practice 6 months later.

Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students' Experiences.

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Jahanpour, Faezeh; Azodi, Parviz; Azodi, Farzan; Khansir, Ali Akbar

2016-06-01

Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. This study aimed to find out the factors that can impede nursing students' clinical learning. In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.

Nurses and Lifelong Learning: Creating "Makers and Shapers" or "Users and Choosers"?

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Butcher, Diane; Bruce, Anne

2016-04-01

How have the meaning and goals of lifelong learning for nurses shifted under neoliberal political policy? This article critically scrutinizes the political undercurrents of lifelong learning. While the original intent of lifelong learning was to foster intellectual, critical, social, and political citizen engagement (creating "makers and shapers" of social policy), instrumental learning-learning to meet practical economic ends-has taken priority and is instead creating marketable workers (creating "users and choosers"). International educational neoliberal policy reform has altered the very nature of education. Under pervasive neoliberal political influence, lifelong learning has become distorted as the goals of learning have shifted towards creating marketable workers who are expected, while unsupported, to engage in learning to ensure ongoing employability in an open market. By examining new understandings of lifelong learning, nurses can make informed choices as to whether they aspire to be a "user and chooser" or "maker and shaper" of lifelong learning in their workplaces. © 2015 Wiley Periodicals, Inc.

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

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

2017-07-01

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

Anatomy by whole body dissection: a focus group study of students' learning experience.

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Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

CREATING CRITICAL THINKING FROM AFFECTIVE DOMAIN IN SUCCESSFUL LEARNING OF MATHEMATICS.

OpenAIRE

Kholidah Sitanggang; Herman Mawengkang; Tulus.

2018-01-01

The success of the learning process can be seen from the results of learning that is visible from the change in behavior on students, both the attitude and skills which are better than before. Mathematics learning success is not only determined by cognitive abilities but also affective abilities. Successful learning in terms of cognitive and psychomotor is affected by the affective condition of the students. Students who have interest in learning and a positive attitude toward learning will b...

Critical Thinking and Collaboration: A Strategy to Enhance Student Learning

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Ronald A. Styron, Jr.

2014-12-01

Full Text Available In numerous studies relative to collaboration and critical thinking, an instructional strategy called Team- Based Learning has proven to be an effective approach to teaching and learning. Team-Based Learning utilizes a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. Using an action research conceptual model diffusion of innovation theory, the process of P-20 quality enhancement using Team-Based Learning is examined.

Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review.

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Mikkonen, Kristina; Elo, Satu; Tuomikoski, Anna-Maria; Kääriäinen, Maria

2016-05-01

Globalisation has brought new possibilities for international growth in education and professional mobility among healthcare professionals. There has been a noticeable increase of international degree programmes in non-English speaking countries in Europe, creating clinical learning challenges for healthcare students. The aim of this systematic review was to describe mentors' experiences of international healthcare students' learning in a clinical environment. The objective of the review was to identify what influences the success or failure of mentoring international healthcare students when learning in the clinical environment, with the ultimate aim being to promote optimal mentoring practice. A systematic review was conducted according to the guidelines of the Centre for Reviews and Dissemination. Seven electronic databases were used to search for the published results of previous research: CINAHL, Medline Ovid, Scopus, the Web of Science, Academic Search Premiere, Eric, and the Cochrane Library. Search inclusion criteria were planned in the PICOS review format by including peer-reviewed articles published in any language between 2000 and 2014. Five peer-reviewed articles remained after the screening process. The results of the original studies were analysed using a thematic synthesis. The results indicate that a positive intercultural mentor enhanced reciprocal learning by improving the experience of international healthcare students and reducing stress in the clinical environment. Integrating international healthcare students into work with domestic students was seen to be important for reciprocal learning and the avoidance of discrimination. Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and

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

Directory of Open Access Journals (Sweden)

Eileen N. Ariza

2003-10-01

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

Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

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Schumacher, Christie; Arif, Sally

2016-01-01

Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

Student reactions to problem-based learning in photonics technician education

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Massa, Nicholas M.; Donnelly, Judith; Hanes, Fenna

2014-07-01

Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL "Challenges" designed to scaffold the development of students' problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.

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

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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.

Interactive radiological anatomy eLearning solution for first year medical students: Development, integration, and impact on learning.

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Webb, Alexandra Louise; Choi, Sunhea

2014-01-01

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification-based and guided learning activities related to normal and pathological X-ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre- and post-tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. © 2013 American Association of Anatomists.

Cultivating ICT Students' Interpersonal Soft Skills in Online Learning Environments Using Traditional Active Learning Techniques

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Myers, Trina S.; Blackman, Anna; Andersen, Trevor; Hay, Rachel; Lee, Ickjai; Gray, Heather

2014-01-01

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use.

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Baas, Diana; Castelijns, Jos; Vermeulen, Marjan; Martens, Rob; Segers, Mien

2015-03-01

Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce. This study investigates the relation between AfL and elementary school students' use of cognitive and metacognitive strategies. The sample comprised 528 grade four to six students (9- to 12-year-olds) from seven Dutch elementary schools. Students' perceptions of AfL and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables. The results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict Students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks. The results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning. © 2014 The British Psychological Society.

The MovieClassroom: An Internet Based Application for Students and Instructors to Create Captioned Animations.

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Urbano, L.

2005-12-01

We have developed and tested an internet based application that facilitates the creation of animations for use in lectures and permits movie production by students in laboratory classes. Animation have been found to be extremely useful educational aids in the geosciences, particularly relating to topics requiring comprehension of geospatial relationships. With this program, instructors are able to assemble and caption animations using an online video clip catalogue and present these movies through a standard internet browser. Captioning increases student comprehension by increasing the multimodality of information delivery. For student use, we developed an exercise for introductory, undergraduate, laboratory class sections that was informed by learning pedagogy, particularly as related to game-based learning. Students were asked to assemble video clips and captions into a coherent movie to explain geospatial concepts, with questions such as "Explain why we have seasons?" The affinity of students to digital technology, particularly computer games and digital media, makes this type of exercise particularly captivating to the typical undergraduate. The opportunity to select and arrange video clips (and add background music) into a unique production offers students a greater degree of ownership of the learning process and allows unique non-linear pathways for accomplishing learning objectives. Use in a laboratory section permitted rapid feedback from the instructor. The application was created using open-sourced software and the database populated with video clips and music contributed by faculty and students under a non-commercial-use license. This tool has the potential to permit the wider dissemination of scientific research results given the increasing use animations for scientific visualization, because it eases the creation of multiple presentations targeted to various audiences and allows user participation in the creation of multimedia.

How medical students learn from residents in the workplace: a qualitative study.

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Karani, Reena; Fromme, H Barrett; Cayea, Danelle; Muller, David; Schwartz, Alan; Harris, Ilene B

2014-03-01

To explore what third-year medical students learn from residents and which teaching strategies are used by excellent resident teachers in their interactions with students in the clinical workplace environment. In this multi-institutional qualitative study between January and March 2012, the authors conducted focus groups with medical students who were midway through their third year. Qualitative analysis was used to identify themes. Thirty-seven students participated. Students contributed 228 comments related to teaching methods used by residents. The authors categorized these into 20 themes within seven domains: role-modeling, focusing on teaching, creating a safe learning environment, providing experiential learning opportunities, giving feedback, setting expectations, and stimulating learning. Role-modeling, the most frequently classified method of teaching in this study, was not included in three popular "Resident-as-Teacher" (RAT) models. Strategies including offering opportunities for safe practice, involving students in the team, and providing experiential learning opportunities were not emphasized in these models either. Almost 200 comments representing the knowledge and skills students learned from residents were categorized into 33 themes within nine domains: patient care, communication, navigating the system, adaptability, functioning as a student/resident, lifelong learning, general comments, career/professional development, and medical content. Most of these areas are not emphasized in popular RAT models. Residents serve as critically important teachers of students in the clinical workplace. Current RAT models are based largely on the teaching behaviors of faculty. The content and teaching strategies identified by students in this study should serve as the foundation for future RAT program development.

Learning strategies of public health nursing students: conquering operational space.

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Hjälmhult, Esther

2009-11-01

To develop understanding of how public health nursing students learn in clinical practice and explore the main concern for the students and how they acted to resolve this main concern. How professionals perform their work directly affects individuals, but knowledge is lacking in understanding how learning is connected to clinical practice in public health nursing and in other professions. Grounded theory. Grounded theory was used in gathering and analysing data from 55 interviews and 108 weekly reports. The participants were 21 registered nurses who were public health nursing students. The grounded theory of conquering operational space explains how the students work to resolve their main concern. A social process with three identified phases, positioning, involving and integrating, was generated from analysing the data. Their subcategories and dimensions are related to the student role, relations with a supervisor, student activity and the consequences of each phase. Public health nursing students had to work towards gaining independence, often working against 'the system' and managing the tension by taking a risk. Many of them lost, changed and expanded their professional identity during practical placements. Public health nursing students' learning processes in clinical training are complex and dynamic and the theory of 'Conquering operational space' can assist supervisors in further developing their role in relation to guiding students in practice. Relationships are one key to opening or closing access to situations of learning and directly affect the students' achievement of mastering. The findings are pertinent to supervisors and educators as they prepare students for practice. Good relationships are elementary and supervisors can support students in conquering the field by letting students obtain operational space and gain independence. This may create a dialectical process that drives learning forward.

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

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Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although

A Narrative Approach to Supporting Students Diagnosed with Learning Disabilities

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Lambie, Glenn W.; Milsom, Amy

2010-01-01

Students diagnosed with learning disabilities experience many challenges that school counselors may address through narrative therapy. Narrative therapy is a postmodern, social constructionist approach based on the theoretical construct that individuals create their notions of truth and meaning of life through interpretive stories. This article…

Smartphone Apps in Education: Students Create Videos to Teach Smartphone Use as Tool for Learning

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Clayton, Kara; Murphy, Amanda

2016-01-01

Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone…

How we created a peer-designed specialty-specific selective for medical student career exploration.

