WorldWideScience

Sample records for surface learning approaches

  1. Affective Underpinnings of Surface Approaches to Learning and Their Relationship with Sensation Seeking

    Science.gov (United States)

    Robinson, Peter M.

    2018-01-01

    Surface approaches to learning materials and tasks are a commonplace challenge to teachers, and they prove difficult to shift, even among students who are otherwise talented or motivated to learn. The present study investigates a theory that surface approaches are triggered by a suboptimal, aversive response to learning stimuli, which overrides…

  2. Focusing on first year assessment: Surface or deep approaches to learning?

    Directory of Open Access Journals (Sweden)

    Sharn Donnison

    2012-08-01

    Full Text Available This paper investigates the assessment and learning approaches that some first year students employ to assist them in their transition into their first year of study and extends our previous work on first year student engagement and timely academic support (Penn-Edwards & Donnison, 2011. It is situated within the First Year transition and student engagement literature and specifically speaks to concepts of learning within that body of literature. In this paper we argue that while students are in the transitional period of their studies, the use of assessment as a motivator for learning (surface approach is valid first year pedagogy and forms an initial learning stage in the student’s progress towards being lifelong learners. 

  3. In the business of learning : approaches to learning of undergraduate students in business

    NARCIS (Netherlands)

    Hooijer, J.G.

    2010-01-01

    Three approaches to learning are distinguished in the learning literature: a surface, deep and strategic approach to learning. The surface approach to learning is characterized as undirected rote learning, motivated by a fear of failure. The deep approach to learning is characterized as interested

  4. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

    Directory of Open Access Journals (Sweden)

    Dmitri Rozgonjuk

    2018-01-01

    Full Text Available Several studies have shown that problematic smartphone use (PSU is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding and positively correlated with a surface approach to learning (defined as superficial learning. The study participants were 415 Estonian university students aged 19–46 years (78.8% females; age M = 23.37, SD = 4.19; the effective sample comprised 405 participants aged 19–46 years (79.0% females; age M = 23.33, SD = 4.21. In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.

  5. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures.

    Science.gov (United States)

    Rozgonjuk, Dmitri; Saal, Kristiina; Täht, Karin

    2018-01-08

    Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19-46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19-46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.

  6. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures †

    Science.gov (United States)

    Rozgonjuk, Dmitri; Saal, Kristiina

    2018-01-01

    Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19–46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19–46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU. PMID:29316697

  7. Deep and surface learning in problem-based learning: a review of the literature.

    Science.gov (United States)

    Dolmans, Diana H J M; Loyens, Sofie M M; Marcq, Hélène; Gijbels, David

    2016-12-01

    In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

  8. Study strategies and approaches to learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

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

  9. Approaches toward learning in physiotherapy

    Directory of Open Access Journals (Sweden)

    L. Keiller

    2013-11-01

    Full Text Available The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.

  10. On the Role of Discipline-Related Self-Concept in Deep and Surface Approaches to Learning among University Students

    Science.gov (United States)

    Platow, Michael J.; Mavor, Kenneth I.; Grace, Diana M.

    2013-01-01

    The current research examined the role that students' discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which…

  11. A Generic Deep-Learning-Based Approach for Automated Surface Inspection.

    Science.gov (United States)

    Ren, Ruoxu; Hung, Terence; Tan, Kay Chen

    2018-03-01

    Automated surface inspection (ASI) is a challenging task in industry, as collecting training dataset is usually costly and related methods are highly dataset-dependent. In this paper, a generic approach that requires small training data for ASI is proposed. First, this approach builds classifier on the features of image patches, where the features are transferred from a pretrained deep learning network. Next, pixel-wise prediction is obtained by convolving the trained classifier over input image. An experiment on three public and one industrial data set is carried out. The experiment involves two tasks: 1) image classification and 2) defect segmentation. The results of proposed algorithm are compared against several best benchmarks in literature. In the classification tasks, the proposed method improves accuracy by 0.66%-25.50%. In the segmentation tasks, the proposed method reduces error escape rates by 6.00%-19.00% in three defect types and improves accuracies by 2.29%-9.86% in all seven defect types. In addition, the proposed method achieves 0.0% error escape rate in the segmentation task of industrial data.

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

    DEFF Research Database (Denmark)

    Herrmann, Kim Jesper

    2014-01-01

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

  13. Dental students' perception of their approaches to learning in a PBL programme.

    Science.gov (United States)

    Haghparast, H; Ghorbani, A; Rohlin, M

    2017-08-01

    To compare dental students' perceptions of their learning approaches between different years of a problem-based learning (PBL) programme. The hypothesis was that in a comparison between senior and junior students, the senior students would perceive themselves as having a higher level of deep learning approach and a lower level of surface learning approach than junior students would. This hypothesis was based on the fact that senior students have longer experience of a student-centred educational context, which is supposed to underpin student learning. Students of three cohorts (first year, third year and fifth year) of a PBL-based dental programme were asked to respond to a questionnaire (R-SPQ-2F) developed to analyse students' learning approaches, that is deep approach and surface approach, using four subscales including deep strategy, surface strategy, deep motive and surface motive. The results of the three cohorts were compared using a one-way analysis of variance (ANOVA). A P-value was set at approach than the first-year students (P = 0.020). There was a significant decrease in surface strategy from the first to the fifth year (P = 0.003). No differences were found concerning deep approach or its subscales (deep strategy and deep motive) between the mean scores of the three cohorts. The results did not show the expected increased depth in learning approaches over the programme years. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  14. Self-regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison Between Professional Training and English Learning.

    Science.gov (United States)

    Tseng, Min-Chen; Chen, Chia-Cheng

    2017-06-01

    This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students' professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students' self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students' self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students' self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.

  15. Approaches to learning, need for cognition, and strategic flexibility among university students.

    Science.gov (United States)

    Evans, Christina J; Kirby, John R; Fabrigar, Leandre R

    2003-12-01

    Considerable research has described students' deep and surface approaches to learning. Other research has described individuals' self-regulated learning and need for cognition. There is a need for research examining the relationships among these constructs. This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). Theory suggested similarities among the deep approach, need for cognition, and adaptive control (aspects of self-regulated learning); and among surface, inflexible, and irresolute control (aspects of an ineffective approach to learning). One-factor and two-factor models were proposed. Participants were 226 Canadian military college students. Participants completed the following questionnaires: the Study Process Questionnaire (Biggs, 1978), the Need for Cognition Scale (Cacioppo & Petty, 1982), and the Strategic Flexibility Questionnaire (Cantwell & Moore, 1996). Confirmatory factor analysis supported the identification of the six scale factors. Second order confirmatory factor analysis indicated three factors representing constructs underlying these factors. Neither the one- nor two-factor models accounted adequately for the data. Self-regulated learning was defined by measures of the deep approach to learning, need for cognition, and adaptive control of learning. The second factor divided into one factor consisting of irresolute control, the surface approach, and negative need for cognition; and another consisting of inflexible and negative adaptive control. Substantial relationships among scales support the need for further theory development.

  16. High school students educational usage of Internet and their learning approaches

    Directory of Open Access Journals (Sweden)

    M. Betül Yılmaz, Feza Orhan

    2010-08-01

    Full Text Available This study examines the Internet usage of high school students for educational needs in respect to their learning approaches. The “learning approach” categorizes individuals as ‘surface learners’ and ‘deep learners’. Surface learners mainly choose to rehearse and memorize the course material they work on and they acquire the information they need to learn in a disconnected way, by memorization. On the other hand, deep learners want to grasp the meaning of the course material. In the study, adapted Turkish version of Learning Process Questionnaire (LPQ was used to determine high school students’ learning approaches. 921 secondary school students were subjected and the Cronbach alpha values were 0.73 for a deep approach and 0.66 for a surface approach. According to the data obtained, surface learners use the Internet more when compared to deep learners, though they use it for non-instructional purposes. The ratios of the Internet use of deep learners for educational needs are higher when compared to those of surface learners. Ratios of the Internet use for educational needs by the students who are given assignments requiring the use of the Internet are higher.

  17. Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.

    Science.gov (United States)

    Bergman, Esther M; Sieben, Judith M; Smailbegovic, Ida; de Bruin, Anique B H; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2013-01-01

    Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Copyright © 2012 American Association of Anatomists.

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

    Science.gov (United States)

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

    2013-09-01

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

  19. Influence of open- and closed-book tests on medical students' learning approaches

    NARCIS (Netherlands)

    Heijne-Penninga, Marjolein; Kuks, Jan B. M.; Hofman, W. H. Adriaan; Cohen-Schotanus, Janke

    2008-01-01

    CONTEXT Two learning approaches are consistently distinguished in the literature: deep and surface learning. The deep learning approach is considered preferable. Open-book tests are expected to stimulate deep learning and to offer a possible way of handling the substantial growth in medical

  20. ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Suhaiza Ismail

    2009-12-01

    Full Text Available The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST was used to assess the approaches to learning adopted by students whilst the students final examination result was considered in examining the performance of the students. The results indicate that majority of the accounting students, both male andfemale groups prefer to use the deep approach in studying Business Finance. The findings also reveal that there were significant relationships between learning approaches and academic performance with positive direction appears for deep and strategic approaches whilst negative relationship reveals for surface approach.

  1. Self-Regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison between Professional Training and English Learning

    Science.gov (United States)

    Tseng, Min-chen; Chen, Chia-cheng

    2017-01-01

    This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between…

  2. Learning approaches as predictors of academic performance in first year health and science students.

    Science.gov (United States)

    Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian

    2013-07-01

    To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

  3. 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.

  4. Discovery learning with SAVI approach in geometry learning

    Science.gov (United States)

    Sahara, R.; Mardiyana; Saputro, D. R. S.

    2018-05-01

    Geometry is one branch of mathematics that an important role in learning mathematics in the schools. This research aims to find out about Discovery Learning with SAVI approach to achievement of learning geometry. This research was conducted at Junior High School in Surakarta city. Research data were obtained through test and questionnaire. Furthermore, the data was analyzed by using two-way Anova. The results showed that Discovery Learning with SAVI approach gives a positive influence on mathematics learning achievement. Discovery Learning with SAVI approach provides better mathematics learning outcomes than direct learning. In addition, students with high self-efficacy categories have better mathematics learning achievement than those with moderate and low self-efficacy categories, while student with moderate self-efficacy categories are better mathematics learning achievers than students with low self-efficacy categories. There is an interaction between Discovery Learning with SAVI approach and self-efficacy toward student's mathematics learning achievement. Therefore, Discovery Learning with SAVI approach can improve mathematics learning achievement.

  5. Mathematical beauty in service of deep approach to learning

    DEFF Research Database (Denmark)

    Karamehmedovic, Mirza

    2015-01-01

    was hands-on MATLAB programming, where the algorithms were tested and applied to solve physical modelbased problems. To encourage a deep approach, and discourage a surface approach to learning, I introduced into the lectures a basic but rigorous mathematical treatment of crucial theoretical points...

  6. The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent

    Science.gov (United States)

    Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie

    2017-01-01

    Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…

  7. First-Year Students' Approaches to Learning, and Factors Related to Change or Stability in Their Deep Approach during a Pharmacy Course

    Science.gov (United States)

    Varunki, Maaret; Katajavuori, Nina; Postareff, Liisa

    2017-01-01

    Research shows that a surface approach to learning is more common among students in the natural sciences, while students representing the "soft" sciences are more likely to apply a deep approach. However, findings conflict concerning the stability of approaches to learning in general. This study explores the variation in students'…

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

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

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

  9. Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

    Directory of Open Access Journals (Sweden)

    Shirley S.M. Fong

    2017-08-01

    Full Text Available Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015 and a control group (2013-2014 and 2015-2016, respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ, Revised Study Process Questionnaire (R-SPQ-2F and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05. The GPQ individual accountability and equal opportunity scores (components of collaboration were higher in the wiki group than in the control group (p < 0.001. No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score. Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning

  10. Workplace-based assessment and students' approaches to learning: a qualitative inquiry.

    Science.gov (United States)

    Al-Kadri, Hanan M; Al-Kadi, Mohammed T; Van Der Vleuten, Cees P M

    2013-01-01

    We have performed this research to assess the effect of work-place based assessment (WBA) practice on medical students' learning approaches. The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine from 1 March to 31 July 2012. We conducted a qualitative, phenomenological research utilizing semi-structured individual interviews with medical students exposed to WBA. The audio-taped interviews were transcribed verbatim, analyzed, and themes were identified. We preformed investigators' triangulation, member checking with clinical supervisors and we triangulated the data with a similar research performed prior to the implementation of WBA. WBA results in variable learning approaches. Based on several affecting factors; clinical supervisors, faculty-given feedback, and assessment function, students may swing between surface, deep and effort and achievement learning approaches. Students' and supervisors' orientations on the process of WBA, utilization of peer feedback and formative rather than summative assessment facilitate successful implementation of WBA and lead to students' deeper approaches to learning. Interestingly, students and their supervisors have contradicting perceptions to WBA. A change in culture to unify students' and supervisors' perceptions of WBA, more accommodation of formative assessment, and feedback may result in students' deeper approach to learning.

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

    Science.gov (United States)

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

    2018-07-01

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

  12. Dyslexia, authorial identity, and approaches to learning and writing: a mixed methods study.

    Science.gov (United States)

    Kinder, Julianne; Elander, James

    2012-06-01

    Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. (1) To compare dyslexic and non-dyslexic students' authorial identity and approaches to learning and writing; (2) to compare correlations between approaches to writing and approaches to learning among dyslexic and non-dyslexic students; (3) to explore dyslexic students' understandings of authorship and beliefs about dyslexia, writing and plagiarism. Dyslexic (n= 31) and non-dyslexic (n= 31) university students. Questionnaire measures of self-rated confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down, bottom-up and pragmatic approaches to writing (Student Authorship Questionnaire; SAQ), and deep, surface and strategic approaches to learning (Approaches and Study Skills Inventory for Students; ASSIST), plus qualitative interviews with dyslexic students with high and low SAQ scores. Dyslexic students scored lower for confidence in writing, understanding authorship, and strategic approaches to learning, and higher for surface approaches to learning. Correlations among SAQ and ASSIST scores were larger and more frequently significant among non-dyslexic students. Self-rated knowledge to avoid plagiarism was associated with a top-down approach to writing among dyslexic students and with a bottom-up approach to writing among non-dyslexic students. All the dyslexic students interviewed described how dyslexia made writing more difficult and reduced their confidence in academic writing, but they had varying views about whether dyslexia increased the risk of plagiarism. Dyslexic students have less strong authorial identities, and less congruent approaches to learning and writing. Knowledge to avoid plagiarism may be more salient for dyslexic students, who may benefit from

  13. Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis.

    Science.gov (United States)

    Chiu, Yen-Lin; Liang, Jyh-Chong; Hou, Cheng-Yen; Tsai, Chin-Chung

    2016-07-18

    Students' epistemic beliefs may vary in different domains; therefore, it may be beneficial for medical educators to better understand medical students' epistemic beliefs regarding medicine. Understanding how medical students are aware of medical knowledge and how they learn medicine is a critical issue of medical education. The main purposes of this study were to investigate medical students' epistemic beliefs relating to medical knowledge, and to examine their relationships with students' approaches to learning medicine. A total of 340 undergraduate medical students from 9 medical colleges in Taiwan were surveyed with the Medical-Specific Epistemic Beliefs (MSEB) questionnaire (i.e., multi-source, uncertainty, development, justification) and the Approach to Learning Medicine (ALM) questionnaire (i.e., surface motive, surface strategy, deep motive, and deep strategy). By employing the structural equation modeling technique, the confirmatory factor analysis and path analysis were conducted to validate the questionnaires and explore the structural relations between these two constructs. It was indicated that medical students with multi-source beliefs who were suspicious of medical knowledge transmitted from authorities were less likely to possess a surface motive and deep strategies. Students with beliefs regarding uncertain medical knowledge tended to utilize flexible approaches, that is, they were inclined to possess a surface motive but adopt deep strategies. Students with beliefs relating to justifying medical knowledge were more likely to have mixed motives (both surface and deep motives) and mixed strategies (both surface and deep strategies). However, epistemic beliefs regarding development did not have significant relations with approaches to learning. Unexpectedly, it was found that medical students with sophisticated epistemic beliefs (e.g., suspecting knowledge from medical experts) did not necessarily engage in deep approaches to learning medicine

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

    DEFF Research Database (Denmark)

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

    2017-01-01

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

  15. Automated discovery and construction of surface phase diagrams using machine learning

    International Nuclear Information System (INIS)

    Ulissi, Zachary W.; Singh, Aayush R.; Tsai, Charlie

    2016-01-01

    Surface phase diagrams are necessary for understanding surface chemistry in electrochemical catalysis, where a range of adsorbates and coverages exist at varying applied potentials. These diagrams are typically constructed using intuition, which risks missing complex coverages and configurations at potentials of interest. More accurate cluster expansion methods are often difficult to implement quickly for new surfaces. We adopt a machine learning approach to rectify both issues. Using a Gaussian process regression model, the free energy of all possible adsorbate coverages for surfaces is predicted for a finite number of adsorption sites. Our result demonstrates a rational, simple, and systematic approach for generating accurate free-energy diagrams with reduced computational resources. Finally, the Pourbaix diagram for the IrO_2(110) surface (with nine coverages from fully hydrogenated to fully oxygenated surfaces) is reconstructed using just 20 electronic structure relaxations, compared to approximately 90 using typical search methods. Similar efficiency is demonstrated for the MoS_2 surface.

  16. Students Approach to Learning and Their Use of Lecture Capture

    Science.gov (United States)

    Vajoczki, Susan; Watt, Susan; Marquis, Nick; Liao, Rose; Vine, Michelle

    2011-01-01

    This study examined lecture capture as a way of enhancing university education, and explored how students with different learning approaches used lecture capturing (i.e., podcasts and vodcasts). Results indicate that both deep and surface learners report increased course satisfaction and better retention of knowledge in courses with traditional…

  17. Approaches to learning for the ANZCA Final Examination and validation of the revised Study Process Questionnaire in specialist medical training.

    Science.gov (United States)

    Weller, J M; Henning, M; Civil, N; Lavery, L; Boyd, M J; Jolly, B

    2013-09-01

    When evaluating assessments, the impact on learning is often overlooked. Approaches to learning can be deep, surface and strategic. To provide insights into exam quality, we investigated the learning approaches taken by trainees preparing for the Australian and New Zealand College of Anaesthetists (ANZCA) Final Exam. The revised two-factor Study Process Questionnaire (R-SPQ-2F) was modified and validated for this context and was administered to ANZCA advanced trainees. Additional questions were asked about perceived value for anaesthetic practice, study time and approaches to learning for each exam component. Overall, 236 of 690 trainees responded (34%). Responses indicated both deep and surface approaches to learning with a clear preponderance of deep approaches. The anaesthetic viva was valued most highly and the multiple choice question component the least. Despite this, respondents spent the most time studying for the multiple choice questions. The traditionally low short answer questions pass rate could not be explained by limited study time, perceived lack of value or study approaches. Written responses suggested that preparation for multiple choice questions was characterised by a surface approach, with rote memorisation of past questions. Minimal reference was made to the ANZCA syllabus as a guide for learning. These findings indicate that, although trainees found the exam generally relevant to practice and adopted predominantly deep learning approaches, there was considerable variation between the four components. These results provide data with which to review the existing ANZCA Final Exam and comparative data for future studies of the revisions to the ANZCA curriculum and exam process.

  18. Preferences for Deep-Surface Learning: A Vocational Education Case Study Using a Multimedia Assessment Activity

    Science.gov (United States)

    Hamm, Simon; Robertson, Ian

    2010-01-01

    This research tests the proposition that the integration of a multimedia assessment activity into a Diploma of Events Management program promotes a deep learning approach. Firstly, learners' preferences for deep or surface learning were evaluated using the revised two-factor Study Process Questionnaire. Secondly, after completion of an assessment…

  19. Learning in fully recurrent neural networks by approaching tangent planes to constraint surfaces.

    Science.gov (United States)

    May, P; Zhou, E; Lee, C W

    2012-10-01

    In this paper we present a new variant of the online real time recurrent learning algorithm proposed by Williams and Zipser (1989). Whilst the original algorithm utilises gradient information to guide the search towards the minimum training error, it is very slow in most applications and often gets stuck in local minima of the search space. It is also sensitive to the choice of learning rate and requires careful tuning. The new variant adjusts weights by moving to the tangent planes to constraint surfaces. It is simple to implement and requires no parameters to be set manually. Experimental results show that this new algorithm gives significantly faster convergence whilst avoiding problems like local minima. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. Action-Emotion Style, Learning Approach and Coping Strategies, in Undergraduate University Students

    Directory of Open Access Journals (Sweden)

    Jesús de la Fuente

    Full Text Available Action-Emotion Style (AES is an affective-motivational construct that describes the achievement motivation that is characteristic of students in their interaction with stressful situations. Using elements from the Type-A Behavior Pattern (TABP, characteristics of competitiveness and overwork occur in different combinations with emotions of impatience and hostility, leading to a classification containing five categories of action-emotion style (Type B, Impatient-hostile type, Medium type, Competitive-Overworking type and Type A. The objective of the present research is to establish how characteristics of action-emotion style relate to learning approach (deep and surface approaches and to coping strategies (emotion-focused and problem-focused. The sample was composed of 225 students from the Psychology degree program. Pearson correlation analyses, ANOVAs and MANOVAs were used. Results showed that competitiveness-overwork characteristics have a significant positive association with the deep approach and with problem-focused strategies, while impatience-hostility is thus related to surface approach and emotion-focused strategies. The level of action-emotion style had a significant main effect. The results verified our hypotheses with reference to the relationships between action-emotion style, learning approaches and coping strategies.

  1. [Efficacy of the program "Testas's (mis)adventures" to promote the deep approach to learning].

    Science.gov (United States)

    Rosário, Pedro; González-Pienda, Julio Antonio; Cerezo, Rebeca; Pinto, Ricardo; Ferreira, Pedro; Abilio, Lourenço; Paiva, Olimpia

    2010-11-01

    This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program "Testas's (mis)adventures" consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found.

  2. An Information Retrieval Approach for Robust Prediction of Road Surface States.

    Science.gov (United States)

    Park, Jae-Hyung; Kim, Kwanho

    2017-01-28

    Recently, due to the increasing importance of reducing severe vehicle accidents on roads (especially on highways), the automatic identification of road surface conditions, and the provisioning of such information to drivers in advance, have recently been gaining significant momentum as a proactive solution to decrease the number of vehicle accidents. In this paper, we firstly propose an information retrieval approach that aims to identify road surface states by combining conventional machine-learning techniques and moving average methods. Specifically, when signal information is received from a radar system, our approach attempts to estimate the current state of the road surface based on the similar instances observed previously based on utilizing a given similarity function. Next, the estimated state is then calibrated by using the recently estimated states to yield both effective and robust prediction results. To validate the performances of the proposed approach, we established a real-world experimental setting on a section of actual highway in South Korea and conducted a comparison with the conventional approaches in terms of accuracy. The experimental results show that the proposed approach successfully outperforms the previously developed methods.

  3. Does the acceptance of hybrid learning affect learning approaches in France?

    Science.gov (United States)

    Marco, Lionel Di; Venot, Alain; Gillois, Pierre

    2017-01-01

    Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning. We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (Paffected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.

  4. Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach

    Science.gov (United States)

    Schumacher, Thomas

    2015-01-01

    The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…

  5. Contextual Approach with Guided Discovery Learning and Brain Based Learning in Geometry Learning

    Science.gov (United States)

    Kartikaningtyas, V.; Kusmayadi, T. A.; Riyadi

    2017-09-01

    The aim of this study was to combine the contextual approach with Guided Discovery Learning (GDL) and Brain Based Learning (BBL) in geometry learning of junior high school. Furthermore, this study analysed the effect of contextual approach with GDL and BBL in geometry learning. GDL-contextual and BBL-contextual was built from the steps of GDL and BBL that combined with the principles of contextual approach. To validate the models, it uses quasi experiment which used two experiment groups. The sample had been chosen by stratified cluster random sampling. The sample was 150 students of grade 8th in junior high school. The data were collected through the student’s mathematics achievement test that given after the treatment of each group. The data analysed by using one way ANOVA with different cell. The result shows that GDL-contextual has not different effect than BBL-contextual on mathematics achievement in geometry learning. It means both the two models could be used in mathematics learning as the innovative way in geometry learning.

  6. Regulating approaches to learning: Testing learning strategy convergences across a year at university.

    Science.gov (United States)

    Fryer, Luke K; Vermunt, Jan D

    2018-03-01

    Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed.

  7. Learning styles and approaches to learning among medical undergraduates and postgraduates.

    Science.gov (United States)

    Samarakoon, Lasitha; Fernando, Tharanga; Rodrigo, Chaturaka

    2013-03-25

    The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners.Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period.

  8. Toward a Social Approach to Learning in Community Service Learning

    Science.gov (United States)

    Cooks, Leda; Scharrer, Erica; Paredes, Mari Castaneda

    2004-01-01

    The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and…

  9. Approaches to Learning and Kolb's Learning Styles of Undergraduates with Better Grades

    Science.gov (United States)

    Almeida, Patrícia; Teixeira-Dias, José Joaquim; Martinho, Mariana; Balasooriya, Chinthaka

    The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades. The overall results show that the students with better grades possess the assimilator learning style, that is usually associated to the archetypal chemist. Moreover, the students with the highest grades revealed a conception of learning emphasising understanding. However, these students diverged both in their learning approaches and in their preferences for teaching strategies. The majority of students adopted a deep approach or a combination of a deep and a strategic approach, but half of them revealed their preference for teaching-centred strategies.

  10. A Novel Extreme Learning Control Framework of Unmanned Surface Vehicles.

    Science.gov (United States)

    Wang, Ning; Sun, Jing-Chao; Er, Meng Joo; Liu, Yan-Cheng

    2016-05-01

    In this paper, an extreme learning control (ELC) framework using the single-hidden-layer feedforward network (SLFN) with random hidden nodes for tracking an unmanned surface vehicle suffering from unknown dynamics and external disturbances is proposed. By combining tracking errors with derivatives, an error surface and transformed states are defined to encapsulate unknown dynamics and disturbances into a lumped vector field of transformed states. The lumped nonlinearity is further identified accurately by an extreme-learning-machine-based SLFN approximator which does not require a priori system knowledge nor tuning input weights. Only output weights of the SLFN need to be updated by adaptive projection-based laws derived from the Lyapunov approach. Moreover, an error compensator is incorporated to suppress approximation residuals, and thereby contributing to the robustness and global asymptotic stability of the closed-loop ELC system. Simulation studies and comprehensive comparisons demonstrate that the ELC framework achieves high accuracy in both tracking and approximation.

  11. Assessing Approaches to Learning in School Readiness

    Directory of Open Access Journals (Sweden)

    Otilia C. Barbu

    2015-07-01

    Full Text Available This study examines the psychometric properties of two assessments of children’s approaches to learning: the Devereux Early Childhood Assessment (DECA and a 13-item approaches to learning rating scale (AtL derived from the Arizona Early Learning Standards (AELS. First, we administered questionnaires to 1,145 randomly selected parents/guardians of first-time kindergarteners. Second, we employed confirmatory factor analysis (CFA with parceling for DECA to reduce errors due to item specificity and prevent convergence difficulties when simultaneously estimating DECA and AtL models. Results indicated an overlap of 55% to 72% variance between the domains of the two instruments and suggested that the new AtL instrument is an easily administered alternative to the DECA for measuring children’s approaches to learning. This is one of the first studies that investigated DECA’s approaches to learning dimension and explored the measurement properties of an instrument purposely derived from a state’s early learning guidelines.

  12. Learners for life : student approaches to learning

    NARCIS (Netherlands)

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

    2003-01-01

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

  13. Cooperative learning as an approach to pedagogy.

    Science.gov (United States)

    Nolinske, T; Millis, B

    1999-01-01

    Lecture-based pedagogical approaches cannot adequately prepare students in professional and technical occupational therapy programs. Faculty members in other disciplines are turning to a well-known and well-researched teaching approach called cooperative learning, which is more carefully structured and defined than most other forms of small group learning. Cooperative learning includes several key principles: positive interdependence, individual responsibility, appropriate grouping, group maintenance, cooperative skills, and promotive (interaction) time. This article provides ideas for managing the classroom with cooperative learning activities and describes eight of them: Three-Step Interview, Roundtable, Think-Pair-Share, Structured Problem Solving, Send/Pass-a-Problem, Generic Question Stems, Double Entry Journal, and Dyadic Essay Confrontation. Each activity is applied to content embedded in professional and technical occupational therapy curricula. A cooperative learning approach to evaluating learning is also presented.

  14. The High Scope Approach To Early Learning

    OpenAIRE

    French, Geraldine

    2012-01-01

    Learning Objectives: After studying this chapter the reader should be able to: • Describe the historical origins, the longitudinal research, and the theoretical underpinnings of the HighScope approach. • Identify the teaching strategies adopted by HighScope educators. • Appreciate the curriculum content. • Understand the HighScope approach to the assessment of children’s learning. • Consider some criticisms of the HighScope research and approach to early learning. This ...

  15. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  16. Relations between blended learning possibilities and teachers' approaches to blended learning

    DEFF Research Database (Denmark)

    Stenalt, Maria Hvid; Nielsen, Tobias Alsted; Bager-Elsborg, Anna

    Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We...... suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University......: • Optain locally-embedded knowledge about blended learning • Develop opportunities for law students to receive (more) feedback • Comply with strategic aims The results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences...

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

    Science.gov (United States)

    Biggs, John B.

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

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

    Directory of Open Access Journals (Sweden)

    Rachmat Sahputra

    2016-03-01

    Full Text Available Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.

  19. Machine learning an artificial intelligence approach

    CERN Document Server

    Banerjee, R; Bradshaw, Gary; Carbonell, Jaime Guillermo; Mitchell, Tom Michael; Michalski, Ryszard Spencer

    1983-01-01

    Machine Learning: An Artificial Intelligence Approach contains tutorial overviews and research papers representative of trends in the area of machine learning as viewed from an artificial intelligence perspective. The book is organized into six parts. Part I provides an overview of machine learning and explains why machines should learn. Part II covers important issues affecting the design of learning programs-particularly programs that learn from examples. It also describes inductive learning systems. Part III deals with learning by analogy, by experimentation, and from experience. Parts IV a

  20. A Janus-Faced Approach to Learning. A Critical Discussion of Habermas' Pragmatic Approach

    Science.gov (United States)

    Italia, Salvatore

    2017-01-01

    A realist approach to learning is what I propose here. This is based on a non-epistemic dimension whose presence is a necessary assumption for a concept of learning of a life-world as complementary to learning within a life-world. I develop my approach in opposition to Jürgen Habermas' pragmatic approach, which seems to lack of something from a…

  1. Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire.

    Science.gov (United States)

    Shaik, Shaffi Ahamed; Almarzuqi, Ahmed; Almogheer, Rakan; Alharbi, Omar; Jalal, Abdulaziz; Alorainy, Majed

    2017-08-17

    To assess learning approaches of 1st, 2nd, and 3rd-year medical students by using revised two-factor study process questionnaire, and to assess reliability and validity of the questionnaire. This cross-sectional study was conducted at the College of Medicine, Riyadh, Saudi Arabia in 2014. The revised two-factor study process questionnaire (R-SPQ-2F) was completed by 610 medical students of both genders, from foundation (first year), central nervous system (second year), medicine and surgery (third year) courses. The study process was evaluated by computing mean scores of two research study approaches (deep & surface) using student's t-test and one-way analysis of variance. The internal consistency and construct validity of the questionnaire were assessed using Cronbach's α and factor analysis. The mean score of deep approach was significantly higher than the surface approach among participants(t (770) =7.83, p= 0.000) for the four courses. The mean scores of deep approach were significantly higher among participants with higher grade point average (F (2,768) =13.31, p=0.001) along with more number of study hours by participants (F (2,768) =20.08, p=0.001). The Cronbach's α-values of items at 0.70 indicate the good internal consistency of questionnaire used. Factor analysis confirms two factors (deep and surface approaches) of R-SPQ-2F. The deep approach to learning was the primary approach among 1st, 2nd and 3rd-year King Saud University medical students. This study confirms reliability and validity of the revised two-factor study process questionnaire. Medical educators could use the results of such studies to make required changes in the curriculum.

  2. Dialogical, Enquiry and Participatory Approaches to Learning

    DEFF Research Database (Denmark)

    Hurford, Donna; Rowley, Chris

    2018-01-01

    Dialogical enquiry and participatory approaches This chapter is concerned with approaches to leading children into active participation and enquiry, through involvement in their own learning, both at Key Stages 1 and 2. The terms ‘enquiry’, ‘learning’ and ‘active participation’ are closely related....... We link these approaches to dialogue and discussion because these aspects of learning are often dealt with separately in the literature and yet clearly they are a form of enquiry and participatory learning. We draw upon a range of literature and research in order to justify these approaches and we...... Years (REPEY) Project (Siraj-Blatchford et al. 2002). This project found that the most effective strategies and techniques for promoting learning in the early years involved adult–child interactions in which the adult responds to the child’s understanding of a subject or activity, the child responds...

  3. Heutagogy: An alternative practice based learning approach.

    Science.gov (United States)

    Bhoyrub, John; Hurley, John; Neilson, Gavin R; Ramsay, Mike; Smith, Margaret

    2010-11-01

    Education has explored and utilised multiple approaches in attempts to enhance the learning and teaching opportunities available to adult learners. Traditional pedagogy has been both directly and indirectly affected by andragogy and transformational learning, consequently widening our understandings and approaches toward view teaching and learning. Within the context of nurse education, a major challenge has been to effectively apply these educational approaches to the complex, unpredictable and challenging environment of practice based learning. While not offered as a panacea to such challenges, heutagogy is offered in this discussion paper as an emerging and potentially highly congruent educational framework to place around practice based learning. Being an emergent theory its known conceptual underpinnings and possible applications to nurse education need to be explored and theoretically applied. Through placing the adult learner at the foreground of grasping learning opportunities as they unpredictability emerge from a sometimes chaotic environment, heutagogy can be argued as offering the potential to minimise many of the well published difficulties of coordinating practice with faculty teaching and learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

  4. Deep learning? What deep learning? | Fourie | South African ...

    African Journals Online (AJOL)

    In teaching generally over the past twenty years, there has been a move towards teaching methods that encourage deep, rather than surface approaches to learning. The reason for this being that students, who adopt a deep approach to learning are considered to have learning outcomes of a better quality and desirability ...

  5. E-Learning Systems, Environments and Approaches

    OpenAIRE

    Isaias, P.; Spector, J.M.; Ifenthaler, D.; Sampson, D.G.

    2015-01-01

    The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Par...

  6. Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning.

    Directory of Open Access Journals (Sweden)

    Kristoffer Carl Aberg

    Full Text Available Learning how to gain rewards (approach learning and avoid punishments (avoidance learning is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance learning scored higher on measures of approach (vs. avoidance trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits.

  7. Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning

    Science.gov (United States)

    Carl Aberg, Kristoffer; Doell, Kimberly C.; Schwartz, Sophie

    2016-01-01

    Learning how to gain rewards (approach learning) and avoid punishments (avoidance learning) is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance) learning scored higher on measures of approach (vs. avoidance) trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative) outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits. PMID:27851807

  8. Investigative Primary Science: A Problem-Based Learning Approach

    Science.gov (United States)

    Etherington, Matthew B.

    2011-01-01

    This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

  9. ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

    OpenAIRE

    Suhaiza Ismail

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  10. Older Women, Deeper Learning, and Greater Satisfaction at University: Age and Gender Predict University Students' Learning Approach and Degree Satisfaction

    Science.gov (United States)

    Rubin, Mark; Scevak, Jill; Southgate, Erica; Macqueen, Suzanne; Williams, Paul; Douglas, Heather

    2018-01-01

    The present study explored the interactive effect of age and gender in predicting surface and deep learning approaches. It also investigated how these variables related to degree satisfaction. Participants were 983 undergraduate students at a large public Australian university. They completed a research survey either online or on paper. Consistent…

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

    Science.gov (United States)

    Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

    2016-02-01

    The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

  12. A Learning Object Approach To Evidence based learning

    Directory of Open Access Journals (Sweden)

    Zabin Visram

    2005-06-01

    Full Text Available This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has meant increasingly, there is a desperate need to adopt wireless schemes, whereby bespoke courses can be developed to help practitioners keep up with expanding knowledge base. Evidently, without current best evidence, practice risks becoming rapidly out of date, to the detriment of the patient. There is a need to provide a tactical, operational and effective environment, which allows professional to update their education, and complete specialised training, just-in-time, in their own time and location. Following this demand in the marketplace the information engineering group, in combination with several medical and dental schools, set out to develop and design a conceptual framework which form the basis of pioneering research, which at last, enables practitioner's to adopt a philosophy of life long learning. The body and structure of this framework is subsumed under the term Object oriented approach to Evidence Based learning, Just-in-time, via Internet sustained by Reusable Learning Objects (The OEBJIRLO Progression. The technical pillars which permit this concept of life long learning are pivoted by the foundations of object oriented technology, Learning objects, Just-in-time education, Data Mining, intelligent Agent technology, Flash interconnectivity and remote wireless technology, which allow practitioners to update their professional skills, complete specialised training which leads to accredited qualifications. This paper sets out to develop and

  13. Economic Gardening through Entrepreneurship Education: A Service-Learning Approach

    Science.gov (United States)

    Desplaces, David E.; Wergeles, Fred; McGuigan, Patrick

    2009-01-01

    This article outlines the implementation of a service-learning approach in an entrepreneurship programme using an "economic gardening" strategy. Economic Gardening through Service-Learning (EGS-L) is an approach to economic development that helps local businesses and students grow through a facilitated learning process. Learning is made possible…

  14. Learning Approaches - Final Report Sub-Project 4

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone; Rodríguez Illera, José Luis; Escofet, Anna

    2007-01-01

    The overall aim of Subproject 4 is to apply learning approaches that are appropriate and applicable using ICT. The task is made up of two components 4.1 dealing with learning approaches (see deliverable 4.1), and component 4.2 application of ICT (see deliverable 4.2, deliverable 4.3 & deliverable...

