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Sample records for videotape students learn

  1. Breaststroke learning through the use of videotape feedback

    Directory of Open Access Journals (Sweden)

    Marcela de Castro Ferracioli

    2013-03-01

    Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2013v15n2p204 People from all age groups and social backgrounds have always sought to learn swimming. However, the swimming learning process is usually considered repetitive and tiring, requiring the teacher to use methods that motivate students to join the practice without ignoring the need for improvement in their performance. This study assessed motivation during a breaststroke learning process in students who received videotape feedback, verbal feedback, and who did not receive any feedback during practice. Thirty seven swimming inexperienced students were divided into three groups: Video (n=13, which received videotape feedback; Verbal (n=15, which received verbal feedback; and Control (n=9, which did not receive any feedback during experimental phases (pre-test, acquisition (5 days, post-test and retention. Participants completed a questionnaire based on Likert scale for motivation assessment. Scores were given to their performance by a swimming teacher to assess breaststroke learning during each experimental phase. Results of motivation assessment showed that students who received feedback (videotape or verbal felt more motivated during practice than those who did not receive any feedback. Regarding the breaststroke learning, all participants improved their performance along experimental phases, but, during the retention one, Verbal group’s performance was considered superior to the Control group’s performance. This study concluded that the use of videotape and verbal feedback has motivational results on breaststroke learning, and that it is effective in the learning process.

  2. Medical Student Assessment of Videotape for Teaching in Diagnostic Radiology

    Science.gov (United States)

    Moss, J. R.; McLachlan, M. S. F.

    1976-01-01

    A series of six recordings that describe some aspects of the radiology of the chest, using only radiographs, were viewed by a small group of final year medical students. Their scores for factual questions immediately afterwards were compared with their attitudes to the learning experience; higher scores correlated with positive attitudes. (LBH)

  3. Evaluating first-year nursing students' ability to self-assess psychomotor skills using videotape.

    Science.gov (United States)

    Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie

    2009-01-01

    Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.

  4. The effect of videotaping students' interviews with patients for interview skill education.

    Science.gov (United States)

    Lee, Woo Sung; Hwang, Ji Young; Lim, Ji Eun; Suh, Sang-Yeon; Park, Ki Heum; Sung, Nak-Jin

    2013-03-01

    The importance of communication between patients and physicians has been proven in many previous studies. The authors analyzed the effect of interview skill education through videotapes which recorded students' interviews with real patients in the outpatient department of family medicine. This study was conducted with all students who chose the elective course of family medicine and one randomly selected student every week from an 'infectious internal medicine' class at Dongguk University Ilsan Hospital during the period from December 2008 to March 2011. All students performed a preliminary examination of a new patient at the outpatient department of family medicine. All consultations were videotaped. Feedback to the student was given on the same day by viewing the videotape together. After feedback, all students performed another preliminary examination of one new patient at the department of family medicine the same week. Three family medicine residents scored all videotapes using 10-item interview skill checklists. Many parts of the checklists were modified using the Arizona Clinical Interview Rating Scales. Thirty-three students participated. Of 10 items, nine showed increased scores after feedback. There was a significant change in four items after feedback: 'type of question' (before 2.36 ± 0.60, after 2.73 ± 0.72), 'timeline' (before 2.82 ± 0.68, after 3.18 ± 0.73), 'positive verbal reinforcement' (before 2.24 ± 0.56, after 2.61 ± 0.90), and the total score (before 21.70 ± 2.62, after 23.39 ± 3.13) (P skills using videotapes of students' preliminary consultations with real patients in outpatient settings, was effective in improving the interview areas of 'type of question,' 'timeline,' 'positive verbal reinforcement,' and the total interview scores.

  5. Space Science in Action: Earth's Atmosphere [Videotape].

    Science.gov (United States)

    1999

    In this videotape recording, students learn about the layers of the atmosphere and why each is important to the survival of life on the planet. Students discover why the atmosphere is responsible for weather and see how special aircraft actually fly into hurricanes. Students build their own working barometer in a hands-on activity. Contents…

  6. Space Science in Action: Space Exploration [Videotape].

    Science.gov (United States)

    1999

    In this videotape recording, students learn about the human quest to discover what is out in space. Students see the challenges and benefits of space exploration including the development of rocket science, a look back at the space race, and a history of manned space travel. A special section on the Saturn V rocket gives students insight into the…

  7. All about Bugs. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Bugs fascinate children, and each kind of bug plays a special role in the circle of life. Some bugs pollinate plants, while others help to decompose plant and animal waste. In this videotape, students learn about the similar characteristics that all bugs share and compare them to their close cousins, the arachnids. This videotape correlates to the…

  8. All about Birds. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Winged, feathered friends helped to inspire the airplane and have always interested human bird watchers. In this videotape, children learn about the main characteristics of birds and look at their similar needs. Students find out about the process of egg laying and hatching in some of the most common birds. This videotape correlates to the…

  9. All about Mammals. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    In this videotape, students learn more about the characteristics of common warm-blooded mammals and what makes them different from other animals. Children also find out how humans are more advanced in structure than other mammals, but how they still share the same basic traits. This videotape correlates to the following National Science Education…

  10. Space Science in Action: Stars [Videotape].

    Science.gov (United States)

    1999

    This videotape recording shows students the many ways scientists look at the stars and how they can use what they see to answer questions such as What are stars made of?, How far away are they?, and How old are the stars? Students learn about the life span of stars and the various stages they pass through from protostar to main sequence star to…

  11. Music during Lectures: Will Students Learn Better?

    Science.gov (United States)

    Dosseville, Fabrice; Laborde, Sylvain; Scelles, Nicolas

    2012-01-01

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

  12. Scars. [Videotape].

    Science.gov (United States)

    2002

    This 40-minute videotape tackles the issue of childhood bullying and unwanted teasing and torment. This videotape features real school children handling dramatic roles, and "doing the right thing" (aka "positive modeling.") The film is divided into two distinct parts: first act themes include bullying, girl bullies, children without one or both…

  13. Kindergarten Students' Cognitive Engagement in Science Learning

    Science.gov (United States)

    Tsai, Meng-Fang

    2011-01-01

    The study is based on a secondary analysis of data from the 3rd year of the Scientific Literacy Project (SLP), a federally funded research project that examines how kindergarten students learn science in inquiry settings (Mantzicopoulos, Patrick, & Samarapungavan, 2005). Videotapes of classroom lessons implemented as part of the Year 3…

  14. Using video-taped examples of standardized patient to teach medical students taking informed consent

    Directory of Open Access Journals (Sweden)

    SHIRIN HABIBI KHORASANI

    2015-04-01

    Full Text Available Introduction: Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students’ ability in taking informed consent from patients. Methods: This semi-experimental study was carried out on fifty eight subjects from the 4th-year students of Shiraz University of Medical Sciences who attended in medical ethics course before their ‘clinical clerkship’training.Method of sampling was census and students were randomly allocated into two groups of control group (n=28 was trained in traditional lecture-based class and the case groupnamed as A1 (n=22 were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issues through the scenario based ethical examination before and after each training. Scenarios were related to the topics of informed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anova test. P-value less than 0.05 was considered as significant. Results: The mean scores results of A2, A1 and B group were found to be 7.21, 5.91 and 5.73 out of 8, respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001, followed by A1 group (p<0.05, while was the least in the B group (p=0.875. Conclusion: According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better. It should be considered that mixed methods of teaching should be used together for better result.

  15. All about Reptiles. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Dinosaurs may be extinct, but reptiles are distant cousins to the beasts that once walked the earth. From snakes and lizards to iguanas and tuataras, children learn what factors make them different from other animals. In this videotape, students explore the mysterious, often misunderstood, world of reptiles and learn about their characteristics…

  16. All about Dinosaurs. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Dinosaurs were the rulers of the land 65 million years ago. In this videotape, children learn more about the different kinds of dinosaurs by viewing vivid illustrations and fossil discoveries. Students compare the dinosaurs to their modern kin--snakes, lizards, and crocodiles. Students also listen to different theories to try to answer the big…

  17. Effects of peer review on communication skills and learning motivation among nursing students.

    Science.gov (United States)

    Yoo, Moon Sook; Chae, Sun-Mi

    2011-04-01

    The purpose of this study was to investigate the effects of video-based peer review on communication skills and learning motivation among nursing students. A non-equivalent control with pretest-posttest design was used. The participants were 47 sophomore nursing students taking a fundamentals of nursing course at a nursing college in Korea. Communication with a standardized patient was videotaped for evaluation. The intervention group used peer reviews to evaluate the videotaped performance; a small group of four students watched the videotape of each student and then provided feedback. The control group assessed themselves alone after watching their own videos. Communication skills and learning motivation were measured. The intervention group showed significantly higher communication skills and learning motivation after the intervention than did the control group. The findings suggest that peer review is an effective learning method for nursing students to improve their communication skills and increase their motivation to learn. Copyright 2011, SLACK Incorporated.

  18. All about Amphibians. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    This videotape teaches children about their favorite amphibious creatures, as well as amphibians' nearest cousins--toads, newts, and salamanders. Young students discover how these amazing creatures can live both in and out of water, learn about the amphibious life cycle, and compare the differences between amphibians and reptiles. This videotape…

  19. All about Food Chains. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Whether animals are herbivores, carnivores, or omnivores, each one is part of an eternal food chain that carries on from one generation to the next. In this videotape, students learn more about terms like "predator,""pre-consumer" and "producer," as well as the cycles of food chains and food webs and how they support…

  20. A Comparison of Student-Centered versus Traditional Methods of Teaching Basic Nursing Skills in a Learning Laboratory.

    Science.gov (United States)

    Jeffries, Pamela R.; Rew, Sandy; Cramer, Joni M.

    2002-01-01

    To learn surgical asepsis content, 70 nursing students used a student-centered interactive lab and 50 used textbooks, videotapes, and lecture-demonstrations. There were no differences in cognitive gains or ability to demonstrate the skills learned. The student-centered group was significantly more satisfied with their learning. (SK)

  1. Gifted and Learning-Disabled Gifted Students' Knowledge and Use of Mathematical Problem-Solving Strategies.

    Science.gov (United States)

    Montague, Marjorie

    1991-01-01

    Three gifted and three learning-disabled gifted students (ages 13-15) viewed themselves on videotape solving mathematical problems and responded to questions pertaining to their problem-solving strategies. The non-learning-disabled students applied substantially more cognitive and metacognitive knowledge to the problem-solving task. (Author/DB)

  2. Looking Back--A Lesson Learned: From Videotape to Digital Media

    Science.gov (United States)

    Lys, Franziska

    2010-01-01

    This paper chronicles the development of Drehort Neubrandenburg Online, an interactive, content-rich audiovisual language learning environment based on documentary film material shot on location in Neubrandenburg, Germany, in 1991 and 2002 and aimed at making language learning more interactive and more real. The paper starts with the description…

  3. Gathering the Dreamers: The Transformation Process to a Learner-Centered School. The Reinventing School Series. Part Two and Viewing Guide. Videotape.

    Science.gov (United States)

    Burrello, Leonard C.; DiLaura, Nancy

    This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and answer questions of why and how a staff changes its practices. The viewing guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are…

  4. Record, Replay, Reflect: Videotaped Lessons Accelerate Learning for Teachers and Coaches

    Science.gov (United States)

    Knight, Jim; Bradley, Barbara A.; Hock, Michael; Skrtic, Thomas M.; Knight, David; Brasseur-Hock, Irma; Clark, Jean; Ruggles, Marilyn; Hatton, Carol

    2012-01-01

    New technologies can dramatically change the way people live and work. Jet engines transformed travel. Television revolutionized news and entertainment. Computers and the Internet have transformed just about everything else. And now small video cameras have the potential to transform professional learning. Recognizing the potential of this new…

  5. The Learning Facilitation Effects of the Videotaped Teaching-Materials in High School Technology Education - Teaching-Material Development -

    OpenAIRE

    佐藤, 恭三; Sato, Kyozo

    1980-01-01

    In the high school technology lessons, learning of the wood and metal working requires an understanding of the difficult cutting mechanism.The visual aids, such as figures, pictures, and film strips have been utilized to help the students understand. However, it is difficult to show the complicated cutting mechanism by such visual aids.The author has recently devised models to enable the students to observe the students to observe the production processes of wood and metal shavings.By utilizi...

  6. The Carrot Highway [Videotape].

    Science.gov (United States)

    Wyss, Ron

    "The Carrot Highway" is a 40-minute award-winning videotape that takes viewers on a whirlwind tour around the world to tell the story of the carrot. This videotape reveals the carrot in all its glory by cleverly integrating live-action, music, animation, videotape footage, and games. Viewers travel with a troupe of animated carrot characters to…

  7. Food Chains. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The food chain provides a clear example of how life continues year after year. Students learn how the cycle of energy starts with the sun,…

  8. Students' experiences of learning manual clinical skills through simulation.

    Science.gov (United States)

    Johannesson, Eva; Silén, Charlotte; Kvist, Joanna; Hult, Håkan

    2013-03-01

    Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision™, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection.

  9. Animal Classification. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They learn what the terms "kingdom", "phylum", and "order" mean, and discover how the 3.5 million-plus organisms found on Earth fit into…

  10. Insects & Other Arthropods. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They also learn that there are more species of insects than any other animal class in the world. Insects are incredible creatures with many…

  11. Presenting Social Issues with Videotape [and] Teaming Up to Take a Risk.

    Science.gov (United States)

    Agosta, Diana; Jackson, Dick

    1991-01-01

    Two articles discuss the use of media in schools. One describes the use of videotapes to present social issues; the second describes the use of an integrated learning system with ninth and tenth grade at-risk students to improve their rate of attendance, academic achievement, and self-esteem. (LRW)

  12. Welding. Student Learning Guide.

    Science.gov (United States)

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

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

  13. Scaffolding students' opportunities to learn mathematics through social interactions

    Science.gov (United States)

    Bell, Clare V.; Pape, Stephen J.