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Keating, Elizabeth M; O'Donnell, Erin P; Starr, Stephanie R

2013-01-01

In recent years, medical students have recognized and advocated for opportunities to explore various specialties earlier in their medical education. A brief literature review, however, reveals little consensus on the best approach to introduce students to different fields during their preclinical years. We present one of the first reports of a student-led effort to design and implement a preclinical specialty-specific elective. At Mayo Medical School, for two consecutive years the student president of the Pediatric Interest Group has created a peer-designed weeklong group elective ("selective") experience consisting of workshops, faculty and resident panel discussions, and clinical shadowing experiences based on a student needs assessment. Each year, more than 25% of the first- and second-year medical student body participated. The majority of students who completed the selective agreed that this experience heightened their interests and expanded their knowledge about pediatrics. The pediatric group selective has provided students with important resources for their medical education and future careers. Students found the group selective beneficial to their learning experience and recommend continuing to offer it in the future.

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

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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.

Exploring the factors influencing clinical students' self-regulated learning.

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Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van den Berg, Joost W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

2015-06-01

The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors influencing this process in real practice settings. The aim of our study was therefore to identify factors that support or hamper medical students' SRL in a clinical context. We conducted a constructivist grounded theory study using semi-structured interviews with 17 medical students from two universities enrolled in clerkships. Participants were purposively sampled to ensure variety in age, gender, experience and current clerkship. The Day Reconstruction Method was used to help participants remember their activities of the previous day. The interviews were transcribed verbatim and analysed iteratively using constant comparison and open, axial and interpretive coding. Self-regulated learning by students in the clinical environment was influenced by the specific goals perceived by students, the autonomy they experienced, the learning opportunities they were given or created themselves, and the anticipated outcomes of an activity. All of these factors were affected by personal, contextual and social attributes. Self-regulated learning of medical students in the clinical environment is different for every individual. The factors influencing this process are affected by personal, social and contextual attributes. Some of these are similar to those known from previous research in classroom settings, but others are unique to the clinical environment and include the facilities available, the role of patients, and social relationships pertaining to peers and other hospital staff. To better support students' SRL, we believe it is important to increase students' metacognitive awareness and to offer students more tailored learning opportunities. © 2015 John Wiley & Sons Ltd.

An online app platform enhances collaborative medical student group learning and classroom management.

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Peacock, Justin G; Grande, Joseph P

2016-01-01

The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School. The authors utilized the Google "Blogger", "Forms", "Flubaroo", "Sheets", "Docs", and "Slides" apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded. Thirty-two (73%) of the students reported that "Blogger" was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the "Forms/Flubaroo" grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of "Slides" to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. "Docs" helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment. The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.

A New Approach to Learning How to Teach: medical students as instructional designers

Directory of Open Access Journals (Sweden)

Paul F. Wimmers

2011-07-01

Full Text Available As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.

Creating Instructional Environments that Keep Students on TARGET

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Boyce, B. Ann

2009-01-01

Teachers' instructional decisions, such as lesson goals, how students are grouped, or how students are recognized and evaluated, can affect their students' level of motivation related to physical activity. A physical educator's primary responsibility is to create a classroom environment that enhances motivation and fosters positive attitudes and…

Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum.

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de Leng, Bas A; Dolmans, Diana H J M; Muijtjens, Arno M M; van der Vleuten, Cees P M

2006-06-01

To investigate the effects of a virtual learning environment (VLE) on group interaction and consultation of information resources during the preliminary phase, self-study phase and reporting phase of the problem-based learning process in an undergraduate medical curriculum. A questionnaire was administered to 355 medical students in Years 1 and 2 to ask them about the perceived usefulness of a virtual learning environment that was created with Blackboard for group interaction and the use of learning resources. The students indicated that the VLE supported face-to-face interaction in the preliminary discussion and in the reporting phase but did not stimulate computer-mediated distance interaction during the self-study phase. They perceived that the use of multimedia in case presentations led to a better quality of group discussion than if case presentations were exclusively text-based. They also indicated that the information resources that were hyperlinked in the VLE stimulated the consultation of these resources during self-study, but not during the reporting phase. Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.

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

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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.

Role Models and Teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka.

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Jayasuriya-Illesinghe, Vathsala; Nazeer, Ishra; Athauda, Lathika; Perera, Jennifer

2016-02-09

Medical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students' experiences during their final year clinical training with the aim of understanding the teaching-learning experiences. Using qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method. Emergent themes reveled 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be 'figurative' role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as 'true' role models. Students' responses and reciprocations to these interactions were influenced by their perception of teachers' behaviors, attitudes, and the type of teaching-learning situations created for them. Making a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers' awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.

Learning spaces in the countryside: university students and the Harper assemblage

OpenAIRE

Robinson, P.A.

2017-01-01

Using the concepts of affect and assemblage, this paper expands the boundaries of the geographies of education by shifting the student focus from the urban to the rural. Based on the findings of student interviews, it demonstrates how a multiscalar and diversely constituted network of material and non-material things (including buildings, animals and plants) coalesces with students to create affective atmospheres of learning in a specialist agri-food and land-based rural university. This lear...

CuboCube: Student creation of a cancer genetics e-textbook using open-access software for social learning.

Directory of Open Access Journals (Sweden)

Puya Seid-Karbasi

2017-03-01

Full Text Available Student creation of educational materials has the capacity both to enhance learning and to decrease costs. Three successive honors-style classes of undergraduate students in a cancer genetics class worked with a new software system, CuboCube, to create an e-textbook. CuboCube is an open-source learning materials creation system designed to facilitate e-textbook development, with an ultimate goal of improving the social learning experience for students. Equipped with crowdsourcing capabilities, CuboCube provides intuitive tools for nontechnical and technical authors alike to create content together in a structured manner. The process of e-textbook development revealed both strengths and challenges of the approach, which can inform future efforts. Both the CuboCube platform and the Cancer Genetics E-textbook are freely available to the community.

Practicing Statistics by Creating Exercises for Fellow Students

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Bebermeier, Sarah; Reiss, Katharina

2016-01-01

This article outlines the execution of a workshop in which students were encouraged to actively review the course contents on descriptive statistics by creating exercises for their fellow students. In a first-year statistics course in psychology, 39 out of 155 students participated in the workshop. In a subsequent evaluation, the workshop was…

Working Together: Librarian and Student Collaboration for Active Learning in a Library Eclassroom

Directory of Open Access Journals (Sweden)

Marcie Lynne Jacklin

2010-06-01

Full Text Available Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully involved students in the learning process ensuring that the experiences were appropriate and effective. The researchers found that, as a result of these strategies (e.g. teaching moments based on the emerging needs of students students’ interest in learning information literacy was increased and students interacted with information given to them as well as with their peers. Collaboration between the Librarians, Co-op Student and Senior Lab Instructor helped to enhance the learning experience for students and also revealed new aspects of the active learning experiences. The primary learning objective, which was to increase the students’ information skills in the Biological Sciences, was realized. The advantages of active learning were realized by both instructors and students. Advantages for students attained during these sessions include having their diverse learning styles addressed; increased interaction with and retention of information; increased responsibility for their own learning; the opportunity to value not only the instructors, but also themselves and their peers as sources of authority and knowledge; improved problem solving abilities; increased interest and opportunities for critical thinking, as a result of the actively exchanging information in a group. The primary advantage enjoyed by the instructors was the opportunity to collaborate with colleagues to reduce the preparation required to create effective library instruction sessions

[Implementation of the eLearning project NESTOR. A network for students in traumatology and orthopedics].

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Back, D A; Haberstroh, N; Hoff, E; Plener, J; Haas, N P; Perka, C; Schmidmaier, G

2012-01-01

Modern internet-based information technologies offer great possibilities to create and improve teaching methods for students. The eLearning tool NESTOR (Network for Students in Traumatology and Orthopedics) presented here was designed to complement the existing clinical teaching in orthopedics and traumatology at the Charité, University Medicine Berlin. Using a learning management system, videos, podcasts, X-ray diagnosis, virtual patients, tests and further tools for learning and study information were combined. After implementation the eLearning project was evaluated by students. The NESTOR project offers various possibilities for knowledge acquisition. Students using the program voluntarily showed a high acceptance whereby 82.4% were very satisfied with the contents offered and 95.3% supported the idea of a future use of NESTOR in teaching. The blended learning approach was positively evaluated by 93.5% of the students. The project received the eLearning seal of quality of the Charité University Medicine Berlin. Using complex eLearning tools, such as the NESTOR project represents a contemporary teaching approach in the teaching of traumatology and orthopedics and should be offered in a blended learning context as they are well accepted by students.

Personal experience narratives by students: a teaching-learning tool in bioethics.

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Pandya, Radhika H; Shukla, Radha; Gor, Alpa P; Ganguly, Barna

2016-01-01

The principles of bioethics have been identified as important requirements for training basic medical doctors. Till now, various modalities have been used for teaching bioethics, such as lectures, followed by a small case-based discussion, case vignettes or debates among students. For effective teaching-learning of bioethics, it is necessary to integrate theory and practice rather than merely teach theoretical constructs without helping the students translate those constructs into practice. Classroom teaching can focus on the theoretical knowledge of professional relationships, patient-doctor relationships, issues at the beginning and end of life, reproductive technologies, etc. However, a better learning environment can be created through an experiencebased approach to complement lectures and facilitate successful teaching. Engaging students in reflective dialogue with their peers would allow them to refine their ideas with respect to learning ethics. It can help in the development both of the cognitive and affective domains of the teaching of bioethics. Real-life narratives by the interns, when used as case or situation analysis models for a particular ethical issue, can enhance other students' insight and give them a moral boost. Doing this can change the classroom atmosphere, enhance motivation, improve the students' aptitude and improve their attitude towards learning bioethics. Involving the students in this manner can prove to be a sustainable way of achieving the goal of deep reflective learning of bioethics and can serve as a new technique for maintaining the interest of students as well as teachers.

Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

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Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

2007-01-01

Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…

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

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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…

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

Science.gov (United States)

Soneral, Paula A. G.; Wyse, Sara A.

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. PMID:28213582

Online faculty development for creating E-learning materials.