  15. E-Learning Approach in Teacher Training

    Science.gov (United States)

    Yucel, Seda A.

    2006-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational…

  16. Statistical and machine learning approaches for network analysis

    CERN Document Server

    Dehmer, Matthias

    2012-01-01

    Explore the multidisciplinary nature of complex networks through machine learning techniques Statistical and Machine Learning Approaches for Network Analysis provides an accessible framework for structurally analyzing graphs by bringing together known and novel approaches on graph classes and graph measures for classification. By providing different approaches based on experimental data, the book uniquely sets itself apart from the current literature by exploring the application of machine learning techniques to various types of complex networks. Comprised of chapters written by internation

  17. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  18. Development of Scientific Approach Based on Discovery Learning Module

    Science.gov (United States)

    Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.

    2018-04-01

    Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on

  19. Deep and surface learning in problem-based learning: a review of the literature

    NARCIS (Netherlands)

    D.H.J.M. Dolmans (Diana); S.M.M. Loyens (Sofie); Marcq, H. (Hélène); D. Gijbels (David)

    2016-01-01

    textabstractIn problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested

  20. Deep and surface learning in problem-based learning: a review of the literature

    NARCIS (Netherlands)

    D.H.J.M. Dolmans (Diana); S.M.M. Loyens (Sofie); H. Marcq (Hélène); D. Gijbels (David)

    2015-01-01

    textabstractIn problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested

  1. E-Learning Approach in Teacher Training

    OpenAIRE

    YUCEL, A. Seda

    2015-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of stu...

  2. Machine Learning Approaches for Clinical Psychology and Psychiatry.

    Science.gov (United States)

    Dwyer, Dominic B; Falkai, Peter; Koutsouleris, Nikolaos

    2018-05-07

    Machine learning approaches for clinical psychology and psychiatry explicitly focus on learning statistical functions from multidimensional data sets to make generalizable predictions about individuals. The goal of this review is to provide an accessible understanding of why this approach is important for future practice given its potential to augment decisions associated with the diagnosis, prognosis, and treatment of people suffering from mental illness using clinical and biological data. To this end, the limitations of current statistical paradigms in mental health research are critiqued, and an introduction is provided to critical machine learning methods used in clinical studies. A selective literature review is then presented aiming to reinforce the usefulness of machine learning methods and provide evidence of their potential. In the context of promising initial results, the current limitations of machine learning approaches are addressed, and considerations for future clinical translation are outlined.

  3. A Learning Object Approach To Evidence based learning

    OpenAIRE

    Zabin Visram; Bruce Elson; Patricia Reynolds

    2005-01-01

    This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has mea...

  4. Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

    Science.gov (United States)

    Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

    2016-02-01

    This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

  5. Project Management Approaches for Online Learning Design

    Science.gov (United States)

    Eby, Gulsun; Yuzer, T. Volkan

    2013-01-01

    Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design"…

  6. Machine learning approaches in medical image analysis

    DEFF Research Database (Denmark)

    de Bruijne, Marleen

    2016-01-01

    Machine learning approaches are increasingly successful in image-based diagnosis, disease prognosis, and risk assessment. This paper highlights new research directions and discusses three main challenges related to machine learning in medical imaging: coping with variation in imaging protocols......, learning from weak labels, and interpretation and evaluation of results....

  7. Deep and Surface Learning in Problem-Based Learning: A Review of the Literature

    Science.gov (United States)

    Dolmans, Diana H. J. M.; Loyens, Sofie M. M.; Marcq, Hélène; Gijbels, David

    2016-01-01

    In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review…

  8. Teaching of anatomical sciences: A blended learning approach.

    Science.gov (United States)

    Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

    2018-04-01

    Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

  9. Learning-based 3D surface optimization from medical image reconstruction

    Science.gov (United States)

    Wei, Mingqiang; Wang, Jun; Guo, Xianglin; Wu, Huisi; Xie, Haoran; Wang, Fu Lee; Qin, Jing

    2018-04-01

    Mesh optimization has been studied from the graphical point of view: It often focuses on 3D surfaces obtained by optical and laser scanners. This is despite the fact that isosurfaced meshes of medical image reconstruction suffer from both staircases and noise: Isotropic filters lead to shape distortion, while anisotropic ones maintain pseudo-features. We present a data-driven method for automatically removing these medical artifacts while not introducing additional ones. We consider mesh optimization as a combination of vertex filtering and facet filtering in two stages: Offline training and runtime optimization. In specific, we first detect staircases based on the scanning direction of CT/MRI scanners, and design a staircase-sensitive Laplacian filter (vertex-based) to remove them; and then design a unilateral filtered facet normal descriptor (uFND) for measuring the geometry features around each facet of a given mesh, and learn the regression functions from a set of medical meshes and their high-resolution reference counterparts for mapping the uFNDs to the facet normals of the reference meshes (facet-based). At runtime, we first perform staircase-sensitive Laplacian filter on an input MC (Marching Cubes) mesh, and then filter the mesh facet normal field using the learned regression functions, and finally deform it to match the new normal field for obtaining a compact approximation of the high-resolution reference model. Tests show that our algorithm achieves higher quality results than previous approaches regarding surface smoothness and surface accuracy.

  10. Machine Learning Approaches in Cardiovascular Imaging.

    Science.gov (United States)

    Henglin, Mir; Stein, Gillian; Hushcha, Pavel V; Snoek, Jasper; Wiltschko, Alexander B; Cheng, Susan

    2017-10-01

    Cardiovascular imaging technologies continue to increase in their capacity to capture and store large quantities of data. Modern computational methods, developed in the field of machine learning, offer new approaches to leveraging the growing volume of imaging data available for analyses. Machine learning methods can now address data-related problems ranging from simple analytic queries of existing measurement data to the more complex challenges involved in analyzing raw images. To date, machine learning has been used in 2 broad and highly interconnected areas: automation of tasks that might otherwise be performed by a human and generation of clinically important new knowledge. Most cardiovascular imaging studies have focused on task-oriented problems, but more studies involving algorithms aimed at generating new clinical insights are emerging. Continued expansion in the size and dimensionality of cardiovascular imaging databases is driving strong interest in applying powerful deep learning methods, in particular, to analyze these data. Overall, the most effective approaches will require an investment in the resources needed to appropriately prepare such large data sets for analyses. Notwithstanding current technical and logistical challenges, machine learning and especially deep learning methods have much to offer and will substantially impact the future practice and science of cardiovascular imaging. © 2017 American Heart Association, Inc.

  11. Amp: A modular approach to machine learning in atomistic simulations

    Science.gov (United States)

    Khorshidi, Alireza; Peterson, Andrew A.

    2016-10-01

    Electronic structure calculations, such as those employing Kohn-Sham density functional theory or ab initio wavefunction theories, have allowed for atomistic-level understandings of a wide variety of phenomena and properties of matter at small scales. However, the computational cost of electronic structure methods drastically increases with length and time scales, which makes these methods difficult for long time-scale molecular dynamics simulations or large-sized systems. Machine-learning techniques can provide accurate potentials that can match the quality of electronic structure calculations, provided sufficient training data. These potentials can then be used to rapidly simulate large and long time-scale phenomena at similar quality to the parent electronic structure approach. Machine-learning potentials usually take a bias-free mathematical form and can be readily developed for a wide variety of systems. Electronic structure calculations have favorable properties-namely that they are noiseless and targeted training data can be produced on-demand-that make them particularly well-suited for machine learning. This paper discusses our modular approach to atomistic machine learning through the development of the open-source Atomistic Machine-learning Package (Amp), which allows for representations of both the total and atom-centered potential energy surface, in both periodic and non-periodic systems. Potentials developed through the atom-centered approach are simultaneously applicable for systems with various sizes. Interpolation can be enhanced by introducing custom descriptors of the local environment. We demonstrate this in the current work for Gaussian-type, bispectrum, and Zernike-type descriptors. Amp has an intuitive and modular structure with an interface through the python scripting language yet has parallelizable fortran components for demanding tasks; it is designed to integrate closely with the widely used Atomic Simulation Environment (ASE), which

  12. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

    OpenAIRE

    Dmitri Rozgonjuk; Kristiina Saal; Karin Täht

    2018-01-01

    Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that ...

  13. Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

    Directory of Open Access Journals (Sweden)

    Made Hery Santosa

    2017-09-01

    Full Text Available The 21st-century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students’ progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students’ motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.

  14. Flipped classrooms and student learning: not just surface gains.

    Science.gov (United States)

    McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

    2016-03-01

    The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. Copyright © 2016 The American Physiological Society.

  15. Wavelet-based unsupervised learning method for electrocardiogram suppression in surface electromyograms.

    Science.gov (United States)

    Niegowski, Maciej; Zivanovic, Miroslav

    2016-03-01

    We present a novel approach aimed at removing electrocardiogram (ECG) perturbation from single-channel surface electromyogram (EMG) recordings by means of unsupervised learning of wavelet-based intensity images. The general idea is to combine the suitability of certain wavelet decomposition bases which provide sparse electrocardiogram time-frequency representations, with the capacity of non-negative matrix factorization (NMF) for extracting patterns from images. In order to overcome convergence problems which often arise in NMF-related applications, we design a novel robust initialization strategy which ensures proper signal decomposition in a wide range of ECG contamination levels. Moreover, the method can be readily used because no a priori knowledge or parameter adjustment is needed. The proposed method was evaluated on real surface EMG signals against two state-of-the-art unsupervised learning algorithms and a singular spectrum analysis based method. The results, expressed in terms of high-to-low energy ratio, normalized median frequency, spectral power difference and normalized average rectified value, suggest that the proposed method enables better ECG-EMG separation quality than the reference methods. Copyright © 2015 IPEM. Published by Elsevier Ltd. All rights reserved.

  16. Component-Based Approach in Learning Management System Development

    Science.gov (United States)

    Zaitseva, Larisa; Bule, Jekaterina; Makarov, Sergey

    2013-01-01

    The paper describes component-based approach (CBA) for learning management system development. Learning object as components of e-learning courses and their metadata is considered. The architecture of learning management system based on CBA being developed in Riga Technical University, namely its architecture, elements and possibilities are…

  17. (CBTP) on knowledge, problem-solving and learning approach

    African Journals Online (AJOL)

    In the first instance attention is paid to the effect of a computer-based teaching programme (CBTP) on the knowledge, problem-solving skills and learning approach of student ... In the practice group (oncology wards) no statistically significant change in the learning approach of respondents was found after using the CBTP.

  18. Integrated approaches to perceptual learning.

    Science.gov (United States)

    Jacobs, Robert A

    2010-04-01

    New technologies and new ways of thinking have recently led to rapid expansions in the study of perceptual learning. We describe three themes shared by many of the nine articles included in this topic on Integrated Approaches to Perceptual Learning. First, perceptual learning cannot be studied on its own because it is closely linked to other aspects of cognition, such as attention, working memory, decision making, and conceptual knowledge. Second, perceptual learning is sensitive to both the stimulus properties of the environment in which an observer exists and to the properties of the tasks that the observer needs to perform. Moreover, the environmental and task properties can be characterized through their statistical regularities. Finally, the study of perceptual learning has important implications for society, including implications for science education and medical rehabilitation. Contributed articles relevant to each theme are summarized. Copyright © 2010 Cognitive Science Society, Inc.

  19. Group investigation with scientific approach in mathematics learning

    Science.gov (United States)

    Indarti, D.; Mardiyana; Pramudya, I.

    2018-03-01

    The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.

  20. Numbered head together with scientific approach in geometry learning

    Science.gov (United States)

    Indarti, Dwi; Mardiyana; Pramudya, Ikrar

    2017-12-01

    The aim of this research was to find out the influence of learning model implementation toward student’s achievement in mathematics. This research was using quasi-experimental research. The population of the research was all of 7th grade students in Karanganyar. Sample was taken using stratified cluster random sampling technique. The data collection has been conducted based on students’ mathematics achievement test. The results from the data analysis showed that the learning mathematics by using Numbered Head Together (NHT) learning model with scientific approach improved student’s achievement in mathematics rather than direct learning model particularly in learning object of quadrilateral. Implementation of NHT learning model with scientific approach could be used by the teachers in teaching and learning, particularly in learning object of quadrilateral.

  1. 3D surface parameterization using manifold learning for medial shape representation

    Science.gov (United States)

    Ward, Aaron D.; Hamarneh, Ghassan

    2007-03-01

    The choice of 3D shape representation for anatomical structures determines the effectiveness with which segmentation, visualization, deformation, and shape statistics are performed. Medial axis-based shape representations have attracted considerable attention due to their inherent ability to encode information about the natural geometry of parts of the anatomy. In this paper, we propose a novel approach, based on nonlinear manifold learning, to the parameterization of medial sheets and object surfaces based on the results of skeletonization. For each single-sheet figure in an anatomical structure, we skeletonize the figure, and classify its surface points according to whether they lie on the upper or lower surface, based on their relationship to the skeleton points. We then perform nonlinear dimensionality reduction on the skeleton, upper, and lower surface points, to find the intrinsic 2D coordinate system of each. We then center a planar mesh over each of the low-dimensional representations of the points, and map the meshes back to 3D using the mappings obtained by manifold learning. Correspondence between mesh vertices, established in their intrinsic 2D coordinate spaces, is used in order to compute the thickness vectors emanating from the medial sheet. We show results of our algorithm on real brain and musculoskeletal structures extracted from MRI, as well as an artificial multi-sheet example. The main advantages to this method are its relative simplicity and noniterative nature, and its ability to correctly compute nonintersecting thickness vectors for a medial sheet regardless of both the amount of coincident bending and thickness in the object, and of the incidence of local concavities and convexities in the object's surface.

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

    Science.gov (United States)

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

    2015-03-11

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

  3. The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

    Directory of Open Access Journals (Sweden)

    Edi Nurcahyo

    2018-03-01

    Full Text Available Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking   Keywords: discovery learning, scientific, critical thinking

  4. Students' Views of Learning in Vocational Education.

    Science.gov (United States)

    Eklund-Myrskog, Gunilla

    1997-01-01

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

  5. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    Science.gov (United States)

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  6. Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students.

    Science.gov (United States)

    Feeley, Anne-Marie; Biggerstaff, Deborah L

    2015-01-01

    PHENOMENON: The literature on learning styles over many years has been replete with debate and disagreement. Researchers have yet to elucidate exactly which underlying constructs are measured by the many learning styles questionnaires available. Some academics question whether learning styles exist at all. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the United Kingdom have changed in recent years, so past studies may not be applicable to students today. We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school? We conducted a literature review to synthesise the available evidence on how two different aspects of learning-the way in which students like to receive information in a learning environment (termed learning "styles") and the motivations that drive their learning (termed learning "approaches")-can impact on medical students' academic achievement. Our review confirms that although learning "styles" do not correlate with exam performance, learning "approaches" do: those with "strategic" and "deep" approaches to learning (i.e., motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change and more adaptive approaches may be learned. Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using "growth mind-set" is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both "traditional" and graduate

  7. Multi-dimensional technology-enabled social learning approach

    DEFF Research Database (Denmark)

    Petreski, Hristijan; Tsekeridou, Sofia; Prasad, Neeli R.

    2013-01-01

    ’t respond to this systemic and structural changes and/or challenges and retains its status quo than it is jeopardizing its own existence or the existence of the education, as we know it. This paper aims to precede one step further by proposing a multi-dimensional approach for technology-enabled social...... in learning while socializing within their learning communities. However, their “educational” usage is still limited to facilitation of online learning communities and to collaborative authoring of learning material complementary to existing formal (e-) learning services. If the educational system doesn...

  8. Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

    Science.gov (United States)

    Wang, Victor C. X.

    2010-01-01

    As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

  9. Implementation of Reseptive Esteemy Approach Model in Learning Reading Literature

    Directory of Open Access Journals (Sweden)

    Titin Nurhayatin

    2017-03-01

    Full Text Available Research on the implementation of aesthetic model of receptive aesthetic approach in learning to read the literature on the background of the low quality of results and learning process of Indonesian language, especially the study of literature. Students as prospective teachers of Indonesian language are expected to have the ability to speak, have literature, and their learning in a balanced manner in accordance with the curriculum demands. This study examines the effectiveness, quality, acceptability, and sustainability of the aesthetic approach of receptions in improving students' literary skills. Based on these problems, this study is expected to produce a learning model that contributes high in improving the quality of results and the process of learning literature. This research was conducted on the students of Language Education Program, Indonesian Literature and Regional FKIP Pasundan University. The research method used is experiment with randomized type pretest-posttest control group design. Based on preliminary and final test data obtained in the experimental class the average preliminary test was 55.86 and the average final test was 76.75. From the preliminary test data in the control class the average score was 55.07 and the average final test was 68.76. These data suggest that there is a greater increase in grades in the experimental class using the aesthetic approach of the reception compared with the increase in values in the control class using a conventional approach. The results show that the aesthetic approach of receptions is more effective than the conventional approach in literary reading. Based on observations, acceptance, and views of sustainability, the aesthetic approach of receptions in literary learning is expected to be an alternative and solution in overcoming the problems of literary learning and improving the quality of Indonesian learning outcomes and learning process.

  10. Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

    Science.gov (United States)

    Mahendra, R.; Slamet, I.; Budiyono

    2017-09-01

    One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

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

    Science.gov (United States)

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

    2012-01-01

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

  12. Machine Learning Approach to Deconvolution of Thermal Infrared (TIR) Spectrum of Mercury Supporting MERTIS Onboard ESA/JAXA BepiColombo

    Science.gov (United States)

    Varatharajan, I.; D'Amore, M.; Maturilli, A.; Helbert, J.; Hiesinger, H.

    2018-04-01

    Machine learning approach to spectral unmixing of emissivity spectra of Mercury is carried out using endmember spectral library measured at simulated daytime surface conditions of Mercury. Study supports MERTIS payload onboard ESA/JAXA BepiColombo.

  13. Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

    Science.gov (United States)

    Hursen, Cigdem; Fasli, Funda Gezer

    2017-01-01

    The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence…

  14. E-learning and blended learning in textile engineering education: a closed feedback loop approach

    Science.gov (United States)

    Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

    2017-10-01

    E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

  15. Science of learning is learning of science: why we need a dialectical approach to science education research

    Science.gov (United States)

    Roth, Wolff-Michael

    2012-06-01

    Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

  16. Towards a Standards-Based Approach to E-Learning Personalization Using Reusable Learning Objects.

    Science.gov (United States)

    Conlan, Owen; Dagger, Declan; Wade, Vincent

    E-Learning systems that produce personalized course offerings for the learner are often expensive, both from a time and financial perspective, to develop and maintain. Learning content personalized to a learners' cognitive preferences has been shown to produce more effective learning, however many approaches to realizing this form of…

  17. Content-Based Instruction Approach In Instructional Multimedia For English Learning

    OpenAIRE

    Farani, Rizki

    2016-01-01

    Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentatio...

  18. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures †

    OpenAIRE

    Rozgonjuk, Dmitri; Saal, Kristiina; Täht, Karin

    2018-01-01

    Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that ...

  19. Hong Kong Students' Approaches to Learning: Cross-Cultural Comparisons

    Science.gov (United States)

    Dasari, Bhoomiah

    2009-01-01

    Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education are predisposed to a "rote" learning approach. With the internalisation of higher education in many countries, there is still insufficient understanding of how Chinese students approach their learning. Except few studies were conducted…

  20. Developing an instrument to identify MBChB students' approaches ...

    African Journals Online (AJOL)

    The constructs of deep, surface and achieving approaches to learning are well defined in the literature and amply supported by research. Quality learning results from a deep approach to learning, and a deep-achieving approach to learning is regarded as the most adaptive approach institutionally. It is therefore felt that ...

  1. Comparison of student's learning achievement through realistic mathematics education (RME) approach and problem solving approach on grade VII

    Science.gov (United States)

    Ilyas, Muhammad; Salwah

    2017-02-01

    The type of this research was experiment. The purpose of this study was to determine the difference and the quality of student's learning achievement between students who obtained learning through Realistic Mathematics Education (RME) approach and students who obtained learning through problem solving approach. This study was a quasi-experimental research with non-equivalent experiment group design. The population of this study was all students of grade VII in one of junior high school in Palopo, in the second semester of academic year 2015/2016. Two classes were selected purposively as sample of research that was: year VII-5 as many as 28 students were selected as experiment group I and VII-6 as many as 23 students were selected as experiment group II. Treatment that used in the experiment group I was learning by RME Approach, whereas in the experiment group II by problem solving approach. Technique of data collection in this study gave pretest and posttest to students. The analysis used in this research was an analysis of descriptive statistics and analysis of inferential statistics using t-test. Based on the analysis of descriptive statistics, it can be concluded that the average score of students' mathematics learning after taught using problem solving approach was similar to the average results of students' mathematics learning after taught using realistic mathematics education (RME) approach, which are both at the high category. In addition, It can also be concluded that; (1) there was no difference in the results of students' mathematics learning taught using realistic mathematics education (RME) approach and students who taught using problem solving approach, (2) quality of learning achievement of students who received RME approach and problem solving approach learning was same, which was at the high category.

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

    Science.gov (United States)

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

    2017-01-01

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

  3. The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

    Science.gov (United States)

    Mekarina, M.; Ningsih, Y. P.

    2017-09-01

    This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

  4. E-Learning Approach in Teacher Training

    Directory of Open Access Journals (Sweden)

    A. Seda YUCEL

    2006-10-01

    Full Text Available There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment an asynchronized (where individuals actualize self-training in computer environments. Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.

  5. Abordagem profunda e abordagem superficial à aprendizagem: diferentes perspectivas do rendimento escolar Deep and surface approach to learning: different perspectives about academic achievement

    Directory of Open Access Journals (Sweden)

    Cristiano Mauro Assis Gomes

    2011-01-01

    Full Text Available O presente estudo investiga a relação entre a abordagem superficial e a abordagem profunda à aprendizagem na explicação do rendimento escolar. Algumas questões são delineadas buscando verificar o papel de cada uma das abordagens na proficiência escolar em séries distintas. Foram analisados dados de 684 estudantes da sexta série do ensino fundamental à terceira série do ensino médio de uma escola particular de Belo Horizonte, Minas Gerais. Foi delineado um modelo para comparação das séries escolares, através da modelagem por equação estrutural. O modelo desenhado apresentou bom grau de ajuste (c²=427,12; gl=182; CFI=0,95; RMSEA=0,04 para a amostra completa e para cada série escolar. Os resultados mostram que há uma participação distinta da abordagem superficial e da abordagem profunda no desempenho escolar nas diferentes séries. São discutidas implicações dos resultados para a teoria das abordagens.This study investigates the relationship between deep and surface approach to learning in explaining academic achievement. Some questions are outlined aiming to verify the role of each approach in student's proficiency in different grades. Data from 684 students from junior high school (6th year to high school (12th year of a private school in Belo Horizonte, Minas Gerais, were analyzed. A model was designed to compare the grades through structural equation modeling. The designed model showed a good fit (c² = 427.12; df = 182; CFI = .95, RMSEA = .04 for the full sample and for each grade. The results show that there is a distinct contribution of both approaches in academic achievement in the different grades. Further implications to the learning approach theory will be discussed.

  6. Enhancing the Teaching-Learning Process: A Knowledge Management Approach

    Science.gov (United States)

    Bhusry, Mamta; Ranjan, Jayanthi

    2012-01-01

    Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

  7. Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

    Science.gov (United States)

    Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

    2012-03-01

    The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

  8. Developing Learning Scenarios for Educational Web Radio: a Learning Design Approach

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Liokou, Effrosyni; Economou, Anastasia

    2018-01-01

    schools. In this paper, we present a survey study that aimed to evaluate a Visual Learning Design (VLD) approach for developing educational scenari-os in web radio. The study results indicated that the VLD approach helped teachers to think about the educational aspects of the web radio production...

  9. A Bayesian Developmental Approach to Robotic Goal-Based Imitation Learning.

    Directory of Open Access Journals (Sweden)

    Michael Jae-Yoon Chung

    Full Text Available A fundamental challenge in robotics today is building robots that can learn new skills by observing humans and imitating human actions. We propose a new Bayesian approach to robotic learning by imitation inspired by the developmental hypothesis that children use self-experience to bootstrap the process of intention recognition and goal-based imitation. Our approach allows an autonomous agent to: (i learn probabilistic models of actions through self-discovery and experience, (ii utilize these learned models for inferring the goals of human actions, and (iii perform goal-based imitation for robotic learning and human-robot collaboration. Such an approach allows a robot to leverage its increasing repertoire of learned behaviors to interpret increasingly complex human actions and use the inferred goals for imitation, even when the robot has very different actuators from humans. We demonstrate our approach using two different scenarios: (i a simulated robot that learns human-like gaze following behavior, and (ii a robot that learns to imitate human actions in a tabletop organization task. In both cases, the agent learns a probabilistic model of its own actions, and uses this model for goal inference and goal-based imitation. We also show that the robotic agent can use its probabilistic model to seek human assistance when it recognizes that its inferred actions are too uncertain, risky, or impossible to perform, thereby opening the door to human-robot collaboration.

  10. Artificial neuron-glia networks learning approach based on cooperative coevolution.

    Science.gov (United States)

    Mesejo, Pablo; Ibáñez, Oscar; Fernández-Blanco, Enrique; Cedrón, Francisco; Pazos, Alejandro; Porto-Pazos, Ana B

    2015-06-01

    Artificial Neuron-Glia Networks (ANGNs) are a novel bio-inspired machine learning approach. They extend classical Artificial Neural Networks (ANNs) by incorporating recent findings and suppositions about the way information is processed by neural and astrocytic networks in the most evolved living organisms. Although ANGNs are not a consolidated method, their performance against the traditional approach, i.e. without artificial astrocytes, was already demonstrated on classification problems. However, the corresponding learning algorithms developed so far strongly depends on a set of glial parameters which are manually tuned for each specific problem. As a consequence, previous experimental tests have to be done in order to determine an adequate set of values, making such manual parameter configuration time-consuming, error-prone, biased and problem dependent. Thus, in this paper, we propose a novel learning approach for ANGNs that fully automates the learning process, and gives the possibility of testing any kind of reasonable parameter configuration for each specific problem. This new learning algorithm, based on coevolutionary genetic algorithms, is able to properly learn all the ANGNs parameters. Its performance is tested on five classification problems achieving significantly better results than ANGN and competitive results with ANN approaches.

  11. A Professional Learning Community Approach

    African Journals Online (AJOL)

    This paper provides insights into how Life Sciences teachers in the Eastern Cape can be supported through professional learning communities (PLCs) as a potential approach to enhancing their biodiversity knowledge. PLCs are communities that provide the setting and necessary support for groups of classroom teachers to ...

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

    OpenAIRE

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

    2015-01-01

    Background Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. Methods A cross-sectional study was conducted among randomly selected...

  13. Relationship between motivational goal orientations, perceptions of general education classroom learning environment, and deep approaches to learning

    OpenAIRE

    Chanut Poondej; Thanita Lerdpornkulrat

    2016-01-01

    Researchers have reported empirical evidence that the deep approaches to learning account for significant successful learning. The present study aimed to investigate the relationship between students' motivational goal orientation, their perceptions of the general education classroom learning environment, and deep approaches to learning strategies. Participants (N = 494) were first- and second-year college students enrolled in any of the general education courses in higher education in Thaila...

  14. An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities

    Science.gov (United States)

    Wu, Po-Han; Hwang, Gwo-Jen; Tsai, Wen-Hung

    2013-01-01

    Context-aware ubiquitous learning has been recognized as being a promising approach that enables students to interact with real-world learning targets with supports from the digital world. Several researchers have indicated the importance of providing learning guidance or hints to individual students during the context-aware ubiquitous learning…

  15. The surface learned from nature

    Science.gov (United States)

    Lim, H.; Kim, W. D.

    2010-07-01

    In this work, I would like to introduce the emerging surface of nature. The surface in nature, has the multi and optimized function with well organized structure. There are so many examples that we learn and apply to technology. First example is self-cleaning surface. Some plants (such as lotus leaf, taro leaf) and the wings of many large-winged insects (such as moth, butterfly, dragonfly) remain their surface clean in the very dirty environment. This self cleaning effect is accomplished by the superhydrophobic surfaces which exhibit the water contact angle of more than 150° with low sliding angle. Generally, the superhydrophobic surface is made up the two factors. One is the surface composition having the low surface tension energy. The other is the surface morphology of hierarchical structure of micro and nano size. Because almost nature surface have the hierarchical structures range from macro to nano size, their topography strength their function to adjust the life in nature environment. The other example is the surface to use for drag reduction. The skin friction drag causes eruptions of air or water resulting in greater drag as the speed is increased. This drag requires more energy to overcome. The shark skin having the fine sharp-edged grooves about 0.1 mm wide known riblet reduces in skin friction drag by being far away the vortex. Among a lot of fuctional surface, the most exciting surface the back of stenocara a kind of desert beetles. Stenocara use the micrometre-sized patterns of hydrophobic, wax-coated and hydrophilic, non-waxy regions on their backs to capture water from fog. This fog-collecting structure improves the water collection of fog-capture film, condenser, engine, and future building. Here, the efforts to realize these emerging functional surfaces in nature on technology are reported with the fabrication method and their properties, especially for the control of surface wettability.

  16. The Activity Theory Approach to Learning

    Directory of Open Access Journals (Sweden)

    Ritva Engeström

    2014-12-01

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

  17. The FITS model: an improved Learning by Design approach

    NARCIS (Netherlands)

    Drs. Ing. Koen Michels; Prof. Dr. Marc de Vries; MEd Dave van Breukelen; MEd Frank Schure

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A

  18. A Multi-Faceted Approach to Inquiry-Based Learning

    Science.gov (United States)

    Brudzinski, M. R.; Sikorski, J.

    2009-12-01

    In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.

  19. Synthesizing Technology Adoption and Learners' Approaches towards Active Learning in Higher Education

    Science.gov (United States)

    Chan, Kevin; Cheung, George; Wan, Kelvin; Brown, Ian; Luk, Green

    2015-01-01

    In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further…

  20. The wonder approach to learning

    Directory of Open Access Journals (Sweden)

    Catherine eL'Ecuyer

    2014-10-01

    Full Text Available Wonder, innate in the child, is an inner desire to learn that awaits reality in order to be awakened. Wonder is at the origin of reality-based consciousness, thus of learning. The scope of wonder, which occurs at a metaphysical level, is greater than that of curiosity. Unfortunate misinterpretations of neuroscience have led to false brain-based ideas in the field of education, all of these based on the scientifically wrong assumption that children’s learning depends on an enriched environment. These beliefs have re-enforced the Behaviorist Approach to education and to parenting and have contributed to deadening our children’s sense of wonder. We suggest wonder as the center of all motivation and action in the child. Wonder is what makes life genuinely personal. Beauty is what triggers wonder. Wonder attunes to beauty through sensitivity and is unfolded by attachment. When wonder, beauty, sensitivity and secure attachment are present, learning is meaningful.On the contrary, when there is no volitional dimension involved (no wonder, no end or meaning (no beauty and no trusting predisposition (secure attachment, the rigid and limiting mechanical process of so-called learning through mere repetition become a deadening and alienating routine. This could be described as training, not as learning, because it does not contemplate the human being as a whole.

  1. Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

    Science.gov (United States)

    Kean, Ang Chooi; Kwe, Ngu Moi

    2014-01-01

    This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

  2. Advancing the skill set of SCM graduates – An active learning approach

    NARCIS (Netherlands)

    Scholten, Kirstin; Dubois, Anna

    2017-01-01

    Purpose Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well as their learning outcomes are influenced by the learning and teaching contexts. Design/methodology/approach A case study

  3. Advancing the skill set of SCM graduates – An active learning approach

    NARCIS (Netherlands)

    Scholten, Kirstin; Dubois, Anna

    Purpose Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well as their learning outcomes are influenced by the learning and teaching contexts. Design/methodology/approach A case study

  4. The study of effectiveness of blended learning approach for medical training courses.

    Science.gov (United States)

    Karamizadeh, Z; Zarifsanayei, N; Faghihi, A A; Mohammadi, H; Habibi, M

    2012-01-01

    Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach. This interventional study was performed in 130 students at different clinical levels participating in class sessions on "congenital adrenal hyperplasia and ambiguous genitalia". Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and received an educational compact disk. One week later, a presence class session was held in a question and answer and problem solving method. Two to four weeks later, they filled a posttest questionnaire. There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least attitude towards blended learning approach. There was a significant correlation between the research samples' accessibility to computer and their attitude and satisfaction to blended learning approach. Findings generally showed that the blended learning was an effective approach in making a profound learning of academic subjects.

  5. The colloquial approach: An active learning technique

    Science.gov (United States)

    Arce, Pedro

    1994-09-01

    This paper addresses the very important problem of the effectiveness of teaching methodologies in fundamental engineering courses such as transport phenomena. An active learning strategy, termed the colloquial approach, is proposed in order to increase student involvement in the learning process. This methodology is a considerable departure from traditional methods that use solo lecturing. It is based on guided discussions, and it promotes student understanding of new concepts by directing the student to construct new ideas by building upon the current knowledge and by focusing on key cases that capture the essential aspects of new concepts. The colloquial approach motivates the student to participate in discussions, to develop detailed notes, and to design (or construct) his or her own explanation for a given problem. This paper discusses the main features of the colloquial approach within the framework of other current and previous techniques. Problem-solving strategies and the need for new textbooks and for future investigations based on the colloquial approach are also outlined.

  6. Family, Learning Environments, Learning Approaches, and Student Outcomes in a Malaysian Private University

    Science.gov (United States)

    Kek, Megan A. Yih Chyn; Darmawan, I. Gusti Ngurah; Chen, Yu Sui

    2007-01-01

    This article presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students' individual characteristics, general self-efficacy, family context, university and classroom learning environments, curriculum, approaches to learning, and…

  7. Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

    Science.gov (United States)

    Mullins, Mary H.

    2017-01-01

    Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

  8. Variability in University Students' Use of Technology: An "Approaches to Learning" Perspective

    Science.gov (United States)

    Mimirinis, Mike

    2016-01-01

    This study reports the results of a cross-case study analysis of how students' approaches to learning are demonstrated in blended learning environments. It was initially propositioned that approaches to learning as key determinants of the quality of student learning outcomes are demonstrated specifically in how students utilise technology in…

  9. Contextual Teaching and Learning Approach of Mathematics in Primary Schools

    Science.gov (United States)

    Selvianiresa, D.; Prabawanto, S.

    2017-09-01

    The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.

  10. Per-Sample Multiple Kernel Approach for Visual Concept Learning

    Directory of Open Access Journals (Sweden)

    Ling-Yu Duan

    2010-01-01

    Full Text Available Learning visual concepts from images is an important yet challenging problem in computer vision and multimedia research areas. Multiple kernel learning (MKL methods have shown great advantages in visual concept learning. As a visual concept often exhibits great appearance variance, a canonical MKL approach may not generate satisfactory results when a uniform kernel combination is applied over the input space. In this paper, we propose a per-sample multiple kernel learning (PS-MKL approach to take into account intraclass diversity for improving discrimination. PS-MKL determines sample-wise kernel weights according to kernel functions and training samples. Kernel weights as well as kernel-based classifiers are jointly learned. For efficient learning, PS-MKL employs a sample selection strategy. Extensive experiments are carried out over three benchmarking datasets of different characteristics including Caltech101, WikipediaMM, and Pascal VOC'07. PS-MKL has achieved encouraging performance, comparable to the state of the art, which has outperformed a canonical MKL.

  11. Per-Sample Multiple Kernel Approach for Visual Concept Learning

    Directory of Open Access Journals (Sweden)

    Tian Yonghong

    2010-01-01

    Full Text Available Abstract Learning visual concepts from images is an important yet challenging problem in computer vision and multimedia research areas. Multiple kernel learning (MKL methods have shown great advantages in visual concept learning. As a visual concept often exhibits great appearance variance, a canonical MKL approach may not generate satisfactory results when a uniform kernel combination is applied over the input space. In this paper, we propose a per-sample multiple kernel learning (PS-MKL approach to take into account intraclass diversity for improving discrimination. PS-MKL determines sample-wise kernel weights according to kernel functions and training samples. Kernel weights as well as kernel-based classifiers are jointly learned. For efficient learning, PS-MKL employs a sample selection strategy. Extensive experiments are carried out over three benchmarking datasets of different characteristics including Caltech101, WikipediaMM, and Pascal VOC'07. PS-MKL has achieved encouraging performance, comparable to the state of the art, which has outperformed a canonical MKL.