    2012-12-01

    In this study, we take a sociocultural perspective on teaching and learning to examine how teachers in an urban Algebra 1 classroom constructed opportunities to learn. Drawing on analyses of discourse practices, including videotaped classroom lessons as well as other classroom artifacts and telephone interviews, we describe ways that two teachers and their students interacted to develop mathematical understanding. Through descriptive narrative, we highlight practices that positioned students as competent mathematical thinkers and provided evidence of students' mathematical agency. This study suggests that critical awareness of discourse practices in conjunction with teacher mediation of other affordances for learning within the classroom environment might engage students in mathematical practices such as problem solving, explaining mathematical ideas, arguing for or against specific solutions to problems, and justifying mathematical thinking.

  14. Critical Time: Earthquake Response Planning and Schools. [Videotape].

    Science.gov (United States)

    Federal Emergency Management Agency, Washington, DC.

    A videotape that describes what earthquakes are, and examines the disaster planning schools can develop during the first few minutes following an earthquake to assure students and staff survive. The kinds of destruction likely to happen during a damaging earthquake are highlighted. The videotape stresses the need for children and staff to know…

  15. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

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

  16. Space Science in Action: Astronomy [Videotape].

    Science.gov (United States)

    1999

    This videotape recording teaches students about constellations, star movement, and how scientists have studied celestial bodies throughout history from Ptolemy to Copernicus to the work of the Hubble Space Telescope. An interview with Kathy Thornton, one of the astronauts who repaired the Hubble while in orbit, is featured. A hands-on activity…

  17. Adding Feminist Therapy to Videotape Demonstrations.

    Science.gov (United States)

    Konrad, Jennifer L.; Yoder, Janice D.

    2000-01-01

    Provides directions for presenting a 32-minute series of four videotape segments that highlights the fundamental features of four approaches to psychotherapy, extending its reach to include a feminist perspective. Describes the approaches and included segments. Reports that students' comments demonstrate that the video sequence provided a helpful…

  18. Effectiveness of Student Learning during Experimental Work in Primary School.

    Science.gov (United States)

    Logar, Ana; Peklaj, Cirila; Ferk Savec, Vesna

    2017-09-01

    The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

  19. Teaching diagnostic reasoning: using a classroom-as-clinic methodology with videotapes.

    Science.gov (United States)

    Neistadt, M E; Smith, R E

    1997-05-01

    The purpose of this study was to examine the effect of a "classroom-as-clinic" format, using videotaped occupational therapy evaluations, on students' diagnostic reasoning skills. In the classroom-as-clinic format, students write a problem list on the basis of preliminary client information before viewing the videotape. A post-hoc experimental design was used to compare the accuracy of treatment plan problem lists for two groups of senior occupational therapy students--one group viewed two videotapes of client-therapist interactions without a classroom-as-clinic format (n = 82), and one group viewed the same videotapes within the context of a classroom-as-clinic format (n = 45). Both groups viewed the same two videotapes. Videotape 1 was of a client with a brain stem infarct, and Videotape 2 was of a client with traumatic brain injury. Subjects experiencing a classroom-as-clinic format identified significantly more occupational therapy problems for Videotape 1 than those who did not have preevaluation information. There was no significant difference between the two subject groups in the accuracy of their problem lists for Videotape 2. Only subjects in the non-classroom-as-clinic group showed a significant improvement from Videotape 1 to Videotape 2 in occupational therapy problem identification. This study suggests that to be truly effective when used videotapes, the classroom-as-clinic methodology needs to be combined with explicit coaching in problem sensing and problem definition.

  20. Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

    Science.gov (United States)

    Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

    2016-01-01

    The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

  1. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... to the study, the level of complexity of the built‐in learning trajectories in the games was mirrored in the cognitive complexity of the student game designers' learning processes. The article presents four student‐created games that demonstrate a progression in the depth of potential learning experiences...

  2. Comparing Streaming Video and Videotapes: Can Streaming Video Convey Affective Meaning as Well as Videotape?

    Science.gov (United States)

    Cofield, Jay L.

    This study investigated whether or not low-bandwidth streaming video could be useful for affective purposes. A group of 30 students in a cinema course at a public, liberal arts university viewed a 10-minute dramatic video scene by either videotape or low-bandwidth streaming video. They also took a survey to determine their affective responses and…

  3. Students' Perceptions of Online Learning

    Science.gov (United States)

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

    2010-01-01

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

  4. Some students learning style particularities

    Directory of Open Access Journals (Sweden)

    Adriana PETRUS-VANCEA

    2009-11-01

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

  5. Vamos juntos a la escuela: Consejos para ayudar a los padres a asegurar el exito academico de sus hijos (Let's Go to School Together: Tips To Help Parents Ensure Their Children's Educational Success). [Videotape Kit].

    Science.gov (United States)

    Information Resource Center (ED), Washington, DC.

    Noting research showing that when parents are involved in their children's learning, students achieve more and are less likely to drop out of school, this videotape kit offers Spanish-speaking parents tips to help them become involved in their children's learning, from infancy through adolescence. The kit is intended for use in schools,…

  6. The Gifted Learning Disabled Student.

    Science.gov (United States)

    1994

    This collection of articles on gifted learning disabled students begins with an explanation of the philosophy of the Center for Talented Youth at Johns Hopkins University (Maryland), a list of characteristics of gifted disabled students, and three definitions of learning disabilities. The following papers are then provided: "Gifted but…

  7. Learning profiles of Master students

    DEFF Research Database (Denmark)

    Sprogøe, Jonas; Hemmingsen, Lis

    2005-01-01

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

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

    National Research Council Canada - National Science Library

    Miri Shonfeld; Ilana Ronen

    2015-01-01

    .... The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden...

  9. Student Agency for Powerful Learning

    Science.gov (United States)

    Wiliams, Philip

    2017-01-01

    School libraries play a powerful role in enabling, informing, and sustaining student agency, and nothing engages and motivates students more deeply than enabling them to become the active agents in the process of learning. Students with agency are powerful learners who are prepared to engage with the world with sustained, courageous curiosity.…

  10. Learning opportunities in 'student assistantships'.

    Science.gov (United States)

    Burford, Bryan; Ellis, Edward; Williamson, Alyson; Forrest, Ian; Forest, Ian; Vance, Gillian

    2015-04-01

    In order to gain experience of the skills required when they begin practice, all final-year medical students in the UK undertake a 'student assistantship', working alongside first-year postgraduate doctors. In this study, we examined the learning opportunities open to students in one locality during two periods of assistantship: one in medicine; one in surgery. Final-year students and their supervisors completed online questionnaires. The students' questionnaire explored general perceptions of the placement, and whether 15 potential learning opportunities (identified as 'desk-' or 'patient-oriented') had been 'taken', 'missed' or were 'not available'. The supervisors' questionnaire explored their perceptions of students' learning during the assistantship. Overall, 86 student questionnaires and 17 supervisor questionnaires were returned (response rates of 57 and 63%, respectively). Students reported more desk-based learning opportunities, of which more were taken up, than patient-oriented learning opportunities. Surgical placements were associated with more 'missed' opportunities than medical placements. Across all tasks, many students felt that some learning opportunities were not present in their assistantship. By contrast, supervisors felt students 'made the most' of assistantships. Students' overall perceptions of the assistantship were positively related to the level of experience that they had attained (r = 0.40-0.54). The assistantship fulfils its aims for many students, but individual experience gained varies considerably. Some opportunities are not being taken, with 'patient-oriented' opportunities more likely to be missed, whereas others are not available during placements. Supervisors may overestimate the educational value of the assistantship, with implications for its management and delivery. © 2015 John Wiley & Sons Ltd.

  11. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

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

  12. Students' attitudes towards learning statistics

    Science.gov (United States)

    Ghulami, Hassan Rahnaward; Hamid, Mohd Rashid Ab; Zakaria, Roslinazairimah

    2015-05-01

    Positive attitude towards learning is vital in order to master the core content of the subject matters under study. This is unexceptional in learning statistics course especially at the university level. Therefore, this study investigates the students' attitude towards learning statistics. Six variables or constructs have been identified such as affect, cognitive competence, value, difficulty, interest, and effort. The instrument used for the study is questionnaire that was adopted and adapted from the reliable instrument of Survey of Attitudes towards Statistics(SATS©). This study is conducted to engineering undergraduate students in one of the university in the East Coast of Malaysia. The respondents consist of students who were taking the applied statistics course from different faculties. The results are analysed in terms of descriptive analysis and it contributes to the descriptive understanding of students' attitude towards the teaching and learning process of statistics.

  13. Internationalizing Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

  14. Dental students' perceptions of an online learning

    Directory of Open Access Journals (Sweden)

    Moshabab A. Asiry

    2017-10-01

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

  15. Student Perceptions of Active Learning

    Science.gov (United States)

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

    2015-01-01

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

  16. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

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

  17. Bug City: Ants [Videotape].

    Science.gov (United States)

    1998

    "Bug City" is a video series created to help children (grades 1-6) learn about insects and other small critters. All aspects of bug life are touched upon including body structure, food, habitat, life cycle, mating habits, camouflage, mutualism (symbiosis), adaptations, social behavior, and more. Each program features dramatic microscopic…

  18. Bug City: Beetles [Videotape].

    Science.gov (United States)

    1998

    "Bug City" is a video series created to help children learn about insects and other small critters. All aspects of bug life are touched upon including body structure, food, habitat, life cycle, mating habits, camouflage, mutualism (symbiosis), adaptations, social behavior, and more. Each program features dramatic microscopic photography,…

  19. Weather Fundamentals: Clouds. [Videotape].

    Science.gov (United States)

    1998

    The videos in this educational series, for grades 4-7, help students understand the science behind weather phenomena through dramatic live-action footage, vivid animated graphics, detailed weather maps, and hands-on experiments. This episode (23 minutes) discusses how clouds form, the different types of clouds, and the important role they play in…

  20. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

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

  1. Sustaining Student Engagement in Learning Science

    Science.gov (United States)

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

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

  2. All about Animal Behavior & Communication. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Why do animals do what they do? What is the difference between instinct and learned behavior? How do animals communicate? These questions are answered as children examine animal behaviors that help them find food, protect themselves, and care for their young. This videotape correlates to the following National Science Education Standards for Life…

  3. Learning style preferences of undergraduate nursing students.

    Science.gov (United States)

    Rassool, Goolam Hussein; Rawaf, Salman

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

  4. Cooperative Learning and Students' Affective Learning Outcome in ...

    African Journals Online (AJOL)

    Cooperative Learning and Students' Affective Learning Outcome in Nigerian Chemistry ... (STAD) and Jigsaw II in stimulating students attitude towards chemistry. ... teaching method; based on these findings, recommendations were made.

  5. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2017-03-16

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

  6. Cooperative Learning and Peer Acceptance of Students with Learning Disabilities.

    Science.gov (United States)

    Putnam, Joanne; And Others

    1996-01-01

    Explores the effects of 417 regular education students' acceptance of 41 learning disabled classmates. Participants were upper elementary students enrolled in either cooperative or competitive learning classes. After eight months positive changes in peer ratings among the students occurred more frequently in the cooperative learning classes. (MJP)

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

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

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

  8. Conceptions of Learning and Approaches to Learning in Portuguese Students

    Science.gov (United States)

    Duarte, Antonio M.

    2007-01-01

    The article describes a study that attempted to characterise Portuguese students' conceptions of learning and approaches to learning. A sample of university students answered open questions on the meaning, process and context of learning. Results, derived from content analysis, replicate most conceptions of learning described by phenomenographical…

  9. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    Introduction. Internet-based technologies and other advanced computer software are being widely adopted to deliver educational elements of different courses to students who are placed in an environment remote from the instructor. While these E-learning possibilities have enhanced the opportunities, they have also.

  10. Blended learning approaches enhance student academic performance

    OpenAIRE

    Morris, NP

    2010-01-01

    Blended learning, or technology enhanced learning, is increasingly becoming an expectation for higher education students. Blended learning allows for the enhancement of face-to-face interaction between tutors and students, using internet or computer based tools. In this paper, a range of case studies are described which illustrate methods to engage students with technology enhanced learning and improve academic performance and student satisfaction. In the first case study, first year undergra...

  11. Blended Learning: The Student Viewpoint

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

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

  12. Cognitive Learning Styles of EFL Students

    Science.gov (United States)

    Srichanyachon, Napaporn

    2011-01-01

    This study aimed to study cognitive learning styles of EFL students, compare language learning styles among students categorized by their background, and investigate the relationship between English background knowledge and language learning styles. The samples were 210 undergraduate students enrolled in Fundamental English course at Bangkok…

  13. Constructivist Learning Environment among Palestinian Science Students

    Science.gov (United States)

    Zeidan, Afif

    2015-01-01

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

  14. Physiotherapy students' perceptions about the learning ...

    African Journals Online (AJOL)

    However, the transition from the classroom to clinical learning environments can be challenging. An introductory clinical placement with appropriate learning ... and progressive mastering were valuable learning strategies. Reflection and students' emotional adjustment to clinical practice are topics for further investigation.

  15. What Can We Learn from Students' Questions?

    Science.gov (United States)

    Commeyras, Michelle

    1995-01-01

    Creating opportunities and encouraging student-centered questioning requires a special teacher-student dynamic. Students need to be empowered to ask questions. The article explores what teachers can learn from questions students ask, focusing on learning outcomes for teachers, and using a second-grade lesson on Harriet Tubman as an example. (SM)

  16. 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.