Science.gov (United States)

Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

2014-01-01

Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

Creating adaptive environment for e-learning courses

Directory of Open Access Journals (Sweden)

Bozidar Radenkovic

2009-06-01

Full Text Available In this paper we provide an approach to creating adaptive environment for e-learning courses. In the context of e-education, successful adaptation has to be performed upon learners’ characteristics. Currently, modeling and discovering users’ needs, goals, knowledge preferences and motivations is one of the most challenging tasks in e-learning systems that deal with large volumes of information. Primary goal of the research is to perform personalizing of distance education system, according to students’ learning styles. Main steps and requirements in applying business intelligence techniques in process of personalization are identified. In addition, we propose generic model and architecture of an adaptive e-learning system by describing the structure of an adaptive course and exemplify correlations among e-learning course content and different learning styles. Moreover, research that dealt with application of data mining technique in a real e-learning system was carried out. We performed adaptation of our e-learning courses using the results from the research.

Geoscience Videos and Their Role in Supporting Student Learning

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Wiggen, Jennifer; McDonnell, David

2017-01-01

A series of short (5 to 7 minutes long) geoscience videos were created to support student learning in a flipped class setting for an introductory geology class at North Carolina State University. Videos were made using a stylus, tablet, microphone, and video editing software. Essentially, we narrate a slide, sketch a diagram, or explain a figure…

Students’ views of learning about an interprofessional world café method

Directory of Open Access Journals (Sweden)

J Frantz

2016-11-01

Full Text Available Background. Interprofessional education (IPE and practice were conceived as a means to improve quality of care by bringing together the health and social professions to learn and work collaboratively in teams. This collaboration in turn would assist in overcoming negative stereotypes, and promote an understanding and value of the roles of the different professions.Objective. To highlight a specific methodology to advance the interprofessional learning of senior students across five disciplines. By sharing the views of students engaged in a world café model of IPE, the authors highlight this strategy as a new concept in instilling core competencies in students. Thisin turn may assist other higher education institutions in their own processes of creating interprofessional curricula opportunities.Methods. The participants included senior students from university departments of physiotherapy, oral health, social work, pharmacy and nursing. At the conclusion of the world café sessions, students evaluated the process by means of a questionnaire, using associative group analysis methodology. The responses were analysed into themes according to questions posed to students in an evaluation questionnaire.Results. It was evident that students understood the terminology of IPE and learnt from others in terms of their roles and responsibilities within a team. Overall, students valued the experience; however, they emphasised the need for additional authentic learning opportunities throughout their student training.Conclusion. It is evident that although higher education institutions create opportunities for interprofessional learning, similar opportunities need tobe provided in the practice setting.

[The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students].

Science.gov (United States)

Yoo, Moon-Sook; Park, Jin-Hee; Lee, Si-Ra

2010-12-01

The purpose of this study was to examine the effects of case-base learning (CBL) using video on clinical decision-making and learning motivation. This research was conducted between June 2009 and April 2010 as a nonequivalent control group non-synchronized design. The study population was 44 third year nursing students who enrolled in a college of nursing, A University in Korea. The nursing students were divided into the CBL and the control group. The intervention was the CBL with three cases using video. The controls attended a traditional live lecture on the same topics. With questionnaires objective clinical decision-making, subjective clinical decision-making, and learning motivation were measured before the intervention, and 10 weeks after the intervention. Significant group differences were observed in clinical decision-making and learning motivation. The post-test scores of clinical decision-making in the CBL group were statistically higher than the control group. Learning motivation was also significantly higher in the CBL group than in the control group. These results indicate that CBL using video is effective in enhancing clinical decision-making and motivating students to learn by encouraging self-directed learning and creating more interest and curiosity in learning.

An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care.

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Dacey, Marie; Murphy, Judy I; Anderson, Delia Castro; McCloskey, William W

2010-12-01

Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. Copyright 2010, SLACK Incorporated.

Graduate student training and creating new physics labs for biology students, killing two birds with one stone.

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Jones, Barbara

2001-03-01

At UCSD biology majors are required to take 3 quarters of a calculus based physics course. This is taught in a standard format large lecture class partly by faculty and partly by freeway flyers. We are working with physics graduate students who are also participating in our PFPF (Preparing Future Physics Faculty) program to write, review, and teach new weekly labs for these biology students. This provides an experience for the grad student that is both rewarding to them and useful to the department. The grad students participate in curriculum development, they observe the students behaviour in the labs, and assess the effectiveness of different lab formats. The labs are intended to provide an interactive, hands on experience with a wide variety of equipment which is mostly both simple and inexpensive. Both students and grads find the labs to be engaging and fun. Based on group discussions the labs are modified to try to try to create the best teaching environment. The biology students benefit from the improvements both in the quality of the labs they do, and from the enthusiasm of the TAs who take an active interest in their learning. The ability to make significant changes to the material taught maintains the interest of the grad students and helps to make the labs a stable and robust environment.

Self-Assessment of the Use of Plagiarism Avoiding Techniques to Create Ethical Scholarship Among Research Students

OpenAIRE

Saeed Ahmad; Ahsan Ullah

2015-01-01

The use of plagiarism avoiding techniques can be helpful to maintain academic integrity, a better learning environment and intellectual honesty. This explored the use of plagiarism avoiding techniques for creating ethical scholarship among research students. It also measured the association between the frequency of using plagiarism avoiding techniques and the satisfaction about knowledge of plagiarism. Data were collected from seven universities through an online self-struct...

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

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Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

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.

Learning experiences on role-emerging placements: an exploration from the students' perspective.

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Dancza, Karina; Warren, Alison; Copley, Jodie; Rodger, Sylvia; Moran, Monica; McKay, Elizabeth; Taylor, Ann

2013-12-01

Occupational therapy educators are challenged to provide students with practical experiences which prepare them for ever changing health-care contexts on graduation. Role-emerging placements have been widely used internationally to help meet this challenge, but research into the learning experiences of students during these innovative placements is limited. This research investigated the enablers and barriers to learning from the perspectives of students on such placements from two European universities. Two separate qualitative studies tracked 10 final year students. Interviews explored their learning experiences prior to, during and after an eight- or 10-week role-emerging placement in a range of settings. Four themes emerged, which were (1) adapting to less doing, more thinking and planning; (2) understanding the complexity of collaboration and making it work; (3) emotional extremes; and (4) realising and using the occupational therapy perspective. These placements presented a 'roller coaster' of authentic learning experiences which created the opportunity for students to use occupation in practice and develop skills for collaborative working in an interprofessional environment. Whereas students viewed their role-emerging placement experiences positively, challenges included the emotional responses of students and placement pace. Findings suggest the need for supportive student placement experiences in both established and role-emerging areas to prepare students for a range of opportunities in an uncertain future. © 2013 Occupational Therapy Australia.

Student Modeling and Machine Learning

OpenAIRE

Sison , Raymund; Shimura , Masamichi

1998-01-01

After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine le...

Deep Learning as an Individual, Conditional, and Contextual Influence on First-Year Student Outcomes

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Reason, Robert D.; Cox, Bradley E.; McIntosh, Kadian; Terenzini, Patrick T.

2010-01-01

For years, educators have drawn a distinction between deep cognitive processing and surface-level cognitive processing, with the former resulting in greater learning. In recent years, researchers at NSSE have created DEEP Learning scales, which consist of items related to students' experiences which are believed to encourage deep processing. In…

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

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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…

The Analysis of Learning Obstacle and Students Learning Motivation of Prospective Math Teachers in Basic Physics Class

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Kurniawan, D. T.; Suhandi, A.; Kaniawati, I.; Rusdiana, D.

2017-02-01

Learning motivation revealed as a whole intrinsic factor that created, maintained and supported students to achieve the goal of learning. As the bigger motivation came with bigger success, motivation was considered as the main key to reach what students have planned. There were intrinsic and extrinsic factors that influence both the students and lecturers’ motivation. The factors in one hand, were essential to be defined by the lecturers in order to maintain and enhance the students’ enthusiasm. On the other hand, they also encouraged and thrilled the students to learn. The study aimed to expose and describe the motivational tendency and to knowledge and analyze learning obstacles faced by the students in basic physics class on students of prospective math teachers in FKIP Unswagati Cirebon. In addition, the study focused on the description of the six motivational components stated by Glyn and Koballa. The six were intrinsic motivation, extrinsic motivation, the relevance of studying physics for subjective purposes, willpower, self assessment and anxiety. Class responses were determined through questionnaire with four main indicators; the causes of being less popular subject, the cause of being disfavored subject, the description of the way the students draw the examination on basic physics subject and the academic background of the students. The results showed that 54% students stated that physics was disfavored because the subject was difficult to understand, 49% stated that the cause of being disfavored of the subject was because physics required complicated mathematics. Most of the students preferred to have game based activities that boosted thinking skill. According to the analysis of the students’ motivation, the findings revealed that the students’ had high level of anxiety in learning the subject. They mostly expressed their anxiety appeared from the material density and text book based assignments.

creating social presence in large classes

African Journals Online (AJOL)

Social presence refers to the ability of students to project themselves as 'real people' in an online learning community. While it is difficult to create social presence in large classes, educational technologies can enhance the social dimension of online learning if educators relinquish the use of technology as an instrument of ...

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.

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

Learning strategies of workers in the knowledge creating company

NARCIS (Netherlands)

Poell, R.F.; van der Krogt, F.J.

2003-01-01

This study presents a critical examination of Nonaka and Takeuchi's theory about knowledge-creating companies (1995), taken as one example of contemporary management theories concerning innovation and learning. Two main questions are investigated. First, how is the learning of workers organized in

Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students.

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Jorm, Christine; Nisbet, Gillian; Roberts, Chris; Gordon, Christopher; Gentilcore, Stacey; Chen, Timothy F

2016-08-08

More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning. A mixed methods research approach determined feasibility, acceptability and the extent to which student IPL outcomes were met. We developed an IPL activity founded in complexity theory to prepare students for future practice by engaging them in a self-directed (self-organised) learning activity with a diverse team, whose assessable products would be emergent creations. Complicated but authentic clinical cases (n = 12) were developed to challenge student teams (n = 5 or 6). Assessment consisted of a written management plan (academically marked) and a five-minute video (peer marked) designed to assess creative collaboration as well as provide evidence of integrated collective knowledge; the cohesive patient-centred management plan. All students (including the disciplines of diagnostic radiology, exercise physiology, medicine, nursing, occupational therapy, pharmacy, physiotherapy and speech pathology), completed all tasks successfully. Of the 26 % of students who completed the evaluation survey, 70 % agreed or strongly agreed that the IPL activity was worthwhile, and 87 % agreed or strongly agreed that their case study was relevant. Thematic analysis found overarching themes of engagement and collaboration-in-action suggesting that the IPL activity enabled students to achieve the intended learning objectives. Students recognised the contribution of others and described negotiation, collaboration and creation of new collective knowledge after working

Student Perceptions of Learning Data-Creation and Data-Analysis Skills in an Introductory College-Level Chemistry Course

Science.gov (United States)

Glazer, Nirit

2015-01-01

This study examines how students perceive their learning of creating and analyzing data in an introductory inquiry chemistry course at a college level that features oral presentations in student-centered discussions. A student Participant Perception Indicator (PPI) survey was administered in order to obtain data on student perceptions with respect…

Proposed learning strategies of medical students in a clinical rotation in obstetrics and gynecology: a descriptive study.