  12. Harnessing the Power of Learning Management Systems: An E-Learning Approach for Professional Development.

    Science.gov (United States)

    White, Meagan; Shellenbarger, Teresa

    E-learning provides an alternative approach to traditional professional development activities. A learning management system may help nursing professional development practitioners deliver content more efficiently and effectively; however, careful consideration is needed during planning and implementation. This article provides essential information in the selection and use of a learning management system for professional development.

  13. MOOC Design – Dissemination to the Masses or Facilitation of Social Learning and a Deep Approach to Learning?

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.; Dam Laursen, Mette; Bøggild, Jacob

    2016-01-01

    This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen’s Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway...... and increased educator feedback. Course data show that that some learners use the space provided for social interaction and mutual support. A learning pathway that engages learners in discussion and progression from week to week facilitates a deep approach to learning. However, this requires more support from...

  14. Can "YouTube" help students in learning surface anatomy?

    Science.gov (United States)

    Azer, Samy A

    2012-07-01

    In a problem-based learning curriculum, most medical students research the Internet for information for their "learning issues." Internet sites such as "YouTube" have become a useful resource for information. This study aimed at assessing YouTube videos covering surface anatomy. A search of YouTube was conducted from November 8 to 30, 2010 using research terms "surface anatomy," "anatomy body painting," "living anatomy," "bone landmarks," and "dermatomes" for surface anatomy-related videos. Only relevant video clips in the English language were identified and related URL recorded. For each videotape the following information were collected: title, authors, duration, number of viewers, posted comments, and total number of days on YouTube. The data were statistically analyzed and videos were grouped into educationally useful and non-useful videos on the basis of major and minor criteria covering technical, content, authority, and pedagogy parameters. A total of 235 YouTube videos were screened and 57 were found to have relevant information to surface anatomy. Analysis revealed that 15 (27%) of the videos provided useful information on surface anatomy. These videos scored (mean ± SD, 14.0 ± 0.7) and mainly covered surface anatomy of the shoulder, knee, muscles of the back, leg, and ankle, carotid artery, dermatomes, and anatomical positions. The other 42 (73%) videos were not useful educationally, scoring (mean ± SD, 7.4 ± 1.8). The total viewers of all videos were 1,058,634. Useful videos were viewed by 497,925 (47% of total viewers). The total viewership per day was 750 for useful videos and 652 for non-useful videos. No video clips covering surface anatomy of the head and neck, blood vessels and nerves of upper and lower limbs, chest and abdominal organs/structures were found. Currently, YouTube is an inadequate source of information for learning surface anatomy. More work is needed from medical schools and educators to add useful videos on You

  15. Learning Behavior and Achievement Analysis of a Digital Game-Based Learning Approach Integrating Mastery Learning Theory and Different Feedback Models

    Science.gov (United States)

    Yang, Kai-Hsiang

    2017-01-01

    It is widely accepted that the digital game-based learning approach has the advantage of stimulating students' learning motivation, but simply using digital games in the classroom does not guarantee satisfactory learning achievement, especially in the case of the absence of a teacher. Integrating appropriate learning strategies into a game can…

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

    Science.gov (United States)

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

    2016-01-01

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

  17. Prediction of Bispectral Index during Target-controlled Infusion of Propofol and Remifentanil: A Deep Learning Approach.

    Science.gov (United States)

    Lee, Hyung-Chul; Ryu, Ho-Geol; Chung, Eun-Jin; Jung, Chul-Woo

    2018-03-01

    The discrepancy between predicted effect-site concentration and measured bispectral index is problematic during intravenous anesthesia with target-controlled infusion of propofol and remifentanil. We hypothesized that bispectral index during total intravenous anesthesia would be more accurately predicted by a deep learning approach. Long short-term memory and the feed-forward neural network were sequenced to simulate the pharmacokinetic and pharmacodynamic parts of an empirical model, respectively, to predict intraoperative bispectral index during combined use of propofol and remifentanil. Inputs of long short-term memory were infusion histories of propofol and remifentanil, which were retrieved from target-controlled infusion pumps for 1,800 s at 10-s intervals. Inputs of the feed-forward network were the outputs of long short-term memory and demographic data such as age, sex, weight, and height. The final output of the feed-forward network was the bispectral index. The performance of bispectral index prediction was compared between the deep learning model and previously reported response surface model. The model hyperparameters comprised 8 memory cells in the long short-term memory layer and 16 nodes in the hidden layer of the feed-forward network. The model training and testing were performed with separate data sets of 131 and 100 cases. The concordance correlation coefficient (95% CI) were 0.561 (0.560 to 0.562) in the deep learning model, which was significantly larger than that in the response surface model (0.265 [0.263 to 0.266], P deep learning model-predicted bispectral index during target-controlled infusion of propofol and remifentanil more accurately compared to the traditional model. The deep learning approach in anesthetic pharmacology seems promising because of its excellent performance and extensibility.

  18. A New Design Approach to Game-Based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    2012-01-01

    to ground the student’s reason to learn. This paper proposes a different approach: using visualisation in immersive 3D worlds as both documentation of learning progress and as a reward system which motivates further learning. The overall design idea is to build a game based learning system from three......This paper puts forward a new design perspective for gamebased learning. The general idea is to abandon the long sought-after dream of designing a closed learning system, where students in both primary and secondary school could learn – without the interference of teachers – whatever subject......-based learning system, but will also confront aspects of modern learning theory, especially the notion of reference between the content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way of tackling the common experience of the average...

  19. How to develop students’ approaches to learning: Experiences from a programme based on co-regulated learning

    Directory of Open Access Journals (Sweden)

    Stančić Milan

    2017-01-01

    Full Text Available Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students’ approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students’ perspective of the benefits of the programme. The changes in learning strategies and students’ motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning strategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom’s taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students’ learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice.

  20. Machine learning and computer vision approaches for phenotypic profiling.

    Science.gov (United States)

    Grys, Ben T; Lo, Dara S; Sahin, Nil; Kraus, Oren Z; Morris, Quaid; Boone, Charles; Andrews, Brenda J

    2017-01-02

    With recent advances in high-throughput, automated microscopy, there has been an increased demand for effective computational strategies to analyze large-scale, image-based data. To this end, computer vision approaches have been applied to cell segmentation and feature extraction, whereas machine-learning approaches have been developed to aid in phenotypic classification and clustering of data acquired from biological images. Here, we provide an overview of the commonly used computer vision and machine-learning methods for generating and categorizing phenotypic profiles, highlighting the general biological utility of each approach. © 2017 Grys et al.

  1. Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

    Science.gov (United States)

    Chu, Hui-Chun; Hung, Chun-Ming

    2015-01-01

    In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two…

  2. Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

    Science.gov (United States)

    Telford, Mark; Senior, Emma

    2017-06-08

    This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

  3. Inclusive Approach to the Psycho-Pedagogical Assistance of Distance Learning

    Science.gov (United States)

    Akhmetova, Daniya Z.

    2014-01-01

    Author focuses on three groups of problems: quality of distance learning and e-learning; necessity to develop the facilitation skills for teachers who work using distance learning technologies; realization of inclusive approach for the organization of distance learning in inclusive groups where people with disabilities study with people without…

  4. Implementing Project Based Learning Approach to Graphic Design Course

    Science.gov (United States)

    Riyanti, Menul Teguh; Erwin, Tuti Nuriah; Suriani, S. H.

    2017-01-01

    The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program…

  5. Teaching European Studies: A Blended Learning Approach

    Directory of Open Access Journals (Sweden)

    Alina Christova

    2011-12-01

    Full Text Available This paper will be looking into the teaching method developed by the Institute for European Studies in Brussels, combining an e-learning tool- the E-modules- with face-to-face training sessions and webinars. The main aim is to analyse the three different components of this “blended learning” pedagogical approach, as well as the way they complement each other and to address a few of the challenges that have emerged from the experience of working with them so far. The E-modules are an e-learning platform that has been designed with the purpose of offering a structured and interactive way of learning how the European Union functions. The face-to-face training component currently takes the form of three days in-house seminars, covering in an intensive manner the most important areas of the curriculum. The lectures are held by a mix of academics and practitioners, hereby ensuring a balanced approach, in which theory and practice come together to facilitate the learning experience. The third element of the “blended learning” method is placed in-between online and face-to-face learning: interactive seminars and debates are held online, giving the participants the chance to deepen their knowledge in certain fields of interest and to discuss the content of the course with specialists and among themselves. The mixture of delivery and interaction methods was chosen in order to accommodate a large variety of target groups, ranging from students to professionals working with EU-related issues, with different backgrounds and geographical origins. One of the main challenges is to use each medium for the functionalities it is best designed for and to ensure that the various pieces of the pedagogical puzzle fit together perfectly, while allowing the learners the flexibility that had initially directed them towards “blended learning” instead of a classical classroom approach.

  6. Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business

    Directory of Open Access Journals (Sweden)

    Boonyuen Saranya

    2016-01-01

    Full Text Available Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow up the learning of learners. By organizing such action learning, human resource developers can optimize their time and effort more effectively. The authors have created a comprehensive model to integrate the two learning approaches in a general way that focuses not only on ethical leadership, but also on all kinds of behavioral transformation in the workplace in the hotel business or even other types of business.

  7. Organizational Approach to the Ergonomic Examination of E-Learning Modules

    Science.gov (United States)

    Lavrov, Evgeniy; Kupenko, Olena; Lavryk, Tetiana; Barchenko, Natalia

    2013-01-01

    With a significant increase in the number of e-learning resources the issue of quality is of current importance. An analysis of existing scientific and methodological literature shows the variety of approaches, methods and tools to evaluate e-learning materials. This paper proposes an approach based on the procedure for estimating parameters of…

  8. The FITS model: an improved Learning by Design approach

    OpenAIRE

    Michels, Koen; Vries, de, Marc; Breukelen, van, Dave; Schure, Frank

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A series of exploratory studies, previous to the study in this paper, indicated how to enhance concept learning. Small-scale tested modifications, based on explicit teaching and scaffolding, were promisin...

  9. Meta-analysis of Jelajah Alam Sekitar (JAS Approach Implementation in Learning Procces

    Directory of Open Access Journals (Sweden)

    S. Ngabekti

    2017-04-01

    Full Text Available The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses meta-analysis-data in the form of descriptive exploratory qualitative. Data was taken from the various thesis, and research faculty in the last 10 years. Data analysis was performed by calculating the percentage of the same findings for similar problems. The results showed a wide range of studies using different methods and approach such as qualitative descriptive, quasi-experimental, PTK and R and D to produce evidence that the approach JAS effective when applied in teaching, especially teaching biology in a variety of teaching materials. Various studies have shown the approach JAS managed to increase learning outcomes, can differentiate learning outcomes between treatment and control groups in which the treatment group had a mean score higher. Models/strategies/methods centered learning students are very relevant to implementation approach JAS making it seem more real, like a model of cooperative learning, think pair share, strategy role-playing, the investigation group, learning cycle 5e, hands-on activity, and so on, making it possible to continuously assessed and developed in the paradigm of competency-based curriculum developed.

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

    Directory of Open Access Journals (Sweden)

    Omoregie Charles Osifo

    2016-12-01

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

  11. E-Learning Personalization Using Triple-Factor Approach in Standard-Based Education

    Science.gov (United States)

    Laksitowening, K. A.; Santoso, H. B.; Hasibuan, Z. A.

    2017-01-01

    E-Learning can be a tool in monitoring learning process and progress towards the targeted competency. Process and progress on every learner can be different one to another, since every learner may have different learning type. Learning type itself can be identified by taking into account learning style, motivation, and knowledge ability. This study explores personalization for learning type based on Triple-Factor Approach. Considering that factors in Triple-Factor Approach are dynamic, the personalization system needs to accommodate the changes that may occurs. Originated from the issue, this study proposed personalization that guides learner progression dynamically towards stages of their learning process. The personalization is implemented in the form of interventions that trigger learner to access learning contents and discussion forums more often as well as improve their level of knowledge ability based on their state of learning type.

  12. Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

    Science.gov (United States)

    Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

    2016-01-01

    In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…

  13. Blending Online Learning with Traditional Approaches: Changing Practices

    Science.gov (United States)

    Condie, Rae; Livingston, Kay

    2007-01-01

    Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software…

  14. Arts-Based Learning: A New Approach to Nursing Education Using Andragogy.

    Science.gov (United States)

    Nguyen, Megan; Miranda, Joyal; Lapum, Jennifer; Donald, Faith

    2016-07-01

    Learner-oriented strategies focusing on learning processes are needed to prepare nursing students for complex practice situations. An arts-based learning approach uses art to nurture cognitive and emotional learning. Knowles' theory of andragogy aims to develop the skill of learning and can inform the process of implementing arts-based learning. This article explores the use and evaluation of andragogy-informed arts-based learning for teaching nursing theory at the undergraduate level. Arts-based learning activities were implemented and then evaluated by students and instructors using anonymous questionnaires. Most students reported that the activities promoted learning. All instructors indicated an interest in integrating arts-based learning into the curricula. Facilitators and barriers to mainstreaming arts-based learning were highlighted. Findings stimulate implications for prospective research and education. Findings suggest that arts-based learning approaches enhance learning by supporting deep inquiry and different learning styles. Further exploration of andragogy-informed arts-based learning in nursing and other disciplines is warranted. [J Nurs Educ. 2016;55(7):407-410.]. Copyright 2016, SLACK Incorporated.

  15. Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

    Science.gov (United States)

    Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

    2017-01-01

    Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

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

    Science.gov (United States)

    Belaineh, Matheas Shemelis

    2017-01-01

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

  17. Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

    Science.gov (United States)

    Golightly, Aubrey; Raath, Schalk

    2015-01-01

    In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured…

  18. Game-Enhanced Simulation as an Approach to Experiential Learning in Business English

    Science.gov (United States)

    Punyalert, Sansanee

    2017-01-01

    This dissertation aims to integrate various learning approaches, i.e., multiple literacies, experiential learning, game-enhanced learning, and global simulation, into an extracurricular module, in which it remodels traditional ways of teaching input, specifically, the lexical- and grammatical-only approaches of business English at a private…

  19. Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

    Directory of Open Access Journals (Sweden)

    Brenda Danker

    2015-01-01

    Full Text Available This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then completed their assignments and practical work in class; or utilized a guided inquiry approach at the beginning of class using this same process. During the class the lecturers were present to help the students, and in addition, the students were advantaged by being able to help one another. The in-class learning activities also included inquiry-based learning, active learning, and peer-learning. This project used an action research approach to improve the in-class instructional design progressively to achieve its impact of deep learning among the students. The in-class learning activities that was included in the later flipped classes merged aspects of blended learning with an inquiry-based learning cycle which focused on the exploration of concepts. Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher’s reflective journals. The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes. The results also support the possibility of individualised learning for the students as being high as a result of the teacher’s ability to provide one-on-one tutoring through technology-infused lessons. It is imperative that the in-class learning activities are purposefully designed as the inclusion of the exploratory learning through guided inquiry-based activities in the flipped classes was a successful way to engage students on a deeper level and increased the students’ curiosity and engaged them to develop higher-order thinking skills. This project also concluded that

  20. Students' Feedback of mDPBL Approach and the Learning Impact towards Computer Networks Teaching and Learning

    Science.gov (United States)

    Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

    2018-01-01

    This study presents students' feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards…

  1. E-learning on the job : training taking a more virtual approach

    Energy Technology Data Exchange (ETDEWEB)

    Macedo, R.

    2008-07-15

    A growing number of companies are using web-based e-learning systems to train employees. The activities of 3 E-learning companies were described in this article, notably dominKnow Learning Systems, NGRAIN Corporation and Blatant Media. One of the greatest challenges facing the oilsands industry is to build a skilled labour force to operate massive upgraders. The benefit of the e-learning approach is that consistent information can be delivered to learners, with no variation in information. The training takes on many forms, either through online simulations or simply placing a manual online. In addition to saving time, e-learning familiarizes workers with specific pieces of equipment that would be much too expensive to purchase. Three-dimensional equipment simulations are also made available for training purposes. This article presented an online e-learning approach that has been used effectively for safety training and corporate governance. E-learning simplified the process compared to actual classroom training. It allowed staff to combine training time with regular work schedules. The online e-learning approach was shown to save companies many of hours in training time. 2 figs.

  2. Approaches to learning among occupational therapy undergraduate students: A cross-cultural study.

    Science.gov (United States)

    Brown, Ted; Fong, Kenneth N K; Bonsaksen, Tore; Lan, Tan Hwei; Murdolo, Yuki; Gonzalez, Pablo Cruz; Beng, Lim Hua

    2017-07-01

    Students may adopt various approaches to academic learning. Occupational therapy students' approaches to study and the impact of cultural context have not been formally investigated to date. To examine the approaches to study adopted by undergraduate occupational therapy students from four different cultural settings. 712 undergraduate occupational therapy students (n = 376 from Australia, n = 109 from Hong Kong, n = 160 from Norway and n = 67 from Singapore) completed the Approaches and Study Skills Inventory for Students (ASSIST). A one-way analysis of variance (ANOVA) was conducted to compare the ASSIST subscales for the students from the four countries. Post-hoc comparisons using the Tukey HSD test indicated that the mean scores for the strategic approach were significantly different between Australia and the other three countries. The mean scores for the surface approach were significantly different between Australia and Hong Kong, and Hong Kong and Norway. There were no significant differences between the deep approach to studying between Australia, Norway, Singapore and Hong Kong. Culture and educational context do appear to impact the approaches to study adopted by undergraduate occupational therapy students. Academic and practice educators need to be cognizant of what approaches to studying the students they work with adopt.

  3. Translation in language learning: a ‘what for’ approach

    Directory of Open Access Journals (Sweden)

    Paolo E. Balboni

    2017-12-01

    Full Text Available Literature about translation in language learning and teaching shows the prominence of the ‘for and against’ approach, while a ‘what for’ approach would be more profitable. In order to prevent the latter approach from becoming a random list of the potential benefits of the use of translation in language teaching, this essay suggests the use of a formal model of communicative competence, to see which of its components can profit of translation activities. The result is a map of the effects of translation in the wide range of competences and abilities which constitute language learning.

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

    Science.gov (United States)

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

    2016-01-01

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

  5. Benefiting from Customer and Competitor Knowledge: A Market-Based Approach to Organizational Learning

    Science.gov (United States)

    Hoe, Siu Loon

    2008-01-01

    Purpose: The purpose of this paper is to review the organizational learning, market orientation and learning orientation concepts, highlight the importance of market knowledge to organizational learning and recommend ways in adopting a market-based approach to organizational learning. Design/methodology/approach: The extant organizational learning…

  6. Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education

    DEFF Research Database (Denmark)

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

    2017-01-01

    This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, subject area affinity, was developed. The scale explores the extent to which...... students identify with their area of study and imagine being part of it in future. The new scale showed strong psychometric properties when it was tested on a sample of 4377 students at a research-intensive university. The new scale correlated positively with both the deep approach and self-efficacy scales....... The new scale also correlated negatively with the surface approach scale. K-means cluster analysis identified seven distinct groups of students who espoused interpretable combinations of approaches, self-efficacy and subject area affinity. Cluster membership was associated with differences in academic...

  7. Computational approach to Riemann surfaces

    CERN Document Server

    Klein, Christian

    2011-01-01

    This volume offers a well-structured overview of existent computational approaches to Riemann surfaces and those currently in development. The authors of the contributions represent the groups providing publically available numerical codes in this field. Thus this volume illustrates which software tools are available and how they can be used in practice. In addition examples for solutions to partial differential equations and in surface theory are presented. The intended audience of this book is twofold. It can be used as a textbook for a graduate course in numerics of Riemann surfaces, in which case the standard undergraduate background, i.e., calculus and linear algebra, is required. In particular, no knowledge of the theory of Riemann surfaces is expected; the necessary background in this theory is contained in the Introduction chapter. At the same time, this book is also intended for specialists in geometry and mathematical physics applying the theory of Riemann surfaces in their research. It is the first...

  8. Exploring students learning approaches in MOOCs

    OpenAIRE

    Faucon, Louis Pierre

    2017-01-01

    This study aims at understanding different students approaches for solving assignments in MOOCs. It makes use of a large dataset of logs from students interaction with the MOOC platform Coursera on a course about functional programming with Scala. In total more than 10.000 students participated in the assignments. Learning approaches are divided in two categories: starting with video lectures (V) and start- ing with the assignment (A); and students are divided in three groups: those applying ...

  9. Assessing reflective thinking and approaches to learning.

    Science.gov (United States)

    Dunn, Louise; Musolino, Gina M

    2011-01-01

    Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

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

    Science.gov (United States)

    Kiviniemi, Marc T

    2014-03-11

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

  11. Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning strategy

    Directory of Open Access Journals (Sweden)

    M Sudirman

    2017-12-01

    Full Text Available This research is quasi experiment with control group pretest-postest design. The sampel in this research using the techique of purposive sampling so the samples used were two classes of the 11th grade students of SMAN 14 Bandung in the academic year 2017/2018. The experiment group uses saintific approach using Quantum Learning strategy and control group uses saintific approach. In collecting the data the researcher will use the test of problem solving ability and self regulated learning as the instrument. The aims of this research are to:1find out the improvement of students mathematical problem solving through scientific approach using Quantum Learning study, 2 find out students self regulated learning through scientific approach using Quantum Learning.

  12. Missing links between lean startup, design thinking, and experiential learning approaches in entrepreneurship education

    DEFF Research Database (Denmark)

    Ramsgaard, Michael Breum; Christensen, Marie Ernst

    2016-01-01

    Questions we care about • How do different pedagogical teaching approaches in entrepreneurship education construct learning outcome when comparing the underlying pedagogical models? • Where can unidentified fields and correlations of pedagogical insights between the approaches of lean startup......, design thinking, and experiential learning be identified? • How can new concepts of learning models, taking lean startup, design thinking and experiential learning approaches into account, be developed in entrepreneurship education? Approach This 3e conference paper begins as a conceptual paper...... highlighting the theories and underlying learning models behind three pedagogical approaches within entrepreneurship education, namely lean startup, design thinking and experiential learning. The paper builds this knowledge framework in order to set the design for an empirical investigation of the proposed...

  13. TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

    OpenAIRE

    Sachin Mohite; Meenal Dashputre

    2017-01-01

    The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...

  14. Learning Assessment in physical education: the relationship between assessment practices of teachers and learning approaches

    Directory of Open Access Journals (Sweden)

    Marco Vinicio Gutiérrez

    2015-02-01

    Full Text Available This article shows the result of an investigation that studied teachers’ assessment practices in Physical Education in public schools from Suba in Bogota and the relationship between these practices with both superfluous and superficial learning approaches. It is organized into two sections; the first presents a classification of the evaluation practices, and the second establishes the relationship between these practices with the superficial and profound learning approaches. This article nourishes itself from a mixed-method research approach wherein the sample consisted of 68 teachers from whom data was collected using a survey. This data was then analyzed using the statistical software R. The results show the object, the purpose, procedures and ways in which teachers develop their assessment practice in physical education, and as well show a trend towards promoting meaningful and profound learning.

  15. AN ANALYSIS ON THE ADVANTAGES OF COOPERATIVE LEARNING APPROACH IN TEACHING WRITING

    Directory of Open Access Journals (Sweden)

    Chamisah Chamisah

    2013-11-01

    Full Text Available This article aims to explain an analysis of cooperative learning approach advantages in teaching writing. Accordingly, learning writing by using cooperative learning makes the students easier in developing the ideas to write. This approach is more than just putting students into groups, but the students can work together, share information, and they are responsible for completion of the tasks in group as well. Besides, in this approach, the students can transfer their information and knowledge to the others and help each other in getting the ideas to develop in written communication during teaching-learning process.

  16. Classroom quality and academic skills: Approaches to learning as a moderator.

    Science.gov (United States)

    Meng, Christine

    2015-12-01

    The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed. (c) 2015 APA, all rights reserved).

  17. A New Approach to Programming Language Education for Beginners with Top-Down Learning

    Directory of Open Access Journals (Sweden)

    Daisuke Saito

    2013-12-01

    Full Text Available There are two basic approaches in learning new programming language: a bottom-up approach and a top-down approach. It has been said that if a learner has already acquired one language, the top-down approach is more efficient to learn another while, for a person who has absolutely no knowledge of any programming languages; the bottom-up approach is preferable. The major problem of the bottom-up approach is that it requires longer period to acquire the language. For quicker learning, this paper applies a top-down approach for a beginners who has not yet acquired any programming languages.

  18. Episodic reinforcement learning control approach for biped walking

    Directory of Open Access Journals (Sweden)

    Katić Duško

    2012-01-01

    Full Text Available This paper presents a hybrid dynamic control approach to the realization of humanoid biped robotic walk, focusing on the policy gradient episodic reinforcement learning with fuzzy evaluative feedback. The proposed structure of controller involves two feedback loops: a conventional computed torque controller and an episodic reinforcement learning controller. The reinforcement learning part includes fuzzy information about Zero-Moment- Point errors. Simulation tests using a medium-size 36-DOF humanoid robot MEXONE were performed to demonstrate the effectiveness of our method.

  19. Deep and shallow approaches to learning mathematics are not mutually exclusive.

    OpenAIRE

    Mathias, J.; Newton, D.P.

    2016-01-01

    From time to time, students are characterised as having a deep or shallow approach to learning. A deep approach to learning tends to attract more approval than a shallow approach, at least in the West. Students on a university-based Foundation course to prepare them for undergraduate studies were divided into those likely to have a deep approach (26) and those likely to have a shallow approach (18). Their performance in a test of problem solving in an aspect of applied mathematics was compare...

  20. Supporting teachers integrating web 2.0 in a Problem Based Learning approach

    DEFF Research Database (Denmark)

    Buus, Lillian

    2010-01-01

    Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...... ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E...

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

    Science.gov (United States)

    2014-01-01

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

  2. Meta-Analysis of Jelajah Alam Sekitar (JAS) Approach Implementation in Learning Process

    Science.gov (United States)

    Ngabekti, S.; Ridlo, S.; Peniati, E.; Martanto, R.

    2017-01-01

    The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS) or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses…

  3. Adult Learning in Health and Safety: Some Issues and Approaches.

    Science.gov (United States)

    O Fathaigh, Mairtin

    This document, which was developed for presentation at a seminar on adult learning and safety, examines approaches to occupational safety and health (OSH) learning/training in the workplace. Section 1 examines selected factors affecting adults' learning in workplace OSH programs. The principal dimensions along which individual adult learners will…

  4. Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

    Science.gov (United States)

    Thota, Neena; Whitfield, Richard

    2010-01-01

    This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

  5. Advantages of a Modular Mars Surface Habitat Approach

    Science.gov (United States)

    Rucker, Michelle A.; Hoffman, Stephan J.; Andrews, Alida; Watts, Kevin

    2018-01-01

    Early crewed Mars mission concepts developed by the National Aeronautics and Space Administration (NASA) assumed a single, large habitat would house six crew members for a 500-day Mars surface stay. At the end of the first mission, all surface equipment, including the habitat, -would be abandoned and the process would be repeated at a different Martian landing site. This work was documented in a series of NASA publications culminating with the Mars Design Reference Mission 5.0 (NASA-SP-2009-566). The Evolvable Mars Campaign (EMC) explored whether re-using surface equipment at a single landing site could be more affordable than the Apollo-style explore-abandon-repeat mission cadence. Initial EMC assumptions preserved the single, monolithic habitat, the only difference being a new requirement to reuse the surface habitat for multiple expedition crews. A trade study comparing a single large habitat versus smaller, modular habitats leaned towards the monolithic approach as more mass-efficient. More recent work has focused on the operational aspects of building up Mars surface infrastructure over multiple missions, and has identified compelling advantages of the modular approach that should be considered before making a final decision. This paper explores Mars surface mission operational concepts and integrated system analysis, and presents an argument for the modular habitat approach.

  6. Learning Matlab a problem solving approach

    CERN Document Server

    Gander, Walter

    2015-01-01

    This comprehensive and stimulating introduction to Matlab, a computer language now widely used for technical computing, is based on an introductory course held at Qian Weichang College, Shanghai University, in the fall of 2014.  Teaching and learning a substantial programming language aren’t always straightforward tasks. Accordingly, this textbook is not meant to cover the whole range of this high-performance technical programming environment, but to motivate first- and second-year undergraduate students in mathematics and computer science to learn Matlab by studying representative problems, developing algorithms and programming them in Matlab. While several topics are taken from the field of scientific computing, the main emphasis is on programming. A wealth of examples are completely discussed and solved, allowing students to learn Matlab by doing: by solving problems, comparing approaches and assessing the proposed solutions.

  7. A work-based learning approach for clinical support workers on mental health inpatient wards.

    Science.gov (United States)

    Kemp, Philip; Gilding, Moorene; Seewooruttun, Khooseal; Walsh, Hannah

    2016-09-14

    Background With a rise in the number of unqualified staff providing health and social care, and reports raising concerns about the quality of care provided, there is a need to address the learning needs of clinical support workers. This article describes a qualitative evaluation of a service improvement project that involved a work-based learning approach for clinical support workers on mental health inpatient wards. Aim To investigate and identify insights in relation to the content and process of learning using a work-based learning approach for clinical support workers. Method This was a qualitative evaluation of a service improvement project involving 25 clinical support workers at the seven mental health inpatient units in South London and Maudsley NHS Foundation Trust. Three clinical skills tutors were appointed to develop, implement and evaluate the work-based learning approach. Four sources of data were used to evaluate this approach, including reflective journals, qualitative responses to questionnaires, three focus groups involving the clinical support workers and a group interview involving the clinical skills tutors. Data were analysed using thematic analysis. Findings The work-based learning approach was highly valued by the clinical support workers and enhanced learning in practice. Face-to-face learning in practice helped the clinical support workers to develop practice skills and reflective learning skills. Insights relating to the role of clinical support workers were also identified, including the benefits of face-to-face supervision in practice, particularly in relation to the interpersonal aspects of care. Conclusion A work-based learning approach has the potential to enhance care delivery by meeting the learning needs of clinical support workers and enabling them to apply learning to practice. Care providers should consider how the work-based learning approach can be used on a systematic, organisation-wide basis in the context of budgetary

  8. Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning

    Science.gov (United States)

    Zandi, Hamed; Kaivanpanah, Shiva; Alavi, Sayyed Mohammad

    2015-01-01

    Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied…

  9. Systematic approach to designing surface covers for uranium-mill tailings

    International Nuclear Information System (INIS)

    Beedlow, P.A.; Cadwell, L.L.; McShane, M.C.

    1982-01-01

    The wide range of environmental conditions present at uranium mill tailings sites precludes the use of a single type of surface cover. Surface covers must be designed on a site-specific basis. To facilitate site specific designs the UMTRA program is developing guidelines for designing surface covers. This paper presents a systematic approach to designing surface covers for tailings that can be applied under any site condition. The approach consists of three phases: (1) An assessment during which the degree of surface protection is determined. (2) A preliminary design that facilitates interaction with those designing other containment system elements. (3) A final design where the cost and effectiveness of the surface cover are determined. The types of information required to apply this approach are discussed

  10. A Bayesian concept learning approach to crowdsourcing

    DEFF Research Database (Denmark)

    Viappiani, P.; Zilles, S.; Hamilton, H.J.

    2011-01-01

    techniques, inference methods, and query selection strategies to assist a user charged with choosing a configuration that satisfies some (partially known) concept. Our model is able to simultaneously learn the concept definition and the types of the experts. We evaluate our model with simulations, showing......We develop a Bayesian approach to concept learning for crowdsourcing applications. A probabilistic belief over possible concept definitions is maintained and updated according to (noisy) observations from experts, whose behaviors are modeled using discrete types. We propose recommendation...

  11. systemic approach to teaching and learning chemistry

    African Journals Online (AJOL)

    unesco

    2National Core Group in Chemistry, H.E.J Research Institute of Chemistry,. University of ... innovative way of teaching and learning through systemic approach (SATL) has been .... available to do useful work in a thermodynamic process.

  12. The flipped learning approach in teaching degrees: students’ perceptions

    Directory of Open Access Journals (Sweden)

    Déborah Martín R.

    2017-05-01

    Full Text Available In this paper, we analyze the students' perception of a university teaching-learning strategy, with a flipped learning approach, in the development of the subject Orientación educativa y plan de acción tutorial del Grado de Educación Primaria. The 21st century skills proposed by Fullan (2013 and known as the six Cs (Character, Communication, Collaboration, Citizenship, Critical Thinking and Creativity are used as a frame of reference. An experimental design of two groups, with a non-equivalent control group, has been used to analyze the students' perceptions of their learning in a conventional teaching environment and under a flipped environment based on m-learning. The differences found were statistically significant in all the analyzed dimensions, with favorable increases in the experimental methodology in all cases. The differences in Citizenship, Character, and Communication are of particular relevance. The analysis of the items reveals some difficulties in the functional literacy of students in the use of digital technology to improve their learning. Likewise, it is evident that the active methodologies improve, according to the perception of the students, the skills development, and learning. It is confirmed the hypothesis proposed in this study that the use of m-learning with a pedagogical approach centered on learning, with active methodologies, is a support that improves the development of the competences of the 21st century and, specifically, those described as the 6C's.

  13. A Blended Learning Approach to Teach Fluid Mechanics in Engineering

    Science.gov (United States)

    Rahman, Ataur

    2017-01-01

    This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand…

  14. Exploring a Problem-Based Learning Approach in Pharmaceutics

    Directory of Open Access Journals (Sweden)

    Barbara McKenzie

    2017-09-01

    Full Text Available Objective. The basis of this study was to explore the impact of the initiation of a Problem-Base Learning (PBL approach within a second-year pharmaceutics degree on a Master of Pharmacy programme, introduced as a way of improving deep learning and to foster independent learning. Design. A semi-structured interview was used to seek feedback from the students, and feedback from staff was secured though a focus group. A thematic approach was used for the analysis, once data saturation had been reached. Exam pass-rate statistics were also analysed. Assessment. Five parent themes were identified from the student interviews: Module structure, Promoting lifelong learning, Integration and future practice, Outcomes and Student experience. The third year exam pass rate improved by 12% in the year following the introduction of PBL in second year. Conclusions. Various recommendations were proposed to further improve the module, based on the findings of this study. These include improving feedback and support through tutorials, reducing the volume of directed study, as well as highlighting the relevance of pharmaceutics to the pharmacy degree. A long-term review would be needed to assess the full implications of PBL teaching within this course.

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

    Science.gov (United States)

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

    2006-01-01

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

  16. Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

    Science.gov (United States)

    Danker, Brenda

    2015-01-01

    This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then…

  17. The Development of Blended-Learning Teaching Portfolio Course Using TBL Approach

    Science.gov (United States)

    Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome

    2017-01-01

    This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…

  18. The Trialogical Learning Approach to innovate teaching

    Directory of Open Access Journals (Sweden)

    Nadia Sansone

    2016-11-01

    Full Text Available This article focuses on a case of implementing the Trialogical Learning Approach (TLA in two classes in the first year of a university school for future osteopaths (N = 36. The approach involves the creation of useful and tangible objects through alternation between individual and group activities, supported by digital technologies. The aim of the study is to observe the impact of TLA on the quality of learning products made by students and on teaching style, as well as to collect students’ views on activities. The collected data (individual and group products, notes inserted online, audio recordings of lessons, final questionnaires have been analyzed using a mixed qualitative and quantitative approach. The results show: a positive evolution in the quality of individual and group products; b progression from a transmissive teaching style towards one more oriented to collaboration and knowledge building; c general appreciation of the innovative method and its potential for fostering social skills useful for future employment.

  19. Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia

    Science.gov (United States)

    Ismail, Habsah; Hassan, Aminuddin; Muhamad, Mohd. Mokhtar; Ali, Wan Zah Wan; Konting, Mohd. Majid

    2013-01-01

    This is an investigation of the students' beliefs about the nature of knowledge or epistemological beliefs, and the relation of these beliefs on their learning approaches. Students chosen as samples of the study were from both public and private higher institutions of learning in Malaysia. The instrument used in the study consists of 49 items…

  20. E-learning paradigms and applications agent-based approach

    CERN Document Server

    Jain, Lakhmi

    2014-01-01

    Teaching and learning paradigms have attracted increased attention especially in the last decade. Immense developments of different ICT technologies and services have paved the way for alternative but effective approaches in educational processes. Many concepts of the agent technology, such as intelligence, autonomy, and cooperation, have had a direct positive impact on many of the requests imposed on modern e-learning systems and educational processes. This book presents the state-of-the-art of e-learning and tutoring systems, and discusses their capabilities and benefits that stem from integrating software agents. We hope that the presented work will be of a great use to our colleagues and researchers interested in the e-learning and agent technology.    