  17. Videotapes

    CERN Document Server

    Chavanne, A

    1989-01-01

    1666 : impact de la creation de l'Academie des Sciences par Colbert, trente ans apres le proces de Galile, et au moment des disparitions de Pascal, Descartes et Fermat. Elle dirigee par le hollandais Huyggens jusqu'a sa fuite de France au moment de la revocation de l'Edit de Nantes. - 1750 : l'Encyclopedie (ou "Dictionnaire raisonne des Sciences, des Arts et des Metiers") de Diderot et d'Alembert, soutenus par Malherbes, Buffon, Condorcet et Rousseau. - 1789 : Revolution francaise. - 8 aout 1793 : l'Assemblee, par une declaration de Marat, dissout l'Academie des Sciences. Celle-ci continue cependant ses travaux pour les poids et mesures jusqu'en 1795. - la Terreur : la condamnation a mort, pas au nom d'une "Revolution qui n'a pas besoin de savants", de trois grands hommes de science : Lavoisier, Bailly et Condorcet. - 1793-1794 : Au printemps 93, le Comite de Salut Publique s'inquiete du demi-million de soldats etrangers de toutes les pays frontaliers qui essaient de penetrer en France pour occuper le pays. C...

  18. Description of an expert teacher's constructivist-oriented teaching: engaging students' critical thinking in learning creative dance.

    Science.gov (United States)

    Chen, W

    2001-12-01

    The focus of this study was to investigate how an expert teacher implemented constructivist-oriented teaching strategies to engage students'critical thinking skills in learning creative dance. The data were collected through videotaping 16 creative dance lessons taught by an expert teacher to 2 kindergarten, 2 first-grade, and 4 third-grade classes and conducting two formal interviews and several informal interviews with the teacher. In addition, one group interview was conducted with 4 kindergarten students, 4 first-grade students, and 8 third-grade students. The three salient themes were: (a) relating students' knowledge and ideas to lessons to spark dispositions, (b) encouraging and facilitating students' inquiries and creative products, and (c) engaging students' metacognition in refining the quality of dance movement.

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

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    2014-01-01

    A key factor in successful teaching and learning is the relationship between the students and the teacher. A simple approach nurturing this relationship is learning the students' names. This is often suggested in the literature, but seems rarely practised. Substantial reports in the literature...... positive and the students felt more secure; the relations between the students and the teacher was improved; the students were encouraged to learn each others' names; and they found I was professional and committed. Im sum, learning the students' names matters....... on the effect of learning the students' names are sparse. Against this background, this paper reports on a method for learning all the students' names and two studies of the effect, based on my use of the method in my teaching. The two survey studies were carried in 2011 and in 2014. A survey was in the first...

  20. Can undergraduate students learn effectuation?

    DEFF Research Database (Denmark)

    Robinson, Sarah; Günzel-Jensen, Franziska

    Questions we care about: Why do undergraduates appear to struggle with the application of effectuation principals and processes? How can we engage undergraduate students in effectuation processes in the entrepreneurship classroom to achieve the best possible learning? Approach: This research paper......: For teachers of entrepreneurship recognition of the four barriers to the application of effectuation principals may be helpful to understand why students fail to achieve the learning outcomes we set when effectuation is used as a principle and practice. As trust is an antecedent to the success of applying....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

  1. Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination.

    Science.gov (United States)

    Srinivasan, Malathi; Hauer, Karen E; Der-Martirosian, Claudia; Wilkes, Michael; Gesundheit, Neil

    2007-09-01

    Achieving competence in 'practice-based learning' implies that doctors can accurately self- assess their clinical skills to identify behaviours that need improvement. This study examines the impact of receiving feedback via performance benchmarks on medical students' self-assessment after a clinical performance examination (CPX). The authors developed a practice-based learning exercise at 3 institutions following a required 8-station CPX for medical students at the end of Year 3. Standardised patients (SPs) scored students after each station using checklists developed by experts. Students assessed their own performance immediately after the CPX (Phase 1). One month later, students watched their videotaped performance and reassessed (Phase 2). Some students received performance benchmarks (their scores, plus normative class data) before the video review. Pearson's correlations between self-ratings and SP ratings were calculated for overall performance and specific skill areas (history taking, physical examination, doctor-patient communication) for Phase 1 and Phase 2. The 2 correlations were then compared for each student group (i.e. those who received and those who did not receive feedback). A total of 280 students completed both study phases. Mean CPX scores ranged from 51% to 71% of items correct overall and for each skill area. Phase 1 self-assessment correlated weakly with SP ratings of student performance (r = 0.01-0.16). Without feedback, Phase 2 correlations remained weak (r = 0.13-0.18; n = 109). With feedback, Phase 2 correlations improved significantly (r = 0.26-0.47; n = 171). Low-performing students showed the greatest improvement after receiving feedback. The accuracy of student self-assessment was poor after a CPX, but improved significantly with performance feedback (scores and benchmarks). Videotape review alone (without feedback) did not improve self-assessment accuracy. Practice-based learning exercises that incorporate feedback to medical

  2. Learning and Coping Strategies of Learning Disabled ABE Students.

    Science.gov (United States)

    Ross, Jovita M.

    1988-01-01

    Interviews with 15 students identified learning and coping strategies for learning-disabled adult basic education students. A variety of learning strategies for dealing with reading, spelling, and life-skill tasks were uncovered. Learners were found to be contributing members of their social networks. (Author/JOW)

  3. Expanding Learning Opportunities for High School Students with Distance Learning

    Science.gov (United States)

    Beese, Jane

    2014-01-01

    The purpose of the Synchronous Interactive Video Conference Distance Learning pilot program was to use emerging technologies to expand learning opportunities for students at an urban public high school. Through grant funding, students were able to enroll in Advanced Placement and foreign language courses through an online learning provider. Using…

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

    Science.gov (United States)

    Özüdogru, Melike; Özüdogru, Fatma

    2017-01-01

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

  5. LANGUAGE LEARNING STRATEGY PREFERENCES OF TURKISH STUDENTS

    Directory of Open Access Journals (Sweden)

    Selma Deneme

    2008-10-01

    Full Text Available A learning style is a preferred way of acquiring knowledge and processing information. Learning styles may differ depending on gender, age, or culture. Niles (1995 in his study “Cultural Differences in Learning Motivation and Learning Strategies” studied the cultural impact on learning strategies and found considerable differences between culturally different students.Providing evidence for the relationship between culture and learning strategy preference and use, this study aims at examining the use and preference of language learning strategies of Turkish students while they are learning English.

  6. Talking with patients and peers: medical students' difficulties with learning communication skills.

    Science.gov (United States)

    Lumma-Sellenthin, Antje

    2009-06-01

    Patient-centered communication skills, such as an empathic attitude towards patients and a holistic perspective on health, are difficult to acquire. Designing effective courses requires better understanding of the difficulties that students perceive with learning to talk with patients The study aimed at exploring students' common difficulties with learning patient-centered communication skills. Group discussions about student-patient interviews were videotaped and analyzed with regard to issues that students perceived as difficult and to their reflections about these difficulties. The students reported feeling intrusive as they explored the patient's psychosocial situation. They avoided being empathic and felt insecure about coping adequately with emotionally loaded topics. Their difficulties were mainly due to insufficient understanding of the functional relations between psychosocial issues and health conditions. Moreover, students were insecure concerning the function of affective feedback in the diagnostic process. However, the group discussions generated a language for analyzing and structuring interviews that helped develop the students' professional identities. Students experienced moral qualms about applying major aspects of patient-centered interviewing. Instruction in communication skills should aim at filling the students' knowledge gaps and fostering their awareness and expression of emotional perceptions. Long-term relationships with patients could help develop patient-centered communication.

  7. Collaborative Learning: Students' Perspectives on How Learning Happens

    Science.gov (United States)

    Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, Tracey

    2016-01-01

    Collaborative learning (CL), a core component of inquiry-based learning approaches, aims to support students' development of key skills (e.g., working in multidisciplinary teams). To design effective CL activities, we need to understand students' perceptions about CL. However, few studies have examined students' understandings of CL. This…

  8. The good field trip: How elementary students from diverse socio-economic backgrounds learn science, art, and technology at a museum

    Science.gov (United States)

    Martell, Sandra Toro

    The Good Field Trip is a study that uses an ethnographic approach to answer the question of what learning looks like during a field trip to a museum. The study uses the Contextual Model of Learning (Falk & Dierking, 2000) to investigate elementary students' personal, physical, and sociocultural contexts of learning as well as how time affects students' thoughts and feelings about the experience. The author accompanied a group of eight students on a three and a half day camp-like experience to a museum that promotes environmental stewardship and the integration of art, science, and technology use and learning. The author videotaped the students' conversations and experiences and interviewed students before, during, and after the trip. Analyses of the videotapes were supplemented with student documents, including comic books, journal notes, and reflective essays about the trip. Findings include that not all experiences are marked as science, art, and technology; technology use does not occur; art is presented in a more formalized manner than science, which is composed of observation and the acquisition of knowledge about plants and animals; and conversations and activities resemble traditional modes of learning in school settings.

  9. Portfolio as a learning tool: students' perspective.

    Science.gov (United States)

    Elango, S; Jutti, R C; Lee, L K

    2005-09-01

    Portfolio writing is a method of encouraging reflective learning among professionals. Although portfolio-based learning is popular among educators, not many studies have been done to determine students' perceptions of portfolio as a learning tool. A questionnaire survey was conducted among 143 medical students to find out their perceptions of the portfolio as a learning tool. A majority of the students felt that the portfolio is a good learning tool. However, they also perceived that it is stressful and time-consuming to develop a proper portfolio. The study indicates that students need appropriate guidance from the academic staff for the system to succeed.

  10. The Gifted/Learning Disabled Student.

    Science.gov (United States)

    Gunderson, Cheryl Walker; And Others

    1987-01-01

    This article discusses the identification of learning-disabled and gifted students as well as the characteristics of the gifted learning-disabled. The reasons for failure to identify gifted learning-disabled students are examined, and procedures to help ensure identification of this group are outlined. (Author/JDD)

  11. Students' Plans for Lifelong Learning and Teaching

    Science.gov (United States)

    Plavšic, Marlena; Dikovic, Marina

    2015-01-01

    One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

  12. Students' Preferred Learning Styles in Graphic Communications

    Science.gov (United States)

    Ernst, Jeremy V.; Clark, Aaron C.

    2008-01-01

    The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

  13. What can I learn from this interaction? A qualitative analysis of medical student self-reflection and learning in a standardized patient exercise about disability.

    Science.gov (United States)

    Duggan, Ashley; Bradshaw, Ylisabyth S; Carroll, Shannon E; Rattigan, Sara H; Altman, Wayne

    2009-12-01

    Patients with disabilities receive fewer health services than the general population, yet they have greater health needs. Similarly, physicians report limited training in disability. The current project examines medical students' learning about disability in a project using individuals with disabilities as medical educators. Family medicine clerkship students (N = 138) across an academic year were videotaped during interviews with standardized patient educators with disabilities and during feedback sessions following the interactions. Qualitative analysis of feedback transcripts identifies three primary areas of integrating learning, reflective practice, and disability: (1) learning how disability impacts the treatment plan, (2) self-reflection and recognizing attitudes about disability, and (3) learning about the practice of medicine generally from the disability exercise. Themes are identified within each of the primary learning areas. Medical student reflection provides evidence of learning to connect disability with pain, everyday life, and treatment. Medical students learned to recognize patients' expertise in their own condition and in health care navigation. Medical students also examined how their language implies attitude. The current investigation provided evidence of the ways examining disability can serve as a cornerstone for building relationship-centered patient care and encouraging reflective practice overall.

  14. LANGUAGE LEARNING STRATEGY PREFERENCES OF TURKISH STUDENTS

    OpenAIRE

    Selma Deneme

    2008-01-01

    A learning style is a preferred way of acquiring knowledge and processing information. Learning styles may differ depending on gender, age, or culture. Niles (1995) in his study “Cultural Differences in Learning Motivation and Learning Strategies” studied the cultural impact on learning strategies and found considerable differences between culturally different students.Providing evidence for the relationship between culture and learning strategy preference and use, this study aims at examinin...

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

    African Journals Online (AJOL)

    Students' Engagement with Learning Theory. ... This paper reflects on a module on 'Teaching and Learning Interactions', presented as part of the Rhodes University Advanced Certificate in ... EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT

  16. Evaluation of Videotaped and Live Theatre Auditions.

    Science.gov (United States)

    Ward, William C.

    Theatre auditions by 24 semifinalists in the 1980 Scholars in the Arts program were evaluated under two conditions. Four judges ranked the live auditions, while five evaluated videotapes of the same performance of the high school seniors. The auditions were videotaped in black and white. A single camera was used, fixed at an intermediate distance…

  17. Training Parents with Videotapes: Recognizing Limitations

    Science.gov (United States)

    Foster, Brandon W.; Roberts, Mark W.

    2007-01-01

    Among the many methods of teaching skills to parents of disruptive children, videotape modeling of specific parent-child interaction sequences has been particularly effective. Given the likelihood of timeout resistance in defiant children, the authors tested the effectiveness of videotape parent training with a sample of clinic referred,…

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

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2008-01-01

    . A new course called Professional Procedures in a Globalized World is established for Danish 1st semester Master students in Electronics and IT, with a double purpose of both developing the team work and intercultural skills further and restart the students reflection and talking about how they actually...... work together, in order to prepare them to take in foreign students on the 2nd semester. To secure the latter part and the learning goal the students have to write an individual learning journal. The setup of the course and the learning journals is described, and the learning outcome discussed using...... examples from the learning journals, proving that the students reach the learning goals of the course being able to discuss a more professional approach to their team work and they plan how to help foreigners entering their team....

  19. Assessing students' readiness towards e-learning

    Science.gov (United States)

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

    2014-07-01

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

  20. Student for Student: Peer Learning in Music Higher Education

    Science.gov (United States)

    Reid, Anna; Duke, Michael

    2015-01-01

    Students of piano and saxophone were asked to explore what peer learning meant to them. Following instrumental-based discussions, and with no intervention from faculty, the students developed a series of videos intended for use with incoming students. This article analyses the students' discussions and videos, and describes the complexity of…

  1. Learning motivation and student's perceptions of family

    OpenAIRE

    Granfola, Nina

    2011-01-01

    My diploma work discuss the fields of student motivation and student`s perceptions of family relationships. In the theoretical part of my diploma work I have first defined motivation, then I have discussed in detail family and education as two very important factors in the development of learning motivation. The empirical part is following the theoretical definition, where I have used survey technique among 6th grade students of primary schools, to explor what is motivating them to learn in s...