Science.gov (United States)

Deane, Richard P; Murphy, Deirdre J

2016-01-01

Medical students face many challenges when learning within clinical environments. How students plan to use their time and engage with learning opportunities is therefore critical, as it may be possible to highlight strategies that optimize the learning experience at an early stage in the rotation. The aim of the study was to describe the learning drivers and proposed learning strategies of medical students for a clinical rotation in obstetrics and gynecology. A descriptive study of personal learning plans completed by students at the start of their clinical rotation in obstetrics and gynecology was undertaken. Data relating to students' learning strategies were obtained from the personal learning plans completed by students. Quantitative and qualitative analyses were used. The desire to obtain a good examination result was the most significant reason why the rotation was important to students (n=67/71, 94%). Students struggled to create a specific and practical learning outcome relevant to their career interest. Target scores of students were significantly higher than their reported typical scores (Plearning resource during the rotation. Bedside tutorials were rated as likely to be the most useful learning activity and small group learning activities were rated as likely to be more useful than lectures. Most students intended to study the course material linked to their clinical program rather than the classroom-based tutorial program. The main learning driver for medical students was academic achievement, and the proposed learning strategy favored by medical students was linking their study plans to clinical activities. Medical educators should consider strategies that foster more intrinsic drivers of student learning and more student-oriented learning resources and activities.

Information Literacy in the Tension between School's Discursive Practice and Students' Self-Directed Learning

Science.gov (United States)

Gärdén, Cecilia

2016-01-01

Introduction: Self-guided learning has had a major impact on adult education, where information seeking and use are key aspects of learning. With their lack of experience in study contexts, the students are nevertheless assumed to develop information literacy. Method: The paper aims to create an understanding of how information literacy can be…

Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

Science.gov (United States)

Miller, Heather B.; Witherow, D. Scott; Carson, Susan

2012-01-01

The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. PMID:22949428

Using Authentic Medication Errors to Promote Pharmacy Student Critical Thinking and Active Learning

Directory of Open Access Journals (Sweden)

Reza Karimi

2018-01-01

Full Text Available Objective: To promote first year (P1 pharmacy students’ awareness of medication error prevention and to support student learning in biomedical and pharmaceutical sciences. Innovation: A novel curricular activity was created and referred to as “Medication Errors and Sciences Applications (MESA”. The MESA activity encouraged discussions of patient safety among students and faculty to link medication errors to biomedical and pharmaceutical sciences, which ultimately reinforced student learning in P1 curricular topics.   Critical Analysis: Three P1 cohorts implemented the MESA activity and approximately 75% of students from each cohort completed a reliable assessment instrument. Each P1 cohort had at least 14 student teams who generated professional reports analyzing authentic medication errors. The quantitative assessment results indicated that 70-85% of students believed that the MESA activity improved student learning in biomedical and pharmaceutical sciences. More than 95% of students agreed that the MESA activity introduced them to medication errors. Approximately 90% of students agreed that the MESA activity integrated the knowledge and skills they developed through the P1 curriculum, promoted active learning and critical thinking, and encouraged students to be self-directed learners. Furthermore, our data indicated that approximately 90% of students stated that the achievement of Bloom’s taxonomy's six learning objectives was promoted by completing the MESA activity. Next Steps: Pharmacy students’ awareness of medication errors is a critical component of pharmacy education, which pharmacy educators can integrate with biomedical and pharmaceutical sciences to enhance student learning in the P1 year. Treatment of Human Subjects: IRB exemption granted   Type: Note License: CC BY

Integrated learning through student goal development.

Science.gov (United States)

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

Medical students perceive better group learning processes when large classes are made to seem small.

Science.gov (United States)

Hommes, Juliette; Arah, Onyebuchi A; de Grave, Willem; Schuwirth, Lambert W T; Scherpbier, Albert J J A; Bos, Gerard M J

2014-01-01

Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n=50) as the intervention groups; a control group (n=102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6-10 weeks. The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β=0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>-0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Better group learning processes can be achieved in large medical schools by making large classes seem small.

Geophysics field school: A team-based learning experience for students and faculty

Science.gov (United States)

Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

2016-12-01

The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

Creating a lab to facilitate high school student engagement in authentic paleoclimate science practices

Science.gov (United States)

Maloney, A.; Walsh, E.

2012-12-01

A solid understanding of timescales is crucial for any climate change discussion. This hands-on lab was designed as part of a dual-credit climate change course in which high school students can receive college credit. Using homemade ice cores, students have the opportunity to participate in scientific practices associated with collecting, processing, and interpreting temperature and CO2 data. Exploring millennial-scale cycles in ice core data and extending the CO2 record to the present allows students to discover timescales from an investigators perspective. The Ice Core Lab has been piloted in two high school classrooms and student engagement, and epistemological and conceptual understanding was evaluated using quantitative pre and post assessment surveys. The process of creating this lab involved a partnership between an education assessment professional, high school teachers, and University of Washington professors and graduate students in Oceanography, Earth and Space Sciences, Atmospheric Sciences and the Learning Sciences as part of the NASA Global Climate Change University of Washington in the High School program. This interdisciplinary collaboration led to the inception of the lab and was necessary to ensure that the lesson plan was pedagogically appropriate and scientifically accurate. The lab fits into a unit about natural variability and is paired with additional hands-on activities created by other graduate students that explore short-timescale temperature variations, Milankovitch cycles, isotopes, and other proxies. While the Ice Core Lab is intended to follow units that review the scientific process, global energy budget, and transport, it can be modified to fit any teaching platform.

Student Motivation in Constructivist Learning Environment

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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…

Creating Leaders through the Teacher Learning and Leadership Program

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Pearce, Kyle

2015-01-01

Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education--funded project that addresses student learning needs in their classrooms. This…

Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy.

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Hennessy, Catherine M; Kirkpatrick, Emma; Smith, Claire F; Border, Scott

2016-11-01

Neuroanatomy is a difficult subject in medical education, with students often feeling worried and anxious before they have even started, potentially decreasing their engagement with the subject. At the University of Southampton, we incorporated the use of Twitter as a way of supporting students' learning on a neuroanatomy module to evaluate how it impacted upon their engagement and learning experience. The #nlm2soton hashtag was created and displayed (via a widget) on the university's virtual learning environment (VLE) for a cohort of 197 Year 2 medical students studying neuroanatomy. Student usage was tracked to measure levels of engagement throughout the course and frequency of hashtag use was compared to examination results. Student opinions on the use of Twitter were obtained during a focus group with eleven students and from qualitative questionnaires. The hashtag was used by 91% of the student cohort and, within this, more students chose to simply view the hashtag rather than make contributions. The completed questionnaire responses (n = 150) as well as focus group outcomes revealed the value of using Twitter. A negligible correlation was found between student examination scores and their viewing frequency of the hashtag however, no correlation was found between examination scores and contribution frequency. Despite this, Twitter facilitated communication, relieved anxieties and raised morale, which was valued highly by students and aided engagement with neuroanatomy. Twitter was successful in creating and providing a support network for students during a difficult module. Anat Sci Educ 9: 505-515. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Using group learning to promote integration and cooperative learning between Asian and Australian second-year veterinary science students.

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Mills, Paul C; Woodall, Peter F; Bellingham, Mark; Noad, Michael; Lloyd, Shan

2007-01-01

There is a tendency for students from different nationalities to remain within groups of similar cultural backgrounds. The study reported here used group project work to encourage integration and cooperative learning between Australian students and Asian (Southeast Asian) international students in the second year of a veterinary science program. The group project involved an oral presentation during a second-year course (Structure and Function), with group formation engineered to include very high, high, moderate, and low achievers (based on previous grades). One Asian student and three Australian students were placed in each group. Student perceptions of group dynamics were analyzed through a self-report survey completed at the end of the presentations and through group student interviews. Results from the survey were analyzed by chi-square to compare the responses between Asian and Australian students, with statistical significance accepted at p learning experience. Asian students expressed a greater preference for working in a group than for working alone (p = 0.001) and reported more frequently than Australian students that teamwork produces better results (p = 0.01). Australian students were more likely than Asian students to voice their opinion in a team setting (p = 0.001), while Asian students were more likely to depend on the lecturer for directions (p = 0.001). The results also showed that group project work appeared to create an environment that supported learning and was a successful strategy to achieve acceptance of cultural differences.

Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.

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Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J

2017-10-01

The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

The Educational Workshops Importance of Students in Teaching-learning Deaf

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Paula Cristina Cristina de Oliveira Vons

2016-02-01

Full Text Available Inclusive educational workshops can be used as teaching strategies for deaf students to integrate into society, allowing who are beneficiaries of diversified teaching methods, encouraging them to become active citizens in their rights and duties according to their potential. In order to build knowledge collectively, inclusive educational workshops were developed as the project methodology "The Natural Science Museum Goes to School: a proposal for inclusive education", which aimed to raise awareness among deaf students of the School of Special Education Helen Keller Caxias do Sul / RS on the importance of environmental preservation. The workshops allowed autonomy in the construction of knowledge as related theory with practice, creating situations where students stopped being only learning receivers. Workshops were held as hanging garden, environmental commitment, sensory garden, animals in origami, green puppet, puppet fish and terrarium. Participated in these activities students from 1st to 9th grades of elementary school and adult education, covering 102 participants. During the workshops inquiries were carried out, encouraging students to share prior knowledge with colleagues and enabling these acquire new environmental information, making meaningful learning. Pedagogical workshops should be used as support tools in the classroom, and worked in continuous and interdisciplinary way. As a result, deaf students feel valued and producers of their knowledge and will experience different activities recognizing the importance of learning to their daily lives.

Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student-Staff Partnerships

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Bovill, C.; Cook-Sather, A.; Felten, P.; Millard, L.; Moore-Cherry, N.

2016-01-01

Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging…

Learning outcomes of occupational therapy and physiotherapy students during their communitybased education attachment

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T Ndlovu

2017-12-01

Full Text Available Background. Community-based education (CBE is a learning approach that enables students to acquire skills by means of applied learning in the community. The goals of CBE include creating adequate knowledge, skills and attitudes that facilitate service delivery in communities. These goals ensure the provision of efficient health services to marginalised communities with significant resource constraints. The Department of Rehabilitation at the University of Zimbabwe, Harare, has adopted CBE as one of the learning approaches that enables students to acquire comprehensive skills for future service provision in the community.Objectives. To determine the learning outcomes of rehabilitation students at the University of Zimbabwe and to identify factors affecting learning during the CBE attachments.Methods. A descriptive cross-sectional survey was conducted at the University of Zimbabwe. Thirty-five final-year occupational therapy and physiotherapy students responded to a self-administered questionnaire. Data were analysed using Microsoft Excel 2013 (USA and SPSS version 21 (IBM Corp., USA.Results. All the students reported that the CBE attachment improved their community-engagement skills, professional skills and personal growth. Barriers to effective learning included inadequate transport (100%, poor internet connectivity (82%, lack of research-related objectives (74% and inadequate resources for CBE activities (60%.Conclusion. The CBE attachment enabled students to gain skills in community engagement, professionalism and personal growth. However, more funding directed towards CBE activities and introducing objectives related to research, are some of the strategies that might improve the students’ learning outcomes during the attachments.

Teaching High School Students Machine Learning Algorithms to Analyze Flood Risk Factors in River Deltas

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Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.

2013-12-01

High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.

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

Service-learning in nursing: Integrating student learning and ...

African Journals Online (AJOL)

Service-learning in nursing: Integrating student learning and community-based service experience through reflective practice. ... the students' reflective journals, group project reports and a focus-group discussion as the primary data sources.

The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing the Primary Literature †

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Segura-Totten, Miriam; Dalman, Nancy E.

2013-01-01

Analysis of the primary literature in the undergraduate curriculum is associated with gains in student learning. In particular, the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, and Think of the next Experiment) method is associated with an increase in student critical thinking skills. We adapted the CREATE method within a required cell biology class and compared the learning gains of students using CREATE to those of students involved in less structured literature discussions. We found that while both sets of students had gains in critical thinking, students who used the CREATE method did not show significant improvement over students engaged in a more traditional method for dissecting the literature. Students also reported similar learning gains for both literature discussion methods. Our study suggests that, at least in our educational context, the CREATE method does not lead to higher learning gains than a less structured way of reading primary literature. PMID:24358379

Pharmacology Students' Perceptions of Creating Multimodal Digital Explanations

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Nielsen, W.; Hoban G.; Hyland, C. J. T.

2017-01-01

Students can now digitally construct their own representations of scientific concepts using a variety of modes including writing, diagrams, 2-D and 3-D models, images or speech, all of which communicate meaning. In this study, final-year chemistry students studying a pharmacology subject created a ''blended media'' digital product as an assignment…

Assessing students' readiness towards e-learning

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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.

Do dental hygiene students fit the learning profile of the millennial student?

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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.

Reduction of cognitive conflict and learning style impact towards student-teacher's misconception load

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A'yun, Kurroti; Suyono, Poedjiastoeti, Sri; Bin-Tahir, Saidna Zulfiqar

2017-08-01

The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students' learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students' concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.

Situating Student Learning in Rich Contexts: A Constructionist Approach to Digital Archives Education

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Anthony Cocciolo

2011-09-01

Full Text Available Objective - This paper sought to determine whether a constructionist pedagogical approach to digital archives education could positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating tangible artifacts in a social environment. This theory was used in the instructional design of the Digital Archive Creation Project (DACP, a major component of a digital archives course offered to students enrolled in a Master’s program in library science at Pratt Institute School of Library and Information Science.Methods - Participants were the 31 students enrolled in the DACP during the fall and spring semesters of 2010. They were surveyed as to their perceived learning outcomes as a result of their engagement with the DACP. Results - Results indicated that students perceived strong increases in their learning following their engagement in the DACP, particularly in terms of their skills, confidence, understanding of topics covered in other courses, and overall understanding. Factors that influenced these increases include the collaborative teamwork, the role of the facilitator or instructor, and individual effort.Conclusion - The project demonstrated that a constructionist pedagogical approach to digital archives education positively impacted students’ perceptions of their learning.

Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

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Baker, D.

2006-12-01

As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

Midwifery students' experiences of learning clinical skills in Iran: a qualitative study.

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Ahmadi, Golnoosh; Shahriari, Mohsen; Keyvanara, Mahmood; Kohan, Shahnaz

2018-03-09

A qualitative study was used. Midwifery students from three universities in Iran participated. The study used a convenience sample of eighteen students. Data for this study was collected using semi-structured interviews (N=12) and focus groups (N=6). Data were recorded on a digital audio recorder and then transcribed. The qualitative data were analyzed using a content analysis approach. Six broad themes emerged from the analysis: Limited opportunities to experience skills, difficulties with course plan gaps, need for creating a supportive clinical environment, learning drives, confusion between different methods, and stress in the clinical setting. Short verbatim quotations from the participants were presented to provide evidence for the interpretation of data. The findings of this study have provided a clear picture of the factors and mechanisms involved in learning clinical skills by midwifery students. This study showed that students had some difficulties and concerns during learning of clinical midwifery skills. The findings of this study suggest that midwifery educators conduct further studies to tackle these issues in clinical skills learning. The findings of this study are subject to some limitations which are discussed.

Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington.

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Barker, Holly M

The University of Washington (UW) continues to create opportunities to engage all students in transformational undergraduate educational opportunities, such as study abroad. This article describes specific efforts to increase inclusion for student-athletes in study abroad, particularly for first-generation students, including low-income students of color. Given the overrepresentation of students of color in sports vis-à-vis the larger student body at predominantly white institutions (PWIs), like UW, service-learning in communities beyond campus boundaries provides opportunities to apply international learning to a local context and to create a continuum of learning. By coupling educational theories from the classroom-particularly theories related to power and privilege-with community-based leadership in local communities, students are better prepared to actively engage in improving their own institutions. During the summers of 2013, 2014, and 2015, the author was the instructor for study abroad courses to French Polynesia with student-athletes. The courses were for 12 days (10 days on the ground and 2 days of flying), the maximum time that football players could be away from required summer workouts. This paper examines student evaluations from the French Polynesia trip in 2015. Student-athlete evaluations of a study abroad experience underscored: the transformative impact of study abroad to their academic, social, and athletic lives; the benefit of creating family-like relationships outside the confines of their sport; an appreciation for the many forms where indigenous knowledge resides, such as in navigation, dance, fishing, weaving, and cooking; intense feelings of culture shock upon return to the US, even when the trip is short in duration; a desire to engage with the diverse communities in Seattle beyond the scope of the program's structure, and; frustration, particularly for the male student-athletes, about the ways coaches, family, and friends wanted to

Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video Using the ICSDR Model

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Campbell, Laurie O.; Cox, Thomas D.

2018-01-01

Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect/Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student-authored video guided…

New Media Learning: Student Podcasting and Blogging in an Intro to Meteorology Course

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Small, J. D.

2013-12-01

Current weather events and climate change are hot media topics discussed on television, the internet, and through social media. In this world of 'Tweets', 'Texts' and constant multi-media bombardment it is becoming increasingly difficult to engage students in the learning process by simply standing at a podium and lecturing in a darkened classroom. Educational research has found that lectures place students in a passive role, preventing them from actively engaging in the learning process. Through the innovative use of multi-media platforms this study assesses the potential to create active learning opportunities (podcasting and blogging) that connect theoretical 'textbook' atmospheric science with the 'real world.' This work focuses on students enrolled in the Introduction to Meteorology course (MET 101) at the University of Hawaii at Manoa. This study summarizes the impact of the 'course-casting' technique which utilizes podcasts of lectures and supplemental material. Lecture Podcasts are used mainly as a revision tool for students by providing on-demand portable (MP3) course content that supports independent student learning. Students also produced their own podcasts (research projects) to share with classmates throughout the course relating atmospheric science content to personal 'real world' experiences. Along with podcasting, students blogged about designated topics related to weather and climate, making their knowledge and understanding accessible to other students in the course and the general internet community. Student surveys, journals, and final exit interviews are used to assess the impact of the blogging and podcasting exercises on the student learning experience. The number of times each lecture podcast was downloaded is recorded to determine the interest level in using audio lectures as a review tool. Student blogs and podcasts are evaluated based on science content accuracy and student survey evaluations of the learning experience.

Opportunities to Create Active Learning Techniques in the Classroom

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Camacho, Danielle J.; Legare, Jill M.

2015-01-01

The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…

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

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Warren, Jami L.

2012-01-01

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

Students' Perspectives on the Design and Implementation of a Blended Synchronous Learning Environment

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Wang, Qiyun; Huang, Changquin; Quek, Choon Lang

2018-01-01

This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master's students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using…

Sustaining Student Engagement in Learning Science

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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'…

Active learning machine learns to create new quantum experiments.

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Melnikov, Alexey A; Poulsen Nautrup, Hendrik; Krenn, Mario; Dunjko, Vedran; Tiersch, Markus; Zeilinger, Anton; Briegel, Hans J

2018-02-06

How useful can machine learning be in a quantum laboratory? Here we raise the question of the potential of intelligent machines in the context of scientific research. A major motivation for the present work is the unknown reachability of various entanglement classes in quantum experiments. We investigate this question by using the projective simulation model, a physics-oriented approach to artificial intelligence. In our approach, the projective simulation system is challenged to design complex photonic quantum experiments that produce high-dimensional entangled multiphoton states, which are of high interest in modern quantum experiments. The artificial intelligence system learns to create a variety of entangled states and improves the efficiency of their realization. In the process, the system autonomously (re)discovers experimental techniques which are only now becoming standard in modern quantum optical experiments-a trait which was not explicitly demanded from the system but emerged through the process of learning. Such features highlight the possibility that machines could have a significantly more creative role in future research.