  1. Heterogeneous Face Attribute Estimation: A Deep Multi-Task Learning Approach.

    Science.gov (United States)

    Han, Hu; K Jain, Anil; Shan, Shiguang; Chen, Xilin

    2017-08-10

    Face attribute estimation has many potential applications in video surveillance, face retrieval, and social media. While a number of methods have been proposed for face attribute estimation, most of them did not explicitly consider the attribute correlation and heterogeneity (e.g., ordinal vs. nominal and holistic vs. local) during feature representation learning. In this paper, we present a Deep Multi-Task Learning (DMTL) approach to jointly estimate multiple heterogeneous attributes from a single face image. In DMTL, we tackle attribute correlation and heterogeneity with convolutional neural networks (CNNs) consisting of shared feature learning for all the attributes, and category-specific feature learning for heterogeneous attributes. We also introduce an unconstrained face database (LFW+), an extension of public-domain LFW, with heterogeneous demographic attributes (age, gender, and race) obtained via crowdsourcing. Experimental results on benchmarks with multiple face attributes (MORPH II, LFW+, CelebA, LFWA, and FotW) show that the proposed approach has superior performance compared to state of the art. Finally, evaluations on a public-domain face database (LAP) with a single attribute show that the proposed approach has excellent generalization ability.

  2. Multimodal approaches to use mobile, digital devices in learning practies

    DEFF Research Database (Denmark)

    Buhl, Mie

    , anthropology, psychology and sociology) and outlines the prospect of a trans-disciplinary learning mode. The learning mode reflects the current society where knowledge production is social collaborative process and is produced in formal as well as informal and non-formal contexts. My discussion’s theoretical......In this paper, I discuss the potential of multimodal approaches to enhance learning processes. I draw on a case based on Danish Master Courses in ICT and didactic designs where multimodal approaches are in the center of students’ practical design experience as well as in generation of theoretical...... knowledge. The design of the master courses takes its starting point in the assumption that theoretical knowledge generates from practical experiences. Thus, the organization of the students’ learning processes revolves around practical multimodal experiences followed by iterative reflexive sessions...

  3. Cultivating collaborative improvement: an action learning approach

    NARCIS (Netherlands)

    Middel, H.G.A.; McNichols, Timothy

    2006-01-01

    The process of implementing collaborative initiatives across disparate members of supply networks is fraught with difficulties. One approach designed to tackle the difficulties of organisational change and interorganisational improvement in practice is 'action learning'. This paper examines the

  4. An Interactive Approach to Learning and Teaching in Visual Arts Education

    Science.gov (United States)

    Tomljenovic, Zlata

    2015-01-01

    The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative…

  5. Influence of the Constructivist Learning Approach on Students' Levels of Learning Trigonometry and on Their Attitudes towards Mathematics

    OpenAIRE

    İNAN, CEMİL

    2014-01-01

    In this experimental study, the influence of the constructivist learning approach on students’ levels of learning trigonometry and on their attitudes towards mathematics was examined in comparison with the traditional methods of instruction. The constructivist learning approach was the independent variable, while mathematics achievement, the lessons of trigonometry and the attitudes towards mathematics constituted the dependent variables. The study was designed as the pretest-posttest control...

  6. Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business

    OpenAIRE

    Boonyuen Saranya; Charungkaittikul Suwithida; Ratana-ubol Archanya

    2016-01-01

    Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow ...

  7. The Semiotic Approach and Language Teaching and Learning

    Directory of Open Access Journals (Sweden)

    Müfit Şenel

    2007-04-01

    Full Text Available This study investigates the relation of the Foreign Language Teaching with the SemioticApproach that gains more importance recently and tries to explain how this concept has beenused as Semiotic Approach in Foreign Language Teaching and Learning and teacher-learnerroles, strong-weak sides, types of activities, etc. have been handled.

  8. The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

    Science.gov (United States)

    Aharony, Noa

    2006-12-01

    The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

  9. Digging deeper on "deep" learning: A computational ecology approach.

    Science.gov (United States)

    Buscema, Massimo; Sacco, Pier Luigi

    2017-01-01

    We propose an alternative approach to "deep" learning that is based on computational ecologies of structurally diverse artificial neural networks, and on dynamic associative memory responses to stimuli. Rather than focusing on massive computation of many different examples of a single situation, we opt for model-based learning and adaptive flexibility. Cross-fertilization of learning processes across multiple domains is the fundamental feature of human intelligence that must inform "new" artificial intelligence.

  10. Integration of the subsurface and the surface sectors for a more holistic approach for sustainable redevelopment of urban brownfields.

    Science.gov (United States)

    Norrman, Jenny; Volchko, Yevheniya; Hooimeijer, Fransje; Maring, Linda; Kain, Jaan-Henrik; Bardos, Paul; Broekx, Steven; Beames, Alistair; Rosén, Lars

    2016-09-01

    This paper presents a holistic approach to sustainable urban brownfield redevelopment where specific focus is put on the integration of a multitude of subsurface qualities in the early phases of the urban redevelopment process, i.e. in the initiative and plan phases. Achieving sustainability in brownfield redevelopment projects may be constrained by a failure of engagement between two key expert constituencies: urban planners/designers and subsurface engineers, leading to missed opportunities and unintended outcomes in the plan realisation phase. A more integrated approach delivers greater benefits. Three case studies in the Netherlands, Belgium and Sweden were used to test different sustainability assessment instruments in terms of the possibility for knowledge exchange between the subsurface and the surface sectors and in terms of cooperative learning among experts and stakeholders. Based on the lessons learned from the case studies, a generic decision process framework is suggested that supports holistic decision making. The suggested framework focuses on stakeholder involvement, communication, knowledge exchange and learning and provides an inventory of instruments that can support these processes. Copyright © 2016 Elsevier B.V. All rights reserved.

  11. Surface blemish detection from passive imagery using learned fuzzy set concepts

    International Nuclear Information System (INIS)

    Gurbuz, S.; Carver, A.; Schalkoff, R.

    1997-12-01

    An image analysis method for real-time surface blemish detection using passive imagery and fuzzy set concepts is described. The method develops an internal knowledge representation for surface blemish characteristics on the basis of experience, thus facilitating autonomous learning based upon positive and negative exemplars. The method incorporates fuzzy set concepts in the learning subsystem and image segmentation algorithms, thereby mimicking human visual perception. This enables a generic solution for color image segmentation. This method has been applied in the development of ARIES (Autonomous Robotic Inspection Experimental System), designed to inspect DOE warehouse waste storage drums for rust. In this project, the ARIES vision system is used to acquire drum surface images under controlled conditions and subsequently perform visual inspection leading to the classification of the drum as acceptable or suspect

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

    Directory of Open Access Journals (Sweden)

    Simándi Szilvia

    2017-08-01

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

  13. Developing a Competency-Based Assessment Approach for Student Learning

    Science.gov (United States)

    Dunning, Pamela T.

    2014-01-01

    Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University's Master of Public Administration program to change their assessment approach from a course learning objective perspective to a…

  14. ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings

    NARCIS (Netherlands)

    Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; Van Rosmalen, Peter; Hummel, Hans; Koper, Rob

    2009-01-01

    Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., & Koper, R. (2009). ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings. Presentation at the 2nd Workshop Mash-Up Personal Learning

  15. ONLINE EDUCATION, ACTIVE LEARNING, AND ANDRAGOGY: An approach for Student Engagement

    OpenAIRE

    CARUTH, Gail D.

    2015-01-01

    Online learning opportunities have become essential for today’s colleges and universities. Online technology can support active learning approaches to learning. The purpose of the paper was to investigate why active learning in online classes has a positive effect on student engagement. A review of the literature revealed that research studies have been conducted to investigate the benefits of active learning. There exists extensive evidence to support the notion that active learning enhances...

  16. Multi-modal Social Networks: A MRF Learning Approach

    Science.gov (United States)

    2016-06-20

    Network forensics: random infection vs spreading epidemic , Proceedings of ACM Sigmetrics. 11-JUN-12, London, UK. : , TOTAL: 4 06/09/2016 Received Paper...Multi-modal Social Networks A MRF Learning Approach The work primarily focused on two lines of research. 1. We propose new greedy algorithms...Box 12211 Research Triangle Park, NC 27709-2211 social networks , learning and inference REPORT DOCUMENTATION PAGE 11. SPONSOR/MONITOR’S REPORT

  17. Learning from project experiences using a legacy-based approach

    Science.gov (United States)

    Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

    2005-01-01

    As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

  18. A Challenge-Feedback Learning Approach to Teaching International Business

    Science.gov (United States)

    Sternad, Dietmar

    2015-01-01

    This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…

  19. Selection of suitable e-learning approach using TOPSIS technique with best ranked criteria weights

    Science.gov (United States)

    Mohammed, Husam Jasim; Kasim, Maznah Mat; Shaharanee, Izwan Nizal Mohd

    2017-11-01

    This paper compares the performances of four rank-based weighting assessment techniques, Rank Sum (RS), Rank Reciprocal (RR), Rank Exponent (RE), and Rank Order Centroid (ROC) on five identified e-learning criteria to select the best weights method. A total of 35 experts in a public university in Malaysia were asked to rank the criteria and to evaluate five e-learning approaches which include blended learning, flipped classroom, ICT supported face to face learning, synchronous learning, and asynchronous learning. The best ranked criteria weights are defined as weights that have the least total absolute differences with the geometric mean of all weights, were then used to select the most suitable e-learning approach by using TOPSIS method. The results show that RR weights are the best, while flipped classroom approach implementation is the most suitable approach. This paper has developed a decision framework to aid decision makers (DMs) in choosing the most suitable weighting method for solving MCDM problems.

  20. The Use of Smartphones in Different Phases of Medical School and its Relationship to Internet Addiction and Learning Approaches.

    Science.gov (United States)

    Loredo E Silva, Mathias Paulo; de Souza Matos, Brenda Dutra; da Silva Ezequiel, Oscarina; Lucchetti, Alessandra Lamas Granero; Lucchetti, Giancarlo

    2018-04-26

    The use of smartphones is revolutionizing the way information is acquired, leading to profound modifications in teaching medicine. Nevertheless, inadvertent use can negatively affect student learning. The present study aims to evaluate smartphone use in the educational context as well as Internet addiction and its repercussions on surface and deep learning and to compare them during the different phases of medical students' education. This is a cross-sectional study involving medical students in all phases of education. Sociodemographic data, type and frequency of smartphone use, degree of digital addiction (Internet Addiction Test - IAT), and surface and deep approaches to learning (Biggs) were analyzed. A total of 710 students were included. Almost all students had a smartphone and a total of 96.8% used it during lectures, classes, and meetings. Less than half of the students (47.3%) reported using a smartphone for more than 10 min for educational purposes, a usage that is higher among clerkship students. At least 95% reported using a smartphone in the classroom for activities not related to medicine (social media and searching for general information) and 68.2% were considered problematic Internet users according to the IAT. The most common reasons for noneducational use were that the class was uninteresting, students needed to receive or make an important call, and the educational strategy was not stimulating. The "frequency of smartphone use" and higher "internet addiction" were correlated to both higher levels of surface learning and lower levels of deep learning. Educators should advise and educate their students about conscientious use of this tool to avoid detrimental impact on the learning process.

  1. A Deep Learning Approach for Fault Diagnosis of Induction Motors in Manufacturing

    Science.gov (United States)

    Shao, Si-Yu; Sun, Wen-Jun; Yan, Ru-Qiang; Wang, Peng; Gao, Robert X.

    2017-11-01

    Extracting features from original signals is a key procedure for traditional fault diagnosis of induction motors, as it directly influences the performance of fault recognition. However, high quality features need expert knowledge and human intervention. In this paper, a deep learning approach based on deep belief networks (DBN) is developed to learn features from frequency distribution of vibration signals with the purpose of characterizing working status of induction motors. It combines feature extraction procedure with classification task together to achieve automated and intelligent fault diagnosis. The DBN model is built by stacking multiple-units of restricted Boltzmann machine (RBM), and is trained using layer-by-layer pre-training algorithm. Compared with traditional diagnostic approaches where feature extraction is needed, the presented approach has the ability of learning hierarchical representations, which are suitable for fault classification, directly from frequency distribution of the measurement data. The structure of the DBN model is investigated as the scale and depth of the DBN architecture directly affect its classification performance. Experimental study conducted on a machine fault simulator verifies the effectiveness of the deep learning approach for fault diagnosis of induction motors. This research proposes an intelligent diagnosis method for induction motor which utilizes deep learning model to automatically learn features from sensor data and realize working status recognition.

  2. Characterizing water-metal interfaces and machine learning potential energy surfaces

    Science.gov (United States)

    Ryczko, Kevin

    In this thesis, we first discuss the fundamentals of ab initio electronic structure theory and density functional theory (DFT). We also discuss statistics related to computing thermodynamic averages of molecular dynamics (MD). We then use this theory to analyze and compare the structural, dynamical, and electronic properties of liquid water next to prototypical metals including platinum, graphite, and graphene. Our results are built on Born-Oppenheimer molecular dynamics (BOMD) generated using density functional theory (DFT) which explicitly include van der Waals (vdW) interactions within a first principles approach. All calculations reported use large simulation cells, allowing for an accurate treatment of the water-electrode interfaces. We have included vdW interactions through the use of the optB86b-vdW exchange correlation functional. Comparisons with the Perdew-Burke-Ernzerhof (PBE) exchange correlation functional are also shown. We find an initial peak, due to chemisorption, in the density profile of the liquid water-Pt interface not seen in the liquid water-graphite interface, liquid watergraphene interface, nor interfaces studied previously. To further investigate this chemisorption peak, we also report differences in the electronic structure of single water molecules on both Pt and graphite surfaces. We find that a covalent bond forms between the single water molecule and the platinum surface, but not between the single water molecule and the graphite surface. We also discuss the effects that defects and dopants in the graphite and graphene surfaces have on the structure and dynamics of liquid water. Lastly, we introduce artificial neural networks (ANNs), and demonstrate how they can be used to machine learn electronic structure calculations. As a proof of principle, we show the success of an ANN potential energy surfaces for a dimer molecule with a Lennard-Jones potential.

  3. Factors Contributing to Changes in a Deep Approach to Learning in Different Learning Environments

    Science.gov (United States)

    Postareff, Liisa; Parpala, Anna; Lindblom-Ylänne, Sari

    2015-01-01

    The study explored factors explaining changes in a deep approach to learning. The data consisted of interviews with 12 students from four Bachelor-level courses representing different disciplines. We analysed and compared descriptions of students whose deep approach either increased, decreased or remained relatively unchanged during their courses.…

  4. Distinguishing Asthma Phenotypes Using Machine Learning Approaches.

    Science.gov (United States)

    Howard, Rebecca; Rattray, Magnus; Prosperi, Mattia; Custovic, Adnan

    2015-07-01

    Asthma is not a single disease, but an umbrella term for a number of distinct diseases, each of which are caused by a distinct underlying pathophysiological mechanism. These discrete disease entities are often labelled as 'asthma endotypes'. The discovery of different asthma subtypes has moved from subjective approaches in which putative phenotypes are assigned by experts to data-driven ones which incorporate machine learning. This review focuses on the methodological developments of one such machine learning technique-latent class analysis-and how it has contributed to distinguishing asthma and wheezing subtypes in childhood. It also gives a clinical perspective, presenting the findings of studies from the past 5 years that used this approach. The identification of true asthma endotypes may be a crucial step towards understanding their distinct pathophysiological mechanisms, which could ultimately lead to more precise prevention strategies, identification of novel therapeutic targets and the development of effective personalized therapies.

  5. Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

    Science.gov (United States)

    Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra

    2009-01-01

    The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

  6. Effect of Work-Based Learning Approach Genius Scientific Judging of the Physics Learning Achievement of Knowledge Early SMPN 13 Balikpapan in 2012

    Directory of Open Access Journals (Sweden)

    Suliyono Suliyono

    2014-06-01

    Full Text Available Pengaruh Pendekatan Genius Learning Berbasis Kerja Ilmiah terhadap Prestasi Belajar Fisika Ditinjau dari  Pengetahuan Awal Siswa SMPN 13 Balikpapan Tahun 2012 Abstract: student mastery of the concepts of physics would be better if teachers implement instructional strategies that can make students more active and motivated, but still maintain a constructivist. Work-Based Learning Approach Scientific Genius (GLBKI is believed to be able to answer the demands of the development of education and facilitate students in learning physics concepts. The purpose of this study was to examine student achievement studying the Work-Based Learning Approach Genius Scientific and conventional learning. GLBKI approach to the treatment of experimental classes randomly selected and control classes conducted conventional learning. Learning achievement data collected by physics learning achievement tests. Results of the study are:  (1 there is a significant difference between student achievement through conventional learning and work-based learning approach scientific genius, (2 students who studied with GLBKI approach has physics learning achievement higher than the students who studied with conventional learning, ( 3 learning by using the Work-Based Learning Approach Scientific Genius can deliver improved student achievement is higher than the students who studied with conventional learning. Key words: work-based learning strategies genius of scientific, academic achievement, prior knowledge Abstrak: Penguasaan siswa terhadap konsep-konsep fisika akan lebih baik apabila pendidik menerap-kan strategi pembelajaran yang dapat membuat siswa lebih aktif dan termotivasi, namun tetap memper-tahankan konstruktivis. Pendekatan Genius Learning Berbasis Kerja Ilmiah (GLBKI diyakini mampu menjawab tuntutan perkembangan pendidikan dan mempermudah siswa dalam mempelajari konsep-konsep fisika. Tujuan penelitian ini adalah untuk menguji  prestasi belajar siswa yang belajar

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

    Science.gov (United States)

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

    2012-01-01

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

  8. Educational environment and approaches to learning of undergraduate nursing students in an Indonesian school of nursing.

    Science.gov (United States)

    Rochmawati, Erna; Rahayu, Gandes Retno; Kumara, Amitya

    2014-11-01

    The aims of this study were to assess students' perceptions of their educational environment and approaches to learning, and determine if perceptions of learning environment associates with approaches to learning. A survey was conducted to collect data from a regional private university in Indonesia. A total of 232 nursing students completed two questionnaires that measured their perceptions of educational environment and approaches to learning. The measurement was based on Dundee Ready Education Environment Measurement (DREEM) and Approaches and Study Skills Inventory for Students (ASSIST). Five learning environments dimensions and three learning approaches dimensions from two measures were measured. The overall score of DREEM was 131.03/200 (SD 17.04), it was in the range considered to be favourable. The overall score is different significantly between years of study (p value = 0.01). This study indicated that the majority of undergraduate nursing students' adopt strategic approach (n = 139. 59.9%). The finding showed that perceived educational environment significantly associated with approaches to learning. This study implicated the need to maintain conducive learning environment. There is also a need to improve the management of learning activities that reflect the use of student-centered learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    So, Hyo-Jeong; Bonk, Curtis J.

    2010-01-01

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

  10. Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

    Science.gov (United States)

    Afthina, H.; Mardiyana; Pramudya, I.

    2017-09-01

    This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.

  11. Learning intervention and the approach to study of engineering undergraduates

    Science.gov (United States)

    Solomonides, Ian Paul

    The aim of the research was to: investigate the effect of a learning intervention on the Approach to Study of first year engineering degree students. The learning intervention was a local programme of learning to learn' workshops designed and facilitated by the author. The primary aim of these was to develop students' Approaches to Study. Fifty-three first year engineering undergraduates at The Nottingham Trent University participated in the workshops. Approaches to Study were quantified using data obtained from the Revised Approach to Study Inventory (RASI) which was also subjected to a validity and reliability study using local data. Quantitative outcomes were supplemented using a qualitative analysis of essays written by students during the workshops. These were analysed for detail regarding student Approach to Study. It was intended that any findings would inform the local system of Engineering Education, although more general findings also emerged, in particular in relation to the utility of the research instrument. It was concluded that the intervention did not promote the preferential Deep Approach and did not affect Approaches to Study generally as measured by the RASI. This concurred with previous attempts to change student Approaches to Study at the group level. It was also established that subsequent years of the Integrated Engineering degree course are associated with progressively deteriorating Approaches to Study. Students who were exposed to the intervention followed a similar pattern of deteriorating Approaches suggesting that the local course context and its demands had a greater influence over the Approach of students than the intervention did. It was found that academic outcomes were unrelated to the extent to which students took a Deep Approach to the local assessment demands. There appeared therefore to be a mis-match between the Approach students adopted to pass examinations and those that are required for high quality learning outcomes. It is

  12. Elementary Students' Generalization and Representation of Functional Relationships: A Learning Progressions Approach

    Science.gov (United States)

    Stephens, Ana; Fonger, Nicole L.; Blanton, Maria; Knuth, Eric

    2016-01-01

    In this paper, we describe our learning progressions approach to early algebra research that involves the coordination of a curricular framework, an instructional sequence, written assessments, and levels of sophistication describing the development of students' thinking. We focus in particular on what we have learning through this approach about…

  13. Localized Multiple Kernel Learning A Convex Approach

    Science.gov (United States)

    2016-11-22

    data. All the aforementioned approaches to localized MKL are formulated in terms of non-convex optimization problems, and deep the- oretical...learning. IEEE Transactions on Neural Networks, 22(3):433–446, 2011. Jingjing Yang, Yuanning Li, Yonghong Tian, Lingyu Duan, and Wen Gao. Group-sensitive

  14. A Mobile Device Based Serious Gaming Approach for Teaching and Learning Java Programming

    Directory of Open Access Journals (Sweden)

    Tobias Jordine

    2015-01-01

    Full Text Available Most first year computer science students find that learning object-oriented programming is hard. Serious games have ever been used as one approach to handle this problem. But most of them cannot be played with mobile devices. This obviously does not suit the era of mobile computing that intends to allow students to learn programming skills in anytime anywhere. To enhance mobile teaching and learning, a research project started over a year ago and aims to create a mobile device based serious gaming approach along with a serious game for enhancing mobile teaching and learning for Java programming. So far the project has completed a literature review for understanding existing work and identifying problems in this area, conducted a survey for eliciting students’ requirements for mobile gaming approach, and then established a mobile-device based serious gaming approach with a developed prototype of the game. This paper introduces the project in details, and in particularly presents and discusses its current results. It is expected that the presented project will be helpful and useful to bring more efficient approaches with new mobile games into teaching object-oriented programming and to enhance students’ learning experiences.

  15. Relational Analysis of College Chemistry-Major Students' Conceptions of and Approaches to Learning Chemistry

    Science.gov (United States)

    Li, Wei-Ting; Liang, Jyh-Chong; Tsai, Chin-Chung

    2013-01-01

    The purpose of this research was to examine the relationships between conceptions of learning and approaches to learning in chemistry. Two questionnaires, conceptions of learning chemistry (COLC) and approaches to learning chemistry (ALC), were developed to identify 369 college chemistry-major students' (220 males and 149 females) conceptions of…

  16. Sequenced Integration and the Identification of a Problem-Solving Approach through a Learning Process

    Science.gov (United States)

    Cormas, Peter C.

    2016-01-01

    Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included:…

  17. Advanced methods in NDE using machine learning approaches

    Science.gov (United States)

    Wunderlich, Christian; Tschöpe, Constanze; Duckhorn, Frank

    2018-04-01

    Machine learning (ML) methods and algorithms have been applied recently with great success in quality control and predictive maintenance. Its goal to build new and/or leverage existing algorithms to learn from training data and give accurate predictions, or to find patterns, particularly with new and unseen similar data, fits perfectly to Non-Destructive Evaluation. The advantages of ML in NDE are obvious in such tasks as pattern recognition in acoustic signals or automated processing of images from X-ray, Ultrasonics or optical methods. Fraunhofer IKTS is using machine learning algorithms in acoustic signal analysis. The approach had been applied to such a variety of tasks in quality assessment. The principal approach is based on acoustic signal processing with a primary and secondary analysis step followed by a cognitive system to create model data. Already in the second analysis steps unsupervised learning algorithms as principal component analysis are used to simplify data structures. In the cognitive part of the software further unsupervised and supervised learning algorithms will be trained. Later the sensor signals from unknown samples can be recognized and classified automatically by the algorithms trained before. Recently the IKTS team was able to transfer the software for signal processing and pattern recognition to a small printed circuit board (PCB). Still, algorithms will be trained on an ordinary PC; however, trained algorithms run on the Digital Signal Processor and the FPGA chip. The identical approach will be used for pattern recognition in image analysis of OCT pictures. Some key requirements have to be fulfilled, however. A sufficiently large set of training data, a high signal-to-noise ratio, and an optimized and exact fixation of components are required. The automated testing can be done subsequently by the machine. By integrating the test data of many components along the value chain further optimization including lifetime and durability

  18. A New Design Approach to game or play based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    to ground the students sense of meaning. This paper proposes another approach: using visualization in immersive 3D-worlds as documentation of learning progress while at the same time constituting a reward system which motivate further learning. The overall design idea is to build a game based learning......Abstract: The present paper proposes a new design perspective for game based learning. The general idea is to abandon the long and sought after dream of designing a closed learning system, where students from elementary school to high school without teachers’ interference could learn whatever...... game based learning system, but also confront aspects of modern learning theory especially the notion of reference between content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way to tackle the common experience...

  19. Vocation, Motivation and Approaches to Learning: A Comparative Study

    Science.gov (United States)

    Arquero, Jose Luis; Fernández-Polvillo, Carmen; Hassall, Trevor; Joyce, John

    2015-01-01

    Purpose: The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach:…

  20. Exploring the Behavioural Patterns of Entrepreneurial Learning: A Competency Approach

    Science.gov (United States)

    Man, Thomas Wing Yan

    2006-01-01

    Purpose: The purpose of this study is to empirically explore the behavioural patterns involved in entrepreneurial learning through a conceptualization of entrepreneurial learning as a "competency". Design/methodology/approach: Semi-structured interviews to 12 entrepreneurs were conducted with a focus on the critical incidents in which…

  1. A Mixed Learning Approach in Mechatronics Education

    Science.gov (United States)

    Yilmaz, O.; Tuncalp, K.

    2011-01-01

    This study aims to investigate the effect of a Web-based mixed learning approach model on mechatronics education. The model combines different perception methods such as reading, listening, and speaking and practice methods developed in accordance with the vocational background of students enrolled in the course Electromechanical Systems in…

  2. A SOCIO-COGNITIVE APPROACH TO KNOWLEDGE CONSTRUCTION THROUGH BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Tuba Kocaturk

    2017-01-01

    Full Text Available This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a masters level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation.

  3. Auto-Encoder based Deep Learning for Surface Electromyography Signal Processing

    Directory of Open Access Journals (Sweden)

    Marwa Farouk Ibrahim Ibrahim

    2018-01-01

    Full Text Available Feature extraction is taking a very vital and essential part of bio-signal processing. We need to choose one of two paths to identify and select features in any system. The most popular track is engineering handcrafted, which mainly depends on the user experience and the field of application. While the other path is feature learning, which depends on training the system on recognising and picking the best features that match the application. The main concept of feature learning is to create a model that is expected to be able to learn the best features without any human intervention instead of recourse the traditional methods for feature extraction or reduction and avoid dealing with feature extraction that depends on researcher experience. In this paper, Auto-Encoder will be utilised as a feature learning algorithm to practice the recommended model to excerpt the useful features from the surface electromyography signal. Deep learning method will be suggested by using Auto-Encoder to learn features. Wavelet Packet, Spectrogram, and Wavelet will be employed to represent the surface electromyography signal in our recommended model. Then, the newly represented bio-signal will be fed to stacked autoencoder (2 stages to learn features and finally, the behaviour of the proposed algorithm will be estimated by hiring different classifiers such as Extreme Learning Machine, Support Vector Machine, and SoftMax Layer. The Rectified Linear Unit (ReLU will be created as an activation function for extreme learning machine classifier besides existing functions such as sigmoid and radial basis function. ReLU will show a better classification ability than sigmoid and Radial basis function (RBF for wavelet, Wavelet scale 5 and wavelet packet signal representations implemented techniques. ReLU will illustrate better classification ability, as an activation function, than sigmoid and poorer than RBF for spectrogram signal representation. Both confidence interval and

  4. The Effect of Integrated Learning-Teaching Approach on Reading Comprehension and Narration Skills

    Directory of Open Access Journals (Sweden)

    Ergün Hamzadayı

    2010-12-01

    Full Text Available This study investigated the effects of integrated learning-teaching approach on reading comprehension and narration skills. Considerations regarding how to overcome difficulties in the teaching of Turkish language through multi-theoretical perspectives have resulted in this approach to come into the existence. For the purpose of forming theoretical foundations of the research, behaviourist, cognitive and constructivist learning theories with their philosophical foundations were introduced, their principals and assumptions with regard to instructional design were compared, and their strengths and weakness were delineated. These considerations were then associated with the components of Turkish language program (content, objectives, teaching strategies and methods, assessment and that paved way for “integrative learning and teaching approach” to come into being. This study aimed to investigate whether there is a significant difference between the performance of the experimental group students who were exposed to integrative learning and teaching approach and that of control group students who were not exposed to integrative learning and teaching approach in terms of reading comprehension and written expression skills in Turkish language

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

    Science.gov (United States)

    Hsu, Ching-Kun; Hwang, Gwo-Jen

    2014-01-01

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

  6. 3 Colleges' Different Approaches Shape Learning in Econ 101

    Science.gov (United States)

    Berrett, Dan

    2012-01-01

    No matter the college, a class in the principles of microeconomics is likely to cover the discipline's greatest hits. The author attends three economics courses at three colleges, and finds three very different approaches. In this article, the author discusses three colleges' different approaches that shape learning in Econ 101.

  7. Teaching Newton's 3rd law of motion using learning by design approach

    Science.gov (United States)

    Aquino, Jiezel G.; Caliguid, Mariel P.; Buan, Amelia T.; Magsayod, Joy R.; Lahoylahoy, Myrna E.

    2018-01-01

    This paper presents the process and implementation of Learning by Design Approach in teaching Newton's 3rd Law of Motion. A lesson activity from integrative STEM education was adapted, modified and enhanced through pilot testing. After revisions, the implementation was done to one class. The respondent's prior knowledge was first assessed by a pretest. PPIT (present the scenario, plan, implement and test) was the framework followed in the implementation of Learning by Design. Worksheets were then utilized to measure their conceptual understanding and perception. A score guide was also used to evaluate the student's output. Paired t-test analysis showed that there is a significant difference in the pretest and posttest achievement scores. This implies that the performance of the students have improved during the implementation of the Learning by Design. The Analysis of variance also depicts that the low, average and high benefited in the Learning by Design approach. The results of this study suggests that Learning by Design is an effective approach in teaching Newton's 3rd Law of Motion and thus be used in a Science classroom.

  8. Transformative Learning Approaches for Public Relations Pedagogy

    Science.gov (United States)

    Motion, Judy; Burgess, Lois

    2014-01-01

    Public relations educators are frequently challenged by students' flawed perceptions of public relations. Two contrasting case studies are presented in this paper to illustrate how socially-oriented paradigms may be applied to a real-client project to deliver a transformative learning experience. A discourse-analytic approach is applied within the…

  9. Designing e-learning solutions with a client centred approach

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Nielsen, Janni; Levinsen, Karin

    2008-01-01

      This paper claims that the strategies applied in designing e-learning solutions tend to focus on how to proceed after the precondition, e.g., learners requirements, pedagogical choice, etc., have been decided upon. Investigating the HCI research field, we find that the methodological approaches...... as the organisation that has initiated the e-learning project and needs to manage the e-learning system after its development. Through the Client Centred Design and in close collaboration with the client, three strategic issues are uncovered and strategic models are presented for each. These models are complementary...... perspectives in a Client Centred framework that is useable as the starting point for others in developing large scale e-learning projects....

  10. Restoring Proprioception via a Cortical Prosthesis: A Novel Learning-Based Approach

    Science.gov (United States)

    2015-10-01

    AWARD NUMBER: W81XWH-14-1-0510 TITLE: Restoring Proprioception via a Cortical Prosthesis : A Novel Learning-Based Approach PRINCIPAL INVESTIGATOR...Proprioception via a Cortical Prosthesis : A Novel Learning-Based Approach 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) Philip Sabes, PhD 5d...component of this lost sensation is proprioception, the feeling of where the body is in space. The importance of proprioception is often not appreciated

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

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2015-04-01

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

  12. A New Learning Approach: Flipped Classroom and Its Impacts

    Science.gov (United States)

    Yildirim, Gürkan

    2017-01-01

    The aim of this study is to present opinions of undergraduate students towards Flipped Classroom (FC) practices and to determine their different aspects then traditional learning approaches. The case study approach is preferred to conduct the study. In this context, 34 volunteered students were included in the study group by purposive sampling…

  13. Upscaling of Surface Soil Moisture Using a Deep Learning Model with VIIRS RDR

    Directory of Open Access Journals (Sweden)

    Dongying Zhang

    2017-04-01

    Full Text Available In current upscaling of in situ surface soil moisture practices, commonly used novel statistical or machine learning-based regression models combined with remote sensing data show some advantages in accurately capturing the satellite footprint scale of specific local or regional surface soil moisture. However, the performance of most models is largely determined by the size of the training data and the limited generalization ability to accomplish correlation extraction in regression models, which are unsuitable for larger scale practices. In this paper, a deep learning model was proposed to estimate soil moisture on a national scale. The deep learning model has the advantage of representing nonlinearities and modeling complex relationships from large-scale data. To illustrate the deep learning model for soil moisture estimation, the croplands of China were selected as the study area, and four years of Visible Infrared Imaging Radiometer Suite (VIIRS raw data records (RDR were used as input parameters, then the models were trained and soil moisture estimates were obtained. Results demonstrate that the estimated models captured the complex relationship between the remote sensing variables and in situ surface soil moisture with an adjusted coefficient of determination of R ¯ 2 = 0.9875 and a root mean square error (RMSE of 0.0084 in China. These results were more accurate than the Soil Moisture Active Passive (SMAP active radar soil moisture products and the Global Land data assimilation system (GLDAS 0–10 cm depth soil moisture data. Our study suggests that deep learning model have potential for operational applications of upscaling in situ surface soil moisture data at the national scale.

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

    OpenAIRE

    Zaidenberg , Sofia; Reignier , Patrick; Mandran , Nadine

    2010-01-01

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

  15. Using the Blended Learning Approach in a Quantitative Literacy Course

    Science.gov (United States)

    Botts, Ryan T.; Carter, Lori; Crockett, Catherine

    2018-01-01

    The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the…

  16. PENGEMBANGAN PENDIDIKAN KARAKTER DALAM MATA KULIAH EVALUASI PEMBELAJARAN MELALUI PENDEKATAN DEEP APPROACH TO LEARNING

    Directory of Open Access Journals (Sweden)

    Nanik Suryani

    2016-01-01

    Full Text Available The objectives of this study are to find and to test the model of characters education in Learning Evaluation Subject through deep approach to learning. The subject of the study is the class of Learning Evaluation of Office Administration Program, Economics Education Department, Economics Faculty, Semarang State University. The data are collected by a test, and then analyzed by qualitative descriptive. The result of this study showed that the model of characters education through deep approach to learning could improve students’ self awareness in learning the subject.

  17. PENGEMBANGAN PENDIDIKAN KARAKTER DALAM MATA KULIAH EVALUASI PEMBELAJARAN MELALUI PENDEKATAN DEEP APPROACH TO LEARNING

    Directory of Open Access Journals (Sweden)

    Nanik Suryani

    2012-12-01

    Full Text Available The objectives of this study are to find and to test the model of characters education in Learning Evaluation Subject through deep approach to learning. The subject of the study is the class of Learning Evaluation of Office Administration Program, Economics Education Department, Economics Faculty, Semarang State University. The data are collected by a test, and then analyzed by qualitative descriptive. The result of this study showed that the model of characters education through deep approach to learning could improve students’ self awareness in learning the subject.

  18. Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students.

    Science.gov (United States)

    Chigerwe, Munashe; Ilkiw, Jan E; Boudreaux, Karen A

    2011-01-01

    The objectives of the present study were to evaluate first-, second-, third-, and fourth-year veterinary medical students' approaches to studying and learning as well as the factors within the curriculum that may influence these approaches. A questionnaire consisting of the short version of the Approaches and Study Skills Inventory for Students (ASSIST) was completed by 405 students, and it included questions relating to conceptions about learning, approaches to studying, and preferences for different types of courses and teaching. Descriptive statistics, factor analysis, Cronbach's alpha analysis, and log-linear analysis were performed on the data. Deep, strategic, and surface learning approaches emerged. There were a few differences between our findings and those presented in previous studies in terms of the correlation of the subscale monitoring effectiveness, which showed loading with both the deep and strategic learning approaches. In addition, the subscale alertness to assessment demands showed correlation with the surface learning approach. The perception of high workloads, the use of previous test files as a method for studying, and examinations that are based only on material provided in lecture notes were positively associated with the surface learning approach. Focusing on improving specific teaching and assessment methods that enhance deep learning is anticipated to enhance students' positive learning experience. These teaching methods include instructors who encourage students to be critical thinkers, the integration of course material in other disciplines, courses that encourage thinking and reading about the learning material, and books and articles that challenge students while providing explanations beyond lecture material.

  19. The dynamic interplay among EFL learners’ ambiguity tolerance, adaptability, cultural intelligence, learning approach, and language achievement

    Directory of Open Access Journals (Sweden)

    Shadi Alahdadi

    2017-01-01

    Full Text Available A key objective of education is to prepare individuals to be fully-functioning learners. This entails developing the cognitive, metacognitive, motivational, cultural, and emotional competencies. The present study aimed to examine the interrelationships among adaptability, tolerance of ambiguity, cultural intelligence, learning approach, and language achievement as manifestations of the above competencies within a single model. The participants comprised one hundred eighty BA and MA Iranian university students studying English language teaching and translation. The instruments used in this study consisted of the translated versions of four questionnaires: second language tolerance of ambiguity scale, adaptability taken from emotional intelligence inventory, cultural intelligence (CQ inventory, and the revised study process questionnaire measuring surface and deep learning. The results estimated via structural equation modeling (SEM revealed that the proposed model containing the variables under study had a good fit with the data. It was found that all the variables except adaptability directly influenced language achievement with deep approach having the highest impact and ambiguity tolerance having the lowest influence. In addition, ambiguity tolerance was a positive and significant predictor of deep approach. CQ was found to be under the influence of both ambiguity tolerance and adaptability. The findings were discussed in the light of the yielded results.