  2. Robotic Cooperative Learning Promotes Student STEM Interest

    Science.gov (United States)

    Mosley, Pauline; Ardito, Gerald; Scollins, Lauren

    2016-01-01

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

  3. 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…

  4. Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room.

    Science.gov (United States)

    Hallin, Karin; Haggstrom, Marie; Backstrom, Britt; Kristiansen, Lisbeth Porskrog

    2015-09-28

    Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students' team achievements in clinical judgement and emotional, sociological and physiological learning style preferences. A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed. Three significant correlations were found between the team achievements and the students' learning style preferences: significant negative correlation with 'Structure' and 'Kinesthetic' at the individual level, and positive correlation with the 'Tactile' variable. No significant correlations with students' 'Motivation', 'Persistence', 'Wish to learn alone' and 'Wish for an authoritative person present' were seen. There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.

  5. Merging the Power of the Computer and VCR: Interactive Videotape with the Mandell Instant-Active Interface.

    Science.gov (United States)

    Brown, Scott W.

    1991-01-01

    Describes the Mandell Instant-Active Device, a microcomputer-based system that enables teachers to add questions and/or statement prompts to an existing videotape without affecting the videotape itself. Applications, procedures, student feedback, and hardware requirements are discussed. Ordering information is included. (MES)

  6. Functions of the learning portfolio in student teachers' learning process

    NARCIS (Netherlands)

    Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

    In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences Of

  7. Effective learning competencies from students' perspective

    Directory of Open Access Journals (Sweden)

    Antić Slobodanka

    2015-01-01

    Full Text Available Numerous, dynamic and unpredictable changes in modern society place additional requests before education in order to prepare students for lifelong learning. One of the key competences which should be the outcome of education is enabling students to learn - learning to learn (LTL. LTL should be an educational outcome for all students in the educational system (including marginalized social groups, it should be achieved on all educational levels (from kindergarten to adult education and in all educational contexts (formal, non-formal and informal. LTL construct combines cognitive, metacognitive, affective and motivational aspects of a learner. The goal of this study is to assess the capacity of university students for independent and self-regulated learning. Certain aspects of this competence (patterns of learning from text, metacognitive regulation, e.g. planning, comprehension monitoring, evaluating, etc. were analyzed by open ended questionnaires. Qualitative approach of the analysis of the students' statements enabled us to perceive LTL from their perspective. The results indicate the existence of a learning pattern dominated by reproductive learning; equalizing learning with good memorizing, and insufficiently developed vocabulary and language of learning and thinking. The results also suggest the importance of means of assessing various engagements of students in learning.

  8. Dental students' perceptions of an online learning.

    Science.gov (United States)

    Asiry, Moshabab A

    2017-10-01

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

  9. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

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

  10. Student Learning Projects in Electric Vehicle Engineering

    DEFF Research Database (Denmark)

    Ritchie, Ewen; Leban, Krisztina Monika

    2012-01-01

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

  11. Student Engagement: Key to Personalized Learning

    Science.gov (United States)

    Ferlazzo, Larry

    2017-01-01

    Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…

  12. Medical students' online learning technology needs.

    Science.gov (United States)

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

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

  13. Student Engagement in Learning Vocabulary with CALL

    Science.gov (United States)

    Stroud, Robert

    2014-01-01

    Ensuring that students are "engaged" in learning is a key concern for instructors across many fields. With regards to vocabulary in language learning, teachers should provide students with tasks which promote high levels of motivation and resultant engagement. The recent trend of online systems which have dynamic, collaborative, and even…

  14. Game On! Students' Perceptions of Gamified Learning

    Science.gov (United States)

    Buckley, Patrick; Doyle, Elaine; Doyle, Shane

    2017-01-01

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

  15. Maximizing Student Success with Differentiated Learning

    Science.gov (United States)

    Morgan, Hani

    2014-01-01

    Students tend to comprehend little and lose focus of classroom instruction when their teachers fail to use instructional strategies that match students' learning styles. Differentiated instruction can alleviate or eliminate this disengagement. This article describes a case involving a child having difficulty learning and shows how…

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

    African Journals Online (AJOL)

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

  17. Student teachers' self-regulated learning

    NARCIS (Netherlands)

    Endedijk, M.D.

    2010-01-01

    The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

  18. Enhancing Students' Learning: Instant Feedback Cards

    Science.gov (United States)

    Mohrweis, Lawrence C.; Shinham, Kathe M.

    2015-01-01

    This study illustrates an active learning approach using instant feedback cards in the first course in accounting. The objectives of this study are to (1) describe instant feedback cards and (2) show how this tool, when used in an active learning environment, can enhance learning. We examined whether students exposed to immediate feedback…

  19. Mobile Learning: Can Students Really Multitask?

    Science.gov (United States)

    Coens, Joke; Reynvoet, Bert; Clarebout, Geraldine

    2011-01-01

    The advent of mobile learning offers opportunities for students to do two things at once in an educational context: learning while performing another activity. The main aim of the reported studies is to address the effect of multitasking on learning with a mobile device. Two experiments were set up to examine the effect of performing a secondary…

  20. Healthcare Learning Community and Student Retention

    Science.gov (United States)

    Johnson, Sherryl W.

    2014-01-01

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

  1. Teacher educators and student-directed learning

    NARCIS (Netherlands)

    Lunenberg, Mieke; Korthagen, Fred A J

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

  2. Understanding What Students Learn in School.

    Science.gov (United States)

    Nuthall, Graham

    This article is about the relationship between teaching and learning. It is based on data from the Project on Learning, in which the experiences of individual students during science and social studies units in 5th and 6th grade classrooms are related to what they learn from these units. Activity theory is used to identify what determines how…

  3. Investigating Students' Perceptions on Mobile Learning Services

    Directory of Open Access Journals (Sweden)

    Mohammed Amin Almaiah

    2014-10-01

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

  4. Language Learning Strategies of EFL College Students

    Directory of Open Access Journals (Sweden)

    Dewi Furwana

    2017-02-01

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

  5. Real Talk: Interviews, Radio Broadcasts and Videotaping as Context in Advanced Italian Conversation Courses.

    Science.gov (United States)

    Orban, Clara

    1997-01-01

    Discusses the problems faced by teachers of third-year (i.e. advanced) Italian language courses, particularly in developing students' speaking skills. Stresses the importance of "real talk" and discusses relevant student activities such as interviewing native speakers, preparing live radio broadcasts, and videotaping students speeches and…

  6. Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community

    Science.gov (United States)

    Carmichael, Tami; LaPierre, Yvette

    2014-01-01

    This article describes the development, implementation, and results of an extensive assessment of students and student learning outcomes in an interdisciplinary, integrative learning community. This assessment project took a comprehensive view of student learning by examining specific data and direct and indirect measures of academic growth for…

  7. Engaging Student Input on Student Engagement in Learning

    Science.gov (United States)

    Callingham, Maggie

    2016-01-01

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

  8. Healthcare Learning Community and Student Retention

    Directory of Open Access Journals (Sweden)

    Sherryl W. Johnson, PhD

    2014-08-01

    Full Text Available Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention remains under review. This study includes a healthcare learning community as a cutting-edge teaching and learning modality. The results of an introspective survey of 22 students in a learning community explore strategies to enhance culturally relevant teaching, learning, and retention. Although learning and retention studies have been conducted at numerous universities, few have included feedback from students in a healthcare learning community. Frequencies from student responses were tabulated using five thematic factors: social support, career knowledge/opportunities, academic support, networking and faculty rapport/relationship building. Of the five theme areas, social support was identified most frequently by students as a means to support their learning and retention in the university setting.

  9. Telecollaboration and Student Mobility for Language Learning

    Science.gov (United States)

    Kinginger, Celeste

    2016-01-01

    This paper reviews major findings from qualitative and quantitative research on language learning in student mobility in order to consider how telecollaboration might contribute to the success of student sojourns abroad. Evidence is available to demonstrate the effectiveness of student mobility in every domain of language development. As may be…

  10. The Aesthetic Environment and Student Learning.

    Science.gov (United States)

    Chan, T. C.

    1988-01-01

    Aesthetics in school facilities is related to student learning. Directly, the student experiences the order that is there; indirectly, the aesthetic features of a school building stand for the image of love for children and care for their education. Studies have found enhancement of student achievement in quality school buildings. (MLF)

  11. Students' Media Preferences in Online Learning

    Science.gov (United States)

    Kobayashi, Michiko

    2017-01-01

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

  12. Learning Styles of Students of Secondary Schools

    OpenAIRE

    Chocholoušová, Michaela

    2013-01-01

    This thesis is focused on learning styles of students of secondary schools, particularly of secondary vocational schools. It is divided in two parts - theoretical and practical. The theoretical part deals with the definitions of basic terms as learning, learner and meaningful learning. It also analysis the term learning style and other related terms, such as cognitive style. Final section of the theoretical part is dedicated to mesurement and influencing od leraning styles as a preparation fo...

  13. Student Obstacles in Ratio and Proportion Learning

    Science.gov (United States)

    Andini, W.; Jupri, Al

    2017-02-01

    Ratio and proportion are mathematics topics that are learned in elementary school. In the learning process, teachers often found students who have difficulties in learning these topics. Analysing the difficulties on the topics is important for teachers, as an attempt to doa reflection of the learning process and as a reference in devising a learning plan, including for anticipation of the possibility of these barriers that might appear in the next learning process. This research used as the qualitative method, and involved 49 students of grade 5 and one teacher. From the analysis of the data, i.e., student test results and observation of the learning, we found some obstacles that faced by students, such as students confused in understanding about ratio and proportion topic, students found it difficult in completing the problem which have different contexts, the learning material of ratio and proportion topic that presented in textbooks are still partial (not depth), and the lack of ability of the teacher in creating problems.

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  17. The learning-disabled medical student.

    Science.gov (United States)

    Accardo, P; Haake, C; Whitman, B

    1989-10-01

    Developmental pediatricians are being consulted by medical school promotion committees with regard to the course of action to be taken with learning-disabled medical students experiencing academic difficulties. Faculty attitude, a difficulty understanding the nature of learning disabilities, appears to be a major contributor to poor medical school performance on the part of learning-disabled adults. Utilizing the sequential-simultaneous information processing model as a simplified introduction to learning disability patterns, the authors argue that recommending intensive remediation of rote spelling and writing skills in students engaged in graduate education represents both a waste of time and a further emotional trauma to these young professionals.

  18. Dental students' perceptions of an online learning

    OpenAIRE

    Asiry, Moshabab A

    2017-01-01

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

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

    Science.gov (United States)

    Zinicola, Debra Ann

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

  20. Experiential Learning in Kinesiology: A Student Perspective.

    Science.gov (United States)

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

    2015-09-01

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

  1. Learning Anywhere, Anytime: Student Motivators for M-Learning

    Science.gov (United States)

    Martin, Romana; McGill, Tanya; Sudweeks, Fay

    2013-01-01

    This paper documents the outcomes of a study that focused on identifying what motivates students to use mobile devices for learning and to engage in m-learning. An outcome of this study was to provide a better understanding of what educators should consider when adapting their course for mobile learners. The research included seven classes from…

  2. Blended synchronous learning environment: Student perspectives

    National Research Council Canada - National Science Library

    Sheri Conklina; Beth Oyarzun; Daisyane Barreto

    2017-01-01

    .... Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection...

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

    Science.gov (United States)

    Cheng, Zijia; Southcott, Jane

    2016-01-01

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

  4. Interprofessional mentoring: enhancing students' clinical learning.

    Science.gov (United States)

    Lait, Jana; Suter, Esther; Arthur, Nancy; Deutschlander, Siegrid

    2011-05-01

    Interprofessional (IP) collaboration is recognized as critical for patient-centred care. The clinical setting is an ideal environment for students to learn the competencies required to effectively work with providers from other professions. To enhance traditional clinical placements, we propose an IP mentoring approach, defined as learning that takes place between providers and students who are from different disciplines or health professions. In IP mentoring, students have primary relationships with their preceptors, but also have interactions with providers from other professions. We implemented IP mentoring with the support of two faculties of nursing in Alberta, Canada who provided an IP clinical focus for interested fourth year students. We emphasized to providers and students that there are no prescribed interactions that comprise IP mentoring; experiences between providers and students are context-specific and often informal. Through our evaluation we demonstrated that in IP mentoring, provider commitment was important, students engaged in IP activities of varying complexity, and students learned about roles of other professions and how to work together to provide patient-centred care. IP mentoring is an effective learning strategy to enhance students' knowledge and skills in IP collaboration without radical changes to the structure of the placements or to the educational curricula. Copyright © 2010 Elsevier Ltd. All rights reserved.

  5. A Learning Paradox: Students Who Are Gifted and Learning Disabled

    Science.gov (United States)

    Welsh, Cecilia Rose

    2010-01-01

    The purpose of this generic qualitative study was to determine how and to what extent educational programming affects the success of middle school students experiencing the contemporary phenomenon identified as gifted learning disabled (GLD). The research took place within the real-life context of the middle school these GLD students attended.…

  6. Marine & Other Invertebrates. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Invertebrate animals include a vast array of spineless creatures. In this video, students discover marine lifeforms such as jellyfish,…

  7. Amphibians. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Students find out about the world of amphibians as they examine their physical characteristics, environments, and life cycles, as well as…

  8. Civic Engagement and Organizational Learning Strategies for Student Success

    Science.gov (United States)

    Moore, Tami L.; Mendez, Jesse P.