Creating a brief rating scale for the assessment of learning disabilities using reliability and true score estimates of the scale's items based on the Rasch model.

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Sideridis, Georgios; Padeliadu, Susana

2013-01-01

The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part in study 1. Using information from modern theory methods (i.e., the Rasch model), a scale was created that included fewer than one third of the original battery items designed to assess reading skills. This best item synthesis was then evaluated for its predictive and criterion validity with a valid external reading battery (study 2). Using a sample of 232 students with and without learning disabilities, results indicated that the brief version of the scale was equally effective as the original scale in predicting reading achievement. Analysis of the content of the brief scale indicated that the best item synthesis involved items from cognition, motivation, strategy use, and advanced reading skills. It is suggested that multiple psychometric criteria be employed in evaluating the psychometric adequacy of scales used for the assessment and identification of learning disabilities and comorbid disorders.

Asynchronous learning: student utilization out of sync with their preference

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Edward K. Lew

2016-06-01

Full Text Available 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.

Global health partnership for student peer-to-peer psychiatry e-learning: Lessons learned.

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Keynejad, Roxanne C

2016-12-03

Global 'twinning' relationships between healthcare organizations and institutions in low and high-resource settings have created growing opportunities for e-health partnerships which capitalize upon expanding information technology resources worldwide. E-learning approaches to medical education are increasingly popular but remain under-investigated, whilst a new emphasis on global health teaching has coincided with university budget cuts in many high income countries. King's Somaliland Partnership (KSP) is a paired institutional partnership health link, supported by Tropical Health and Education Trust (THET), which works to strengthen the healthcare system and improve access to care through mutual exchange of skills, knowledge and experience between Somaliland and King's Health Partners, UK. Aqoon, meaning knowledge in Somali, is a peer-to-peer global mental health e-learning partnership between medical students at King's College London (KCL) and Hargeisa and Amoud Universities, Somaliland. It aims to extend the benefits of KSP's cross-cultural and global mental health education work to medical students and has reported positive results, including improved attitudes towards psychiatry in Somaliland students. The process of devising, piloting, evaluating, refining, implementing, re-evaluating and again refining the Aqoon model has identified important barriers to successful partnership. This article describes lessons learned during this process, sharing principles and recommendations for readers wishing to expand their own global health link beyond qualified clinicians, to the healthcare professionals of the future.

Creating library tutorials for nursing students.

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Schroeder, Heidi

2010-04-01

This article describes one librarian's experiences with creating, promoting, and assessing online library tutorials. Tutorials were designed to provide on-demand and accessible library instruction to nursing students at Michigan State University. Topics for tutorials were chosen based on the librarian's liaison experiences and suggestions from nursing faculty. The tutorials were created using Camtasia and required the application of several tools and techniques. Tutorials were promoted through Web pages, the ANGEL course management system, blog posts, librarian interactions, e-mails, and more. In order to assess the tutorials' perceived effectiveness, feedback was gathered using a short survey. Future plans for the nursing tutorials project are also discussed.

A One-Year Case Study: Understanding the Rich Potential of Project-Based Learning in a Virtual Reality Class for High School Students

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Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-01-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one…

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

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

2015-01-01

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

Understanding the relationship between student attitudes and student learning

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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.

Gesture's role in speaking, learning, and creating language.

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Goldin-Meadow, Susan; Alibali, Martha Wagner

2013-01-01

When speakers talk, they gesture. The goal of this review is to investigate the contribution that these gestures make to how we communicate and think. Gesture can play a role in communication and thought at many timespans. We explore, in turn, gesture's contribution to how language is produced and understood in the moment; its contribution to how we learn language and other cognitive skills; and its contribution to how language is created over generations, over childhood, and on the spot. We find that the gestures speakers produce when they talk are integral to communication and can be harnessed in a number of ways. (a) Gesture reflects speakers' thoughts, often their unspoken thoughts, and thus can serve as a window onto cognition. Encouraging speakers to gesture can thus provide another route for teachers, clinicians, interviewers, etc., to better understand their communication partners. (b) Gesture can change speakers' thoughts. Encouraging gesture thus has the potential to change how students, patients, witnesses, etc., think about a problem and, as a result, alter the course of learning, therapy, or an interchange. (c) Gesture provides building blocks that can be used to construct a language. By watching how children and adults who do not already have a language put those blocks together, we can observe the process of language creation. Our hands are with us at all times and thus provide researchers and learners with an ever-present tool for understanding how we talk and think.

At-Risk Students and Virtual Enterprise: Tourism and Hospitality Simulations in Applied and Academic Learning.

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Borgese, Anthony

This paper discusses Virtual Enterprise (VE), a technology-driven business simulation program in which students conceive, create, and operate enterprises that utilize Web-based and other technologies to trade products and services around the world. The study examined the effects of VE on a learning community of at-risk students, defined as those…

Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study.

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Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.

Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

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Bolton, Elizabeth B.; Brennan, M. A.; Terry, Bryan D.

2009-01-01

This article highlights how undergraduate students implemented inquiry-based learning strategies to learn how nonprofit organizations utilize volunteers. In inquiry-based learning, students begin with a problem or question with some degree of focus or structure provided by the professor. The student inquiry showcased in this article was based on a…

Peer/Self Assessment and Student Learning

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Ndoye, Abdou

2017-01-01

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

Dental students' perceptions of an online learning.

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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.

Bags and blogs: creating an ostomy experience for nursing students.

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Reed, Karen S

2012-01-01

There are well over three-quarters of a million people living in the United States with an ostomy. These individuals experience many physical and emotional challenges which nurses should address during the in-patient hospitalization experience. The purpose of this educational activity was to provide undergraduate nursing students with a simulated laboratory experience which allowed the student to discuss and experience some of the challenges of living with an ostomy. Small group work, an experiential learning activity, and blogging were used to foster the cognitive, psychomotor, and affective development of the nursing students. All 134 students participated in the small group work and blogging experience and over 100 students participated in the experiential learning activity of wearing an ostomy bag overnight with the bag containing a small amount of simulated fecal material. The impact of the simulated experience is evident in the depth of awareness and emotion expressed in the blogs. The students collectively acknowledged the value of the activity and the impact the gained awareness had on their careers as nurses. The use of social technology and the provision of learning activities, not available on the clinical unit, can have a significant impact on the cognitive, psychomotor, and affective development of nursing students. © 2012 Association of Rehabilitation Nurses.

Mobile Learning According to Students of Computer Engineering and Computer Education: A Comparison of Attitudes

Directory of Open Access Journals (Sweden)

Deniz Mertkan GEZGIN

2018-01-01

Full Text Available Mobile learning has started to perform an increasingly significant role in improving learning outcomes in education. Successful and efficient implementation of m-learning in higher education, as with all educational levels, depends on users’ acceptance of this technology. This study focuses on investigating the attitudes of undergraduate students of Computer Engineering (CENG and Computer Education and Instructional Technology (CEIT departments in a Turkish public university towards m-learning from three perspectives; gender, area of study, and mobile device ownership. Using a correlational survey method, a Mobile Learning Attitude Scale (MLAS was administered to 531 students, analysis of which revealed a positive attitude to m-learning in general. A further investigation of the aforementioned three variables showed a more positive attitude for female students in terms of usability, for CEIT students in terms of advantages, usability and independence, and for those owning a mobile device in terms of usability. An important implication from the findings, among others, is supplementing Computer Engineering curriculum with elective courses on the fundamentals of mobile learning, and/or the design and development of m-learning software, so as to create, in the long run, more specialized and complementary teams comprised of trained CENG and CEIT graduates in m-learning sector.

Describing students of the African Diaspora: Understanding micro and meso level science learning as gateways to standards based discourse

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Lehner, Ed

2007-04-01

In much of the educational literature, researchers make little distinction between African-American students and students of the African Diaspora who immigrated to the United States. Failing to describe these salient student differences serves to perpetuate an inaccurate view of African-American school life. In today's large cities, students of the African Diaspora are frequently learning science in settings that are devoid of the resources and tools to fully support their success. While much of the scholarship unites these disparate groups, this article details the distinctive learning culture created when students from several groups of the African Diaspora learn biology together in a Brooklyn Suspension Center. Specifically this work explains how one student, Gabriel, functions in a biology class. A self-described black-Panamanian, Gabriel had tacitly resigned to not learning science, which then, in effect, precluded him from any further associated courses of study in science, and may have excluded him from the possibility of a science related career. This ethnography follows Gabriel's science learning as he engaged in cogenerative dialogue with teachers to create aligned learning and teaching practices. During the 5 months of this research, Gabriel drew upon his unique lifeworld and the depth of his hybridized cultural identity to produce limited, but nonetheless important demonstrations of science. Coexistent with his involvement in cogenerative dialogue, Gabriel helped to construct many classroom practices that supported a dynamic learning environment which produced small yet concrete examples of standards based biology. This study supports further investigation by the science education community to consider ways that students' lifeworld experiences can serve to structure and transform the urban science classroom.

Real Science, Real Learning: Bridging the Gap Between Scientists, Educators and Students

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Lewis, Y.

2006-05-01

Today as never before, America needs its citizens to be literate in science and technology. Not only must we only inspire a new generation of scientists and engineers and technologists, we must foster a society capable of meeting complex, 21st-century challenges. Unfortunately, the need for creative, flexible thinkers is growing at a time when our young students are lagging in science interest and performance. Over the past 17 years, the JASON Project has worked to link real science and scientists to the classroom. This link provide viable pipeline to creating the next generation scientists and researchers. Ultimately, JASON's mission is to improve the way science is taught by enabling students to learn directly from leading scientists. Through partnerships with agencies such as NOAA and NASA, JASON creates multimedia classroom products based on current scientific research. Broadcasts of science expeditions, hosted by leading researchers, are coupled with classroom materials that include interactive computer-based simulations, video- on-demand, inquiry-based experiments and activities, and print materials for students and teachers. A "gated" Web site hosts online resources and provides a secure platform to network with scientists and other classrooms in a nationwide community of learners. Each curriculum is organized around a specific theme for a comprehensive learning experience. It may be taught as a complete package, or individual components can be selected to teach specific, standards-based concepts. Such thematic units include: Disappearing Wetlands, Mysteries of Earth and Mars, and Monster Storms. All JASON curriculum units are grounded in "inquiry-based learning." The highly interactive curriculum will enable students to access current, real-world scientific research and employ the scientific method through reflection, investigation, identification of problems, sharing of data, and forming and testing hypotheses. JASON specializes in effectively applying

Medical Students Perceive Better Group Learning Processes when Large Classes Are Made to Seem Small

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Hommes, Juliette; Arah, Onyebuchi A.; de Grave, Willem; Schuwirth, Lambert W. T.; Scherpbier, Albert J. J. A.; Bos, Gerard M. J.