  20. Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

    Science.gov (United States)

    Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

    2016-01-01

    The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

  1. PlayIt: Game Based Learning Approach for Teaching Programming Concepts

    Science.gov (United States)

    Mathrani, Anuradha; Christian, Shelly; Ponder-Sutton, Agate

    2016-01-01

    This study demonstrates a game-based learning (GBL) approach to engage students in learning and enhance their programming skills. The paper gives a detailed narrative of how an educational game was mapped with the curriculum of a prescribed programming course in a computing diploma study programme. Two separate student cohorts were invited to…

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

    Science.gov (United States)

    Milner, Rachel E

    2014-01-01

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

  3. Fuzzy OLAP association rules mining-based modular reinforcement learning approach for multiagent systems.

    Science.gov (United States)

    Kaya, Mehmet; Alhajj, Reda

    2005-04-01

    Multiagent systems and data mining have recently attracted considerable attention in the field of computing. Reinforcement learning is the most commonly used learning process for multiagent systems. However, it still has some drawbacks, including modeling other learning agents present in the domain as part of the state of the environment, and some states are experienced much less than others, or some state-action pairs are never visited during the learning phase. Further, before completing the learning process, an agent cannot exhibit a certain behavior in some states that may be experienced sufficiently. In this study, we propose a novel multiagent learning approach to handle these problems. Our approach is based on utilizing the mining process for modular cooperative learning systems. It incorporates fuzziness and online analytical processing (OLAP) based mining to effectively process the information reported by agents. First, we describe a fuzzy data cube OLAP architecture which facilitates effective storage and processing of the state information reported by agents. This way, the action of the other agent, not even in the visual environment. of the agent under consideration, can simply be predicted by extracting online association rules, a well-known data mining technique, from the constructed data cube. Second, we present a new action selection model, which is also based on association rules mining. Finally, we generalize not sufficiently experienced states, by mining multilevel association rules from the proposed fuzzy data cube. Experimental results obtained on two different versions of a well-known pursuit domain show the robustness and effectiveness of the proposed fuzzy OLAP mining based modular learning approach. Finally, we tested the scalability of the approach presented in this paper and compared it with our previous work on modular-fuzzy Q-learning and ordinary Q-learning.

  4. Machine learning: novel bioinformatics approaches for combating antimicrobial resistance.

    Science.gov (United States)

    Macesic, Nenad; Polubriaginof, Fernanda; Tatonetti, Nicholas P

    2017-12-01

    Antimicrobial resistance (AMR) is a threat to global health and new approaches to combating AMR are needed. Use of machine learning in addressing AMR is in its infancy but has made promising steps. We reviewed the current literature on the use of machine learning for studying bacterial AMR. The advent of large-scale data sets provided by next-generation sequencing and electronic health records make applying machine learning to the study and treatment of AMR possible. To date, it has been used for antimicrobial susceptibility genotype/phenotype prediction, development of AMR clinical decision rules, novel antimicrobial agent discovery and antimicrobial therapy optimization. Application of machine learning to studying AMR is feasible but remains limited. Implementation of machine learning in clinical settings faces barriers to uptake with concerns regarding model interpretability and data quality.Future applications of machine learning to AMR are likely to be laboratory-based, such as antimicrobial susceptibility phenotype prediction.

  5. Learning morphological phenomena of modern Greek an exploratory approach

    Directory of Open Access Journals (Sweden)

    Y. Kotsanis

    1996-12-01

    Full Text Available Educational technology is influenced by and closely related to the fields of generative epistemology, Artificial Intelligence, and the learning sciences. Relevant research literature refers to the term constructionism (Papert, 1993 and exploratory learning (diSessa et al, 1995. Constructionism and exploratory learning are a synthesis of the constructivist theory of Piaget and the opportunities offered by technology to education on thinking concretely, on learning while constructing intelligible entities, and on interacting with multimedia objects, rather than the direct acquisition of knowledge and facts. These views are based on the approach that learners can take substantial control of their own learning in an appropriately designed physical and cultural environment (Harel, 1991. In parallel, most of the studies of the Vygotskian framework focus on the role of language in the learning procedure, considering conceptual thought to be impossible outside an articulated verbal thinking. Moreover, the specific use of words is considered to be the most relevant cause for childhood and adolescent differentiation (Vygotsky, 1962.

  6. Lawrence Livermore National Laboratory Surface Water Protection: A Watershed Approach

    Energy Technology Data Exchange (ETDEWEB)

    Coty, J

    2009-03-16

    This surface water protection plan (plan) provides an overview of the management efforts implemented at Lawrence Livermore National Laboratory (LLNL) that support a watershed approach to protect surface water. This plan fulfills a requirement in the Department of Energy (DOE) Order 450.1A to demonstrate a watershed approach for surface water protection that protects the environment and public health. This plan describes the use of a watershed approach within which the Laboratory's current surface water management and protections efforts have been structured and coordinated. With more than 800 million acres of land in the U.S. under federal management and stewardship, a unified approach across agencies provides enhanced resource protection and cost-effectiveness. The DOE adopted, along with other federal agencies, the Unified Federal Policy for a Watershed Approach to Federal Land and Resource Management (UFP) with a goal to protect water quality and aquatic ecosystems on federal lands. This policy intends to prevent and/or reduce water pollution from federal activities while fostering a cost-effective watershed approach to federal land and resource management. The UFP also intends to enhance the implementation of existing laws (e.g., the Clean Water Act [CWA] and National Environmental Policy Act [NEPA]) and regulations. In addition, this provides an opportunity for the federal government to serve as a model for water quality stewardship using a watershed approach for federal land and resource activities that potentially impact surface water and its uses. As a federal land manager, the Laboratory is responsible for a small but important part of those 800 million acres of land. Diverse land uses are required to support the Laboratory's mission and provide an appropriate work environment for its staff. The Laboratory comprises two sites: its main site in Livermore, California, and the Experimental Test Site (Site 300), near Tracy, California. The main site

  7. Evaluating Approaches to Teaching and Learning Chinese Vocabulary from the Learning Theories Perspective: An Experimental Case Study

    Directory of Open Access Journals (Sweden)

    Katja SIMONČIČ

    2015-06-01

    Full Text Available With Chinese language gaining more and more popularity among Slovenian students and with the growing numbers of learners of Chinese as a foreign language in Slovenia and elsewhere it is crucial to find an approach that will lead to high quality and long-term knowledge of Chinese and that will motivate learners to continue learning. We can speak of two basic approaches to teaching Chinese vocabulary: the approach that first introduces pronunciation and the approach that simultaneously introduces pronunciation and character. The key question that arises is which of the two approaches leads to high quality and long-term knowledge? To answer the question an experimental case study was carried out at Ljubljana’s Faculty of Arts in the academic year 2011/2012. The case study showed that the approach that simultaneously introduces pronunciation and character and is based on the key principles of constructivist learning theory had beneficial effects on the students in terms of motivation and quality of knowledge of Chinese vocabulary.

  8. Strategy approach for eLearning 2.0 deployment in Universities

    Directory of Open Access Journals (Sweden)

    Oskar Casquero

    2010-12-01

    Full Text Available The institutionally powered Personal Learning Environment (iPLE constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that universities could follow in order to deploy eLearning 2.0 tools and services. With that aim in mind, we review the patterns that Web 2.0 has successfully applied, and have been proved to encourage people to interact and to share information. Then, we present an eLearning 2.0 provisioning strategy based on iPLEs. Finally, we explain how this strategy can help translating Web 2.0 patterns to learning, and positioning universities as eLearning 2.0 providers.

  9. Academic Entitlement in the Context of Learning Styles

    Science.gov (United States)

    Andrey, Jean; Joakim, Erin; Schoner, Vivian; Hambly, Derrick; Silver, Amber; Jayasundera, Rohan; Nelson, Allen

    2012-01-01

    This study explores the linkages between students' sense of entitlement and their approaches to learning, based on survey research at a large public university in Canada. Through literature review and pilot testing, a questionnaire instrument was developed that measures four constructs: academic entitlement, deep learning, surface learning and…

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

    Science.gov (United States)

    2014-01-01

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

  11. A substrate independent approach for generation of surface gradients

    Energy Technology Data Exchange (ETDEWEB)

    Goreham, Renee V. [Mawson Institute, University of South Australia, Mawson Lakes 5095 (Australia); Mierczynska, Agnieszka; Pierce, Madelene [Ian Wark Research Institute, University of South Australia, Mawson Lakes 5095 (Australia); Short, Robert D.; Taheri, Shima; Bachhuka, Akash; Cavallaro, Alex; Smith, Louise E. [Mawson Institute, University of South Australia, Mawson Lakes 5095 (Australia); Vasilev, Krasimir, E-mail: krasimir.vasilev@unisa.edu.au [Mawson Institute, University of South Australia, Mawson Lakes 5095 (Australia)

    2013-01-01

    Recently, surface gradients have attracted significant interest for various research and technological applications. In this paper, we report a facile and versatile method for generating surface gradients of immobilized nanoparticles, nanotopography and ligands that is independent from the substrate material. The method consists of first depositing a functional polymer layer on a substrate and subsequent time controlled immersion of this functionalized substrate in solution gold nanoparticles (AuNPs), silver nanoparticles (AgNPs) or poly (styrenesulfonate) (PSS). Chemical characterization by X-ray Photoelectron Spectroscopy (XPS) and morphological analysis by Atomic Force Microscopy (AFM) show that the density of nanoparticles and the concentration of PSS across the surface increases in a gradient manner. As expected, time of immersion determines the concentration of surface bound species. We also demonstrate the generation of surface gradients of pure nanotopography. This is achieved by depositing a 5 nm thick plasma polymer layer on top of the number density gradient of nanoparticles to achieve a homogeneous surface chemistry. The surface independent approach for generation of surface gradients presented in this paper may open opportunities for a wider use of surface gradient in research and in various technologies. - Highlights: ► We present a substrate independent approach for generation of surface gradients. ► We demonstrate well-defined density gradients of gold and silver nanoparticles. ► We provide an example of pure surface nanotopography gradients. ► We demonstrate concentration gradients of bound ligands.

  12. A substrate independent approach for generation of surface gradients

    International Nuclear Information System (INIS)

    Goreham, Renee V.; Mierczynska, Agnieszka; Pierce, Madelene; Short, Robert D.; Taheri, Shima; Bachhuka, Akash; Cavallaro, Alex; Smith, Louise E.; Vasilev, Krasimir

    2013-01-01

    Recently, surface gradients have attracted significant interest for various research and technological applications. In this paper, we report a facile and versatile method for generating surface gradients of immobilized nanoparticles, nanotopography and ligands that is independent from the substrate material. The method consists of first depositing a functional polymer layer on a substrate and subsequent time controlled immersion of this functionalized substrate in solution gold nanoparticles (AuNPs), silver nanoparticles (AgNPs) or poly (styrenesulfonate) (PSS). Chemical characterization by X-ray Photoelectron Spectroscopy (XPS) and morphological analysis by Atomic Force Microscopy (AFM) show that the density of nanoparticles and the concentration of PSS across the surface increases in a gradient manner. As expected, time of immersion determines the concentration of surface bound species. We also demonstrate the generation of surface gradients of pure nanotopography. This is achieved by depositing a 5 nm thick plasma polymer layer on top of the number density gradient of nanoparticles to achieve a homogeneous surface chemistry. The surface independent approach for generation of surface gradients presented in this paper may open opportunities for a wider use of surface gradient in research and in various technologies. - Highlights: ► We present a substrate independent approach for generation of surface gradients. ► We demonstrate well-defined density gradients of gold and silver nanoparticles. ► We provide an example of pure surface nanotopography gradients. ► We demonstrate concentration gradients of bound ligands

  13. Motivations, Learning, Approaches, and Strategies in Biochemistry Students at a Public University in Argentina

    Directory of Open Access Journals (Sweden)

    Silvia Raquel Salim

    2006-05-01

    Full Text Available The aim of the present paper is to understand how university students learn, and to comprehend the motivations and learning strategies they use when deciding in what field to major. We chose a combined research design: qualitative and quantitative. We applied the Questionnaire for the Evaluation of Learning and Studying Processes (CEPEA to Biochemistry students attending the National University of Tucumán (Argentina, and performed individual semi-structured interviews. Cluster analysis allowed us to identify three groups of students having who use different learning approaches: deep, superficial and ambivalent. We found that learning approaches are closely related with some teaching practices that encourage or inhibit them; among these are the types of learning evaluation.

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

    Science.gov (United States)

    Hayati, R. S.

    2017-02-01

    This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.

  15. The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement

    Science.gov (United States)

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

    2011-01-01

    This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…

  16. A blended learning approach to teaching CVAD care and maintenance.

    Science.gov (United States)

    Hainey, Karen; Kelly, Linda J; Green, Audrey

    2017-01-26

    Nurses working within both acute and primary care settings are required to care for and maintain central venous access devices (CVADs). To support these nurses in practice, a higher education institution and local health board developed and delivered CVAD workshops, which were supported by a workbook and competency portfolio. Following positive evaluation of the workshops, an electronic learning (e-learning) package was also introduced to further support this clinical skill in practice. To ascertain whether this blended learning approach to teaching CVAD care and maintenance prepared nurses for practice, the learning package was evaluated through the use of electronic questionnaires. Results highlighted that the introduction of the e-learning package supported nurses' practice, and increased their confidence around correct clinical procedures.

  17. Impact of Cooperative Learning Approach on Senior Secondary ...

    African Journals Online (AJOL)

    This research work investigated the impact of cooperative learning approach on the performance of secondary school students in mathematics using some selected secondary schools. It employed one hundred and twenty students selected from the entire population of students offering mathematics at the senior secondary ...

  18. A Communicative Approach to College English Grammar Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    LI Yong-xian

    2016-01-01

    In response to the misconception that Communicative Language Teaching means no teaching of grammar, it is argued that grammar is as important as traffic rules for safe and smooth traffic on the road. To achieve appropriate and effective commu-nication, a communicative approach to college grammar teaching and learning is proposed. Both teachers and learners should change their attitudes toward and conceptions about grammar teaching and learning;additionally, teaching grammar in the com-pany of reading and writing helps learners learn and acquire grammar in meaningful contexts.

  19. ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings

    NARCIS (Netherlands)

    Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; Van Rosmalen, Peter; Hummel, Hans; Koper, Rob

    2009-01-01

    Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., & Koper, R. (2009). ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.),

  20. The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning

    NARCIS (Netherlands)

    Segers, M.S.R.; Gijbels, D.; Thurlings, M.C.G.

    2008-01-01

    This study focuses on students’ learning approaches in the context of a competency-based program on Applied Sciences, with portfolio assessment as its core mode of assessment. The study examines students’ perceptions of these assessment practices and the relationships to their learning approaches.

  1. International Students' Motivation and Learning Approach: A Comparison with Local Students

    Science.gov (United States)

    Chue, Kah Loong; Nie, Youyan

    2016-01-01

    Psychological factors contribute to motivation and learning for international students as much as teaching strategies. 254 international students and 144 local students enrolled in a private education institute were surveyed regarding their perception of psychological needs support, their motivation and learning approach. The results from this…

  2. Approaches to e-learning

    DEFF Research Database (Denmark)

    Hartvig, Susanne Akrawi; Petersson, Eva

    2013-01-01

    E-learning has made its entrance into educational institutions. Compared to traditional learning methods, e-learning has the benefit of enabling educational institutions to attract more students. E-learning not only opens up for an increased enrollment, it also gives students who would otherwise...... not be able to take the education to now get the possibility to do so. This paper introduces Axel Honneth’s theory on the need for recognition as a framework to understand the role and function of interaction in relation to e-learning. The paper argues that an increased focus on the dialectic relationship...... between recognition and learning will enable an optimization of the learning conditions and the interactive affordances targeting students under e-learning programs. The paper concludes that the engagement and motivation to learn are not only influenced by but depending on recognition....

  3. Promoting learning transfer in post registration education: a collaborative approach.

    Science.gov (United States)

    Finn, Frances L; Fensom, Sue A; Chesser-Smyth, Patricia

    2010-01-01

    Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.

  4. Work Transitions as Told: A Narrative Approach to Biographical Learning

    Science.gov (United States)

    Hallqvist, Anders; Hyden, Lars-Christer

    2013-01-01

    In this article, we introduce a narrative approach to biographical learning; that is, an approach that considers autobiographical storytelling as a practice through which claims about life history are performed and negotiated. Using insights from narrative theory, we highlight evaluations in those narratives and suggest their crucial role in…

  5. Measuring University Students' Approaches to Learning Statistics: An Invariance Study

    Science.gov (United States)

    Chiesi, Francesca; Primi, Caterina; Bilgin, Ayse Aysin; Lopez, Maria Virginia; del Carmen Fabrizio, Maria; Gozlu, Sitki; Tuan, Nguyen Minh

    2016-01-01

    The aim of the current study was to provide evidence that an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) was invariant across different languages and educational contexts in measuring university students' learning approaches to statistics. Data were collected on samples of university students attending…

  6. Towards Optimality in Online Learning – The OLeCenT Approach

    Directory of Open Access Journals (Sweden)

    Carl Beckford

    2017-06-01

    Full Text Available Higher Education Institutions (HEIs employ Learning Management Systems (LMSs primarily for greater efficiency, profitability, technological advancement or survival. The predominantly used LMSs, Moodle and Blackboard account for in excess of 60% usage by the top HEIs. However, the individual international regions do not necessarily bear the percentages of the overall total. Gaps are identified in optimality in course delivery within online learning when one studies LMSs and their functionalities. Advanced Distributed Learning (ADL Initiative which was established to standardize and modernize training and education management and delivery, developed and recommended usage of Sharable Content Object Reference Model (SCORM 2004 and later versions. SCORM 2004 which provides for flexibility in sequencing and navigation for learner-centric course delivery is not supported in any version of the more prevalently used LMSs. It is believed that most people have a preferred way in processing information. We propose codifying one or more Learning Style Instruments (LSIs, diagnosing the preferred teaching approach(es and dominant/existing learning styles within a batch of learners, then providing course delivery as a best-fit per learner. As a proof of concept, OLeCenT allows the input of one or more course learning paths with real-time learning and automatic reconfiguration of the course path where a new trend or pattern is identified. OLeCenT identified disparity in teaching-learning and provided a mechanism towards improving online learner-centric course delivery. OLeCenT also identified comparative levels of similarities among learners and instructors even where they are deemed to be of different teaching-learning styles/mechanisms.

  7. Deep and Surface Processing of Instructor's Feedback in an Online Course

    Science.gov (United States)

    Huang, Kun; Ge, Xun; Law, Victor

    2017-01-01

    This study investigated the characteristics of deep and surface approaches to learning in online students' responses to instructor's qualitative feedback given to a multi-stage, ill-structured design project. Further, the study examined the relationships between approaches to learning and two learner characteristics: epistemic beliefs (EB) and…

  8. PHENOMENOLOGICAL APPROACHES TO STUDY LEARNING IN THE TERTIARY LEVEL CHEMISTRY LABORATORY

    Directory of Open Access Journals (Sweden)

    Santiago Sandi-Urena

    Full Text Available Despite the widespread notion amongst chemistry educators that the laboratory is essential to learn chemistry, it is often a neglected area of teaching and, arguably, of educational research. Research has typically focused on secondary education, single institutions, and isolated interventions that are mostly assessed quantitatively. It has also honed in on compartmentalised features instead of searching understanding of broader aspects of learning through experimentation. This paper contends there is a gap in subject specific, tertiary level research that is comprehensive and learning-centred instead of fragmented and instruction-based. A shift in focus requires consideration of methodological approaches that can effectively tackle the challenges of researching complex learning environments. This paper reckons qualitative approaches, specifically phenomenology, are better suited for this purpose. To illustrate this potential, it summarises an exemplar phenomenological study that investigated students’ experience of change in instructional style from an expository (traditional laboratory program to one that was cooperative and project-based (reformed. The study suggests the experience was characterised by a transition from a learning environment that promoted mindless behaviour to one in which students were mindfully engaged in their learning. Thus, this work puts forth the use of Mindfulness Theory to investigate and support design of laboratory experiences.

  9. Design surface covers: an approach to long-term waste site stabilization

    International Nuclear Information System (INIS)

    Beedlow, P.A.; Cadwell, L.L.; McShane, M.C.

    1983-02-01

    The wide range of existing environmental conditions, potential contaminants and available cover materials at waste disposal sites necessitates site-specific designing of surface covers for effective long-term erosion resistance. This paper presents a systematic approach to designing surface covers for hazardous waste repositories that can be tailored to conditions at any site. The approach consists of three phases: (1) an assessment, during which the degree of required surface protection (erosion potential) is determined; (2) a preliminary design that integrates surface cover design with the need to minimize transport of contaminants; and (3) a final design, where the cost and effectiveness of the surface cover are determined. 1 figure

  10. An Interactive Approach to Learning and Teaching in Visual Arts Education

    Directory of Open Access Journals (Sweden)

    Zlata Tomljenović

    2015-09-01

    Full Text Available The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1 knowledge and understanding of visual arts terms, (2 abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3 creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.

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

    Science.gov (United States)

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

    2014-01-01

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

  12. DISCRETIZATION APPROACH USING RAY-TESTING MODEL IN PARTING LINE AND PARTING SURFACE GENERATION

    Institute of Scientific and Technical Information of China (English)

    HAN Jianwen; JIAN Bin; YAN Guangrong; LEI Yi

    2007-01-01

    Surface classification, 3D parting line, parting surface generation and demoldability analysis which is helpful to select optimal parting direction and optimal parting line are involved in automatic cavity design based on the ray-testing model. A new ray-testing approach is presented to classify the part surfaces to core/cavity surfaces and undercut surfaces by automatic identifying the visibility of surfaces. A simple, direct and efficient algorithm to identify surface visibility is developed. The algorithm is robust and adapted to rather complicated geometry, so it is valuable in computer-aided mold design systems. To validate the efficiency of the approach, an experimental program is implemented. Case studies show that the approach is practical and valuable in automatic parting line and parting surface generation.

  13. High School Students' Approaches to Learning Physics with Relationship to Epistemic Views on Physics and Conceptions of Learning Physics

    Science.gov (United States)

    Chiou, Guo-Li; Lee, Min-Hsien; Tsai, Chin-Chung

    2013-01-01

    Background and purpose: Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students' epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method: A total of 279 Taiwanese high…

  14. A Hybrid Approach for Supporting Adaptivity in E-Learning Environments

    Science.gov (United States)

    Al-Omari, Mohammad; Carter, Jenny; Chiclana, Francisco

    2016-01-01

    Purpose: The purpose of this paper is to identify a framework to support adaptivity in e-learning environments. The framework reflects a novel hybrid approach incorporating the concept of the event-condition-action (ECA) model and intelligent agents. Moreover, a system prototype is developed reflecting the hybrid approach to supporting adaptivity…

  15. THE USE OF NUMBERED HEADS TOGETHER (NHT LEARNING MODEL WITH SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY (SETS APPROACH TO IMPROVE STUDENT LEARNING MOTIVATION OF SENIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    B. Sutipnyo

    2018-01-01

    Full Text Available This research was aimed to determine the increasing of students' motivation that has been applied by Numbered Heads Together (NHT learning model with Science, Environment, Technology, Society (SETS approach. The design of this study was quasi experiment with One Group Pretest-Posttest Design. The data of students’ learning motivation obtained through questionnaire administered before and after NHT learning model with SETS approach. In this research, the indicators of learning-motivation were facing tasks diligently, showing interest in variety of problems, prefering to work independently, keeping students’ opinions, and feeling happy to find and solve problems. Increasing of the students’ learning motivation was analyzed by using a gain test. The results showed that applying NHT learning model with SETS approach could increase the students’ learning motivation in medium categories.

  16. Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

    Science.gov (United States)

    Kiteley, Robin J; Ormrod, Graham

    2009-08-01

    E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

  17. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway

    Directory of Open Access Journals (Sweden)

    Bassam A. Hussein

    2015-04-01

    Full Text Available The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.

  18. The Formation of Conservation-Based Behaviour of Mechanical Engineering Students through Contextual Learning Approach

    Science.gov (United States)

    Sudarman; Djuniadi; Sutopo, Yeri

    2017-01-01

    This study was aimed to figure out: (1) the implementation of contextual learning approaches; (2) the learning outcome of conservation education using contextual approach on the internship program preparation class; (3) the conservation-based behaviour of the internship program participants; (4) the contribution of conservation education results…

  19. Workforce Optimization for Bank Operation Centers: A Machine Learning Approach

    Directory of Open Access Journals (Sweden)

    Sefik Ilkin Serengil

    2017-12-01

    Full Text Available Online Banking Systems evolved and improved in recent years with the use of mobile and online technologies, performing money transfer transactions on these channels can be done without delay and human interaction, however commercial customers still tend to transfer money on bank branches due to several concerns. Bank Operation Centers serve to reduce the operational workload of branches. Centralized management also offers personalized service by appointed expert employees in these centers. Inherently, workload volume of money transfer transactions changes dramatically in hours. Therefore, work-force should be planned instantly or early to save labor force and increase operational efficiency. This paper introduces a hybrid multi stage approach for workforce planning in bank operation centers by the application of supervised and unsu-pervised learning algorithms. Expected workload would be predicted as supervised learning whereas employees are clus-tered into different skill groups as unsupervised learning to match transactions and proper employees. Finally, workforce optimization is analyzed for proposed approach on production data.

  20. Application of Machine Learning Approaches for Protein-protein Interactions Prediction.

    Science.gov (United States)

    Zhang, Mengying; Su, Qiang; Lu, Yi; Zhao, Manman; Niu, Bing

    2017-01-01

    Proteomics endeavors to study the structures, functions and interactions of proteins. Information of the protein-protein interactions (PPIs) helps to improve our knowledge of the functions and the 3D structures of proteins. Thus determining the PPIs is essential for the study of the proteomics. In this review, in order to study the application of machine learning in predicting PPI, some machine learning approaches such as support vector machine (SVM), artificial neural networks (ANNs) and random forest (RF) were selected, and the examples of its applications in PPIs were listed. SVM and RF are two commonly used methods. Nowadays, more researchers predict PPIs by combining more than two methods. This review presents the application of machine learning approaches in predicting PPI. Many examples of success in identification and prediction in the area of PPI prediction have been discussed, and the PPIs research is still in progress. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

  1. Case-based approaches for knowledge application and organisational learning

    DEFF Research Database (Denmark)

    Wang, Chengbo; Johansen, John; Luxhøj, James T.

    2005-01-01

    In dealing with the strategic issues within a manufacturing system, it is necessary to facilitate formulating the composing elements of a set of strategic manufacturing practices and activity patterns that will support an enterprise to reinforce and increase its competitive advantage....... These practices and activity patterns are based on learning and applying the knowledge internal and external to an organisation. To ensure their smooth formulation process, there are two important techniques designed – an expert adaptation approach and an expert evaluation approach. These two approaches provide...

  2. Approaches to Learning to Control Dynamic Uncertainty

    Directory of Open Access Journals (Sweden)

    Magda Osman

    2015-10-01

    Full Text Available In dynamic environments, when faced with a choice of which learning strategy to adopt, do people choose to mostly explore (maximizing their long term gains or exploit (maximizing their short term gains? More to the point, how does this choice of learning strategy influence one’s later ability to control the environment? In the present study, we explore whether people’s self-reported learning strategies and levels of arousal (i.e., surprise, stress correspond to performance measures of controlling a Highly Uncertain or Moderately Uncertain dynamic environment. Generally, self-reports suggest a preference for exploring the environment to begin with. After which, those in the Highly Uncertain environment generally indicated they exploited more than those in the Moderately Uncertain environment; this difference did not impact on performance on later tests of people’s ability to control the dynamic environment. Levels of arousal were also differentially associated with the uncertainty of the environment. Going beyond behavioral data, our model of dynamic decision-making revealed that, in actual fact, there was no difference in exploitation levels between those in the highly uncertain or moderately uncertain environments, but there were differences based on sensitivity to negative reinforcement. We consider the implications of our findings with respect to learning and strategic approaches to controlling dynamic uncertainty.

  3. A Critical Comparison of Transformation and Deep Approach Theories of Learning

    Science.gov (United States)

    Howie, Peter; Bagnall, Richard

    2015-01-01

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

  4. A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

    Science.gov (United States)

    O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

    2016-05-01

    Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. Analysis student self efficacy in terms of using Discovery Learning model with SAVI approach

    Science.gov (United States)

    Sahara, Rifki; Mardiyana, S., Dewi Retno Sari

    2017-12-01

    Often students are unable to prove their academic achievement optimally according to their abilities. One reason is that they often feel unsure that they are capable of completing the tasks assigned to them. For students, such beliefs are necessary. The term belief has called self efficacy. Self efficacy is not something that has brought about by birth or something with permanent quality of an individual, but is the result of cognitive processes, the meaning one's self efficacy will be stimulated through learning activities. Self efficacy has developed and enhanced by a learning model that can stimulate students to foster confidence in their capabilities. One of them is by using Discovery Learning model with SAVI approach. Discovery Learning model with SAVI approach is one of learning models that involves the active participation of students in exploring and discovering their own knowledge and using it in problem solving by utilizing all the sensory devices they have. This naturalistic qualitative research aims to analyze student self efficacy in terms of use the Discovery Learning model with SAVI approach. The subjects of this study are 30 students focused on eight students who have high, medium, and low self efficacy obtained through purposive sampling technique. The data analysis of this research used three stages, that were reducing, displaying, and getting conclusion of the data. Based on the results of data analysis, it was concluded that the self efficacy appeared dominantly on the learning by using Discovery Learning model with SAVI approach is magnitude dimension.

  6. A strategic approach to developing e-learning capability for healthcare.

    Science.gov (United States)

    Clarke, Angie; Lewis, Dina; Cole, Ian; Ringrose, Liz

    2005-12-01

    This article examines a strategic approach to developing e-learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e-learning developments are considered. The 2-year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e-learning within the Northern area and also included a virtual learning environment usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented. The MLE has been piloted and on-line learning packages have been acquired. There has been a phased take-up of e-learning opportunities and e-tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning. The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e-learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints-the MLE's benefits are widely recognized.

  7. The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

    Directory of Open Access Journals (Sweden)

    Kemal Özgen

    2014-04-01

    Full Text Available The aim of this study was to identify the effects of learning activities according to students’ learning styles on students’ academic success and attitude towards mathematics within a scope of constructivist learning approach. The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in the 2010-2011 academic year. As part of the study, activities which were suitable to the students’ learning styles were developed within the scope of constructivist learning approach in line with McCarthy’s 4MAT system with 8 steps of learning and used for the learning of the concepts of function and derivative. Data were collected using data collection tools such as a personal information form, non-routine problems, and a mathematics attitude scale. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Data analysis indicated that, the learning process in which activities appropriate for students’ learning styles were used to contribute to an increase in the students’ academic success and problem solving skills. Yet, there was no statistically significant difference in students’ attitudes towards mathematics.Key Words:    Constructivist learning approach, learning style, learning activity, success, attitude

  8. Statistical Surface Recovery: A Study on Ear Canals

    DEFF Research Database (Denmark)

    Jensen, Rasmus Ramsbøl; Olesen, Oline Vinter; Paulsen, Rasmus Reinhold

    2012-01-01

    We present a method for surface recovery in partial surface scans based on a statistical model. The framework is based on multivariate point prediction, where the distribution of the points are learned from an annotated data set. The training set consist of surfaces with dense correspondence...... that are Procrustes aligned. The average shape and point covariances can be estimated from this set. It is shown how missing data in a new given shape can be predicted using the learned statistics. The method is evaluated on a data set of 29 scans of ear canal impressions. By using a leave-one-out approach we...

  9. Approaches to Learning Information Literacy: A Phenomenographic Study

    Science.gov (United States)

    Diehm, Rae-Anne; Lupton, Mandy

    2012-01-01

    This paper reports on an empirical study that explores the ways students approach learning to find and use information. Based on interviews with 15 education students in an Australian university, this study uses phenomenography as its methodological and theoretical basis. The study reveals that students use three main strategies for learning…

  10. Co-operative Learning Approach and Students' Achievement in ...

    African Journals Online (AJOL)

    This study set out to investigate cooperative learning approach and students' achievement in Sociology. One research question and one hypothesis tested at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. One hundred and one (101) students of the schools of ...

  11. Introducing a technology-enabled problem-based learning approach into a health informatics curriculum.

    Science.gov (United States)

    Green, Carolyn J; van Gyn, Geraldine H; Moehr, Jochen R; Lau, Francis Y; Coward, Patricia M

    2004-03-18

    To investigate the effect on learner satisfaction of introducing a technology-enabled problem-based learning (PBL) approach into a health informatics curriculum. Course redesign was undertaken to prepare students for three 4-month work terms and a rapidly changing professional environment upon graduation. Twenty-six Canadian undergraduate students of a redesigned course in biomedical fundamentals completed a midterm questionnaire in 2002. Eight of these students participated in a focus group. Students agreed that seven of nine functions provided by the web-based online course management system enhanced their learning: private email (92.3%), calendaring (88.5%), course notes (88.5%), discussion forums (84.5%), online grades (84.5%) assignment descriptions (80.8%) and online quizzes (80.8%). Although students agreed that two PBL activities enhanced learning (learning to present information) (84.5%) and learning to identify information needed (73.1%), the majority of students (69.2%) expressed a preference for the traditional lecture approach over the PBL approach. Students reported feeling uncertain of what was required of them and related anxiety accounted for most of the negative feedback. These findings give us clear goals for improvement in the course beginning with a comprehensive, carefully guided introduction to the processes of PBL. The positive trends are encouraging for the use of web-enabled courseware and for the further development of the PBL approach.

  12. Scientific Approach and Inquiry Learning Model in the Topic of Buffer Solution: A Content Analysis

    Science.gov (United States)

    Kusumaningrum, I. A.; Ashadi, A.; Indriyanti, N. Y.

    2017-09-01

    Many concepts in buffer solution cause student’s misconception. Understanding science concepts should apply the scientific approach. One of learning models which is suitable with this approach is inquiry. Content analysis was used to determine textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. By using scientific indicator tools (SIT) and Inquiry indicator tools (IIT), we analyzed three chemistry textbooks grade 11 of senior high school labeled as P, Q, and R. We described how textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. The results show that textbook P and Q were very poor and book R was sufficient because the textbook still in procedural level. Chemistry textbooks used at school are needed to be improved in term of scientific approach and inquiry learning model. The result of these analyses might be of interest in order to write future potential textbooks.

  13. A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

    Science.gov (United States)

    Sykes, Christopher; Dean, Bonnie Amelia

    2013-01-01

    In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

  14. The systemic approach to teaching and learning chemistry [SATLC ...

    African Journals Online (AJOL)

    The systemic approach to teaching and learning chemistry [SATLC]: a 20-years review. ... in activities such as tourism, commerce, economy, security, education etc.., ... that we live in and survive with its positive and negative impacts on our life.

  15. Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

    NARCIS (Netherlands)

    Miao, Yongwu; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Sloep, P. B., & Koper, R. (2009). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. Presented at the 'Open workshop of TENCompetence - Rethinking Learning and Employment at a Time of Economic Uncertainty-event'. November, 19, 2009,

  16. Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course.

    Science.gov (United States)

    Pabel, Sven-Olav; Pabel, Anne-Kathrin; Schmickler, Jan; Schulz, Xenia; Wiegand, Annette

    2017-09-01

    The aim of this study was to evaluate if differential learning in a preclinical dental course impacted the performance of dental students in a practical exam (preparation of a gold partial crown) immediately after the training session and 20 weeks later compared to conventional learning. This controlled study was performed in a preclinical course in operative dentistry at a dental school in Germany. Third-year students were trained in preparing gold partial crowns by using either the conventional learning (n=41) or the differential learning approach (n=32). The differential learning approach consisted of 20 movement exercises with a continuous change of movement execution during the learning session, while the conventional learning approach was mainly based on repetition, a methodological series of exercises, and correction of preparations during the training phase. Practical exams were performed immediately after the training session (T1) and 20 weeks later (T2, retention test). Preparations were rated by four independent and blinded examiners. At T1, no significant difference between the performance (exam passed) of the two groups was detected (conventional learning: 54.3%, differential learning: 68.0%). At T2, significantly more students passed the exam when trained by the differential learning approach (68.8%) than by the conventional learning approach (18.9%). Interrater reliability was moderate (Kappa: 0.57, T1) or substantial (Kappa: 0.67, T2), respectively. These results suggest that a differential learning approach can increase the manual skills of dental students.