    2014-01-01

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

  9. Exploring Situated Ambiguity in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2017-01-01

    Purpose: Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to…

  10. High Ability Students' Voice on Learning Motivation

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2014-01-01

    This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures…

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

    African Journals Online (AJOL)

    These expectations included collaboration with the clinical instructors, ward staff nurses, and the HRH clinical mentors. The ward managers facilitated structured learning by ... and midwifery students throughout the country. Key words: clinical rotation, structured learning, critical thinking skills, post-conference, Rwanda ...

  12. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

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

  13. Increasing Student Engagement Using Asynchronous Learning

    Science.gov (United States)

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

    2015-01-01

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

  14. Learning space preferences of higher education students

    NARCIS (Netherlands)

    Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

    2016-01-01

    This paper aims to address higher education students’ learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which require

  15. Maximizing Learning for Students with Special Needs

    Science.gov (United States)

    Watkins, Deborah Edelman

    2005-01-01

    Providing a supportive learning environment and engaging students with a variety of abilities in effective learning activities requires a great deal of proficiency that extends beyond knowledge of subject content. Diverse classrooms challenge teachers to understand and accept the existence of academic, behavioral, and cultural diversity. Teachers…

  16. Utilizing Online Learning Communities in Student Affairs

    Science.gov (United States)

    Calhoun, Daniel W.; Green, Lucy Santos

    2015-01-01

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

  17. Flip Your Students' Learning

    Science.gov (United States)

    Sams, Aaron; Bergmann, Jonathan

    2013-01-01

    Flipped learning is not about how to use videos in lessons. It's about how to best use in-class time with students. That insight is causing educators in classrooms from kindergarten to college to reevaluate how they teach. Flipped learning helps teachers move away from direct instruction as their primary teaching tool toward a more…

  18. Building Student Trust in Online Learning Environments

    Science.gov (United States)

    Wang, Ye Diana

    2014-01-01

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

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

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

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

  20. From the Ground Up. [Videotape

    Science.gov (United States)

    Enns, Garry; And Others

    Through interviews with farmers, agricultural experts, and students, this video raises student's awareness of sustainable development issues in modern agriculture and food production. The video explores the following themes: agriculture and sustainable development, different approaches to farming, evaluation of farming practices in the context of…

  1. Correlations between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room

    Science.gov (United States)

    Hallin, Karin; Häggström, Marie; Bäckström, Britt; Kristiansen, Lisbeth Porskrog

    2016-01-01

    Background: Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students’ team achievements in clinical judgement and emotional, sociological and physiological learning style preferences. Methods: A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed. Results: Three significant correlations were found between the team achievements and the students’ learning style preferences: significant negative correlation with ‘Structure’ and ‘Kinesthetic’ at the individual level, and positive correlation with the ‘Tactile’ variable. No significant correlations with students’ ‘Motivation’, ‘Persistence’, ‘Wish to learn alone’ and ‘Wish for an authoritative person present’ were seen. Discussion and Conclusion: There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences

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

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study....... Most teachers get to know the names of the most active students. Many teachers feel bad about this and would love to know all the students' names, but the task seems insurmountable.Over the years I have developed a simple, systematic and time-efficient method to learn the names of all students that can...... favourites among the students: I learn the names of all the students, not just the most active handful.The task may seem daunting, but in my experience the method is time-efficient and effective. In a course last term with 33 students I used 65 minutes in total, i.e., 2 minutes per student and 4 minutes per...

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

    DEFF Research Database (Denmark)

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

    of the programme as well as the wider context. The international students report challenges in adjusting to, and fulfilling such of the programme’s curriculum requirements as Problem-based learning techniques and securing internships with learning value. The wider cultural contest can also be seen as constraining......The paper focuses on Service, Hospitality and Tourism management education programme at the University College of Northern Denmark. The English-taught international stream is developed in a local context, following a Danish curriculum and employing Danish instructors. The students originate...... the international students’ opportunities for learning....

  4. Information Literacy Learning Outcomes and Student Success

    Science.gov (United States)

    Samson, Sue

    2010-01-01

    Information literacy learning outcomes of randomly selected first-year and capstone students were analyzed using an assessment instrument based on the ACRL competency standards. Statistically significant differences between student populations in the selective and relative use of information inform the library instruction program and apply to…

  5. Students' Ideas on Cooperative Learning Method

    Science.gov (United States)

    Yoruk, Abdulkadir

    2016-01-01

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

  6. Student Perspectives on Self-Directed Learning

    Science.gov (United States)

    Douglass, Carolinda; Morris, Sherrill R.

    2014-01-01

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

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

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Teachers' Teaching Experience and Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria. Adeyemi, T. O.. 93. Table 2.1. Performance level of students in the JSC examinations in Ondo State, igeria. Years. English language. Mathematics. Integrated Science Social Studies. %. %. %. %. 1997.

  8. Malaysian Students' Motivation towards Physics Learning

    Science.gov (United States)

    Saleh, Salmiza

    2014-01-01

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

  9. Facilitating Student Learning through Math Journals.

    Science.gov (United States)

    Koirala, Hari P.

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

  10. Enhancing Teaching Effectiveness and Student Learning Outcomes

    Science.gov (United States)

    Paolini, Allison

    2015-01-01

    This manuscript addresses how post-secondary educators can enhance their teaching effectiveness and student learning outcomes through student assessment. Highlights will include evidence-based practices, teaching style, methodology, and the use of assessment data for university instructors. Primary focus will be data obtained from key stakeholders…

  11. University Students' Perspective on Blended Learning

    Science.gov (United States)

    Waha, Barbara; Davis, Kate

    2014-01-01

    This research project explored students' perspective of the appropriate mix of online and face-to-face activities in a master's programme in library and information science at an Australian university. Identifying aspects that students evaluate as supportive, challenging and efficient in their learning is important for the design of an appropriate…

  12. Students' Perceptions of Problem-Based Learning

    Science.gov (United States)

    Kumar, Muthu; Kogut, Galyna

    2006-01-01

    Problem-based learning has in recent times aroused keen curiosity due to its pedagogical orientation of facilitating students' active construction of knowledge. As a curriculum model it is designed based upon the solving of either simulated or real-life problems that generally tend to be ill-structured and open-ended. In such a model students are…

  13. College Students, Diversity, and Community Service Learning

    Science.gov (United States)

    Seider, Scott; Huguley, James P.; Novick, Sarah

    2013-01-01

    Background/Context: Over the past two decades, more than 200 studies have been published on the effects of community service learning on university students. However, the majority of these studies have focused on the effects of such programming on White and affluent college students, and few have considered whether there are differential effects…

  14. Globe, student inquiry, and learning communities

    Science.gov (United States)

    C.L. Henzel

    2000-01-01

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

  15. Personalized Learning for Every Student Every Day

    Science.gov (United States)

    Childress, Stacey; Benson, Scott

    2014-01-01

    The best hope for accelerating much needed improvement in student achievement is by using a range of pedagogical and technological innovations that deliver personalized learning to each student. The authors examine three school initiatives across the country that are using technology and new teaching methods successfully to drive student…

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

    African Journals Online (AJOL)

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

  17. Scaffolding student engagement via online peer learning

    Science.gov (United States)

    Casey, M. M.; Bates, S. P.; Galloway, K. W.; Galloway, R. K.; Hardy, J. A.; Kay, A. E.; Kirsop, P.; McQueen, H. A.

    2014-07-01

    We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention.

  18. Fostering Interdisciplinary Collaboration to Improve Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron Jr.

    2014-08-01

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

  19. Defining quality student feedback in distance learning.

    Science.gov (United States)

    Price, B

    1997-07-01

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

  20. Physiotherapy Students Learning and Teaching Satisfaction

    Directory of Open Access Journals (Sweden)

    Abdul Rhman N. Alghamdi

    2017-03-01

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

  1. Medical students can learn the basic application, analytic, evaluative, and psychomotor skills of critical care medicine.

    Science.gov (United States)

    Rogers, P L; Jacob, H; Thomas, E A; Harwell, M; Willenkin, R L; Pinsky, M R

    2000-02-01

    To determine whether fourth-year medical students can learn the basic analytic, evaluative, and psychomotor skills needed to initially manage a critically ill patient. Student learning was evaluated using a performance examination, the objective structured clinical examination (OSCE). Students were randomly assigned to one of two clinical scenarios before the elective. After the elective, students completed the other scenario, using a crossover design. Five surgical intensive care units in a tertiary care university teaching hospital. Forty fourth-year medical students enrolled in the critical care medicine (CCM) elective. All students evaluated a live "simulated critically ill" patient, requested physiologic data from a nurse, ordered laboratory tests, received data in real time, and intervened as they deemed appropriate. Student performance of specific behavioral objectives was evaluated at five stations. They were expected to a) assess airway, breathing, and circulation in appropriate sequence; b) prepare a manikin for intubation, obtain an acceptable airway on the manikin, demonstrate bag-mouth ventilation, and perform acceptable laryngoscopy and intubation; c) provide appropriate mechanical ventilator settings; d) manage hypotension; and e) request and interpret pulmonary artery data and initiate appropriate therapy. OSCEs were videotaped and reviewed by two faculty members masked to time of examination. A checklist of key behaviors was used to evaluate performance. The primary outcome measure was the difference in examination score before and after the rotation. Secondary outcomes included the difference in scores at each rotation. The mean preelective score was 57.0%+/-8.3% compared with 85.9%+/-7.4% (ppsychomotor skills necessary to initially manage critically ill patients. After an appropriate 1-month CCM elective, students' thinking and application skills required to initially manage critically ill patients improved markedly, as demonstrated by an OSCE

  2. Enriching the Student Experience Through a Collaborative Cultural Learning Model.

    Science.gov (United States)

    McInally, Wendy; Metcalfe, Sharon; Garner, Bonnie

    2015-01-01

    This article provides a knowledge and understanding of an international, collaborative, cultural learning model for students from the United States and Scotland. Internationalizing the student experience has been instrumental for student learning for the past eight years. Both countries have developed programs that have enriched and enhanced the overall student learning experience, mainly through the sharing of evidence-based care in both hospital and community settings. Student learning is at the heart of this international model, and through practice learning, leadership, and reflective practice, student immersion in global health care and practice is immense. Moving forward, we are seeking new opportunities to explore learning partnerships to provide this collaborative cultural learning experience.

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

    Science.gov (United States)

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

    2015-08-01

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

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

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

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

  5. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

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

  6. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

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

  7. Self-Directed Learning and Student Attitudes

    Directory of Open Access Journals (Sweden)

    Jennifer SCHWARTZ

    2007-12-01

    Full Text Available It is a commonly held belief that students who enjoy their experience of school perform better academically. Thus, educators often struggle with the questions of how best to motivate students and how to make learning fun. Some parents and educators, however, have simply moved away from traditional educational practices and are choosing to let students take charge of their own learning. The intent of this study is to evaluate the attitudes of students in two Sudbury model schools - schools in which students from ages 4-19 are completely responsible for their own education - and to show the positive correlation between freedom and choice in the learning environment and positive student attitudes. This study involves the opinions of 23 students from two Sudbury model schools, forming a small focus group. The schools both volunteered for the study, and students were asked if they would like to participate. The students who participated ranged in age from 4-16. Each completed a questionnaire that included both scaled questions and open-ended questions. Overall, students reported having a very positive experience of school as assessed by the questionnaire. There were also recognizable trends in their narrative answers that pointed towards an overall appreciation for the level of freedom in their schools. In general, the study proved that in the group surveyed there is a positive correlation between freedom in the educational environment and the students' attitudes about school. This study points to the validity of self-direction in the learning environment, and notes several options for follow-up studies.

  8. 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

  9. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

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

  10. Bug City: Aquatic Insects [Videotape].

    Science.gov (United States)

    1998

    "Bug City" is a video series created to help children learn about insects and other small critters. All aspects of bug life are touched upon including body structure, food, habitat, life cycle, mating habits, camouflage, mutualism (symbiosis), adaptations, social behavior, and more. Each program features dramatic microscopic photography,…

  11. The Relationships of The types of Entry Selection of Students with their Learning Motivation, Learning Strategies, and Learning Achievement

    OpenAIRE

    Ashaeryanto, Ashaeryanto; Kristina, Tri Nur; Hadianto, Tridjoko

    2017-01-01

    Background: The learning achievement of students in higher education is reflected in their grade point average (GPA). Selection types in student admission, learning motivation, and learning strategies are believed to influence the effective and efficient learning achievement, thus facilitating achieving the desired learning objectives. Medical students should have good behavior and learning styles that eventually can help to make lifelong learning. Students that can organize themselves to lea...

  12. What Third-Grade Students of Differing Ability Levels Learn about Nature of Science after a Year of Instruction

    Science.gov (United States)

    Akerson, Valarie; Nargund-Joshi, Vanashri; Weiland, Ingrid; Pongsanon, Khemmawadee; Avsar, Banu

    2014-01-01

    This study explored third-grade elementary students' conceptions of nature of science (NOS) over the course of an entire school year as they participated in explicit-reflective science instruction. The Views of NOS-D (VNOS-D) was administered pre instruction, during mid-school year, and at the end of the school year to track growth in understanding over time. The Young Children's Views of Science was used to describe how students conversed about NOS among themselves. All science lessons were videotaped, student work collected, and a researcher log was maintained. Data were analyzed by a team of researchers who sorted the students into low-, medium-, and high-achieving levels of NOS understandings based on VNOS-D scores and classwork. Three representative students were selected as case studies to provide an in-depth picture of how instruction worked differentially and how understandings changed for the three levels of students. Three different learning trajectories were developed from the data describing the differences among understandings for the low-, medium-, and high-achieving students. The low-achieving student could discuss NOS ideas, the medium-achieving student discussed and wrote about NOS ideas, the high-achieving student discussed, wrote, and raised questions about NOS ideas.