2014-01-01

Objective Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. Design A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n = 50) as the intervention groups; a control group (n = 102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. Setting The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6–10 weeks. Intervention The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Main Outcome Measures Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Results Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β = 0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>−0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Conclusion Better group learning processes can be

Are Students' Learning Styles Discipline Specific?

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Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

2003-01-01

This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

Welding. Student Learning Guide.

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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…

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

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Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

2016-04-25

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.

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

2016-12-01

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

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

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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,

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

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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.

A blended learning program on undergraduate nursing students' learning of electrocardiography.

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

2006-01-01

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

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

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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…

Students learn how to cool the planet

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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

The acculturation, language and learning experiences of international nursing students: Implications for nursing education.

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Mitchell, Creina; Del Fabbro, Letitia; Shaw, Julie

2017-09-01

International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing

Creating E-Commerce Start-Ups with Information Systems Students: Lessons Learned from New Venture Successes and Failures

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Abrahams, Alan

2010-01-01

In this paper, we review a variety of e-commerce startups created by senior information systems students, under the author's guidance, over a number of years at multiple universities. We compare the characteristics of the start-ups and comment on various factors which appear to have contributed to their success or failure. Our recommendations are…

Engaging students in a community of learning: Renegotiating the learning environment.

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Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

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.

Medical students' online learning technology needs.

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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.

Class and Home Problems. Identify-Solve-Broadcast Your Own Transport Phenomenon: Student-Created YouTube Videos to Foster Active Learning in Mass and Heat Transfer

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Wen, Fei; Khera, Eshita

2016-01-01

Despite the instinctive perception of mass and heat transfer principles in daily life, productive learning in this course continues to be one of the greatest challenges for undergraduate students in chemical engineering. In an effort to enhance student learning in classroom, we initiated an innovative active-learning method titled…

Creating a blended learning module in an online master study programme in oncology.

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Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

Problems Solved, Problems Created: A Critical-Case Analysis of a Public-Private Partnership in Alternative Education for At-Risk Students

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Callet, Valerie

2010-01-01

The purpose of the present study was to determine what problems are solved and created when two school districts and one charter school partnered with a private company to provide alternative education to at-risk students. The research also aimed to address lessons learned as well as principal advantages and disadvantages of the partnership. Data…

Engaging Conversationally: A Method for Engaging Students in Their Learning and Examining Instruction

Directory of Open Access Journals (Sweden)

Michael Kiener

2008-08-01

Full Text Available Under the principles of the scholarship of teaching and learning and action research this study sought to examine how an instructor created and facilitated engagement in his students. The research was primarily undertaken to further define the middle range theory of mutual engagement. Theoretical sampling was used to analyze approximately 100 pieces of data that included instructor notes, teaching observations, feedback from conference presentations, student assessments, and end of semester student evaluations. Engaging conversationally (EC emerged as the phenomenon that described the instructor’s engagement in the learning process. EC was an ongoing cyclical pattern of inquiry that included preparing, reflecting and modeling. Interconnected in the pattern of inquiry were personality traits, counselor education, and teaching philosophy.

Creating and Maintaining Student Diversity: Strategies and Challenges for School Leaders

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Villavicencio, Adriana

2016-01-01

The purpose of this paper was to explore how school leaders can create and maintain student diversity in charter schools. Based on a case study of two racially balanced schools in New York City, this study identifies three strategies that the schools' leaders took to create more student diversity: (1) develop curriculum-centred missions, (2)…

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.

Writing in learning/teaching in French (study case- freshmen “Alexander Xhuvani” University students

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Leonarda Myslihaka

2017-03-01

Full Text Available Writing plays an important role in teaching and learning foreign languages. Students that can write in a foreign language have to verify their grammar, lexical and semantic performance and it is the role of the teacher to assess if students have learned rules correctly. This is both important for their reading and speaking skills and in general students are tested through a writing test. Writing is now an object of research and it is generally accepted that teaching/ learning cannot be performed out of the communicative acts. Students are required to produce and interpret different documents such as leaflets, journal articles etc. in a foreign language, in this case in French. The idea is that if you want to own the writing competency, you have to know very well both the lingual and contextual structure. This paper is a based on a research conducted with the first year students, studying French at the “Alexander Xhuvani” University, Elbasan, Albania, taking in consideration the lingual, psychological and social factors that affect writing. From the conclusions was clear that students had difficulties in writing due to their limited lingual competencies that leads them to orthographical mistakes etc. We also noted that students are eager to acquire this competency because learning a language through writing does not merely mean to learn syntax but it also requires a de – contextualization and creating a chance for students to get in touch with everyday language texts.

Mobile Learning and Student Retention

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Bharat Inder Fozdar

2007-06-01

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

Eye on the Gemba: Using Student-Created Videos and the Revised Bloom's Taxonomy to Teach Lean Management

Science.gov (United States)

Marley, Kathryn A.

2014-01-01

Developing exercises that lead students to use higher order thinking skills is a challenge for faculty in any discipline. An excellent way to approach this problem is to use the Revised Bloom's Taxonomy as a guide. In the taxonomy, the highest level of learning is to create. The author describes an assignment that builds on the use of…

Creating a Collaborative "Hot Clock": Using Smart Phones to Motivate Students' Learning in News Interviewing and Reporting

Science.gov (United States)

Wei, Fang-Yi Flora

2016-01-01

This unit activity is integrated into the chapters on radio of the appropriate course--Survey of Mass Media, Broadcast Journalism, News Writing, Media Programing, or Communication Technology. Employing the concept of a "hot-clock radio format," the purpose of this unit activity is to motivate students' collaborative learning in news…

Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

Science.gov (United States)

Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

2011-01-01

This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

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

Science.gov (United States)

Boctor, Lisa

2013-03-01

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

Student Modelling in Adaptive E-Learning Systems

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Clemens Bechter

2011-09-01

Full Text Available Most e-Learning systems provide web-based learning so that students can access the same online courses via the Internet without adaptation, based on each student's profile and behavior. In an e-Learning system, one size does not fit all. Therefore, it is a challenge to make e-Learning systems that are suitably “adaptive”. The aim of adaptive e-Learning is to provide the students the appropriate content at the right time, means that the system is able to determine the knowledge level, keep track of usage, and arrange content automatically for each student for the best learning result. This study presents a proposed system which includes major adaptive features based on a student model. The proposed system is able to initialize the student model for determining the knowledge level of a student when the student registers for the course. After a student starts learning the lessons and doing many activities, the system can track information of the student until he/she takes a test. The student’s knowledge level, based on the test scores, is updated into the system for use in the adaptation process, which combines the student model with the domain model in order to deliver suitable course contents to the students. In this study, the proposed adaptive e-Learning system is implemented on an “Introduction to Java Programming Language” course, using LearnSquare software. After the system was tested, the results showed positive feedback towards the proposed system, especially in its adaptive capability.

The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

Science.gov (United States)

Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

2012-01-01

In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

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,...

Improving self-regulated learning junior high school students through computer-based learning

Science.gov (United States)

Nurjanah; Dahlan, J. A.

2018-05-01

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

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.

Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

Science.gov (United States)

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

2011-04-11

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

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…

The attitudes of undergraduate students and staff to the use of electronic learning.

Science.gov (United States)

Gupta, B; White, D A; Walmsley, A D

2004-04-24

Computer-aided learning (CAL) offers advantages over traditional methods of learning as it allows students to work in their own time and pace. The School of Dentistry at the University of Birmingham has created an electronic learning website, named the Ecourse. This is designed to be a web-based supplement to the dental undergraduate curriculum. The aim of this study was to determine the attitudes of third year dental students and members of staff about the Ecourse website. A questionnaire was produced and piloted before being distributed to all 65 third year dental students to obtain their opinions about the Ecourse website. The views of Ecourse were sought from four members of staff by performing qualitative, semi-structured interviews. Lecture handouts and textbooks were reported as the sources used most often, by 96% of students. Eighty-six per cent of students are accessing the Ecourse mainly at the School of Dentistry, but 53% are also accessing it at home. Students liked the multiple-choice questions, downloading extra notes and looking at pictures and animation to explain clinical procedures. The majority of the students (79%) want the Ecourse to be used as a supplement to the undergraduate programme and 7% wanted it to replace formal lectures. Staff recognised the benefits of the Ecourse but were concerned about plagiarism, the effect on lecture attendance and the lack of feedback from students on existing CAL material. Students consider the Ecourse as a positive method of supplementing traditional methods of learning in the dental undergraduate programme. However in contrast teaching staff expressed negative views on the use of e-learning.

Evaluating the learning experience of Undergraduate Entrepreneurship students exposed to an unconventional teaching approach: A South African Case Study

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Retha Strydom

2009-12-01

Full Text Available At the University of Pretoria in South Africa, the teaching personnel decided to implement, in addition to the conventional teaching approach, an unconventional approach towards teaching entrepreneurship. The approach is unconventional in the sense that it differs from the norm or standard classroom teaching. The third-year entrepreneurship course is enriched with an assignment to start and grow an actual business. The purpose of this assignment is not only the practical application of the theory taught, but also to provide an opportunity for the student to start a business in a protected environment in order to break down any psychological barriers such as fear of failure. The lecturer guides the students through the entrepreneurial process, from finding an idea to organising the business. This paper evaluates the learning experience of the students exposed to the unconventional teaching approach. Preliminary observations suggest that the students acquired business skills and knowledge about the entrepreneurial process and created potentially sustainable, profitable business ventures in the class situation, despite coming from different fields of reference and different syllabi. This would seem to suggest that the practical teaching approach towards entrepreneurial learning created the conditions for these achievements. Key words and phrases: entrepreneurial education, entrepreneurial learning, innovative learning methods, student business ventures, start-ups

Effect Of Inquiry Learning Model And Motivation On Physics Outcomes Learning Students

OpenAIRE

Pardede, Dahlia Megawati; Manurung, Sondang Rina

2016-01-01

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

Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...... another. The study found that the students benefitted from this way of learning as a valid variation to more conventional teaching approaches, and teachers found that the students learned at least the same amount or more compared to traditional teaching processes. The students were able to think outside...