  17. Differences in Perceived Approaches to Learning and Teaching English in Hong Kong Secondary Schools

    Science.gov (United States)

    Mak, Barley; Chik, Pakey

    2011-01-01

    This paper investigates differences in approaches to learning and teaching English as a second language (ESL) as reported by 324 mixed-ability Grade 7 Hong Kong ESL students and 37 ESL secondary school teachers with different backgrounds. Information about participants' perceived approaches to learning/teaching English were collected through a…

  18. School health approach to teaching and learning of students

    Directory of Open Access Journals (Sweden)

    Yu.S. Lukianova

    2015-01-01

    Full Text Available Purpose: disclosure of health-ways for teaching and learning of students. Material: analysis of the publications of domestic and foreign authors. Results: The article is devoted to the implementation of healthy way approach to the educational process, namely, the rational organization of training aimed at keeping the dynamics of human health, the prevention of mental fatigue and overload, increase adaptive reserves of the body of the person; intensification of teaching and learning of students (application-is controversial dialogue, training, game forms and methods of training, participation in project activities, the work of pedagogical workshops that stimulates emotional accommodation and understanding of knowledge, helps students acquire personal-relevant knowledge and experience; use of health effect of artistic and practical (music, painting activities of students. Conclusions: highlights the key towards the implementation of health-promoting approach to the educational process.

  19. Detection of eardrum abnormalities using ensemble deep learning approaches

    Science.gov (United States)

    Senaras, Caglar; Moberly, Aaron C.; Teknos, Theodoros; Essig, Garth; Elmaraghy, Charles; Taj-Schaal, Nazhat; Yua, Lianbo; Gurcan, Metin N.

    2018-02-01

    In this study, we proposed an approach to report the condition of the eardrum as "normal" or "abnormal" by ensembling two different deep learning architectures. In the first network (Network 1), we applied transfer learning to the Inception V3 network by using 409 labeled samples. As a second network (Network 2), we designed a convolutional neural network to take advantage of auto-encoders by using additional 673 unlabeled eardrum samples. The individual classification accuracies of the Network 1 and Network 2 were calculated as 84.4%(+/- 12.1%) and 82.6% (+/- 11.3%), respectively. Only 32% of the errors of the two networks were the same, making it possible to combine two approaches to achieve better classification accuracy. The proposed ensemble method allows us to achieve robust classification because it has high accuracy (84.4%) with the lowest standard deviation (+/- 10.3%).

  20. A novel deep learning approach for classification of EEG motor imagery signals.

    Science.gov (United States)

    Tabar, Yousef Rezaei; Halici, Ugur

    2017-02-01

    Signal classification is an important issue in brain computer interface (BCI) systems. Deep learning approaches have been used successfully in many recent studies to learn features and classify different types of data. However, the number of studies that employ these approaches on BCI applications is very limited. In this study we aim to use deep learning methods to improve classification performance of EEG motor imagery signals. In this study we investigate convolutional neural networks (CNN) and stacked autoencoders (SAE) to classify EEG Motor Imagery signals. A new form of input is introduced to combine time, frequency and location information extracted from EEG signal and it is used in CNN having one 1D convolutional and one max-pooling layers. We also proposed a new deep network by combining CNN and SAE. In this network, the features that are extracted in CNN are classified through the deep network SAE. The classification performance obtained by the proposed method on BCI competition IV dataset 2b in terms of kappa value is 0.547. Our approach yields 9% improvement over the winner algorithm of the competition. Our results show that deep learning methods provide better classification performance compared to other state of art approaches. These methods can be applied successfully to BCI systems where the amount of data is large due to daily recording.

  1. An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

    Science.gov (United States)

    Shroff, Ronnie H.; Vogel, Douglas R.

    2010-01-01

    Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper…

  2. Learning through role-playing games: an approach for active learning and teaching

    Directory of Open Access Journals (Sweden)

    Marco Antonio Ferreira Randi

    Full Text Available This study evaluates the use of role-playing games (RPGs as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group or a lecture (lecture-based group on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later, the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

  3. Can Task-based Learning Approach Help Attract Students with Diverse Backgrounds Learn Chinese at A Danish University?

    DEFF Research Database (Denmark)

    Ruan, Youjin; Duan, Xiaoju; Wang, Li

    2013-01-01

    Task-based method is regarded as a meaningful approach for promoting interaction and collaboration in language learning. In an elective Chinese language beginner course at Aalborg University, Denmark, a selection of tasks are designed and used to attract the students’ interests in learning a new...... and study programs showed good interests in this method and the course itself. Nevertheless, it is necessary to study the concrete effect of various types of tasks to maximize the learning outcome....... foreign language. Chinese culture elements are also integrated into the tasks and the learning process. By analyzing seven items of a post-course survey, this paper investigates the learners’ opinions towards the Task-based language teaching and learning method and toward the method of integrating culture...

  4. Curriculum as a support to investigative approach in learning chemistry

    Directory of Open Access Journals (Sweden)

    Tomašević Biljana

    2009-01-01

    Full Text Available One of the main reasons for low achievement of our students in international tests is the lack of functional, applicable knowledge. Formation of such knowledge demands changing the usual way of implementation of instruction (transfer of ready-made knowledge to learning through performing simple research and practical work. Considering the fact that instruction, as an organised process, takes place in frameworks determined in advance, which are arranged and regulated on the national level by curricula, it is assumed that this kind of approach must originate precisely from curricula, which is not the case in our educational practice. The goal of this paper was to determine the way in which this kind of approach in instruction and learning of chemistry can be supported by the curriculum, in order for it to become a part of regular teaching practice on the national level. The paper presents how different structural components of curricula from eight different educational systems (four European countries, one Asian country, two American federal states and one Canadian province are used to promote and support the importance of research work in instruction and learning of chemistry. The curricula from Slovenia, England, Denmark, Malta, Singapore, North Carolina, Utah and Ontario were analyzed in order to determine the kind of information they offer within structural components and accordingly, the way in which each component promotes research approach to learning chemistry, how it guides the teacher in planning such activities in the classroom, organization and performing instruction, monitoring and evaluating students' achievements.

  5. High Touch Approach and Its Relationship with Students’ Learning Outcomes at IAIN Bukittinggi

    Directory of Open Access Journals (Sweden)

    Darul Ilmi

    2017-07-01

    Full Text Available Learning without students’ center tends to create less passionate students in following the lecture. They tend to ignore their lecturer. They have less attention, and try to create ineffective conditions, therefore, the learning atmosphere will become less effective to achieve the intended goals.  The purpose of the research is to determine the process of learning, the implementation of High Touch approach, and factors that influence its implementation. Classroom action research approach was used at  department of mathematics which involve students who enroll at academic year 2016/2017 IAIN Bukittinggi. The research was done in two cycles in which one cycle conducted three meetings. The instruments used were observation, essay questions, and tasks given to students. The results show that there is an improvement in students’ participation and activeness in learning when their lecturer builds learning experience through reinforcement, affection, guide, directive action, and good modeling by student–center andself-learning activities, and independent learning skill orientations showed in cycle I and II. It implies that implementing high touch may lead students to be more active, creative, and fun in learning

  6. Learning strategies, study habits and social networking activity of undergraduate medical students.

    Science.gov (United States)

    Bickerdike, Andrea; O'Deasmhunaigh, Conall; O'Flynn, Siun; O'Tuathaigh, Colm

    2016-07-17

    To determine learning strategies, study habits, and online social networking use of undergraduates at an Irish medical school, and their relationship with academic performance. A cross-sectional study was conducted in Year 2 and final year undergraduate-entry and graduate-entry students at an Irish medical school. Data about participants' demographics and educational background, study habits (including time management), and use of online media was collected using a self-report questionnaire. Participants' learning strategies were measured using the 18-item Approaches to Learning and Studying Inventory (ALSI). Year score percentage was the measure of academic achievement. The association between demographic/educational factors, learning strategies, study habits, and academic achievement was statistically analysed using regression analysis. Forty-two percent of students were included in this analysis (n=376). A last-minute "cramming" time management study strategy was associated with increased use of online social networks. Learning strategies differed between undergraduate- and graduate-entrants, with the latter less likely to adopt a 'surface approach' and more likely adopt a 'study monitoring' approach. Year score percentage was positively correlated with the 'effort management/organised studying' learning style. Poorer academic performance was associated with a poor time management approach to studying ("cramming") and increased use of the 'surface learning' strategy. Our study demonstrates that effort management and organised studying should be promoted, and surface learning discouraged, as part of any effort to optimise academic performance in medical school. Excessive use of social networking contributes to poor study habits, which are associated with reduced academic achievement.

  7. A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

    Science.gov (United States)

    Goldstein, Olzan

    2016-01-01

    This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

  8. Test Preparation in the Accountability Era: Toward a Learning-Oriented Approach

    Science.gov (United States)

    Gebril, Atta

    2018-01-01

    The article introduces a learning-oriented approach to test preparation that could help in easing the tension between learning and assessment. The first part of the article discusses the different concepts that are usually used in the context of test preparation. The second section reports on the literature pertaining to the effects of test…

  9. Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

    NARCIS (Netherlands)

    Miao, Yongwu; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Sloep, P. B., & Koper, R. (2010). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. In D. Griffiths & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open

  10. A design-based approach with vocational teachers to promote self-regulated learning

    NARCIS (Netherlands)

    Jossberger, Helen; Brand-Gruwel, Saskia; Van de Wiel, Margje; Boshuizen, Els

    2011-01-01

    Jossberger, H., Brand-Gruwel, S., Van de Wiel, M., & Boshuizen, H. P. A. (2011, August). A design-based approach with vocational teachers to promote self-regulated learning. Presentation at the 14th European Conference for Research on Learning and Instruction (EARLI), Exeter, England.

  11. A comparative evaluation of supervised and unsupervised representation learning approaches for anaplastic medulloblastoma differentiation

    Science.gov (United States)

    Cruz-Roa, Angel; Arevalo, John; Basavanhally, Ajay; Madabhushi, Anant; González, Fabio

    2015-01-01

    Learning data representations directly from the data itself is an approach that has shown great success in different pattern recognition problems, outperforming state-of-the-art feature extraction schemes for different tasks in computer vision, speech recognition and natural language processing. Representation learning applies unsupervised and supervised machine learning methods to large amounts of data to find building-blocks that better represent the information in it. Digitized histopathology images represents a very good testbed for representation learning since it involves large amounts of high complex, visual data. This paper presents a comparative evaluation of different supervised and unsupervised representation learning architectures to specifically address open questions on what type of learning architectures (deep or shallow), type of learning (unsupervised or supervised) is optimal. In this paper we limit ourselves to addressing these questions in the context of distinguishing between anaplastic and non-anaplastic medulloblastomas from routine haematoxylin and eosin stained images. The unsupervised approaches evaluated were sparse autoencoders and topographic reconstruct independent component analysis, and the supervised approach was convolutional neural networks. Experimental results show that shallow architectures with more neurons are better than deeper architectures without taking into account local space invariances and that topographic constraints provide useful invariant features in scale and rotations for efficient tumor differentiation.

  12. Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

    Science.gov (United States)

    Sadler, Troy D.; Romine, William L.; Menon, Deepika; Ferdig, Richard E.; Annetta, Leonard

    2015-01-01

    This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative…

  13. The use of an active learning approach in a SCALE-UP learning space improves academic performance in undergraduate General Biology.

    Science.gov (United States)

    Hacisalihoglu, Gokhan; Stephens, Desmond; Johnson, Lewis; Edington, Maurice

    2018-01-01

    Active learning is a pedagogical approach that involves students engaging in collaborative learning, which enables them to take more responsibility for their learning and improve their critical thinking skills. While prior research examined student performance at majority universities, this study focuses on specifically Historically Black Colleges and Universities (HBCUs) for the first time. Here we present work that focuses on the impact of active learning interventions at Florida A&M University, where we measured the impact of active learning strategies coupled with a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) learning environment on student success in General Biology. In biology sections where active learning techniques were employed, students watched online videos and completed specific activities before class covering information previously presented in a traditional lecture format. In-class activities were then carefully planned to reinforce critical concepts and enhance critical thinking skills through active learning techniques such as the one-minute paper, think-pair-share, and the utilization of clickers. Students in the active learning and control groups covered the same topics, took the same summative examinations and completed identical homework sets. In addition, the same instructor taught all of the sections included in this study. Testing demonstrated that these interventions increased learning gains by as much as 16%, and students reported an increase in their positive perceptions of active learning and biology. Overall, our results suggest that active learning approaches coupled with the SCALE-UP environment may provide an added opportunity for student success when compared with the standard modes of instruction in General Biology.

  14. A STUDY ON LEARNING APPROACHES USED AMONG POST-GRADUATE STUDENTS IN RESEARCH UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Roziana Shaari

    2011-07-01

    Full Text Available This paper aims to determine the method of learningapproaches adopted by post-graduate students in Universiti Teknologi Malaysia(UTM and to identifywhether these approaches are associated with demographic factors (age, gender,main streams, mode of study and working experience. Participants included 354post-graduate students from different faculties inUTM whereas questionnaireswere distributed via email and throughdesignated contact person. The One-WayAnalysis of Variance (ANOVA revealed that there were significant differenceson the usage of the three post-graduates’ learningapproaches across age, mainstreams and years of working experience. Significance was not seen betweenlearning approaches on gender and mode of study. Deep approach was found to bepreferred approaches to their learning methods. Ourinvestigation suggests thatapproach to learning should be included in their academics, however thesuggestion is tailored according on the tasks givento the students. Hence, weconcluded that further investigation could be carried out the effect of learningenvironment towards students dynamic in learning.

  15. Blended Learning: An Innovative Approach

    Science.gov (United States)

    Lalima; Dangwal, Kiran Lata

    2017-01-01

    Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right…

  16. A new approach for crude oil price prediction based on stream learning

    Directory of Open Access Journals (Sweden)

    Shuang Gao

    2017-01-01

    Full Text Available Crude oil is the world's leading fuel, and its prices have a big impact on the global environment, economy as well as oil exploration and exploitation activities. Oil price forecasts are very useful to industries, governments and individuals. Although many methods have been developed for predicting oil prices, it remains one of the most challenging forecasting problems due to the high volatility of oil prices. In this paper, we propose a novel approach for crude oil price prediction based on a new machine learning paradigm called stream learning. The main advantage of our stream learning approach is that the prediction model can capture the changing pattern of oil prices since the model is continuously updated whenever new oil price data are available, with very small constant overhead. To evaluate the forecasting ability of our stream learning model, we compare it with three other popular oil price prediction models. The experiment results show that our stream learning model achieves the highest accuracy in terms of both mean squared prediction error and directional accuracy ratio over a variety of forecast time horizons.

  17. Using an Active-Learning Approach to Teach Epigenetics

    Science.gov (United States)

    Colon-Berlingeri, Migdalisel

    2010-01-01

    Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…

  18. Assessing the Learning Path Specification: a Pragmatic Quality Approach

    NARCIS (Netherlands)

    Janssen, José; Berlanga, Adriana; Heyenrath, Stef; Martens, Harrie; Vogten, Hubert; Finders, Anton; Herder, Eelco; Hermans, Henry; Melero, Javier; Schaeps, Leon; Koper, Rob

    2010-01-01

    Janssen, J., Berlanga, A. J., Heyenrath, S., Martens, H., Vogten, H., Finders, A., Herder, E., Hermans, H., Melero Gallardo, J., Schaeps, L., & Koper, R. (2010). Assessing the Learning Path Specification: a Pragmatic Quality Approach. Journal of Universal Computer Science, 16(21), 3191-3209.

  19. Quantum Ensemble Classification: A Sampling-Based Learning Control Approach.

    Science.gov (United States)

    Chen, Chunlin; Dong, Daoyi; Qi, Bo; Petersen, Ian R; Rabitz, Herschel

    2017-06-01

    Quantum ensemble classification (QEC) has significant applications in discrimination of atoms (or molecules), separation of isotopes, and quantum information extraction. However, quantum mechanics forbids deterministic discrimination among nonorthogonal states. The classification of inhomogeneous quantum ensembles is very challenging, since there exist variations in the parameters characterizing the members within different classes. In this paper, we recast QEC as a supervised quantum learning problem. A systematic classification methodology is presented by using a sampling-based learning control (SLC) approach for quantum discrimination. The classification task is accomplished via simultaneously steering members belonging to different classes to their corresponding target states (e.g., mutually orthogonal states). First, a new discrimination method is proposed for two similar quantum systems. Then, an SLC method is presented for QEC. Numerical results demonstrate the effectiveness of the proposed approach for the binary classification of two-level quantum ensembles and the multiclass classification of multilevel quantum ensembles.

  20. Deep-Learning-Based Approach for Prediction of Algal Blooms

    Directory of Open Access Journals (Sweden)

    Feng Zhang

    2016-10-01

    Full Text Available Algal blooms have recently become a critical global environmental concern which might put economic development and sustainability at risk. However, the accurate prediction of algal blooms remains a challenging scientific problem. In this study, a novel prediction approach for algal blooms based on deep learning is presented—a powerful tool to represent and predict highly dynamic and complex phenomena. The proposed approach constructs a five-layered model to extract detailed relationships between the density of phytoplankton cells and various environmental parameters. The algal blooms can be predicted by the phytoplankton density obtained from the output layer. A case study is conducted in coastal waters of East China using both our model and a traditional back-propagation neural network for comparison. The results show that the deep-learning-based model yields better generalization and greater accuracy in predicting algal blooms than a traditional shallow neural network does.

  1. A blended learning approach to teaching sociolinguistic research methods

    Directory of Open Access Journals (Sweden)

    Olivier, Jako

    2014-12-01

    Full Text Available This article reports on the use of Wiktionary, an open source online dictionary, as well as generic wiki pages within a university’s e-learning environment as teaching and learning resources in an Afrikaans sociolinguistics module. In a communal constructivist manner students learnt, but also constructed learning content. From the qualitative research conducted with students it is clear that wikis provide for effective facilitation of a blended learning approach to sociolinguistic research. The use of this medium was positively received, however, some students did prefer handing in assignments in hard copy. The issues of computer literacy and access to the internet were also raised by the respondents. The use of wikis and Wiktionary prompted useful unplanned discussions around reliability and quality of public wikis. The use of a public wiki such as Wiktionary served as encouragement for students as they were able to contribute to the promotion of Afrikaans in this way.

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

    Directory of Open Access Journals (Sweden)

    Ezequiel Alejandro Di Paolo

    2014-07-01

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

  3. From Indoctrination to Initiation: A Non-Coercive Approach to Faith-Learning Integration

    Science.gov (United States)

    Reichard, Joshua D.

    2013-01-01

    This article contributes to ongoing discussions related to the nature, scope, and methods of faith-learning integration. The "initiation" approach developed by Tim McDonough (2011) is adapted to faith-learning integration in an attempt to bridge polarizing discussions regarding indoctrination versus rational autonomy and critical…

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

    Science.gov (United States)

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

    2014-01-01

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

  5. Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

    Science.gov (United States)

    Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

    2016-01-01

    The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

  6. A modelling approach to study learning processes with a focus on knowledge creation

    NARCIS (Netherlands)

    Naeve, Ambjorn; Yli-Luoma, Pertti; Kravcik, Milos; Lytras, Miltiadis

    2008-01-01

    Naeve, A., Yli-Luoma, P., Kravcik, M., & Lytras, M. D. (2008). A modelling approach to study learning processes with a focus on knowledge creation. International Journal Technology Enhanced Learning, 1(1/2), 1–34.

  7. An H(∞) control approach to robust learning of feedforward neural networks.

    Science.gov (United States)

    Jing, Xingjian

    2011-09-01

    A novel H(∞) robust control approach is proposed in this study to deal with the learning problems of feedforward neural networks (FNNs). The analysis and design of a desired weight update law for the FNN is transformed into a robust controller design problem for a discrete dynamic system in terms of the estimation error. The drawbacks of some existing learning algorithms can therefore be revealed, especially for the case that the output data is fast changing with respect to the input or the output data is corrupted by noise. Based on this approach, the optimal learning parameters can be found by utilizing the linear matrix inequality (LMI) optimization techniques to achieve a predefined H(∞) "noise" attenuation level. Several existing BP-type algorithms are shown to be special cases of the new H(∞)-learning algorithm. Theoretical analysis and several examples are provided to show the advantages of the new method. Copyright © 2011 Elsevier Ltd. All rights reserved.

  8. Association of Kinesthetic and Read-Write Learner with Deep Approach Learning and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Latha Rajendra Kumar

    2011-06-01

    Full Text Available Background: The main purpose of the present study was to further investigate study processes, learning styles, and academic achievement in medical students. Methods: A total of 214 (mean age 22.5 years first and second year students - preclinical years - at the Asian Institute of Medical Science and Technology (AIMST University School of Medicine, in Malaysia participated.  There were 119 women (55.6% and 95 men (44.4%.   Biggs questionnaire for determining learning approaches and the VARK questionnaire for determining learning styles were used.  These were compared to the student’s performance in the assessment examinations. Results: The major findings were 1 the majority of students prefer to study alone, 2 most students employ a superficial study approach, and 3 students with high kinesthetic and read-write scores performed better on examinations and approached the subject by deep approach method compared to students with low scores.  Furthermore, there was a correlation between superficial approach scores and visual learner’s scores. Discussion: Read-write and kinesthetic learners who adopt a deep approach learning strategy perform better academically than do the auditory, visual learners that employ superficial study strategies.   Perhaps visual and auditory learners can be encouraged to adopt kinesthetic and read-write styles to enhance their performance in the exams.

  9. Is all motivation good for learning? Dissociable influences of approach and avoidance motivation in declarative memory.

    Science.gov (United States)

    Murty, Vishnu P; LaBar, Kevin S; Hamilton, Derek A; Adcock, R Alison

    2011-01-01

    The present study investigated the effects of approach versus avoidance motivation on declarative learning. Human participants navigated a virtual reality version of the Morris water task, a classic spatial memory paradigm, adapted to permit the experimental manipulation of motivation during learning. During this task, participants were instructed to navigate to correct platforms while avoiding incorrect platforms. To manipulate motivational states participants were either rewarded for navigating to correct locations (approach) or punished for navigating to incorrect platforms (avoidance). Participants' skin conductance levels (SCLs) were recorded during navigation to investigate the role of physiological arousal in motivated learning. Behavioral results revealed that, overall, approach motivation enhanced and avoidance motivation impaired memory performance compared to nonmotivated spatial learning. This advantage was evident across several performance indices, including accuracy, learning rate, path length, and proximity to platform locations during probe trials. SCL analysis revealed three key findings. First, within subjects, arousal interacted with approach motivation, such that high arousal on a given trial was associated with performance deficits. In addition, across subjects, high arousal negated or reversed the benefits of approach motivation. Finally, low-performing, highly aroused participants showed SCL responses similar to those of avoidance-motivation participants, suggesting that for these individuals, opportunities for reward may evoke states of learning similar to those typically evoked by threats of punishment. These results provide a novel characterization of how approach and avoidance motivation influence declarative memory and indicate a critical and selective role for arousal in determining how reinforcement influences goal-oriented learning.

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

    Science.gov (United States)

    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.

  11. A Project-based Learning approach for teaching Robotics to ...

    African Journals Online (AJOL)

    In this research we used a project-based learning approach to teach robotics basics to undergraduate business computing students. The course coverage includes basic electronics, robot construction and programming using arduino. Students developed and tested a robot prototype. The project was evaluated using a ...

  12. Defining Leadership: Collegiate Women's Learning Circles: A Qualitative Approach

    Science.gov (United States)

    Preston-Cunningham, Tammie; Elbert, Chanda D.; Dooley, Kim E.

    2017-01-01

    The researchers employed qualitative methods to evaluate first-year female students' definition of "leadership" through involvement in the Women's Learning Circle. The findings revealed that students defined leadership in two dimensions: traits and behaviors. The qualitative findings explore a multidimensional approach to the voices of…

  13. Residents' perceptions of simulation as a clinical learning approach.

    Science.gov (United States)

    Walsh, Catharine M; Garg, Ankit; Ng, Stella L; Goyal, Fenny; Grover, Samir C

    2017-02-01

    Simulation is increasingly being integrated into medical education; however, there is little research into trainees' perceptions of this learning modality. We elicited trainees' perceptions of simulation-based learning, to inform how simulation is developed and applied to support training. We conducted an instrumental qualitative case study entailing 36 semi-structured one-hour interviews with 12 residents enrolled in an introductory simulation-based course. Trainees were interviewed at three time points: pre-course, post-course, and 4-6 weeks later. Interview transcripts were analyzed using a qualitative descriptive analytic approach. Residents' perceptions of simulation included: 1) simulation serves pragmatic purposes; 2) simulation provides a safe space; 3) simulation presents perils and pitfalls; and 4) optimal design for simulation: integration and tension. Key findings included residents' markedly narrow perception of simulation's capacity to support non-technical skills development or its use beyond introductory learning. Trainees' learning expectations of simulation were restricted. Educators should critically attend to the way they present simulation to learners as, based on theories of problem-framing, trainees' a priori perceptions may delimit the focus of their learning experiences. If they view simulation as merely a replica of real cases for the purpose of practicing basic skills, they may fail to benefit from the full scope of learning opportunities afforded by simulation.

  14. The Development of a Robot-Based Learning Companion: A User-Centered Design Approach

    Science.gov (United States)

    Hsieh, Yi-Zeng; Su, Mu-Chun; Chen, Sherry Y.; Chen, Gow-Dong

    2015-01-01

    A computer-vision-based method is widely employed to support the development of a variety of applications. In this vein, this study uses a computer-vision-based method to develop a playful learning system, which is a robot-based learning companion named RobotTell. Unlike existing playful learning systems, a user-centered design (UCD) approach is…

  15. Brain based learning with contextual approach to mathematics achievement

    Directory of Open Access Journals (Sweden)

    V Kartikaningtyas

    2017-12-01

    Full Text Available The aim of this study was to know the effect of Brain Based Learning (BBL with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model.

  16. Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

    Science.gov (United States)

    2013-01-01

    Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. Results A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Conclusions Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM. PMID:24341502

  17. Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study.

    Science.gov (United States)

    Ilic, Dragan; Hart, William; Fiddes, Patrick; Misso, Marie; Villanueva, Elmer

    2013-12-17

    Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.

  18. A new approach to the problem of bulk-mediated surface diffusion.

    Science.gov (United States)

    Berezhkovskii, Alexander M; Dagdug, Leonardo; Bezrukov, Sergey M

    2015-08-28

    This paper is devoted to bulk-mediated surface diffusion of a particle which can diffuse both on a flat surface and in the bulk layer above the surface. It is assumed that the particle is on the surface initially (at t = 0) and at time t, while in between it may escape from the surface and come back any number of times. We propose a new approach to the problem, which reduces its solution to that of a two-state problem of the particle transitions between the surface and the bulk layer, focusing on the cumulative residence times spent by the particle in the two states. These times are random variables, the sum of which is equal to the total observation time t. The advantage of the proposed approach is that it allows for a simple exact analytical solution for the double Laplace transform of the conditional probability density of the cumulative residence time spent on the surface by the particle observed for time t. This solution is used to find the Laplace transform of the particle mean square displacement and to analyze the peculiarities of its time behavior over the entire range of time. We also establish a relation between the double Laplace transform of the conditional probability density and the Fourier-Laplace transform of the particle propagator over the surface. The proposed approach treats the cases of both finite and infinite bulk layer thicknesses (where bulk-mediated surface diffusion is normal and anomalous at asymptotically long times, respectively) on equal footing.

  19. Nuclear Knowledge Creation and Transfer in Enriched Learning Environments: A Practical Approach

    International Nuclear Information System (INIS)

    Ruiz, F.; Gonzalez, J.; Delgado, J.L.

    2016-01-01

    Full text: Technology, the social nature of learning and the generational learning style are conforming new models of training that are changing the roles of the instructors, the channels of communication and the proper learning content of the knowledge to be transferred. New training methodologies are being using in the primary and secondary education and “Vintage” classroom learning does not meet the educational requirements of these methodologies; therefore, it’s necessary to incorporate them in the Knowledge Management processes used in the nuclear industry. This paper describes a practical approach of an enriched learning environment with the purpose of creating and transferring nuclear knowledge. (author

  20. Perceived learning effectiveness of a course Facebook page: teacher-led versus student-led approach

    Directory of Open Access Journals (Sweden)

    Tugba Orten Tugrul

    2017-01-01

    Full Text Available This research aims to compare the perceived effectiveness of teacher -led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course Facebook page where both teacher and students can share instructional contents, and questions about perceived learning effectiveness. The findings indicate that students have more favorable evaluations of a student-led approach in sharing instructional contents on a course Facebook Page than a teacher-led approach. Additionally, it is shown that instructional contents posted by both teacher and students enhance the overall learning effectiveness of a course Facebook page incorporated into a traditional classroom teaching.

  1. A tensor-based dictionary learning approach to tomographic image reconstruction

    DEFF Research Database (Denmark)

    Soltani, Sara; Kilmer, Misha E.; Hansen, Per Christian

    2016-01-01

    We consider tomographic reconstruction using priors in the form of a dictionary learned from training images. The reconstruction has two stages: first we construct a tensor dictionary prior from our training data, and then we pose the reconstruction problem in terms of recovering the expansion...... coefficients in that dictionary. Our approach differs from past approaches in that (a) we use a third-order tensor representation for our images and (b) we recast the reconstruction problem using the tensor formulation. The dictionary learning problem is presented as a non-negative tensor factorization problem...... with sparsity constraints. The reconstruction problem is formulated in a convex optimization framework by looking for a solution with a sparse representation in the tensor dictionary. Numerical results show that our tensor formulation leads to very sparse representations of both the training images...

  2. A Multiple Cross-Cultural Comparison of Approaches to Learning

    Science.gov (United States)

    Bowden, Mark P.; Abhayawansa, Subhash; Manzin, Gregoria

    2015-01-01

    This study compares learning approaches of local English-speaking students and students from Asian countries studying at an Australian metropolitan university. The sample consists of students across 13 different countries. Unlike previous studies, students from Asian countries are subdivided into two categories: students from Confucian Heritage…

  3. A novel time series link prediction method: Learning automata approach

    Science.gov (United States)

    Moradabadi, Behnaz; Meybodi, Mohammad Reza

    2017-09-01

    Link prediction is a main social network challenge that uses the network structure to predict future links. The common link prediction approaches to predict hidden links use a static graph representation where a snapshot of the network is analyzed to find hidden or future links. For example, similarity metric based link predictions are a common traditional approach that calculates the similarity metric for each non-connected link and sort the links based on their similarity metrics and label the links with higher similarity scores as the future links. Because people activities in social networks are dynamic and uncertainty, and the structure of the networks changes over time, using deterministic graphs for modeling and analysis of the social network may not be appropriate. In the time-series link prediction problem, the time series link occurrences are used to predict the future links In this paper, we propose a new time series link prediction based on learning automata. In the proposed algorithm for each link that must be predicted there is one learning automaton and each learning automaton tries to predict the existence or non-existence of the corresponding link. To predict the link occurrence in time T, there is a chain consists of stages 1 through T - 1 and the learning automaton passes from these stages to learn the existence or non-existence of the corresponding link. Our preliminary link prediction experiments with co-authorship and email networks have provided satisfactory results when time series link occurrences are considered.

  4. Adult Learners Understanding in Learning Islam Using the Andragogy Approach in Singapore

    Science.gov (United States)

    Kadir, Mohd Amin Bin

    2016-01-01

    This study describes adult learners understanding in learning Islam using the andragogy approach in Singapore comprising multicultural and multi-religious society. Singapore is a secular state where freedom of religion is encrypted in the constitution and Malay/Muslim comprises 13.3% of the population. Adults learn Islam to deepen their…

  5. Thalamocortical dynamics of the McCollough effect: boundary-surface alignment through perceptual learning.

    Science.gov (United States)

    Grossberg, Stephen; Hwang, Seungwoo; Mingolla, Ennio

    2002-05-01

    This article further develops the FACADE neural model of 3-D vision and figure-ground perception to quantitatively explain properties of the McCollough effect (ME). The model proposes that many ME data result from visual system mechanisms whose primary function is to adaptively align, through learning, boundary and surface representations that are positionally shifted due to the process of binocular fusion. For example, binocular boundary representations are shifted by binocular fusion relative to monocular surface representations, yet the boundaries must become positionally aligned with the surfaces to control binocular surface capture and filling-in. The model also includes perceptual reset mechanisms that use habituative transmitters in opponent processing circuits. Thus the model shows how ME data may arise from a combination of mechanisms that have a clear functional role in biological vision. Simulation results with a single set of parameters quantitatively fit data from 13 experiments that probe the nature of achromatic/chromatic and monocular/binocular interactions during induction of the ME. The model proposes how perceptual learning, opponent processing, and habituation at both monocular and binocular surface representations are involved, including early thalamocortical sites. In particular, it explains the anomalous ME utilizing these multiple processing sites. Alternative models of the ME are also summarized and compared with the present model.

  6. Blended Learning Approach of the Flipped Model for Partograph Short Course

    Directory of Open Access Journals (Sweden)

    Linawati Linawati

    2016-08-01

    Full Text Available Crucial demand of professional and well-trained midwives, midwifery lecturers, general practitioner, and OBGYN in Indonesia could be fulfilled by providing effective learning process to them. Udayana University through its Distance Learning Centre has offered Partograph short course in order to respond the demand. The short course has implemented blended learning approach of the flipped classroom with international collaboration. The course was joint by participants from 11 countries through video conference.  The course was well designed, conducted follow Global Development Learning Network standard, and then it was evaluated.  The course yielded high impact to the participants which could be seen from the participants’ feedback. They testified that the course was marvelous, effective and informative. Finally the evaluation results showed that all components of the learning process have significant result to the overall learning quality which was shown by their correlation coefficients.

  7. Assessing Learning Quality: Reconciling Institutional, Staff and Educational Demands.

    Science.gov (United States)

    Biggs, John

    1996-01-01

    Two frameworks for educational assessment distinguished, which is quantitative, adequate for construing some kinds of learning, and qualitative, which is more appropriate for most objectives in higher education. The paper argues that institutions implicitly encourage quantitative assessment, thus encouraging a surface approach to learning although…

  8. An easy and environmentally-friendly approach to superamphiphobicity of aluminum surfaces

    Energy Technology Data Exchange (ETDEWEB)

    Deng, R. [School of Materials Science and Engineering, Yunnan University, Kunming 650091 (China); Hu, Y.M., E-mail: yongmaohu@163.com [College of Engineering, Dali University, Dali 671003 (China); Wang, L.; Li, Zh.H.; Shen, T. [Faculty of Materials Science and Engineering, Kunming University of Science and Technology, Kunming 650093 (China); Zhu, Y., E-mail: zhuyan@kmust.edu.cn [Faculty of Materials Science and Engineering, Kunming University of Science and Technology, Kunming 650093 (China); Xiang, J.Zh., E-mail: jzhxiang@ynu.edu.cn [School of Materials Science and Engineering, Yunnan University, Kunming 650091 (China)

    2017-04-30

    Highlights: • Superamphiphobic Al surfaces were achieved via an approach of chemical etching and low surface energy material modification. • The process of chemical etching and hot water bathing were optimized to obtain desirable hierarchical micro/nanoscale structures. • The surface morphology, chemistry and wetting properties of the as-prepared aluminum surfaces were characterized and discussed. • The mechanical robustness and chemical stability of the as-prepared superamphiphobic Al surfaces were tested and evaluated. - Abstract: Superamphiphobic Al surfaces were achieved via an easy and environmentally-friendly approach. Aqueous mixed solution of 0.7 M CuSO{sub 4} and 1 M NaCl was used to etch polished Al surfaces to fabricate a rough morphology distributed with microscale step-like pits. The uniformly distributed nanoscale petals covered on the microscale pits were obtained by subsequent 96 °C hot deionized water bathing for 13 min. Thus, the hierarchical micro/nanometer scale roughness was formed which provided the structural basic of superamphiphobic Al surfaces. By 1H, 1H, 2H, 2H-Perfluorodecyl-triethoxysilane (PFDTS) derivatization, desirable superamphiphobic Al surfaces were achieved with the highest static contact angles of 162° for water, 156° for peanut oil, respectively. Meanwhile, the sliding angles were lower than 10° for both water and peanut oil droplets. The as-prepared Al surfaces were investigated by field-emission scanning electron microscopy (FE-SEM), energy dispersive X-ray spectroscopy (EDS), X-ray photoelectron spectroscopy (XPS), and optical contact angle measurements. The FE-SEM images of as-prepared Al surfaces showed a hierarchical micro/nanometer scale morphology. XPS analyses demonstrated the PFDTS derivitization on Al surfaces. The superamphiphobic Al surfaces presented good mechanical durability and chemical stability which have a wide range of applications in fields such as self-cleaning, anti-icing, anti

  9. An easy and environmentally-friendly approach to superamphiphobicity of aluminum surfaces

    International Nuclear Information System (INIS)

    Deng, R.; Hu, Y.M.; Wang, L.; Li, Zh.H.; Shen, T.; Zhu, Y.; Xiang, J.Zh.