  13. Weather Fundamentals: Hurricanes & Tornadoes. [Videotape].

    Science.gov (United States)

    1998

    The videos in this educational series, for grades 4-7, help students understand the science behind weather phenomena through dramatic live-action footage, vivid animated graphics, detailed weather maps, and hands-on experiments. This episode (23 minutes) features information on the deadliest and most destructive storms on Earth. Through satellite…

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

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

    2014-01-01

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

  16. Learning Styles and Student Performance in Introductory Economics

    Science.gov (United States)

    Brunton, Bruce

    2015-01-01

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

  17. Student Preferences for M-Learning Application Characteristics

    Science.gov (United States)

    Delialioglu, Ömer; Alioon, Yasaman

    2014-01-01

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

  18. Student learning preferences and teaching implications.

    Science.gov (United States)

    Murphy, Robert J; Gray, Sarah A; Straja, Sorin R; Bogert, Meredith C

    2004-08-01

    One of the most serious challenges that dental educators face today is improving the level of student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preference survey linked to sensory modalities was given to students in the four classes of the Temple University School of Dentistry. New Zealand educator Neil Fleming developed the survey called VARK (an acronym for Visual, Aural, Read/Write, and Kinesthetic) in 1998. The purpose of this study was to measure the distribution of learning preference mean scores of the dental students and note any significant differences among classes, gender, and a sample population determined using 31,243 participants on the VARK website. Results clearly demonstrate that the dominant preference distributions for the two populations (dental student and sample population) are different. In particular, the proportions of learners who selected visual or kinesthetic are significantly different for the two populations, while the proportions of learners who selected aural or read/write are not significantly different. Dental students prefer visual learning at a higher percentage and kinesthetic learning at a lower percentage than the sample population measured in the VARK website. Inter-class differences varied, and gender differences were not significant. The distribution of dental student scores shows a preference for instructors who use strong visual presentations and facilitate note-taking during lectures. Dental educators should be aware of these differences in order to explore opportunities for making the educational experience more productive and enjoyable.

  19. [Learning strategies of autonomous medical students].

    Science.gov (United States)

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

    2015-12-01

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

  20. Videotaping the Lifespan of a Soap Bubble.

    Science.gov (United States)

    Ramme, Goran

    1995-01-01

    Describes how the use of a videotape to record the history of a soap bubble allows a study of many interesting events in considerable detail including interference fringes, convection and turbulence patterns on the surface, formation of black film, and the ultimate explosion of the bubble. (JRH)

  1. Assessment of Waco, Texas FLIR videotape

    Science.gov (United States)

    Frankel, Donald S.

    2001-09-01

    The FLIR video recorded by the FBI on 19 April 1993, records the final assault on the Branch Davidian compound in Waco, Texas, and the fire in which some 80 members of the sect died. Attention has focused on a number of flashes recorded on the videotape. The author has examined the 1993 videotape and the recorded videotapes of the re-enactment conducted at Fort Hood, Texas on 19 March 2000. The following conclusions have been reached: 1) The flashes seen on the tape cannot be weapons muzzle flash. Their duration is far too long and their spatial extent is far too great. They are almost certainly the result of solar energy or heat energy form nearby vehicles reflected toward the FLIR by debris or puddles. 2) The FLIR video technology has a very low probability of detecting small arms muzzle flash. 3) As a consequence of 2) above, the absence of muzzle flash detection on the FLIR tape does not prove that no weapons were actually fired during the final assault. Indeed, there is ample evidence (not presented here) that the Davidians fired at the federal agents, but none of their muzzle flashes are detectable on the videotape.

  2. Copyright Handbook for Videotapes and Microcomputer Software.

    Science.gov (United States)

    Ensign, David; And Others

    Developed to help library media personnel, administrators, and educators understand and work with the copyright law as it applies to videotape and microcomputer software, this handbook provides: (1) an overview of copyright, including rights granted to copyright holders and libraries and court interpretation of the copyright law; (2) suggestions…

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

    NARCIS (Netherlands)

    Vermunt, J; Minnaert, A

    2003-01-01

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

  4. Collaborative Pharmacy Student Learning Outline for Mobile Atmosphere

    OpenAIRE

    Dr. Mohamed F. AlAjmi; Shakir Khan

    2014-01-01

    the idea of this research is for the concern of Collaborative learning based mobile factors by applying via pharmacy students of the college. We focus on three features, computer mutual learning, learning process module, and student learning mode. In this paper, student-focused instruct module, student edge section, teacher interface section, learner section, solution problem section, curriculum section, control section, and diagnose section are planned. This system permits students to be sus...

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

    Science.gov (United States)

    Huerta, Juan Carlos; Bray, Jennifer J.

    2013-01-01

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

  6. Selection of Learning Media Mathematics for Junior School Students

    Science.gov (United States)

    Widodo, Sri Adi; Wahyudin

    2018-01-01

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

  7. Learning assessment for students with mental and behavioral disorders

    DEFF Research Database (Denmark)

    Dræby, Anders

    The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students ...... environment and learning processes of the educational setting. The objective of this session is to strengthen the educational awareness and conceptualization of students' relevant difficulties as learning difficulties...

  8. Learning Exercises in Astronomy for Elementary Students

    Science.gov (United States)

    Jacoby, Suzanne H.

    1995-12-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  10. How To Dance through Time. Volume II: Dances of the Ragtime Era, 1910-1920. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This 59-minute VHS videotape is the second in a series of "How To Dance Through Time" videos. It provides 44 step combinations and how-to instructions to help viewers learn to dance the most popular dances of the early 20th century (the ragtime era), including: the wild animal dances (fox trot, horse trot, kangaroo hop, duck waddle, squirrel,…

  11. Effect of cooperative learning strategies on student verbal interactions and achievement during conceptual change instruction in 10th grade general science

    Science.gov (United States)

    Lonning, Robert A.

    This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student-student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More

  12. Conceptual Learning: Enhancing Student Understanding of Physiology

    Science.gov (United States)

    Waltz, Micah J.

    Students are leaving undergraduate science programs without the knowledge and skills they are expected to have. This is apparent in professional programs, such as medical and veterinary school, where students do not possess the critical thinking skills necessary to be successful. Physiology is a required discipline for these professional programs and often before, as a pre-requisite. Physiology classrooms are an excellent place to teach critical thinking skills because the content consists of integrated processes. Therefore, in one study, it was investigated whether focusing on physiological concepts improved student understanding of physiology in both a non-physiological science course, Invertebrate Zoology, and in an undergraduate physiology course. An educational intervention was used in Invertebrate Zoology, where students were exposed to human physiology concepts that were similar to comparative physiology concepts they had learned during the semester. A pre-/post-test was used to assess learning gains. In a second study, the use of multimedia file usage was correlated to student exam scores in a physiology course. This was done to see if providing additional study materials that focused on specific concepts improved student understanding, as assessed using exam scores. Overall these studies indicate that encouraging assimilation of new concepts that expand upon material from lecture may help students gain a more complete understanding of a concept. The integration of these concepts into pre-existing conceptual frameworks may serve to teach students valuable critical thinking skills such as evaluation of new ideas within their current understanding and synthesizing the new content with the existing information. Focusing on this type of conceptual learning may enable students to apply content knowledge and think through problems. Additionally, focusing on concepts may enable students to improve their understanding of material without being overwhelmed by

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

    Science.gov (United States)

    Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

    2017-01-01

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

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

    Science.gov (United States)

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

    2006-01-01

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

  15. Online interprofessional learning: the student experience.

    Science.gov (United States)

    Miers, Margaret E; Clarke, Brenda A; Pollard, Katherine C; Rickaby, Caroline E; Thomas, Judith; Turtle, Ann

    2007-10-01

    Health and social care students in a faculty in the United Kingdom learn together in an interprofessional module through online discussion boards. The module assessment encourages engagement with technology and with group members through peer review. An evaluation of student experience of the module gathered data from 48 students participating in 10 online groups. Analysis of contributions to discussion boards, and transcripts of interviews with 20 students revealed differing levels of participation between individuals and groups. Many students were apprehensive about the technology and there were different views about the advantages and disadvantages of online learning. Students interacted in a supportive manner. Group leadership was seen as associated with maintaining motivation to complete work on time. Students reported benefiting from the peer review process but were uncomfortable with critiquing each other's work. Sensitivity about group process may have inhibited the level of critical debate. Nevertheless the module brought together students from different professions and different sites. Examples of sharing professional knowledge demonstrated successful interprofessional collaboration online.

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

    Science.gov (United States)

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

    2013-05-01

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

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

    Science.gov (United States)

    Borracci, Raúl A; Arribalzaga, Eduardo B

    2015-01-01

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

  18. Scaffolding students' reflection for science learning

    Science.gov (United States)

    Davis, Elizabeth Anna

    Research in recent decades has emphasized the importance of reflection for students learning science, but educators have not reached consensus on the most effective ways to promote reflection, nor has a mechanism explaining the effects of reflection been accepted. Furthermore, many have put forth technology as a vehicle for improving student learning, yet others discount its ability to facilitate real reflection. This research determines whether reflection prompts promote knowledge integration for students working on science projects and what level of prompt specificity best supports students in that endeavor. The Knowledge Integration Environment (KIE) affords investigation of computer-delivered prompts for students completing complex projects. This research takes place in the context of the KIE software and curriculum as used in an eighth grade physical science class. Pilot research on prompts indicated that focusing students on reflection significantly increased knowledge integration. A basic question unanswered by the pilot research was: As students work on projects like those used in KIE, do they merely need to be prompted to reflect, or do they need guidance in determining what to reflect about? The prompts contrasted in this research differ in their specificity. Some students received directed prompts aimed at fostering planning and self-monitoring, while others received generic 'stop and think' prompts. The investigations describe the gross effects of reflection prompts, then attempt to identify a mechanism behind those effects through characterizing the kinds of reflection they elicit and the beliefs about science and learning science of individuals using the prompts. I argue that by engaging in reflection, students identify weaknesses in their knowledge and then are more ready and able to link and distinguish their ideas. Generic prompts are more effective than directed prompts at engaging students in these knowledge integration processes. Autonomous

  19. Is video review of patient encounters an effective tool for medical student learning? A review of the literature

    Science.gov (United States)

    Hammoud, Maya M; Morgan, Helen K; Edwards, Mary E; Lyon, Jennifer A; White, Casey

    2012-01-01

    Purpose To determine if video review of student performance during patient encounters is an effective tool for medical student learning. Methods Multiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical) and study design (controlled or non-controlled). Results A total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone. Conclusion There are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback from faculty or other trained individuals for maximum effectiveness. We also recommend additional research in this area. PMID:23761999

  20. Digital Production and Students as Learning Designers

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Levinsen, Karin

    2014-01-01

    Netbook 1:1 (2009–2012), where information and communication technology (ICT) was readily accessible for each child at school and at home in grades 1–3 at two Danish public schools. The paper presents a Four Levels Design for Learning Model, which can be used for both design for learning and analyses...... of learning processes. The discussion is supported by empirical examples from the project, which explored emerging relations amongst ICT, production and subject matter-specific practice (Danish, mathematics and interdisciplinary activities). We understand design for learning as related to both process...... and agency, and in the study, we have examined and found that students are capable of operating as learning designers....

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

    Directory of Open Access Journals (Sweden)

    Chun Meng Tang

    2013-12-01

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

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

    Science.gov (United States)

    Çolak, Esma

    2015-01-01

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

  3. Birds. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. There are many different types of birds, over 9,000 different species. While not all birds take to the air, they all have feathers. Students…

  4. Reptiles. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    1999

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The ancestors of reptiles date back to the dinosaurs. After the dinosaurs died out, it was one of the best-adapted species that survived and…

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

    African Journals Online (AJOL)

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

  6. Transitioning to blended learning: understanding student and faculty perceptions

    National Research Council Canada - National Science Library

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

    2011-01-01

    .... To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections...

  7. Can teachers motivate students to learn?

    NARCIS (Netherlands)

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

    2011-01-01

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

  8. ICT-Enabled Learning: The Student Perspective

    Science.gov (United States)

    Scott, Geoff; Grebennikov, Leonid; Gozzard, Terry

    2009-01-01

    This research seeks to contribute to current discussions in Australian higher education on how best to deploy ICT-enabled learning. Its particular focus is on examining the qualitative data from students on their experience of using Information and Communication Technologies (ICT) at one college in an Australian university. In total, about 71,240…

  9. Vocational and Learning Attitudes of Black Students

    Science.gov (United States)

    Wright, Wilbert

    1971-01-01

    This study attempted to ascertain whether the occupational level scores of the SVIB for black male student counselees were significantly related to their expressed opinions of learning activities as measured by the Omnibus Personality Inventory (OPI). Secondly, vocational preferences were analyzed and compared. (Author)

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

    African Journals Online (AJOL)

    gold

    2012-07-26

    Jul 26, 2012 ... Achievement in Secondary Schools in Akwa Ibom State of. Nigeria ... Abstract. The study aimed at assessing how 13 learning environment variables taken ... This is an expost-facto study, using correlational research design. .... teachers do not adequately get their students' prepared and ready for a new.

  11. Testing Methodology in the Student Learning Process

    Science.gov (United States)

    Gorbunova, Tatiana N.

    2017-01-01

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

  12. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

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

  13. Transfer of Student Learning in Medical Education.

    Science.gov (United States)

    Patel, Vimla L.; Cranton, Patricia A.

    1983-01-01

    Transfer of learning among the cognitive, psychomotor, and affective domains and among three clinical disciplines (medicine, pediatrics, and surgery) was examined in the final year of a medical student clerkship program. A model based on ethnographic analysis followed by performance measurement was used. (Author/MLW)

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

    African Journals Online (AJOL)

    The findings revealed that teachers' teaching experience was significant with student' learning outcomes as measured by their performance in the SSC examinations. Schools having more teachers with five years and above teaching experience achieved better results than schools having more teachers with less than five ...

  15. Some Factors Effected Student's Calculus Learning Outcome

    Science.gov (United States)

    Rajagukguk, Wamington

    2016-01-01

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

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

    African Journals Online (AJOL)

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

  17. Can Teachers Motivate Students to Learn?

    Science.gov (United States)

    Thoonen, Erik E. J.; Sleegers, Peter J. C.; Peetsma, Thea T. D.; Oort, Frans J.