Understanding Learning Style Variations among Undergraduate Students

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N. Jayakumar

2017-09-01

Full Text Available A study was conducted in Vellore district of Tamil Nadu state to understand the learning styles of students. The term learning style refers to the way or method or approach by which a student learns. The study explored the possible learning style variations among agricultural, horticultural, engineering and arts & science students and their association with academic achievement. One hundred and twelve students were randomly selected from the four streams and their learning styles were analyzed. In the agricultural and horticultural streams, a majority of the students were auditory learners. They were also found to be predominantly unimodal learners. Overall, it was found that majority of the students were visual learners followed by auditory and kinesthetic style. The highest percentage of kinesthetic learners was found among engineering students. Trimodal learners scored the highest mean percentage of marks. The influence of learning styles on the academic achievements of the students did not show a significant relationship.

Learning style preferences among pre-clinical medical students

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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.

Student Satisfaction with Learning Management Systems: A Lens of Critical Success Factors

Science.gov (United States)

Naveh, Gali; Tubin, Dorit; Pliskin, Nava

2012-01-01

Institutions of higher education have invested heavily in learning management systems (LMS) for creating course websites. Yet, how to assess LMS effectiveness is not fully agreed upon. Based on institutional theory, this article considers student satisfaction as indicative of LMS success and proposes a lens of critical success factors (CSF) as a…

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.

Situation Creator: A Pedagogical Agent Creating Learning Opportunities

NARCIS (Netherlands)

Miao, Yongwu; Hoppe, Ulrich; Pinkwart, Niels

2007-01-01

Miao, Y., Hoppe, H. U., & Pinkwart, N. (2007). Situation Creator: A Pedagogical Agent Creating Learning Opportunities. In R. Luckin, K. Koedinger & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 614-617). Amsterdam, The Netherlands: IOS

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.…

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…

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

Directory of Open Access Journals (Sweden)

Lennart Visser

2018-05-01

Full Text Available Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22 with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6 was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

Science.gov (United States)

Visser, Lennart; Korthagen, Fred A. J.; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

Student-Created Public Relations for Gifted Education.

Science.gov (United States)

Bisland, Amy

2003-01-01

This article discusses the benefits of student participation in a gifted public relations campaign, including creating public support for gifted programming and developing leadership skills. Steps for developing a formal unit of instruction on public relations are described, along with ideas for public relations activities. (Contains references.)…

Creating Learning at Conferences Through Participant Involvement

DEFF Research Database (Denmark)

Ravn, Ib; Elsborg, Steen

as a forum for learning, mutual inspiration and "human co-flourishing." We offer five design principles that specify how conferences may involve participants more and hence increase their learning. In the research and development effort reported here, our team collaborated with conference organizers......The typical conference is brimming with PowerPoint presentations that leave very little time for participant involvement. Students of learning have long abandoned the transfer model that underlies this massive show of one-way communication. We propose an alternative theory of the conference...... in Denmark to introduce a variety of simple learning techniques related to the design principles at thirty real conferences of some 100-200 participants each. We present twelve of these techniques and the data evaluating them and conclude that by spending a fraction of the time at a conference on involving...

Practical Ways Internalization Tematik by Students in Learning Through Peer Teaching in PGSD FKIP at Tanjungpura University

Directory of Open Access Journals (Sweden)

Tahmid Sabri

2017-03-01

Full Text Available A practical way internalize value on elementary school children is very strategic, this study aims to provide the best solution. The method used descriptive through class actions done by the students in a way peer teaching. The findings showed that the Internalization of learning design can practically be done well. Application of learning can be applied Effectively, seen from the way of practicality Internalization in learning and provide a significant positive impact on personality value on individual students toward the creation of Piety, noble, intelligent, skilled, creative, discipline, independence, responsibility and democratic, this achievement can not be separated from the various constraints experienced by teachers, but can be Overcome, so that the meaningfulness of students in learning remains created. This study is expected to be the authorized capital on the development of thematic learning in primary school.

Identifying Students learning Styles as a Way to Promote Learning Quality

Directory of Open Access Journals (Sweden)

Jafar Sadegh Tabrizi

2013-05-01

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

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

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Kathryn C. Behling

2016-12-01

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

GeoMapApp Learning Activities: A Virtual Lab Environment for Student-Centred Engagement with Geoscience Data

Science.gov (United States)

Kluge, S.; Goodwillie, A. M.

2012-12-01

As STEM learning requirements enter the mainstream, there is benefit to providing the tools necessary for students to engage with research-quality geoscience data in a cutting-edge, easy-to-use map-based interface. Funded with an NSF GeoEd award, GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) are being created to help in that endeavour. GeoMapApp Learning Activities offer step-by-step instructions within a guided inquiry approach that enables students to dictate the pace of learning. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; an educator's annotated worksheet containing teaching tips, additional content and suggestions for further work; and, quizzes for use before and after the activity to assess learning. Examples of activities so far created involve calculation and analysis of the rate of seafloor spreading; compilation of present-day evidence for huge ancient landslides on the seafloor around the Hawaiian islands; a study of radiometrically-dated volcanic rocks to help understand the concept of hotspots; and, the optimisation of contours as a means to aid visualisation of 3-D data sets on a computer screen. The activities are designed for students at the introductory undergraduate, community college and high school levels, and present a virtual lab-like environment to expose students to content and concepts typically found in those educational settings. The activities can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is reduced thus allowing students to spend more time analysing and understanding geoscience data, content and concepts. Each activity is freely available through the SERC-Carleton web site.

A Cross-Sectional Descriptive Study of Graduate Students' Perceptions of Learning Effectiveness in Face-to-Face and Online Courses

Science.gov (United States)

Evans, Nicole Stayton

2013-01-01

The measurement of student perceptions of learning effectiveness is often used as a tool at universities to enhance the quality of course offerings. The recent growth in online course offerings creates new challenges in evaluating learning effectiveness. This study used three principles of adult learning theory, foundation, self-concept, and…

Balancing Patient Care and Student Education: Learning to Deliver Bad News in an Optometry Teaching Clinic

Science.gov (United States)

Spafford, Marlee M.; Schryer, Catherine F.; Creutz, Stefan

2009-01-01

Learning to counsel patients in a teaching clinic or hospital occurs in the presence of the competing agendas of patient care and student education. We wondered about the challenges that these tensions create for clinical novices learning to deliver bad news to patients. In this preliminary study, we audio-taped and transcribed the interviews of…

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.

Active Learning Methods

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Zayapragassarazan, Z.; Kumar, Santosh

2012-01-01

Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

Learning from lives together: medical and social work students' experiences of learning from people with disabilities in the community.

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Anderson, E S; Smith, R; Thorpe, L N

2010-05-01

The study aims to evaluate an interprofessional community-based learning event, focussing on disability. The learning opportunity was based on the Leicester Model of Interprofessional Education, organised around the experiences and perceptions of service users and their carers. Programme participants were drawn from medicine and social work education in Leicester, UK, bringing together diverse traditions in the care of people with disabilities. Small student groups (3-4 students) worked from one of the eight community rehabilitation hospitals through a programme of contact with people with disabilities in hospital, at home or in other community settings. The evaluation, in March 2005, used a mixed methods approach, incorporating questionnaire surveys, focus group interviews with students and feedback from service users. Responses were collated and analysed using quantitative and qualitative measures. Fifty social work and 100 medical students completed the first combined delivery of the module. The findings indicated that the merging of social work and medical perspectives appear to create some tensions, although overall the student experience was found to be beneficial. Service users (16 responses) valued the process. They were not concerned at the prospect of meeting a number of students at home or elsewhere and were pleased to think of themselves as educators. Problems and obstacles still anticipated include changing the mindset of clinicians and practising social workers to enable them to support students from each other's disciplines in practice learning. The generally positive outcomes highlight that disability focussed joint learning offers a meaningful platform for interprofessional education in a practice environment.

Stealth Learning: Unexpected Learning Opportunities through Games

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Sharp, Laura A.

2012-01-01

Educators across the country struggle to create engaging, motivating learning environments for their Net Gen students. These learners expect instant gratification that traditional lectures do not provide. This leaves educators searching for innovative ways to engage students in order to encourage learning. One solution is for educators to use…

Blended Learning

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Imbriale, Ryan

2013-01-01

Teachers always have been and always will be the essential element in the classroom. They can create magic inside four walls, but they have never been able to create learning environments outside the classroom like they can today, thanks to blended learning. Blended learning allows students and teachers to break free of the isolation of the…

Creating a Learning Environment for Engineering Education

DEFF Research Database (Denmark)

Christensen, Hans Peter

2004-01-01

Until recently discussions about improvement of educational quality have focussed on the teacher – it was as-sumed that by training the teacher you could increase the students’ learning outcome. Realising that other changes than better teaching were necessary to give the students more useful......? And the introduction of IT has highlighted the importance of the learning environment, but the focus has narrowly been on the physical environment. However, the mental frame-work is also very important. To assure educational quality it is necessary to take all these elements into account and consider the total...

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

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Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

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.

Creating a Total Object of Art.

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Klie, Evelyn Busch

2003-01-01

Discusses a workshop that accompanied the author's exhibit, "A Sense of Place: Paintings by Evelyn Busch Klie." Explains that students created a watercolor painting and a clay frame or base with details in it. Includes a list of art materials and learning objectives. (CMK)

A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students

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Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-10-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning.

Creating a collage: a meaningful interactive classroom strategy.

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Seymour, R J

1995-01-01

How can students be helped to make personal meaning of their nursing knowledge? The author describes one strategy, that of creating a collage, that promoted interactive learning and the making of meaning.

Enhancing the Learning Environment by Learning all the Students' Names

DEFF Research Database (Denmark)

Jørgensen, Anker Helms

the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......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...