    2017-01-01

    Highlights: • Superamphiphobic Al surfaces were achieved via an approach of chemical etching and low surface energy material modification. • The process of chemical etching and hot water bathing were optimized to obtain desirable hierarchical micro/nanoscale structures. • The surface morphology, chemistry and wetting properties of the as-prepared aluminum surfaces were characterized and discussed. • The mechanical robustness and chemical stability of the as-prepared superamphiphobic Al surfaces were tested and evaluated. - Abstract: Superamphiphobic Al surfaces were achieved via an easy and environmentally-friendly approach. Aqueous mixed solution of 0.7 M CuSO 4 and 1 M NaCl was used to etch polished Al surfaces to fabricate a rough morphology distributed with microscale step-like pits. The uniformly distributed nanoscale petals covered on the microscale pits were obtained by subsequent 96 °C hot deionized water bathing for 13 min. Thus, the hierarchical micro/nanometer scale roughness was formed which provided the structural basic of superamphiphobic Al surfaces. By 1H, 1H, 2H, 2H-Perfluorodecyl-triethoxysilane (PFDTS) derivatization, desirable superamphiphobic Al surfaces were achieved with the highest static contact angles of 162° for water, 156° for peanut oil, respectively. Meanwhile, the sliding angles were lower than 10° for both water and peanut oil droplets. The as-prepared Al surfaces were investigated by field-emission scanning electron microscopy (FE-SEM), energy dispersive X-ray spectroscopy (EDS), X-ray photoelectron spectroscopy (XPS), and optical contact angle measurements. The FE-SEM images of as-prepared Al surfaces showed a hierarchical micro/nanometer scale morphology. XPS analyses demonstrated the PFDTS derivitization on Al surfaces. The superamphiphobic Al surfaces presented good mechanical durability and chemical stability which have a wide range of applications in fields such as self-cleaning, anti-icing, anti-corrosion, oil

  10. Vocational High School Students’ Creativity in Food Additives with Problem Based Learning Approach

    Science.gov (United States)

    Ratnasari, D.; Supriyanti, T.; Rosbiono, M.

    2017-09-01

    The aim of this study is to verify the creativity of vocational students through Problem Based Learning approach in the food additives. The method which used quasi-experiment with one group posttest design. The research subjects were 32 students in grade XII of a vocational high school students courses chemical analysis in Bandung city. Instrument of creativity were essay, Student Worksheet, and observation sheets. Creativity measured include creative thinking skills and creative act skills. The results showed creative thinking skills and creative act skills are good. Research showed that the problem based learning approach can be applied to develop creativity of vocational students in the food additives well, because the students are given the opportunity to determine their own experiment procedure that will be used. It is recommended to often implement Problem Based Learning approach in other chemical concepts so that students’ creativity is sustainable.

  11. A Personalized Recommendation-Based Mobile Learning Approach to Improving the Reading Performance of EFL Students

    Science.gov (United States)

    Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Chih-Kai

    2013-01-01

    In this paper, a personalized recommendation-based mobile language learning approach is proposed. A mobile learning system has been developed based on the approach by providing a reading material recommendation mechanism for guiding EFL (English as Foreign Language) students to read articles that match their preferences and knowledge levels, and a…

  12. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement--Insights from Norway

    Science.gov (United States)

    Hussein, Bassam A.

    2015-01-01

    The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients…

  13. Field visit placements: An integrated and community approach to learning in children's nursing.

    LENUS (Irish Health Repository)

    Cummins, Ann

    2010-03-01

    This paper reports on the development of a new initiative, field visit placements towards and integrated and community approach to learning for nursing students. To date, limited literature exists on the potential of community field visits as meaningful learning opportunities for nursing students. Drawing on our experiences, the structure and processes involved in implementing field visits are described in this paper. Students evaluated the field visits positively indicating that they provided a wealth of learning opportunities that enhanced their knowledge and awareness of services available to children and their families in the community. The potential of field visits to promote an integrated and community approach to placements in children\\'s nursing is discussed.

  14. A Model of e-Learning by Constructivism Approach Using Problem-Based Learning to Develop Thinking Skills for Students in Rajaghat University

    Science.gov (United States)

    Shutimarrungson, Werayut; Pumipuntu, Sangkom; Noirid, Surachet

    2014-01-01

    This research aimed to develop a model of e-learning by using Problem-Based Learning--PBL to develop thinking skills for students in Rajabhat University. The research is divided into three phases through the e-learning model via PBL with Constructivism approach as follows: Phase 1 was to study characteristics and factors through the model to…

  15. A Deep Learning based Approach to Reduced Order Modeling of Fluids using LSTM Neural Networks

    Science.gov (United States)

    Mohan, Arvind; Gaitonde, Datta

    2017-11-01

    Reduced Order Modeling (ROM) can be used as surrogates to prohibitively expensive simulations to model flow behavior for long time periods. ROM is predicated on extracting dominant spatio-temporal features of the flow from CFD or experimental datasets. We explore ROM development with a deep learning approach, which comprises of learning functional relationships between different variables in large datasets for predictive modeling. Although deep learning and related artificial intelligence based predictive modeling techniques have shown varied success in other fields, such approaches are in their initial stages of application to fluid dynamics. Here, we explore the application of the Long Short Term Memory (LSTM) neural network to sequential data, specifically to predict the time coefficients of Proper Orthogonal Decomposition (POD) modes of the flow for future timesteps, by training it on data at previous timesteps. The approach is demonstrated by constructing ROMs of several canonical flows. Additionally, we show that statistical estimates of stationarity in the training data can indicate a priori how amenable a given flow-field is to this approach. Finally, the potential and limitations of deep learning based ROM approaches will be elucidated and further developments discussed.

  16. Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

    Science.gov (United States)

    Chotimah, Siti; Bernard, M.; Wulandari, S. M.

    2018-01-01

    The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got

  17. Machine Learning Approaches for Detecting Diabetic Retinopathy from Clinical and Public Health Records.

    Science.gov (United States)

    Ogunyemi, Omolola; Kermah, Dulcie

    2015-01-01

    Annual eye examinations are recommended for diabetic patients in order to detect diabetic retinopathy and other eye conditions that arise from diabetes. Medically underserved urban communities in the US have annual screening rates that are much lower than the national average and could benefit from informatics approaches to identify unscreened patients most at risk of developing retinopathy. Using clinical data from urban safety net clinics as well as public health data from the CDC's National Health and Nutrition Examination Survey, we examined different machine learning approaches for predicting retinopathy from clinical or public health data. All datasets utilized exhibited a class imbalance. Classifiers learned on the clinical data were modestly predictive of retinopathy with the best model having an AUC of 0.72, sensitivity of 69.2% and specificity of 55.9%. Classifiers learned on public health data were not predictive of retinopathy. Successful approaches to detecting latent retinopathy using machine learning could help safety net and other clinics identify unscreened patients who are most at risk of developing retinopathy and the use of ensemble classifiers on clinical data shows promise for this purpose.

  18. Prosocial effects of prolactin in male rats: Social recognition, social approach and social learning.

    Science.gov (United States)

    Donhoffner, Mary E; Al Saleh, Samar; Schink, Olivia; Wood, Ruth I

    2017-11-01

    Prolactin (PRL) and oxytocin (OT) are pituitary hormones essential for lactation, but also promote sexual behavior. OT stimulates social behaviors, such as recognition, approach, and learning, but less is known about PRL in these behaviors. Since PRL and OT have complementary functions in reproduction, we hypothesized that PRL increases social recognition, approach, and learning. Male Long-Evans rats received ovine PRL (oPRL; 0.5, 2.0 or 5.0mg/kg), the PRL antagonist bromocriptine (0.1, 3.0 or 5.0mg/kg) or saline 20 mins before testing for recognition of familiar vs. unfamiliar stimulus males. Saline controls preferred the unfamiliar male (psocial approach, we determined if PRL restores approach 2h after defeat by an aggressive male. Defeated rats avoided the aggressive male. 2mg/kg oPRL, before or after defeat, restored approach towards the aggressive male (psocial learning, we tested social transmission of food preference. Rats choose between two unfamiliar flavors, one of which they have previously been exposed to through interaction with a demonstrator rat. Vehicle controls preferred chow with the demonstrated flavor over the novel flavor. oPRL-treated rats were similar. Bromocriptine-treated rats failed to show a preference. When tested one week later, only oPRL-treated rats preferred the demonstrated flavor. The results suggest that PRL is required for social recognition and learning, and that increasing PRL enhances social memory and approach, similar to OT. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning

    Science.gov (United States)

    Leslie, Paul; Camargo-Borges, Celiane

    2017-01-01

    This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge in his educational communities. This paper, as…

  20. A comparison of the stochastic and machine learning approaches in hydrologic time series forecasting

    Science.gov (United States)

    Kim, T.; Joo, K.; Seo, J.; Heo, J. H.

    2016-12-01

    Hydrologic time series forecasting is an essential task in water resources management and it becomes more difficult due to the complexity of runoff process. Traditional stochastic models such as ARIMA family has been used as a standard approach in time series modeling and forecasting of hydrological variables. Due to the nonlinearity in hydrologic time series data, machine learning approaches has been studied with the advantage of discovering relevant features in a nonlinear relation among variables. This study aims to compare the predictability between the traditional stochastic model and the machine learning approach. Seasonal ARIMA model was used as the traditional time series model, and Random Forest model which consists of decision tree and ensemble method using multiple predictor approach was applied as the machine learning approach. In the application, monthly inflow data from 1986 to 2015 of Chungju dam in South Korea were used for modeling and forecasting. In order to evaluate the performances of the used models, one step ahead and multi-step ahead forecasting was applied. Root mean squared error and mean absolute error of two models were compared.

  1. Learning from the application of the systematic approach to training

    International Nuclear Information System (INIS)

    Haber, S.B.; Yoder, J.A.

    1998-01-01

    The paper describes the objectives, lessons learned, key accomplishments and related activities of the application of the systematic approach to training initiated by DOE in Russia and Ukraine in 1992 focused on single facility in each country

  2. An Incremental Weighted Least Squares Approach to Surface Lights Fields

    Science.gov (United States)

    Coombe, Greg; Lastra, Anselmo

    An Image-Based Rendering (IBR) approach to appearance modelling enables the capture of a wide variety of real physical surfaces with complex reflectance behaviour. The challenges with this approach are handling the large amount of data, rendering the data efficiently, and previewing the model as it is being constructed. In this paper, we introduce the Incremental Weighted Least Squares approach to the representation and rendering of spatially and directionally varying illumination. Each surface patch consists of a set of Weighted Least Squares (WLS) node centers, which are low-degree polynomial representations of the anisotropic exitant radiance. During rendering, the representations are combined in a non-linear fashion to generate a full reconstruction of the exitant radiance. The rendering algorithm is fast, efficient, and implemented entirely on the GPU. The construction algorithm is incremental, which means that images are processed as they arrive instead of in the traditional batch fashion. This human-in-the-loop process enables the user to preview the model as it is being constructed and to adapt to over-sampling and under-sampling of the surface appearance.

  3. A Novel Text Clustering Approach Using Deep-Learning Vocabulary Network

    Directory of Open Access Journals (Sweden)

    Junkai Yi

    2017-01-01

    Full Text Available Text clustering is an effective approach to collect and organize text documents into meaningful groups for mining valuable information on the Internet. However, there exist some issues to tackle such as feature extraction and data dimension reduction. To overcome these problems, we present a novel approach named deep-learning vocabulary network. The vocabulary network is constructed based on related-word set, which contains the “cooccurrence” relations of words or terms. We replace term frequency in feature vectors with the “importance” of words in terms of vocabulary network and PageRank, which can generate more precise feature vectors to represent the meaning of text clustering. Furthermore, sparse-group deep belief network is proposed to reduce the dimensionality of feature vectors, and we introduce coverage rate for similarity measure in Single-Pass clustering. To verify the effectiveness of our work, we compare the approach to the representative algorithms, and experimental results show that feature vectors in terms of deep-learning vocabulary network have better clustering performance.

  4. Interindividual Differences in Learning Performance: The Effects of Age, Intelligence, and Strategic Task Approach

    Science.gov (United States)

    Kliegel, Matthias; Altgassen, Mareike

    2006-01-01

    The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However,…

  5. Residents’ perceptions of simulation as a clinical learning approach

    Science.gov (United States)

    Walsh, Catharine M.; Garg, Ankit; Ng, Stella L.; Goyal, Fenny; Grover, Samir C.

    2017-01-01

    Background Simulation is increasingly being integrated into medical education; however, there is little research into trainees’ perceptions of this learning modality. We elicited trainees’ perceptions of simulation-based learning, to inform how simulation is developed and applied to support training. Methods We conducted an instrumental qualitative case study entailing 36 semi-structured one-hour interviews with 12 residents enrolled in an introductory simulation-based course. Trainees were interviewed at three time points: pre-course, post-course, and 4–6 weeks later. Interview transcripts were analyzed using a qualitative descriptive analytic approach. Results Residents’ perceptions of simulation included: 1) simulation serves pragmatic purposes; 2) simulation provides a safe space; 3) simulation presents perils and pitfalls; and 4) optimal design for simulation: integration and tension. Key findings included residents’ markedly narrow perception of simulation’s capacity to support non-technical skills development or its use beyond introductory learning. Conclusion Trainees’ learning expectations of simulation were restricted. Educators should critically attend to the way they present simulation to learners as, based on theories of problem-framing, trainees’ a priori perceptions may delimit the focus of their learning experiences. If they view simulation as merely a replica of real cases for the purpose of practicing basic skills, they may fail to benefit from the full scope of learning opportunities afforded by simulation. PMID:28344719

  6. An adaptive deep learning approach for PPG-based identification.

    Science.gov (United States)

    Jindal, V; Birjandtalab, J; Pouyan, M Baran; Nourani, M

    2016-08-01

    Wearable biosensors have become increasingly popular in healthcare due to their capabilities for low cost and long term biosignal monitoring. This paper presents a novel two-stage technique to offer biometric identification using these biosensors through Deep Belief Networks and Restricted Boltzman Machines. Our identification approach improves robustness in current monitoring procedures within clinical, e-health and fitness environments using Photoplethysmography (PPG) signals through deep learning classification models. The approach is tested on TROIKA dataset using 10-fold cross validation and achieved an accuracy of 96.1%.

  7. Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework

    OpenAIRE

    Albert Sangrà; Dimitrios Vlachopoulos; Nati Cabrera

    2012-01-01

    E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.An international project, based on the participation of e...

  8. Indigenizing Student-Centred Learning: A Western Approach in an Indigenous Educational Institution

    Science.gov (United States)

    Kennedy, Chona Pineda

    2013-01-01

    This study investigated the alignment of the teaching and learning practices with a student-centred learning approach in an indigenous educational institution. The findings indicated that when a western concept is applied in the classroom, it is vital for it to be culturally relevant and appropriate to the cultural beliefs and values of the…

  9. The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

    Directory of Open Access Journals (Sweden)

    Reviandari Widyatiningtyas

    2015-07-01

    Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.

  10. An ensemble machine learning approach to predict survival in breast cancer.

    Science.gov (United States)

    Djebbari, Amira; Liu, Ziying; Phan, Sieu; Famili, Fazel

    2008-01-01

    Current breast cancer predictive signatures are not unique. Can we use this fact to our advantage to improve prediction? From the machine learning perspective, it is well known that combining multiple classifiers can improve classification performance. We propose an ensemble machine learning approach which consists of choosing feature subsets and learning predictive models from them. We then combine models based on certain model fusion criteria and we also introduce a tuning parameter to control sensitivity. Our method significantly improves classification performance with a particular emphasis on sensitivity which is critical to avoid misclassifying poor prognosis patients as good prognosis.

  11. Understanding the Science-Learning Environment: A Genetically Sensitive Approach

    Science.gov (United States)

    Haworth, Claire M. A.; Davis, Oliver S. P.; Hanscombe, Ken B.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

    2013-01-01

    Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000…

  12. Restoring Proprioception via a Cortical Prosthesis: A Novel Learning Based Approach

    Science.gov (United States)

    2016-10-01

    AWARD NUMBER: W81XWH-14-1-0510 TITLE: Restoring Proprioception via a Cortical Prosthesis : A Novel Learning-Based Approach PRINCIPAL INVESTIGATOR...Sep 2015 - 29 Sep 2016 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Restoring Proprioception via a Cortical Prosthesis : A Novel Learning-Based...the feeling of where the body is in space. The importance of proprioception is often not appreciated; without it, we are unable to move normally

  13. Communicative – Activity Approach in Learning Foreign Language

    Directory of Open Access Journals (Sweden)

    Dariga A. Bekova

    2015-01-01

    Full Text Available The article is devoted communicative method of teaching foreign languages, which is the activity character. The task of the communicative approach – to interest of students in learning a foreign language through the accumulation and improvement their knowledge and experience. The main objective this method – free orienteering training in foreign language environment and the ability to adequately react in different situations, communication.

  14. A Comparison of Machine Learning Approaches for Corn Yield Estimation

    Science.gov (United States)

    Kim, N.; Lee, Y. W.

    2017-12-01

    Machine learning is an efficient empirical method for classification and prediction, and it is another approach to crop yield estimation. The objective of this study is to estimate corn yield in the Midwestern United States by employing the machine learning approaches such as the support vector machine (SVM), random forest (RF), and deep neural networks (DNN), and to perform the comprehensive comparison for their results. We constructed the database using satellite images from MODIS, the climate data of PRISM climate group, and GLDAS soil moisture data. In addition, to examine the seasonal sensitivities of corn yields, two period groups were set up: May to September (MJJAS) and July and August (JA). In overall, the DNN showed the highest accuracies in term of the correlation coefficient for the two period groups. The differences between our predictions and USDA yield statistics were about 10-11 %.

  15. Evaluating the E-Learning Platform from the Perspective of Knowledge Management: The AHP Approach

    Directory of Open Access Journals (Sweden)

    I-Chin Wu

    2013-06-01

    Full Text Available A growing number of higher education institutions have adopted asynchronous and synchronous Web-based learning platforms to improve students’ learning efficiency and increase learning satisfaction in the past decade. Unlike traditional face-to-face learning methods, e-learning platforms allow teachers to communicate with students and discuss course content anytime or anywhere. In addition, the teaching material can be reused via the e-learning platforms. To understand how students use e-learning platforms and what the implications are, we conducted an empirical study of the iCAN e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. We use the Analytic Hierarchy Process (AHP, a well-known multi-criteria evaluation approach, to compare five practices, i.e. the functions of the iCAN teaching platform. We adopted a brainstorming approach to design a questionnaire to measure learners’ perception of the e-learning platform based on the theory of knowledge transforming process in knowledge management. Accordingly, the model considers functioning and objectivity in terms of the following three attributes of learning effectiveness: individual learning, group sharing and learning performance. Twelve criteria with twelve evaluation items were used to investigate the effectiveness of the five practices. We also evaluated the strengths and weaknesses of the functions based on the types of courses in the iCan platform. We expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities and promote students’ learning efficiency and satisfaction.

  16. A blended learning approach to teach fluid mechanics in engineering

    Science.gov (United States)

    Rahman, Ataur

    2017-05-01

    This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand written tutorial solutions, discussion board and online practice quizzes. The lecture and tutorial class times have been primarily utilised to discuss confusing topics and engage students with practical issues in applying the theories learnt in fluid mechanics. Based on the data of over 734 students over a 4-year period, it has been shown that a BLA has improved the learning experience of the fluid mechanics students in UWS. The overall percentage of student satisfaction in this subject has increased by 18% in the BLA case compared with the traditional one.

  17. Best Practices and Lessons Learned In LANL Approaches to Transportation Security

    Energy Technology Data Exchange (ETDEWEB)

    Drypolcher, Katherine Carr [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2017-10-24

    Presentation includes slides on Physical Protection of Material in Transit; Graded Approach for Implementation Controls; Security Requirements; LANL Lessons Learned; Shipping Violation; Unmonitored Shipment; Foreign shipment; and the Conclusion.

  18. Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

    Science.gov (United States)

    Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

    2018-01-01

    To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

  19. The application of multiple intelligence approach to the learning of human circulatory system

    Science.gov (United States)

    Kumalasari, Lita; Yusuf Hilmi, A.; Priyandoko, Didik

    2017-11-01

    The purpose of this study is to offer an alternative teaching approach or strategies which able to accommodate students’ different ability, intelligence and learning style. Also can gives a new idea for the teacher as a facilitator for exploring how to teach the student in creative ways and more student-center activities, for a lesson such as circulatory system. This study was carried out at one private school in Bandung involved eight students to see their responses toward the lesson that delivered by using Multiple Intelligence approach which is include Linguistic, Logical-Mathematical, Visual-Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalistic. Students were test by using MI test based on Howard Gardner’s MI model to see their dominant intelligence. The result showed the percentage of top three ranks of intelligence are Bodily-Kinesthetic (73%), Visual-Spatial (68%), and Logical-Mathematical (61%). The learning process is given by using some different multimedia and activities to engaged their learning style and intelligence such as mini experiment, short clip, and questions. Student response is given by using self-assessment and the result is all students said the lesson gives them a knowledge and skills that useful for their life, they are clear with the explanation given, they didn’t find difficulties to understand the lesson and can complete the assignment given. At the end of the study, it is reveal that the students who are learned by Multiple Intelligence instructional approach have more enhance to the lesson given. It’s also found out that the students participated in the learning process which Multiple Intelligence approach was applied enjoyed the activities and have great fun.

  20. A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

    Science.gov (United States)

    Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

    2014-01-01

    The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

  1. E-learning for Newcomers on the IAEA Milestones Approach

    International Nuclear Information System (INIS)

    Halt, Lotta

    2014-01-01

    Background to E-learning modules: • Member States requesting assistance in introducing nuclear power programs; • Implement training for a broad audience at an overview level; • Foundation to better understand the IAEA Milestones approach; • MS may have problems providing satisfactory (nuclear) Education and Training; • Funded by Republic of Korea

  2. A developmental approach to learning causal models for cyber security

    Science.gov (United States)

    Mugan, Jonathan

    2013-05-01

    To keep pace with our adversaries, we must expand the scope of machine learning and reasoning to address the breadth of possible attacks. One approach is to employ an algorithm to learn a set of causal models that describes the entire cyber network and each host end node. Such a learning algorithm would run continuously on the system and monitor activity in real time. With a set of causal models, the algorithm could anticipate novel attacks, take actions to thwart them, and predict the second-order effects flood of information, and the algorithm would have to determine which streams of that flood were relevant in which situations. This paper will present the results of efforts toward the application of a developmental learning algorithm to the problem of cyber security. The algorithm is modeled on the principles of human developmental learning and is designed to allow an agent to learn about the computer system in which it resides through active exploration. Children are flexible learners who acquire knowledge by actively exploring their environment and making predictions about what they will find,1, 2 and our algorithm is inspired by the work of the developmental psychologist Jean Piaget.3 Piaget described how children construct knowledge in stages and learn new concepts on top of those they already know. Developmental learning allows our algorithm to focus on subsets of the environment that are most helpful for learning given its current knowledge. In experiments, the algorithm was able to learn the conditions for file exfiltration and use that knowledge to protect sensitive files.

  3. A New Approach to Teaching Petrology: Active Learning in a Studio Classroom

    Science.gov (United States)

    Perkins, D.

    2003-12-01

    During the past 15 years it has become clear that the traditional lecture and lab approach to college science teaching leaves much to be desired. The traditional approach is instructor oriented and based on passive learning. In contrast, current studies show that most students learn best when actively engaged in the learning process. Inquiry based learning and open ended projects have been shown to especially enhance learning by promoting higher order thinking. Recognizing the need for change, however, does not mean the changes are simple. The task of overhauling a course, replacing traditional approaches with more student oriented activities, requires a great deal of time and effort. It also involves much uncertainty and risk. At UND we have been experimenting with alternative pedagogies for a number of years. Change has been incremental, but this year we made wholesale changes in our petrology class. We converted it from the standard three lecture and one lab format to two 3-hour studio sessions per week. The distinction between lab and lecture is gone. In fact, there really are no lectures. The instructor talks for no more than 15 or 20 minutes at a time. Students spend most of their time doing, not listening. We emphasize collaborative active learning projects, some quite short and others lengthy and involved, and use a wide variety of activities. To assess the class, we have an outside consultant and we carry out weekly assessments to measure (1) how students are reacting to the various pedagogical approaches, and (2) how much student learning is actually occurring. This allows us to make adjustments and fine tune as necessary. We could not have made such changes a few years ago, simply because of the amount of work involved to create and test the necessary classroom materials. Today, however, there are many resources available to the reform minded teacher, and the resource base continues to grow. We borrowed heavily from other instructors at other

  4. Structure-based sampling and self-correcting machine learning for accurate calculations of potential energy surfaces and vibrational levels

    Science.gov (United States)

    Dral, Pavlo O.; Owens, Alec; Yurchenko, Sergei N.; Thiel, Walter

    2017-06-01

    We present an efficient approach for generating highly accurate molecular potential energy surfaces (PESs) using self-correcting, kernel ridge regression (KRR) based machine learning (ML). We introduce structure-based sampling to automatically assign nuclear configurations from a pre-defined grid to the training and prediction sets, respectively. Accurate high-level ab initio energies are required only for the points in the training set, while the energies for the remaining points are provided by the ML model with negligible computational cost. The proposed sampling procedure is shown to be superior to random sampling and also eliminates the need for training several ML models. Self-correcting machine learning has been implemented such that each additional layer corrects errors from the previous layer. The performance of our approach is demonstrated in a case study on a published high-level ab initio PES of methyl chloride with 44 819 points. The ML model is trained on sets of different sizes and then used to predict the energies for tens of thousands of nuclear configurations within seconds. The resulting datasets are utilized in variational calculations of the vibrational energy levels of CH3Cl. By using both structure-based sampling and self-correction, the size of the training set can be kept small (e.g., 10% of the points) without any significant loss of accuracy. In ab initio rovibrational spectroscopy, it is thus possible to reduce the number of computationally costly electronic structure calculations through structure-based sampling and self-correcting KRR-based machine learning by up to 90%.

  5. Approaches to probabilistic model learning for mobile manipulation robots

    CERN Document Server

    Sturm, Jürgen

    2013-01-01

    Mobile manipulation robots are envisioned to provide many useful services both in domestic environments as well as in the industrial context. Examples include domestic service robots that implement large parts of the housework, and versatile industrial assistants that provide automation, transportation, inspection, and monitoring services. The challenge in these applications is that the robots have to function under changing, real-world conditions, be able to deal with considerable amounts of noise and uncertainty, and operate without the supervision of an expert. This book presents novel learning techniques that enable mobile manipulation robots, i.e., mobile platforms with one or more robotic manipulators, to autonomously adapt to new or changing situations. The approaches presented in this book cover the following topics: (1) learning the robot's kinematic structure and properties using actuation and visual feedback, (2) learning about articulated objects in the environment in which the robot is operating,...

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

    Science.gov (United States)

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

    2010-08-01

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

  7. Conceptions of learning and approaches to studying among White and ethnic minority students in distance education.

    Science.gov (United States)

    Richardson, John T E

    2010-12-01

    The attainment of White students at UK institutions of higher education tends to be higher than that of students from other ethnic groups, but the causes of this are unclear. This study compared White students and students from other ethnic groups in their conceptions of learning, their approaches to studying, and their academic attainment. A stratified sample of 1,146 White students and 1,146 students from other ethnic groups taking courses by distance learning with the UK Open University. The Mental Models section of the Inventory of Learning Styles and the Revised Approaches to Studying Inventory were administered in a postal survey. The students' questionnaire scores were contaminated by response bias, which varied across different ethnic groups. When adjusted to control for response bias, the scores on the two questionnaires shared 37.2% of their variance and made a significant contribution to predicting the students' attainment. White students were more likely to exhibit a meaning-directed learning pattern, whereas Asian and Black students were more likely to exhibit a reproduction-directed learning pattern. However, the variation in attainment across different ethnic groups remained significant when their questionnaire scores and prior qualifications were taken into account. There is a strong relationship between students' conceptions of learning and their approaches to studying, and variations in conceptions of learning in different ethnic groups give rise to variations in approaches to studying. However, factors other than prior qualifications and conceptions of learning are responsible for variation in attainment across different ethnic groups.

  8. Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective.

    Science.gov (United States)

    Catarci, Tiziana; De Giovanni, Loredana; Gabrielli, Silvia; Kimani, Stephen; Mirabella, Valeria

    2008-08-01

    There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.

  9. A professional approach to English language teaching and learning in teacher’s training education

    Directory of Open Access Journals (Sweden)

    Rodríguez, Orlando

    2011-01-01

    Full Text Available This article deals with the demands for giving a professionalized approach to the English teaching-learning process for future teachers at the universities of pedagogical sciences of Cuba, specifically at “Jose Marti” University of Camagüey. The treatment to the professionalized learning approach has generally been related to technical courses in the technical professional teaching. This approach needs contextualizing in the different courses or disciplines of higher education with the purpose of achieving the goal demanded by society of graduated teachers from higher education at their working scenarios. The teacher of English is no exception to this demand. Key words: professional approach, professional competency, users, analyst, professor

  10. Surface science and heterogeneous catalysis

    International Nuclear Information System (INIS)

    Somorjai, G.A.

    1980-05-01

    The catalytic reactions studied include hydrocarbon conversion over platinum, the transition metal-catalyzed hydrogenation of carbon monoxide, and the photocatalyzed dissociation of water over oxide surfaces. The method of combined surface science and catalytic studies is similar to those used in synthetic organic chemistry. The single-crystal models for the working catalyst are compared with real catalysts by comparing the rates of cyclopropane ring opening on platinum and the hydrogenation of carbon monoxide on rhodium single crystal surface with those on practical commercial catalyst systems. Excellent agreement was obtained for these reactions. This document reviews what was learned about heterogeneous catalysis from these surface science approaches over the past 15 years and present models of the active catalyst surface

  11. Learning Agreements and Socially Responsible Approaches to Professional and Human Resource Development in the United Kingdom

    Science.gov (United States)

    Wallis, Emma

    2008-01-01

    This article draws upon original qualitative data to present an initial assessment of the significance of learning agreements for the development of socially responsible approaches to professional and human resource development within the workplace. The article suggests that the adoption of a partnership-based approach to learning is more…

  12. Transdisciplinary Approach and Intensity in Second Language Learning/Teaching

    Directory of Open Access Journals (Sweden)

    Joan Netten

    2000-12-01

    Full Text Available Abstract Abstract This article explores the concept and role of intensity in the research project on Intensive Core French in the province of Newfoundland and Labrador. Intensity in this project is characterized by a reorganization of the timetable and a reorientation of the curriculum. The theoretical foundation of the project – a transdisciplinary approach to second language learning/teaching – is based on Cummins's hypothesis on the interdependence of languages, a sociopsychological theory of development, and Vygotsky's conception of the relationship between instruction and development. A model is developed in order to illustrate the relationship between second language learning and the development of cognitive, social and personal capacities and organizational skills. It is argued that the types of teaching strategies used in second language classrooms have important effects on the development of these capacities. The transdisciplinary approach developed in our research project, which tests on the concept of intensity and implies the compacting of the curriculum both in English and other subjects, enhances the effects of second language instruction.

  13. Radar Rainfall Bias Correction based on Deep Learning Approach

    Science.gov (United States)

    Song, Yang; Han, Dawei; Rico-Ramirez, Miguel A.

    2017-04-01

    Radar rainfall measurement errors can be considerably attributed to various sources including intricate synoptic regimes. Temperature, humidity and wind are typically acknowledged as critical meteorological factors in inducing the precipitation discrepancies aloft and on the ground. The conventional practices mainly use the radar-gauge or geostatistical techniques by direct weighted interpolation algorithms as bias correction schemes whereas rarely consider the atmospheric effects. This study aims to comprehensively quantify those meteorological elements' impacts on radar-gauge rainfall bias correction based on a deep learning approach. The deep learning approach employs deep convolutional neural networks to automatically extract three-dimensional meteorological features for target recognition based on high range resolution profiles. The complex nonlinear relationships between input and target variables can be implicitly detected by such a scheme, which is validated on the test dataset. The proposed bias correction scheme is expected to be a promising improvement in systematically minimizing the synthesized atmospheric effects on rainfall discrepancies between radar and rain gauges, which can be useful in many meteorological and hydrological applications (e.g., real-time flood forecasting) especially for regions with complex atmospheric conditions.

  14. Machine learning approaches: from theory to application in schizophrenia.

    Science.gov (United States)

    Veronese, Elisa; Castellani, Umberto; Peruzzo, Denis; Bellani, Marcella; Brambilla, Paolo

    2013-01-01

    In recent years, machine learning approaches have been successfully applied for analysis of neuroimaging data, to help in the context of disease diagnosis. We provide, in this paper, an overview of recent support vector machine-based methods developed and applied in psychiatric neuroimaging for the investigation of schizophrenia. In particular, we focus on the algorithms implemented by our group, which have been applied to classify subjects affected by schizophrenia and healthy controls, comparing them in terms of accuracy results with other recently published studies. First we give a description of the basic terminology used in pattern recognition and machine learning. Then we separately summarize and explain each study, highlighting the main features that characterize each method. Finally, as an outcome of the comparison of the results obtained applying the described different techniques, conclusions are drawn in order to understand how much automatic classification approaches can be considered a useful tool in understanding the biological underpinnings of schizophrenia. We then conclude by discussing the main implications achievable by the application of these methods into clinical practice.

  15. Machine Learning Approaches: From Theory to Application in Schizophrenia

    Directory of Open Access Journals (Sweden)

    Elisa Veronese

    2013-01-01

    Full Text Available In recent years, machine learning approaches have been successfully applied for analysis of neuroimaging data, to help in the context of disease diagnosis. We provide, in this paper, an overview of recent support vector machine-based methods developed and applied in psychiatric neuroimaging for the investigation of schizophrenia. In particular, we focus on the algorithms implemented by our group, which have been applied to classify subjects affected by schizophrenia and healthy controls, comparing them in terms of accuracy results with other recently published studies. First we give a description of the basic terminology used in pattern recognition and machine learning. Then we separately summarize and explain each study, highlighting the main features that characterize each method. Finally, as an outcome of the comparison of the results obtained applying the described different techniques, conclusions are drawn in order to understand how much automatic classification approaches can be considered a useful tool in understanding the biological underpinnings of schizophrenia. We then conclude by discussing the main implications achievable by the application of these methods into clinical practice.

  16. The Analysis of Physics Learning in Senior High School of Semarang Based on The Scientific Approach and Assessment

    Science.gov (United States)

    Hardyanti, R. C.; Hartono; Fianti

    2018-03-01

    Physics Learning in Curriculum of 2013 is closely related to the implementation of scientific approach and authentic assessment in learning. This study aims to analyze the implementation of scientific approaches and authentic assessment in physics learning, as well as to analyze the constraints of scientific approach and authentic assessment in physics learning. The data collection techniques used in this study are questionnaires, observations, interviews, and documentation. The calculation results used are percentage techniques and analyzed by using qualitative descriptive approach. Based on the results of research and discussion, the implementation of physics learning based on the scientific approach goes well with the percentage of 84.60%. Physical learning activity based on authentic assessment also goes well with the percentage of 88%. The results of the percentage of scientific approaches and authentic assessment approaches are less than 100%. It shows that there are obstacles to the implementation of the scientific approach and the constraints of authentic assessment. The obstacles to the implementation of scientific approach include time, heavy load of material, input or ability of learners, the willingness of learners in asking questions, laboratory support, and the ability of students to process data. While the obstacles to the implementation of authentic assessment include the limited time for carrying out of authentic assessment, the components of the criteria in carrying out the authentic assessment, the lack of discipline in administering the administration, the difficulty of changing habits in carrying out the assessment from traditional assessment to the authentic assessment, the obstacle to process the score in accordance with the format Curriculum of 2013.

  17. Deep Learning-Based Noise Reduction Approach to Improve Speech Intelligibility for Cochlear Implant Recipients.

    Science.gov (United States)

    Lai, Ying-Hui; Tsao, Yu; Lu, Xugang; Chen, Fei; Su, Yu-Ting; Chen, Kuang-Chao; Chen, Yu-Hsuan; Chen, Li-Ching; Po-Hung Li, Lieber; Lee, Chin-Hui

    2018-01-20

    We investigate the clinical effectiveness of a novel deep learning-based noise reduction (NR) approach under noisy conditions with challenging noise types at low signal to noise ratio (SNR) levels for Mandarin-speaking cochlear implant (CI) recipients. The deep learning-based NR approach used in this study consists of two modules: noise classifier (NC) and deep denoising autoencoder (DDAE), thus termed (NC + DDAE). In a series of comprehensive experiments, we conduct qualitative and quantitative analyses on the NC module and the overall NC + DDAE approach. Moreover, we evaluate the speech recognition performance of the NC + DDAE NR and classical single-microphone NR approaches for Mandarin-speaking CI recipients under different noisy conditions. The testing set contains Mandarin sentences corrupted by two types of maskers, two-talker babble noise, and a construction jackhammer noise, at 0 and 5 dB SNR levels. Two conventional NR techniques and the proposed deep learning-based approach are used to process the noisy utterances. We qualitatively compare the NR approaches by the amplitude envelope and spectrogram plots of the processed utterances. Quantitative objective measures include (1) normalized covariance measure to test the intelligibility of the utterances processed by each of the NR approaches; and (2) speech recognition tests conducted by nine Mandarin-speaking CI recipients. These nine CI recipients use their own clinical speech processors during testing. The experimental results of objective evaluation and listening test indicate that under challenging listening conditions, the proposed NC + DDAE NR approach yields higher intelligibility scores than the two compared classical NR techniques, under both matched and mismatched training-testing conditions. When compared to the two well-known conventional NR techniques under challenging listening condition, the proposed NC + DDAE NR approach has superior noise suppression capabilities and gives less distortion

  18. Dealing with Insecurity in Problem Oriented Learning Approaches--The Importance of Problem Formulation

    Science.gov (United States)

    Jensen, Annie Aarup; Lund, Birthe

    2016-01-01

    Introduction of a pedagogical concept, Kubus, in a problem oriented learning context--analysed within the framework of an activity system--indicates what might happen when offering tools tempting to influence and regulate students' learning approach and hereby neglecting the importance of existing habits and values. Introduction of this new…

  19. Approaches to Learning at Work: Investigating Work Motivation, Perceived Workload, and Choice Independence

    Science.gov (United States)

    Kyndt, Eva; Raes, Elisabeth; Dochy, Filip; Janssens, Els

    2013-01-01

    Learning and development are taking up a central role in the human resource policies of organizations because of their crucial contribution to the competitiveness of those organizations. The present study investigates the relationship of work motivation, perceived workload, and choice independence with employees' approaches to learning at work.…

  20. An Adaptive Approach to Managing Knowledge Development in a Project-Based Learning Environment

    Science.gov (United States)

    Tilchin, Oleg; Kittany, Mohamed

    2016-01-01

    In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The…

  1. The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach

    Science.gov (United States)

    Rebeschi, Lisa M.