    2011-01-01

    Research on motivation has mainly concentrated on the role of goal orientation and self-evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers' teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well-being, academic…

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

    African Journals Online (AJOL)

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

  19. Enhancing Student Learning through Scaffolded Client Projects

    Science.gov (United States)

    Tomlinson, Elizabeth

    2017-01-01

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

  20. Capstone Portfolios and Geography Student Learning Outcomes

    Science.gov (United States)

    Mossa, Joann

    2014-01-01

    Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

  1. Do Students Care About Learning?

    Science.gov (United States)

    Scherer, Marge

    2002-01-01

    Question/Answer session with Mihaly Csikszentmihalyi, D.J. and C.S. Davidson Professor of Psychology at the Drucker School of Management, Claremont Graduate University, and author of "Becoming Adult: How Teenagers Prepare for the World of Work." Covers such topics such as student engagement, challenge, and flow experience. (PKP)

  2. A Pilot Study of Cooperative Programming Learning Behavior and Its Relationship with Students' Learning Performance

    Science.gov (United States)

    Hwang, Wu-Yuin; Shadiev, Rustam; Wang, Chin-Yu; Huang, Zhi-Hua

    2012-01-01

    In this study we proposed a web-based programming assisted system for cooperation (WPASC) and we also designed one learning activity for facilitating students' cooperative programming learning. The aim of this study was to investigate cooperative programming learning behavior of students and its relationship with learning performance. Students'…

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

    Science.gov (United States)

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

    2016-01-01

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

  4. Pharmacy Student Learning Through Community Service.

    Science.gov (United States)

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

    2015-07-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    OpenAIRE

    Pardede, Dahlia Megawati; Manurung, Sondang Rina

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Norman Vaughan

    2014-11-01

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

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

    Science.gov (United States)

    Yannibelli, Virginia; Godoy, Daniela; Amandi, Analia

    2006-01-01

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

  9. Online Graduate Students' Perceptions of Best Learning Experiences

    Science.gov (United States)

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

    2014-01-01

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

  10. What Makes Biology Learning Difficult and Effective: Students' Views

    Science.gov (United States)

    Cimer, Atilla

    2012-01-01

    The present study aims to determine the biological topics that students have difficulties learning, the reasons why secondary school students have difficulties in learning biology, and ways to improve the effectiveness of students' biology learning. For these purposes, a self-administered questionnaire including three open-ended questions was…

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

    Science.gov (United States)

    Balan, Peter; Clark, Michele; Restall, Gregory

    2015-01-01

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

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

    Science.gov (United States)

    Kansikas, Juha; Murphy, Linda

    2010-01-01

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

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

    Science.gov (United States)

    Irzawati, Ira

    2013-01-01

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

  14. Original Science-Based Music and Student Learning

    Science.gov (United States)

    Smolinski, Keith

    2010-01-01

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

  15. Student resources for learning physics

    Science.gov (United States)

    Hammer, David

    2015-04-01

    Careful observations of learners' reasoning belie simple characterizations of their knowledge or abilities: Students who appear to lack understanding or abilities at one moment show evidence of them at another. Detecting this variability generally requires close examination of what and how students are thinking, moment-to-moment, which makes research difficult. But the findings challenge unitary accounts of intelligence, stages of development, and misconceptions. Joe Redish and others have been working from a more complex theoretical framework of innumerable, fine-grained cognitive structures we call ``resources.'' They are, roughly, ways of thinking people have that may apply or not in any particular moment. (Thinking about energy, for example, may involve resources for understanding location or conservation, or oscillations in time, or differential symmetry.) The variability we observe in student reasoning reflects variability in resource activation. Resources are to models of mind what partons used to be to models of hadrons: We know we should be thinking of entities and dynamics at a smaller scale than we've been considering, even if we don't know their particular properties. Understanding minds in this way has profound implications for research and for teaching.

  16. Accommodating Students' Sensory Learning Modalities in Online Formats

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2016-01-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Dahlia Megawati Pardede

    2016-06-01

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

  20. Student Perceptions About Their General Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Stephanie Barclay McKeown

    2017-04-01

    Full Text Available Aggregate survey responses collected from students are commonly used by universities to compare effective educational practices across program majors, and to make high-stakes decisions about the effectiveness of programs. Yet if there is too much heterogeneity among student responses within programs, the program-level averages may not appropriately represent student-level outcomes, and any decisions made based on these averages may be erroneous. Findings revealed that survey items regarding students’ perceived general learning outcomes could be appropriately aggregated to the program level for 4th-year students in the study but not for 1st-year students. Survey items concerning the learning environment were not valid for either group when aggregated to the program level. This study demonstrates the importance of considering the multilevel nature of survey results and determining the multilevel validity of program-level interpretations prior to making any conclusions based on aggregate student responses. Implications for institutional effectiveness research are discussed.

  1. Learning styles of undergraduate nutrition and dietetics students.

    Science.gov (United States)

    Williams, Brett; Brown, Ted; Etherington, Jamie

    2012-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  3. The Experience of Deep Learning by Accounting Students

    Science.gov (United States)

    Turner, Martin; Baskerville, Rachel

    2013-01-01

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

  4. Learning Style of Students and Practitioners in Five Health Professions.

    Science.gov (United States)

    Katz, Noomi; Heimann, Nanci

    1991-01-01

    An Israeli sample of 378 students and 251 practitioners in occupational therapy (OT), social work, nursing, physical therapy, and clinical psychology completed Kolb's Learning Style Inventory. Findings suggest greater variance in learning style among students. OT students were least abstract. Both OT students and practitioners were predominantly…

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

    African Journals Online (AJOL)

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

  6. Assessing Affective Learning Using a Student Response System

    Science.gov (United States)

    Rimland, Emily

    2013-01-01

    Affective learning relates to students' attitudes, emotions, and feelings. This study focuses on measuring affective learning during library instruction by using a student response system. Participants were undergraduate students who received course-related library instruction for a research assignment. Students rated their confidence levels…

  7. Modelling sociocognitive aspects of students' learning

    Science.gov (United States)

    Koponen, I. T.; Kokkonen, T.; Nousiainen, M.

    2017-03-01

    We present a computational model of sociocognitive aspects of learning. The model takes into account a student's individual cognition and sociodynamics of learning. We describe cognitive aspects of learning as foraging for explanations in the epistemic landscape, the structure (set by instructional design) of which guides the cognitive development through success or failure in foraging. We describe sociodynamic aspects as an agent-based model, where agents (learners) compare and adjust their conceptions of their own proficiency (self-proficiency) and that of their peers (peer-proficiency) in using explanatory schemes of different levels. We apply the model here in a case involving a three-tiered system of explanatory schemes, which can serve as a generic description of some well-known cases studied in empirical research on learning. The cognitive dynamics lead to the formation of dynamically robust outcomes of learning, seen as a strong preference for a certain explanatory schemes. The effects of social learning, however, can account for half of one's success in adopting higher-level schemes and greater proficiency. The model also predicts a correlation of dynamically emergent interaction patterns between agents and the learning outcomes.

  8. Lessons Learned in Student Venture Creation

    Science.gov (United States)

    Caner, Edward

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

  9. The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

    Science.gov (United States)

    Zhou, Jiangyuan

    2012-01-01

    Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

  10. A Turkish study of medical student learning styles.

    Science.gov (United States)

    Kalaca, S; Gulpinar, M

    2011-12-01

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

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

    Science.gov (United States)

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

    2016-12-03

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

  12. Internationalisation in Online Distance Learning Postgraduate Education: A Case Study on Student Views on Learning Alongside Students from Other Countries

    Science.gov (United States)

    Gemmell, Isla; Harrison, Roger; Clegg, Judith; Reed, Katie

    2015-01-01

    Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which can help in their future employment. This case study describes student views on learning alongside students from different countries in an online distance learning environment. Seventy-three students undertaking the online…

  13. Gender-related differences in reasoning skills and learning interests of junior high school students

    Science.gov (United States)

    Shemesh, Michal

    The purpose of this study was to investigate gender-related differences in the relationship between the development of formal reasoning skills and learning interests during the early adolescent stage. For this purpose, 249 students, from seventh to ninth grade, were assessed for their level of mastery of formal reasoning skills by a test based on videotaped simple experiments. Learning interests were assessed by a written response to an open question. Results showed that adolescent boys develop patterns of formal reasoning before their girl classmates. In addition, boys tend to prefer science and technology subjects, while girls tend to prefer language, social studies, and humanities. Analysis of interactions showed that boys' tendency toward science and technology is positively correlated to their age and development of formal reasoning, while girls' tendency to the above subjects is positively related to their development of formal reasoning capacity, but inversely related to their age. Possible explanations to the above-described findings and suggestions for instructional modes that may increase girls' interest in science and technology are discussed.

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

    Directory of Open Access Journals (Sweden)

    Jeanny Liu

    2015-07-01

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

  15. A Study of the Learning Styles of Malaysian Students

    Directory of Open Access Journals (Sweden)

    Ruslin Amir

    2011-06-01

    Full Text Available This study examines the learning style of students at Universiti Kebangsaan Malaysia. A translated version of the Grasha-Riechmann Learning Style Inventory was distributed to students in pure science, social science and professional courses. Results indicated that students from different fields of study varied very slightly but not significantly in their learning style. The male students showed a slightly higher inclination towards Independence and Avoidance learning styles while female students were found to be slightly more Participative and Competitive. It was found that Collaborative and Competitive learning styles were dominant among UKM students and that Collaborative, Dependent and Participative styles were associated with academic performance. The implications of these findings are discussed in terms of university teaching and learning to accommodate different learning style of students in order to meet the objectives and vision of the national university.

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

    Directory of Open Access Journals (Sweden)

    Vika Andini

    2014-12-01

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

  17. Learning style preferences among pre-clinical medical students

    Directory of Open Access Journals (Sweden)

    Aye Aye Mon

    2014-02-01

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

  18. Learning and Design Processes in a Gamified Learning Design in which Students Create Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    ’ cognitively complex learning processes, and how four parallel types of processes for designing and learning supported this gamified learning design. The experiment took place in a hybrid synchronous learning environment. The project found that the students experienced deep and motivating learning......This research project experimented with a gamified learning design enabling adult learners to design digital games while implementing learning goals from their curriculum. The aim was to develop a reusable learning design for upper secondary teachers and students who are game design novices....... The gamified learning design supported the innovative learning processes for the students, and the teacher participated as an inspirational guide for the students as they designed curriculum-based learning games. This article describes the learning design, how the teachers contributed to the students...

  19. Problem Based Learning - Linking Students and Industry

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2006-01-01

    -oriented project work: students work in teams to solve externally defined problem areas in co-operation with businesses, organisations and public institutions. Project Organised Problem Based Learning (POPBL) has generated a high degree of cooperation with the society and private companies. There are all the time......WG2_G4 Problem based learning – linking students and industry: a case study from Aalborg, Denmark Flemming K. Flink ELITE Aalborg University In Aalborg University, Denmark, all study programmes are organised around inter-disciplinary project work in groups. Up to 50% of the study work is problem...... in working life; enterprises with a clear idea of what the university stands for and how the future graduates might fit in as prospective employees; and the university with feedback and cases and ideas which can be used in research and teaching. This presentation has a focus on POPBL in engineering, which...

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

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

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

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

    Science.gov (United States)

    Siegesmund, Amy

    2016-01-01

    Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG) at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors. PMID:27158301

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

    Science.gov (United States)

    Siegesmund, Amy

    2016-05-01

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

  4. Rubrics and the enhancement of student learning

    Directory of Open Access Journals (Sweden)

    Malini Y Reddy

    2007-06-01

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

  5. Improving student learning in calculus through applications

    Science.gov (United States)

    Young, C. Y.; Georgiopoulos, M.; Hagen, S. C.; Geiger, C. L.; Dagley-Falls, M. A.; Islas, A. L.; Ramsey, P. J.; Lancey, P. M.; Straney, R. A.; Forde, D. S.; Bradbury, E. E.

    2011-07-01

    Nationally only 40% of the incoming freshmen Science, Technology, Engineering and Mathematics (STEM) majors are successful in earning a STEM degree. The University of Central Florida (UCF) EXCEL programme is a National Science Foundation funded STEM Talent Expansion Programme whose goal is to increase the number of UCF STEM graduates. One of the key requirements for STEM majors is a strong foundation in Calculus. To improve student learning in calculus, the EXCEL programme developed two special courses at the freshman level called Applications of Calculus I (Apps I) and Applications of Calculus II (Apps II). Apps I and II are one-credit classes that are co-requisites for Calculus I and II. These classes are teams taught by science and engineering professors whose goal is to demonstrate to students where the calculus topics they are learning appear in upper level science and engineering classes as well as how faculty use calculus in their STEM research programmes. This article outlines the process used in producing the educational materials for the Apps I and II courses, and it also discusses the assessment results pertaining to this specific EXCEL activity. Pre- and post-tests conducted with experimental and control groups indicate significant improvement in student learning in Calculus II as a direct result of the application courses.