    2013-01-01

    Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning strategies…

  2. Multiple Learning Approaches in the Professional Development of School Leaders -- Theoretical Perspectives and Empirical Findings on Self-assessment and Feedback

    Science.gov (United States)

    Huber, Stephan Gerhard

    2013-01-01

    This article investigates the use of multiple learning approaches and different modes and types of learning in the (continuous) professional development (PD) of school leaders, particularly the use of self-assessment and feedback. First, formats and multiple approaches to professional learning are described. Second, a possible approach to…

  3. A New Approach to Teaching Biomechanics Through Active, Adaptive, and Experiential Learning.

    Science.gov (United States)

    Singh, Anita

    2017-07-01

    Demand of biomedical engineers continues to rise to meet the needs of healthcare industry. Current training of bioengineers follows the traditional and dominant model of theory-focused curricula. However, the unmet needs of the healthcare industry warrant newer skill sets in these engineers. Translational training strategies such as solving real world problems through active, adaptive, and experiential learning hold promise. In this paper, we report our findings of adding a real-world 4-week problem-based learning unit into a biomechanics capstone course for engineering students. Surveys assessed student perceptions of the activity and learning experience. While students, across three cohorts, felt challenged to solve a real-world problem identified during the simulation lab visit, they felt more confident in utilizing knowledge learned in the biomechanics course and self-directed research. Instructor evaluations indicated that the active and experiential learning approach fostered their technical knowledge and life-long learning skills while exposing them to the components of adaptive learning and innovation.

  4. Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science

    Science.gov (United States)

    Park, Jiyeon; Jeon, Dongryul

    2015-01-01

    The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the…

  5. The Law Review Approach: What the Humanities Can Learn

    Science.gov (United States)

    Mendenhall, Allen

    2013-01-01

    Readers of this journal probably know how the peer review process works in the humanities disciplines and at various journals. Therefore the author explains how the law review process generally works and then what the humanities can learn and borrow from the law review process. He ends by advocating for a hybrid law review/peer review approach to…

  6. A constructivist approach to learning and teaching | Venter | South ...

    African Journals Online (AJOL)

    In richer environments the lecturers should put more control of the environment in the hands of the learners (Wilson 1995). In this article I would like to propose a constructivist approach to learning and teaching in the education and training of teachers to enable them to use it in their own classrooms. South African Journal of ...

  7. A dictionary learning approach for human sperm heads classification.

    Science.gov (United States)

    Shaker, Fariba; Monadjemi, S Amirhassan; Alirezaie, Javad; Naghsh-Nilchi, Ahmad Reza

    2017-12-01

    To diagnose infertility in men, semen analysis is conducted in which sperm morphology is one of the factors that are evaluated. Since manual assessment of sperm morphology is time-consuming and subjective, automatic classification methods are being developed. Automatic classification of sperm heads is a complicated task due to the intra-class differences and inter-class similarities of class objects. In this research, a Dictionary Learning (DL) technique is utilized to construct a dictionary of sperm head shapes. This dictionary is used to classify the sperm heads into four different classes. Square patches are extracted from the sperm head images. Columnized patches from each class of sperm are used to learn class-specific dictionaries. The patches from a test image are reconstructed using each class-specific dictionary and the overall reconstruction error for each class is used to select the best matching class. Average accuracy, precision, recall, and F-score are used to evaluate the classification method. The method is evaluated using two publicly available datasets of human sperm head shapes. The proposed DL based method achieved an average accuracy of 92.2% on the HuSHeM dataset, and an average recall of 62% on the SCIAN-MorphoSpermGS dataset. The results show a significant improvement compared to a previously published shape-feature-based method. We have achieved high-performance results. In addition, our proposed approach offers a more balanced classifier in which all four classes are recognized with high precision and recall. In this paper, we use a Dictionary Learning approach in classifying human sperm heads. It is shown that the Dictionary Learning method is far more effective in classifying human sperm heads than classifiers using shape-based features. Also, a dataset of human sperm head shapes is introduced to facilitate future research. Copyright © 2017 Elsevier Ltd. All rights reserved.

  8. Implementing an Interdisciplinary Student Centric Approach to Work-Integrated Learning

    Science.gov (United States)

    Marchioro, Gary; Ryan, Maria M.; Perkins, Tim

    2014-01-01

    This paper describes the implementation of an innovative approach to work-integrated learning using interdisciplinary projects within a university Faculty of Business. Further, it discusses the implementation of integrated and authentic assessments involving academic units in the marketing, urban planning and business communication disciplines.…

  9. A Narrative Approach to Supporting Students Diagnosed with Learning Disabilities

    Science.gov (United States)

    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…

  10. Statistical mechanics of learning: A variational approach for real data

    International Nuclear Information System (INIS)

    Malzahn, Doerthe; Opper, Manfred

    2002-01-01

    Using a variational technique, we generalize the statistical physics approach of learning from random examples to make it applicable to real data. We demonstrate the validity and relevance of our method by computing approximate estimators for generalization errors that are based on training data alone

  11. Biomimetic approach to tacit learning based on compound control.

    Science.gov (United States)

    Shimoda, Shingo; Kimura, Hidenori

    2010-02-01

    The remarkable capability of living organisms to adapt to unknown environments is due to learning mechanisms that are totally different from the current artificial machine-learning paradigm. Computational media composed of identical elements that have simple activity rules play a major role in biological control, such as the activities of neurons in brains and the molecular interactions in intracellular control. As a result of integrations of the individual activities of the computational media, new behavioral patterns emerge to adapt to changing environments. We previously implemented this feature of biological controls in a form of machine learning and succeeded to realize bipedal walking without the robot model or trajectory planning. Despite the success of bipedal walking, it was a puzzle as to why the individual activities of the computational media could achieve the global behavior. In this paper, we answer this question by taking a statistical approach that connects the individual activities of computational media to global network behaviors. We show that the individual activities can generate optimized behaviors from a particular global viewpoint, i.e., autonomous rhythm generation and learning of balanced postures, without using global performance indices.

  12. Catalyst Schools' Implementation of the Learning School Approach. Catalyst Schools Research Study Report

    Science.gov (United States)

    Hammer, Patricia Cahape

    2016-01-01

    "Catalyst schools" were 28 elementary and secondary schools selected to participate in a pilot project begun in July 2014, which explored how best to support teacher professional learning through decentralization of decision making and implementation of the Learning School approach. The pilot project was the first phase in a statewide…

  13. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    Directory of Open Access Journals (Sweden)

    Merja L.M. Bauters

    2017-06-01

    Full Text Available In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how workers learn from reflection while working. These directions have been fuelled by research findings in the neurosciences, embodied cognition, the extended phenomenological–cognitive system and the role of emotions in decision-making and meaning making. The perspective on experience in different disciplines varies, and the aim is often to categorise experience. These approaches provide a worthwhile view of the importance of experience in learning and design, such as the recent emphasis on conceptual and epistemological knowledge creation. In pragmatism, experience plays a considerable role in research, art, communication and reflection. Therefore, I rely on Peirce’s communicative theory of signs and Dewey’s philosophy of experience to examine how experience is connected to reflection and therefore how it is necessarily tangible.

  14. Organizational Lerning and Strategy: Information Processing Approach of Organizaitonal Learning to Perform Strategic Choice Analysis

    Directory of Open Access Journals (Sweden)

    Agustian Budi Prasetya

    2017-03-01

    Full Text Available Study of organizational learning required to discuss the issue of strategy to understand company’s organizational knowledge and how company applied the organizational knowledge toward the changing of the environment. Method of the analysis for this research was based on desk research thoroughly on the existing literature. This research analyzed the viewpoints of different researchers in organizational learning and elaborates the information processing abilities approach of Organizational Learning (OL. Based on desk research on literature, the research discussed information processing approach to explain organizational learning and strategy choice by describing the importance of information and assumptions, the activities of knowledge acquisition, interpreting and distribution of the knowledge, typology of exploitation and exploration learning. It proposed the importance of the company to perform alignment between internal managerial process arrangement and external environment while doing the learning, based on the strategic choice space, as theatrical clustering map of the learning, the fit, the alignment, and the alliances of the organization. This research finds that the strategic space might help the analysis of balancing between exploitation and exploration learning while applying the analysis of varied firm characteristics, strategic orientation, and industrial environments.

  15. Supporting teachers integrating web 2.0 in a Problem Based Learning approach

    DEFF Research Database (Denmark)

    Buus, Lillian

    2010-01-01

    ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E-learning...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems......, in particular, in the work of the German philosopher and sociologist Oskar Negt. Negt’s work gained a lot of interest in Denmark and the Problem oriented project based learning (POPBL) was developed under this inspiration. It was implemented as a framework for learning when Aalborg University was established...

  16. Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach

    Directory of Open Access Journals (Sweden)

    Rippi Maya

    2011-07-01

    Full Text Available This paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250

  17. Learning strategies during clerkships and their effects on clinical performance.

    Science.gov (United States)

    van Lohuizen, M T; Kuks, J B M; van Hell, E A; Raat, A N; Cohen-Schotanus, J

    2009-11-01

    Previous research revealed relationships between learning strategies and knowledge acquisition. During clerkships, however, students' focus widens beyond mere knowledge acquisition as they further develop overall competence. This shift in focus can influence learning strategy use. We explored which learning strategies were used during clerkships and their relationship to clinical performance. Participants were 113 (78%) clerks at the university hospital or one of six affiliated hospitals. Learning strategies were assessed using the 'Approaches to Learning at Work Questionnaire' (deep, surface-rational and surface-disorganised learning). Clinical performance was calculated by taking the mean of clinical assessment marks. The relationship between learning strategies and clinical performance was explored using regression analysis. Most students (89%) did not clearly prefer a single learning strategy. No relationship was found between learning strategies and clinical performance. Since overall competence comprises integration of knowledge, skills and professional behaviour, we assume that students without a clear preference use more than one learning strategy. Finding no relationship between learning strategies and clinical performance reflects the complexity of clinical learning. Depending on circumstances it may be important to obtain relevant information quickly (surface-rational) or understand material thoroughly (deep). In future research we will examine when and why students use different learning strategies.

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

    Science.gov (United States)

    2014-01-01

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

  19. 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

  20. The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning.

    Science.gov (United States)

    Domínguez, Ximena; Vitiello, Virginia E; Fuccillo, Janna M; Greenfield, Daryl B; Bulotsky-Shearer, Rebecca J

    2011-04-01

    Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    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

  2. A Computer-Based Game That Promotes Mathematics Learning More than a Conventional Approach

    Science.gov (United States)

    McLaren, Bruce M.; Adams, Deanne M.; Mayer, Richard E.; Forlizzi, Jodi

    2017-01-01

    Excitement about learning from computer-based games has been papable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The…

  3. Historical maintenance relevant information road-map for a self-learning maintenance prediction procedural approach

    Science.gov (United States)

    Morales, Francisco J.; Reyes, Antonio; Cáceres, Noelia; Romero, Luis M.; Benitez, Francisco G.; Morgado, Joao; Duarte, Emanuel; Martins, Teresa

    2017-09-01

    A large percentage of transport infrastructures are composed of linear assets, such as roads and rail tracks. The large social and economic relevance of these constructions force the stakeholders to ensure a prolonged health/durability. Even though, inevitable malfunctioning, breaking down, and out-of-service periods arise randomly during the life cycle of the infrastructure. Predictive maintenance techniques tend to diminish the appearance of unpredicted failures and the execution of needed corrective interventions, envisaging the adequate interventions to be conducted before failures show up. This communication presents: i) A procedural approach, to be conducted, in order to collect the relevant information regarding the evolving state condition of the assets involved in all maintenance interventions; this reported and stored information constitutes a rich historical data base to train Machine Learning algorithms in order to generate reliable predictions of the interventions to be carried out in further time scenarios. ii) A schematic flow chart of the automatic learning procedure. iii) Self-learning rules from automatic learning from false positive/negatives. The description, testing, automatic learning approach and the outcomes of a pilot case are presented; finally some conclusions are outlined regarding the methodology proposed for improving the self-learning predictive capability.

  4. Applying a learning design methodology in the flipped classroom approach – empowering teachers to reflect and design for learning

    Directory of Open Access Journals (Sweden)

    Evangelia Triantafyllou

    2016-05-01

    Full Text Available One of the recent developments in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper discusses how the learning design methodology can be applied to represent, share and guide educators through flipped classroom designs. In order to discuss the opportunities arising by this approach, the different components of the Learning Design – Conceptual Map (LD-CM are presented and examined in the context of the flipped classroom. It is shown that viewing the flipped classroom through the lens of learning design can promote the use of theories and methods to evaluate its effect on the achievement of learning objectives, and that it may draw attention to the employment of methods to gather learner responses. Moreover, a learning design approach can enforce the detailed description of activities, tools and resources used in specific flipped classroom models, and it can make educators more aware of the decisions that have to be taken and people who have to be involved when designing a flipped classroom. By using the LD-CM, this paper also draws attention to the importance of characteristics and values of different stakeholders (i.e. institutions, educators, learners, and external agents, which influence the design and success of flipped classrooms. Moreover, it looks at the teaching cycle from a flipped instruction model perspective and adjusts it to cater for the reflection loops educators are involved when designing, implementing and re-designing a flipped classroom. Finally, it highlights the effect of learning design on the guidance

  5. Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute

    Science.gov (United States)

    Bin Kadir, Mohd Amin; Arifin, Syamsul; Latipun; Fuad, Ahmad Nur

    2016-01-01

    This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual…

  6. Self-Regulated Learning: A Motivational Approach for Learning Mathematics

    Science.gov (United States)

    K., Abdul Gafoor; Kurukkan, Abidha

    2016-01-01

    Self-regulated learning is identified as a fruitful learning strategy as evidenced from the increase in the number of researches in academic self-regulation since year 2000. Knowing to manage one's own learning is helpful in attaining the goals. This analysis of literature on self-regulated learning focuses on the factors that affect…

  7. A hybrid training approach for leaf area index estimation via Cubist and random forests machine-learning

    KAUST Repository

    McCabe, Matthew

    2017-12-06

    With an increasing volume and dimensionality of Earth observation data, enhanced integration of machine-learning methodologies is needed to effectively analyze and utilize these information rich datasets. In machine-learning, a training dataset is required to establish explicit associations between a suite of explanatory ‘predictor’ variables and the target property. The specifics of this learning process can significantly influence model validity and portability, with a higher generalization level expected with an increasing number of observable conditions being reflected in the training dataset. Here we propose a hybrid training approach for leaf area index (LAI) estimation, which harnesses synergistic attributes of scattered in-situ measurements and systematically distributed physically based model inversion results to enhance the information content and spatial representativeness of the training data. To do this, a complimentary training dataset of independent LAI was derived from a regularized model inversion of RapidEye surface reflectances and subsequently used to guide the development of LAI regression models via Cubist and random forests (RF) decision tree methods. The application of the hybrid training approach to a broad set of Landsat 8 vegetation index (VI) predictor variables resulted in significantly improved LAI prediction accuracies and spatial consistencies, relative to results relying on in-situ measurements alone for model training. In comparing the prediction capacity and portability of the two machine-learning algorithms, a pair of relatively simple multi-variate regression models established by Cubist performed best, with an overall relative mean absolute deviation (rMAD) of ∼11%, determined based on a stringent scene-specific cross-validation approach. In comparison, the portability of RF regression models was less effective (i.e., an overall rMAD of ∼15%), which was attributed partly to model saturation at high LAI in association

  8. A hybrid training approach for leaf area index estimation via Cubist and random forests machine-learning

    Science.gov (United States)

    Houborg, Rasmus; McCabe, Matthew F.

    2018-01-01

    With an increasing volume and dimensionality of Earth observation data, enhanced integration of machine-learning methodologies is needed to effectively analyze and utilize these information rich datasets. In machine-learning, a training dataset is required to establish explicit associations between a suite of explanatory 'predictor' variables and the target property. The specifics of this learning process can significantly influence model validity and portability, with a higher generalization level expected with an increasing number of observable conditions being reflected in the training dataset. Here we propose a hybrid training approach for leaf area index (LAI) estimation, which harnesses synergistic attributes of scattered in-situ measurements and systematically distributed physically based model inversion results to enhance the information content and spatial representativeness of the training data. To do this, a complimentary training dataset of independent LAI was derived from a regularized model inversion of RapidEye surface reflectances and subsequently used to guide the development of LAI regression models via Cubist and random forests (RF) decision tree methods. The application of the hybrid training approach to a broad set of Landsat 8 vegetation index (VI) predictor variables resulted in significantly improved LAI prediction accuracies and spatial consistencies, relative to results relying on in-situ measurements alone for model training. In comparing the prediction capacity and portability of the two machine-learning algorithms, a pair of relatively simple multi-variate regression models established by Cubist performed best, with an overall relative mean absolute deviation (rMAD) of ∼11%, determined based on a stringent scene-specific cross-validation approach. In comparison, the portability of RF regression models was less effective (i.e., an overall rMAD of ∼15%), which was attributed partly to model saturation at high LAI in association with

  9. A hybrid training approach for leaf area index estimation via Cubist and random forests machine-learning

    KAUST Repository

    McCabe, Matthew; McCabe, Matthew

    2017-01-01

    With an increasing volume and dimensionality of Earth observation data, enhanced integration of machine-learning methodologies is needed to effectively analyze and utilize these information rich datasets. In machine-learning, a training dataset is required to establish explicit associations between a suite of explanatory ‘predictor’ variables and the target property. The specifics of this learning process can significantly influence model validity and portability, with a higher generalization level expected with an increasing number of observable conditions being reflected in the training dataset. Here we propose a hybrid training approach for leaf area index (LAI) estimation, which harnesses synergistic attributes of scattered in-situ measurements and systematically distributed physically based model inversion results to enhance the information content and spatial representativeness of the training data. To do this, a complimentary training dataset of independent LAI was derived from a regularized model inversion of RapidEye surface reflectances and subsequently used to guide the development of LAI regression models via Cubist and random forests (RF) decision tree methods. The application of the hybrid training approach to a broad set of Landsat 8 vegetation index (VI) predictor variables resulted in significantly improved LAI prediction accuracies and spatial consistencies, relative to results relying on in-situ measurements alone for model training. In comparing the prediction capacity and portability of the two machine-learning algorithms, a pair of relatively simple multi-variate regression models established by Cubist performed best, with an overall relative mean absolute deviation (rMAD) of ∼11%, determined based on a stringent scene-specific cross-validation approach. In comparison, the portability of RF regression models was less effective (i.e., an overall rMAD of ∼15%), which was attributed partly to model saturation at high LAI in association

  10. The context of learning anatomy: does it make a difference?

    Science.gov (United States)

    Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

    2014-01-01

    This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ∼ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement ‘I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional’. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. PMID:23930933

  11. The context of learning anatomy: does it make a difference?

    Science.gov (United States)

    Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

    2014-03-01

    This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ~ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement 'I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional'. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. © 2013 Anatomical Society.

  12. Investigating students' view on STEM in learning about electrical current through STS approach

    Science.gov (United States)

    Tupsai, Jiraporn; Yuenyong, Chokchai

    2018-01-01

    This study aims to investigate Grade 11 students' views on Science Technology Engineering Mathematics (STEM) with the integration of learning about electrical current based on Science Technology Society (STS) approach [8]. The participants were 60 Grade 11 students in Demonstration Secondary School, Khon Kaen University, Khon Kaen Province, Thailand. The methodology is in the respect of interpretive paradigm. The teaching and learning about Electrical Current through STS approach carried out over 6 weeks. The Electrical Current unit through STS approach was developed based on framework[8] that consists of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision making, and (5) socialization stage. To start with, the question "what if this world is lack of electricity" was challenged in the class in order to move students to find the problem of how to design Electricity Generation from Clean Energy. Students were expected to apply scientific and other knowledge to design of Electricity Generation. Students' views on STEM were collected during their learning by participant' observation and students' tasks. Their views on STEM were categorized when they applied their knowledge for designing the Electricity Generation. The findings indicated that students cooperatively work to solve the problem when applying knowledge about the content of Science and Mathematics and processing skill of Technology and Engineering. It showed that students held the integration of science, technology, engineering and mathematics to design their possible solutions in learning about Electrical Current. The paper also discusses implications for science teaching and learning through STS in Thailand.

  13. A Child-Centred Approach to Learning about Healthy Eating

    Science.gov (United States)

    Telford, Francesca

    2013-01-01

    Science involves children in exploring and gaining understanding about the world they live in. Use of a creative and imaginative approach to science can enhance this learning in many ways (Coates and Wilson, 2003). When presented with the challenge of teaching a series of science lessons on food and nutrition to a mixed class of years 4 and 5…

  14. Are In-Class Peer Leaders Effective in the Peer-Led Team-Learning Approach?

    Science.gov (United States)

    Schray, Keith; Russo, M. Jean; Egolf, Roger; Lademan, William; Gelormo, David

    2009-01-01

    Peer-led team learning (PLTL) has been widely adopted for enhanced learning in a variety of disciplines, mostly in introductory chemistry, but also in organic chemistry, as in this study (Tien, Roth, and Kampmeier 2002). This pedagogical approach forms student groups led by students who have previously done well in the course (standard peer…

  15. Using an In-Class Simulation in the First Accounting Class: Moving from Surface to Deep Learning

    Science.gov (United States)

    Phillips, Mary E.; Graeff, Timothy R.

    2014-01-01

    As students often find the first accounting class to be abstract and difficult to understand, the authors designed an in-class simulation as an intervention to move students toward deep learning and away from surface learning. The simulation consists of buying and selling merchandise and accounting for transactions. The simulation is an effective…

  16. Addressing Indigenous (ICT) Approaches in South-East Asian Learning Systems

    Science.gov (United States)

    Amato, Silvia

    2013-01-01

    Purpose: The purpose of this paper is to provide a structural overview about indigenous approaches to learning in South East Asian countries, with a particular reference to education initiatives that have been operating in this region; and especially to investigate information and communication technologies (ICT) systems, in combination with…

  17. Classification of follicular lymphoma images: a holistic approach with symbol-based machine learning methods.

    Science.gov (United States)

    Zorman, Milan; Sánchez de la Rosa, José Luis; Dinevski, Dejan

    2011-12-01

    It is not very often to see a symbol-based machine learning approach to be used for the purpose of image classification and recognition. In this paper we will present such an approach, which we first used on the follicular lymphoma images. Lymphoma is a broad term encompassing a variety of cancers of the lymphatic system. Lymphoma is differentiated by the type of cell that multiplies and how the cancer presents itself. It is very important to get an exact diagnosis regarding lymphoma and to determine the treatments that will be most effective for the patient's condition. Our work was focused on the identification of lymphomas by finding follicles in microscopy images provided by the Laboratory of Pathology in the University Hospital of Tenerife, Spain. We divided our work in two stages: in the first stage we did image pre-processing and feature extraction, and in the second stage we used different symbolic machine learning approaches for pixel classification. Symbolic machine learning approaches are often neglected when looking for image analysis tools. They are not only known for a very appropriate knowledge representation, but also claimed to lack computational power. The results we got are very promising and show that symbolic approaches can be successful in image analysis applications.

  18. 12. Collaborative Learning – A Possible Approach of Learning in the Discipline of Study Musical Analysis

    Directory of Open Access Journals (Sweden)

    Vlahopol Gabriela

    2016-03-01

    Full Text Available The musician’s typology is anchored, according to the traditional perception, within the limits of an individualistic image, which searches, develops and affirms its creativity following an individual training process. The collaborative learning is one of the educational patterns less used in the artistic education, being limited to several disciplines whose specificity requires appurtenance to a study group (for instance chamber training, orchestra. The method’s application to the theoretical disciplines often encounters reserves both on part of the teachers and the students as well, because of the efforts required for its design and implementation. The study herein offers a possible approach of collaborative learning within the course of study Musical Analysis, pleading for the need of the social component development of the learning activities of the instrumental performer student, by his involvement within a study group.

  19. Self-Regulated Learning: Examining the Baccalaureate Millennial Nursing Student's Approach.

    Science.gov (United States)

    Robb, Meigan K

    2016-01-01

    Pre-licensure baccalaureate nursing programs are facing the demand to retain and graduate students with the skills needed for the complex health care environment. Nursing faculty are challenged to identify the best pedagogical methods for educating the current generation of students. The influence of student-centered approaches is documented in the literature. However, the effective use of these methods requires a collaborative partnership. The cognitive, self-regulated approaches used by millennial nursing students is not well understood. This article describes the findings of a study that examined the relationship between self-regulated approaches to learning, self-efficacy, independent study behaviors, and grade point average.

  20. Using Combinatorial Approach to Improve Students' Learning of the Distributive Law and Multiplicative Identities

    Science.gov (United States)

    Tsai, Yu-Ling; Chang, Ching-Kuch

    2009-01-01

    This article reports an alternative approach, called the combinatorial model, to learning multiplicative identities, and investigates the effects of implementing results for this alternative approach. Based on realistic mathematics education theory, the new instructional materials or modules of the new approach were developed by the authors. From…

  1. Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

    Science.gov (United States)

    Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

    2013-03-01

    This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

  2. An Event-Triggered Machine Learning Approach for Accelerometer-Based Fall Detection.

    Science.gov (United States)

    Putra, I Putu Edy Suardiyana; Brusey, James; Gaura, Elena; Vesilo, Rein

    2017-12-22

    The fixed-size non-overlapping sliding window (FNSW) and fixed-size overlapping sliding window (FOSW) approaches are the most commonly used data-segmentation techniques in machine learning-based fall detection using accelerometer sensors. However, these techniques do not segment by fall stages (pre-impact, impact, and post-impact) and thus useful information is lost, which may reduce the detection rate of the classifier. Aligning the segment with the fall stage is difficult, as the segment size varies. We propose an event-triggered machine learning (EvenT-ML) approach that aligns each fall stage so that the characteristic features of the fall stages are more easily recognized. To evaluate our approach, two publicly accessible datasets were used. Classification and regression tree (CART), k -nearest neighbor ( k -NN), logistic regression (LR), and the support vector machine (SVM) were used to train the classifiers. EvenT-ML gives classifier F-scores of 98% for a chest-worn sensor and 92% for a waist-worn sensor, and significantly reduces the computational cost compared with the FNSW- and FOSW-based approaches, with reductions of up to 8-fold and 78-fold, respectively. EvenT-ML achieves a significantly better F-score than existing fall detection approaches. These results indicate that aligning feature segments with fall stages significantly increases the detection rate and reduces the computational cost.

  3. Getting Inside Knowledge: The Application of Entwistle's Model of Surface/Deep Processing in Producing Open Learning Materials.

    Science.gov (United States)

    Evans, Barbara; Honour, Leslie

    1997-01-01

    Reports on a study that required student teachers training in business education to produce open learning materials on intercultural communication. Analysis of stages and responses to this assignment revealed a distinction between "deep" and "surface" learning. Includes charts delineating the characteristics of these two types…

  4. A machine learning approach for predicting the relationship between energy resources and economic development

    Science.gov (United States)

    Cogoljević, Dušan; Alizamir, Meysam; Piljan, Ivan; Piljan, Tatjana; Prljić, Katarina; Zimonjić, Stefan

    2018-04-01

    The linkage between energy resources and economic development is a topic of great interest. Research in this area is also motivated by contemporary concerns about global climate change, carbon emissions fluctuating crude oil prices, and the security of energy supply. The purpose of this research is to develop and apply the machine learning approach to predict gross domestic product (GDP) based on the mix of energy resources. Our results indicate that GDP predictive accuracy can be improved slightly by applying a machine learning approach.

  5. Hemispheric Asymmetries in Striatal Reward Responses Relate to Approach-Avoidance Learning and Encoding of Positive-Negative Prediction Errors in Dopaminergic Midbrain Regions.

    Science.gov (United States)

    Aberg, Kristoffer Carl; Doell, Kimberly C; Schwartz, Sophie

    2015-10-28

    Some individuals are better at learning about rewarding situations, whereas others are inclined to avoid punishments (i.e., enhanced approach or avoidance learning, respectively). In reinforcement learning, action values are increased when outcomes are better than predicted (positive prediction errors [PEs]) and decreased for worse than predicted outcomes (negative PEs). Because actions with high and low values are approached and avoided, respectively, individual differences in the neural encoding of PEs may influence the balance between approach-avoidance learning. Recent correlational approaches also indicate that biases in approach-avoidance learning involve hemispheric asymmetries in dopamine function. However, the computational and neural mechanisms underpinning such learning biases remain unknown. Here we assessed hemispheric reward asymmetry in striatal activity in 34 human participants who performed a task involving rewards and punishments. We show that the relative difference in reward response between hemispheres relates to individual biases in approach-avoidance learning. Moreover, using a computational modeling approach, we demonstrate that better encoding of positive (vs negative) PEs in dopaminergic midbrain regions is associated with better approach (vs avoidance) learning, specifically in participants with larger reward responses in the left (vs right) ventral striatum. Thus, individual dispositions or traits may be determined by neural processes acting to constrain learning about specific aspects of the world. Copyright © 2015 the authors 0270-6474/15/3514491-10$15.00/0.

  6. Skills to ensure success in mentoring and other workplace learning approaches.

    Science.gov (United States)

    Nash, Sue; Scammel, Janet

    This article highlights approaches to facilitating and supporting learning in the workplace, whether for students or nurses, and considers the skills needed by the people responsible for offering that support. It outlines common roles--including mentor, coach and supervisor--and explores how they fit into different contexts from preregistration education, newly qualified nurse support to ongoing staff leadership and development It also discusses how nurses can make use of different learning strategies in their everyday practice, whether they are students or have years of experience.

  7. A real-time articulatory visual feedback approach with target presentation for second language pronunciation learning.

    Science.gov (United States)

    Suemitsu, Atsuo; Dang, Jianwu; Ito, Takayuki; Tiede, Mark

    2015-10-01

    Articulatory information can support learning or remediating pronunciation of a second language (L2). This paper describes an electromagnetic articulometer-based visual-feedback approach using an articulatory target presented in real-time to facilitate L2 pronunciation learning. This approach trains learners to adjust articulatory positions to match targets for a L2 vowel estimated from productions of vowels that overlap in both L1 and L2. Training of Japanese learners for the American English vowel /æ/ that included visual training improved its pronunciation regardless of whether audio training was also included. Articulatory visual feedback is shown to be an effective method for facilitating L2 pronunciation learning.

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

    Directory of Open Access Journals (Sweden)

    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.

  9. The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

    Science.gov (United States)

    Khusna, H.; Heryaningsih, N. Y.

    2018-01-01

    The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.

  10. Qualitative Variation in Approaches to University Teaching and Learning in Large First-Year Classes

    Science.gov (United States)

    Prosser, Michael; Trigwell, Keith

    2014-01-01

    Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to…

  11. Learning Analytics to Inform Teaching and Learning Approaches

    OpenAIRE

    Gray, Geraldine; McGuinness, Colm; Owende, Philip

    2016-01-01

    Learning analytics is an evolving discipline with capability for educational data analysis to enable better understanding of learning processes. This paper reports on learning analytics research at Institute of Technology Blanchardstown, Ireland, that indicated measureable factors can identify first year students at risk of failing based on data available prior to commencement of first year of study. The study was conducted over three years, 2010 to 2012, on a student population from a range ...

  12. A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

    Science.gov (United States)

    Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray; Huang, Iwen

    2013-01-01

    Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing…

  13. An Investigation of First-Year Engineering Student and Instructor Perspectives of Learning Analytics Approaches

    Science.gov (United States)

    Knight, David B.; Brozina, Cory; Novoselich, Brian

    2016-01-01

    This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to student success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors\temphasized a preference for learning analytics…

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

    Directory of Open Access Journals (Sweden)

    Rubén Armañanzas

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

  15. On the Process and Outcomes of Inquiry Learning: Changing Approaches to Assessment [Organizer

    NARCIS (Netherlands)

    Ainsworth, Shaaron; de Jong, Ton; Hmelo-Silver, Cindy

    2010-01-01

    Inquiry learning is an educational approach that involves a process of exploration, asking questions and making discoveries in the search for new understandings. Researchers however are divided about the value of the approach. In the symposium, it is argued that one of the reasons for this

  16. Opinion Mining in Latvian Text Using Semantic Polarity Analysis and Machine Learning Approach

    Directory of Open Access Journals (Sweden)

    Gatis Špats

    2016-07-01

    Full Text Available In this paper we demonstrate approaches for opinion mining in Latvian text. Authors have applied, combined and extended results of several previous studies and public resources to perform opinion mining in Latvian text using two approaches, namely, semantic polarity analysis and machine learning. One of the most significant constraints that make application of opinion mining for written content classification in Latvian text challenging is the limited publicly available text corpora for classifier training. We have joined several sources and created a publically available extended lexicon. Our results are comparable to or outperform current achievements in opinion mining in Latvian. Experiments show that lexicon-based methods provide more accurate opinion mining than the application of Naive Bayes machine learning classifier on Latvian tweets. Methods used during this study could be further extended using human annotators, unsupervised machine learning and bootstrapping to create larger corpora of classified text.

  17. An easy and environmentally-friendly approach to superamphiphobicity of aluminum surfaces

    Science.gov (United States)

    Deng, R.; Hu, Y. M.; Wang, L.; Li, Zh. H.; Shen, T.; Zhu, Y.; Xiang, J. Zh.

    2017-04-01

    Superamphiphobic Al surfaces were achieved via an easy and environmentally-friendly approach. Aqueous mixed solution of 0.7 M CuSO4 and 1 M NaCl was used to etch polished Al surfaces to fabricate a rough morphology distributed with microscale step-like pits. The uniformly distributed nanoscale petals covered on the microscale pits were obtained by subsequent 96 °C hot deionized water bathing for 13 min. Thus, the hierarchical micro/nanometer scale roughness was formed which provided the structural basic of superamphiphobic Al surfaces. By 1H, 1H, 2H, 2H-Perfluorodecyl-triethoxysilane (PFDTS) derivatization, desirable superamphiphobic Al surfaces were achieved with the highest static contact angles of 162° for water, 156° for peanut oil, respectively. Meanwhile, the sliding angles were lower than 10° for both water and peanut oil droplets. The as-prepared Al surfaces were investigated by field-emission scanning electron microscopy (FE-SEM), energy dispersive X-ray spectroscopy (EDS), X-ray photoelectron spectroscopy (XPS), and optical contact angle measurements. The FE-SEM images of as-prepared Al surfaces showed a hierarchical micro/nanometer scale morphology. XPS analyses demonstrated the PFDTS derivitization on Al surfaces. The superamphiphobic Al surfaces presented good mechanical durability and chemical stability which have a wide range of applications in fields such as self-cleaning, anti-icing, anti-corrosion, oil transportation, energy harvesting, microfluidics, and so forth. The approach reported in this paper may easily realize the industrial production of superamphiphobic Al surfaces owing to the advantage of facile, low cost and environmentally-friendly.

  18. Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

    OpenAIRE

    Miao, Yongwu; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Sloep, P. B., & Koper, R. (2010). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. In D. Griffiths & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open workshop (pp. 22-33). November, 19-20, 2009, Manchester, UK. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton. For the complete book please see http://hdl.handle.net/1820/3191

  19. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    OpenAIRE

    Merja L.M. Bauters

    2017-01-01

    In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT) has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how wo...

  20. Generation Y Health Professional Students ’ Preferred Teaching and Learning Approaches: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Caroline Mary Hills

    2017-01-01

    Full Text Available Generation Y or Millennials are descriptors for those born between 1982 and 2000. This cohort has grown up in the digital age and is purported to have different learning preferences from previous generations. Students are important stakeholders in identifying their preferred teaching and learning approaches in health professional programs. This study aimed to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. The review considered any objectively measured or self-reported outcomes of teaching and learning reported from Generation Y health professional student perspectives. In accordance with a previously published Joanna Briggs Institute Protocol, a three-step search strategy was completed. Two research articles (nursing and dental hygiene students and three dissertations (nursing were critically appraised. All studies were cross-sectional descriptive studies. A range of pedagogical approaches was reported, including lecture, group work, and teaching clinical skills. Based on the Joanna Briggs Institute levels of evidence, reviewers deemed the evidence as Level 3. Some generational differences were reported, but these were inconsistent across the studies reviewed. There is, therefore, insufficient evidence to provide specific recommendations for the preferred educational approaches of health professional students and further research is warranted.