  6. How Students Learn to Teach? A Case Study of Instrumental Lessons Given by Latvian Undergraduate Performer Students without Prior Teacher Training

    Science.gov (United States)

    Fernandez Gonzalez, Manuel Joaquin

    2012-01-01

    The purpose of this study was to describe and discuss the way students of the Latvian Academy of Music teach before having entered a teacher training programme. Five hours of students' teaching work was video-taped, analysed and discussed with them between the spring of 2010 and the winter of 2011. The descriptive and analytic results of this…

  7. Effectiveness of Co-Operative Learning Method in Learning of Mathematics among Eighth Standard Students

    Science.gov (United States)

    Kaliappan, Thiyagu

    2012-01-01

    Co-operative learning is defined as students working together to "attain groups goals that cannot be obtained by working alone or competitively." The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study…

  8. Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

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

    2014-11-01

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

  10. Clinical clerkships: students can structure their own learning.

    Science.gov (United States)

    Smith, Pat; Morrison, Jillian

    2006-09-01

    In clinical clerkships, student learning is often unstructured and diverse. Even when curriculum objectives are explicit, they are seldom used by students to guide their learning. Student-determined learning objectives may help students to structure their learning. This study aimed to assess whether students can use this method to meet widely differing learning needs within the general practice clerkship and considered the relationship of student objectives to overall curriculum objectives. Students allocated a 5-week clerkship in general practice from April 2000 to April 2001 were required to set and meet personal learning objectives within a supportive learning environment. They recorded the strategies they used, how well objectives were met and which curriculum objectives they met. Objectives were categorised using a hierarchical system. A total of 143 (85%) students recorded 1549 objectives. Four categories accounted for 1092 (70%) of objectives: Consultation Skills; Study of Diseases; Practical Procedures, and Therapeutics. Otherwise the range of objectives set was wide, encompassing all curriculum objectives. A total of 1043 objectives were rated as satisfactorily or highly satisfactorily met and 185 (12%) were not met at all. Strategies that students used to meet objectives included clinical experience with doctors but also with practice-based nurses. Students were able to use student-determined learning objectives to meet a diverse range of learning needs within the general practice clerkship. The objectives set reflected the breadth of curriculum objectives. This method allows students to address gaps in their knowledge in a clerkship where teaching is largely based on opportunistic contact.

  11. Blended synchronous learning environment: Student perspectives

    Directory of Open Access Journals (Sweden)

    Conklina Sheri

    2017-06-01

    Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

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

    Science.gov (United States)

    Brauer, Heike; Wilde, Matthias

    2018-01-01

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

  13. Are Learning Style Preferences of Health Science Students Predictive of Their Attitudes towards E-Learning?

    Science.gov (United States)

    Brown, Ted; Zoghi, Maryam; Williams, Brett; Jaberzadeh, Shapour; Roller, Louis; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

    2009-01-01

    The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the "Index of Learning Styles" (ILS) and the "Online Learning Environment Survey" (OLES) was distributed to 2885 students enrolled in 10 different health…

  14. 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…

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

    Science.gov (United States)

    Hicks, Jay

    2007-01-01

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

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

    Science.gov (United States)

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

    2014-03-01

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

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

    Science.gov (United States)

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

    2012-04-01

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

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

    Directory of Open Access Journals (Sweden)

    Ari Riswanto

    2017-03-01

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

  19. The Effect of Flipped Learning (Revised Learning) on Iranian Students' Learning Outcomes

    Science.gov (United States)

    Yousefzadeh, Malahat; Salimi, Asghar

    2015-01-01

    The purpose of this study was to investigate whether the flipped (revised) learning had effect on student learning outcome. Lage et al (2000) describes the flipped classroom as " Inverting the classroom means that events that have traditionally take place inside the classroom now take place outside the class and vice versa" (p.32). The…

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Students' perceptions of online learning: implications for teaching.

    Science.gov (United States)

    Ali, Nagia S; Hodson-Carlton, Kay; Ryan, Marilyn

    2004-01-01

    Using the Internet to deliver nursing courses via distance education can facilitate learning on demand and promote learner-centered instruction. The authors describe 20 graduate nursing students' experiences with online learning. Students learn through reflection, exploration, use of critical thinking, interacting with others, sharing of information, and using resources. Key points of students' experiences with online learning were consistent with the Constructivism Theory. Implications for improving teaching are based upon the Constructivism Theory and include strategies for identifying learning goals and conditions for learning, as well as planning and implementing various methods of instruction.

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

    Science.gov (United States)

    Vaughan, Norman

    2014-01-01

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

  3. Designing Blended Learning Interventions for the 21st Century Student

    Science.gov (United States)

    Eagleton, Saramarie

    2017-01-01

    The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for…

  4. Blending Student Technology Experiences in Formal and Informal Learning

    Science.gov (United States)

    Lai, K.-W.; Khaddage, F.; Knezek, Gerald

    2013-01-01

    In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

  5. Learning Styles of Radiography Students during Clinical Practice

    Science.gov (United States)

    Ward, L. Patrice

    2009-01-01

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

  6. Faculty Perception of Online Instruction and Student Learning

    Science.gov (United States)

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

    2011-01-01

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

  7. The Role of Peripherality in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2018-01-01

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

  8. Learning Styles of ESL Students in Community Colleges

    Science.gov (United States)

    Lincoln, Felicia; Rademacher, Barbara

    2006-01-01

    This study investigated the learning styles of adult English as a second language (ESL) students in Northwest Arkansas. Learning style differences by age, gender, and country of origin were explored. A total of 69 northwest Arkansas adult ESL students attending 7 adult-education centers were administered the VARK Learning Styles Questionnaire.…

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

    Science.gov (United States)

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

    2009-01-01

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

  10. The Use of Student Learning Styles in Teaching World Politics.

    Science.gov (United States)

    Mansfield, Don L.; Murrell, Patricia

    1991-01-01

    Ways in which experiential learning theory can be used to teach introductory world politics at the college level are discussed. Student learning styles and modes are considered in course design and student evaluation, with the objective of creating a learning environment that facilitates active participation and reflection. (Author/MSE)

  11. Assessing E-Learning Acceptance by University Students in Thailand

    Science.gov (United States)

    Teo, Timothy; Wong, Su Luan; Thammetar, Thapanee; Chattiwat, Wisa

    2011-01-01

    The aim of this study is to assess e-learning acceptance by students, using data collected from 377 students at three public universities in Thailand. Using the "E-learning Acceptance Measure" (Teo, 2010b), participants gave their responses to 21 statements on three factors hypothesised to measure e-learning: tutor quality, perceived…

  12. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

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

  13. Self-Access Language Learning for Malaysian University Students

    Science.gov (United States)

    Tse, Andrew Yau Hau

    2012-01-01

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

  14. Experiences of Chinese international students learning English at ...

    African Journals Online (AJOL)

    Experiences of Chinese international students learning English at South African tertiary institutions. ... The students' insecurities surrounding their language learning suggest that the hugely different approaches in mainland China and South Africa are at the root of their anxieties and problems concerning their learning ...

  15. Student Use and Pedagogical Impact of a Mobile Learning Application

    Science.gov (United States)

    Teri, Saskia; Acai, Anita; Griffith, Douglas; Mahmoud, Qusay; Ma, David W. L.; Newton, Genevieve

    2014-01-01

    Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were…

  16. Research on Model of Student Engagement in Online Learning

    Science.gov (United States)

    Peng, Wang

    2017-01-01

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

  17. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

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

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

    DEFF Research Database (Denmark)

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

    2011-01-01

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

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

    Science.gov (United States)

    Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

    2017-01-01

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

  20. STUDENT LEARNING PERCEPTIONS: EVIDENCE FROM AN INTRODUCTORY ACCOUNTING COURSE

    OpenAIRE

    Bonnie P. Stivers; Emmanuel Onifade; Ruthie Reynolds

    2011-01-01

    This study sought to examine students’ perceptions of their learning experience in the introductory accounting courses at three colleges and universities in the United States. Questionnaire responses were collected from 375 students at the end of the second introductory course. The student population consisted primarily of business students. The study identified a set of six factors that represent students’ learning experience in introductory accounting. The identified set includes: accou...

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

    Directory of Open Access Journals (Sweden)

    Ella Lady Saura

    2014-12-01

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

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

    Science.gov (United States)

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

    2011-07-01

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

  3. Waco investigation: analysis of FLIR videotapes

    Science.gov (United States)

    Klasen, Lena M.

    2001-09-01

    This paper presents some of the image processing techniques that were applied to seek an answer to the question whether agents of the Federal Bureau of Investigation (FBI) directed gunfired against the Branch Davidian complex in the tragic event that took place in Waco, Texas, U.S., 1993. The task for this investigation was to provide a scientific opinion that clarified the cause of the questioned events, or flashes, that can be seen on one of the surveillance videotapes. These flashes were by several experts, concluded to be evidence of gunfire. However, there were many reasons to question the correctness of that conclusion, such as the fact that some of the flashes appeared on a regular basis. The main hypothesis for this work was that the flashes instead were caused by specular solar reflections. The technical approach for this work was to analyze and compare the flashes appearance. By reconstructing the spatial and temporal position of the sensor, the complex and the sun, the geometrical properties was compared to the theoretical appearance of specular solar reflections. The result showed that the flashes seen on the FLIR videotape, were caused by solar or heat reflections from single or multiple objects. Consequently, they could not form evidence of gunfire. Further, the result highlights the importance of considering the characteristics of the imaging system within investigations that utilizes images as information source. This is due to the need of separating real data from other phenomena (such as solar reflections), distortions and artifacts in a correct manner.

  4. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

  6. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

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

  7. Considering Shame and Its Implications for Student Learning

    Science.gov (United States)

    Johnson, Diane Elizabeth

    2012-01-01

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

  8. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

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

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

    Science.gov (United States)

    Remillard, Heather A.

    2015-01-01

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

  10. Accelerated Learning: A Study of Faculty and Student Experiences

    Science.gov (United States)

    Lee, Nicolette; Horsfall, Briony

    2010-01-01

    In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning,…

  11. Student Learning Outcomes: Barriers and Solutions for Faculty Development

    Science.gov (United States)

    Lightner, Robin; Benander, Ruth

    2010-01-01

    Student learning outcomes clarify the focus of a course. In creating student centered, concrete, measurable outcomes, the instructor creates a framework for coherent, integrated course design. Faculty may be resistant to writing student learning outcomes because of lack of time, teaching philosophy, job descriptions, assessment pressure and…

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

    Science.gov (United States)

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

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

  13. Examining Charisma in Relation to Students' Interest in Learning

    Science.gov (United States)

    Lin, Shu-Hui; Huang, Yun-Chen

    2016-01-01

    Teachers, especially their teaching behaviours, play an important role in students' learning and students with a high interest in learning show deeper understanding in the classroom. This study intends to explore how far the teacher's charisma--knowledge, character traits, teaching techniques and humour--contribute to students' interest in…

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

    Science.gov (United States)

    Morris, Rebecca J.

    2015-01-01

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

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

    Science.gov (United States)

    Mallinger, Mark

    1998-01-01

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

  16. Students' Learning Behavior, Motivation and Critical Thinking in Learning Management Systems

    National Research Council Canada - National Science Library

    Wichadee, Saovapa

    2014-01-01

    .... Although male and female students did not differ in their motivation and learning behavior, messages in the writing forum indicated that female students had higher critical thinking skills than male students. “Explaining...

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

    Science.gov (United States)

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

    2016-08-04

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

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

    Directory of Open Access Journals (Sweden)

    Susila Sumartiningsih

    2015-06-01

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

  19. Measuring student learning with item response theory

    Science.gov (United States)

    Lee, Young-Jin; Palazzo, David J.; Warnakulasooriya, Rasil; Pritchard, David E.

    2008-06-01

    We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment.

  20. Teachers' Attitudes toward Their Integrated Learning Handicapped Students: Relationship to Teacher Perceptions of Students' Behavior.

    Science.gov (United States)

    Siegel, Janna

    Teachers' perceptions of student behaviors were examined to explain teachers' attitudes toward their students with and without learning handicaps. The study involved 44 intermediate-grade teachers who had students with learning handicaps and nonhandicapped students in their classrooms. Teachers' attitudes were measured with a four-question survey,…

  1. Perception of University Students Before and After the E-Learning ...

    African Journals Online (AJOL)

    Perception of University Students Before and After the E-Learning Implementation in One of the Mathematics Courses: The Case of Mathematics Students in Jimma ... Keywords: e-learning, online learning, traditional learning, active learning, ...

  2. Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students.

    Science.gov (United States)

    Svirko, Elena; Mellanby, Jane

    2008-01-01

    Two main learning approaches adopted by students have been identified by research: deep (seeking for meaning motivated by interest in the subject matter) and surface (rote-learning motivated by fear of failure). There is evidence that learning approach is influenced by learning environment (e.g. Trigwell et al. 1999). Online courses pose the challenge of designing software that will encourage the more desirable approach to learning. The aims were to evaluate how successful an online course is at encouraging deep approach to learning, which factors might influence the approach adopted towards it, and whether the approach adopted is related to academic performance. Using 205 second-year pre-clinical medical students, we compared their approach to learning, as measured by Biggs et al. (2001) 2F-SPQ-R, for a computer-aided learning (CAL) course in Neuroanatomy with that for their studies in general. We then examined student attitudes towards the CAL course and the ratings of the course Web pages in terms of the learning approach they encourage (done by 18 independent raters). The students reported using significantly less deep approach to learning for the CAL course. However, their approach for the course was not related to results on a neuroanatomy assessment based on it. Enjoyment of the course, assessment of the amount of information in it as appropriate, and ease of understanding the course were all associated with a deeper approach. The only agreement between the raters of the CAL course was for some pages that included patient case studies, which were unanimously given a very high deep rating. Assessment marks for questions referring to these pages were higher than for the rest of the assessment. The study suggests that maximizing the use of clinical relevance should increase the interest and enjoyableness of the course and thereby aid deep learning and retention of information.

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

    Science.gov (United States)

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

    2017-04-01

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

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

    OpenAIRE

    Chun Meng Tang; Lee Yen Chaw

    2013-01-01

    Information technology (IT) has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs) improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude o...

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

    Science.gov (United States)

    Manninen, Katri

    2016-10-01

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

  6. Improving Post-graduate Students Learning Activities through Lesson Study in Learning Forest-Prototype

    Directory of Open Access Journals (Sweden)

    Muhfahroyin Muhfahroyin

    2017-07-01

    Full Text Available Improving learning quality in 21st can not be separated from contextual learning and student-centered learning paradigm. The contextual lesson study program conducted in learning-forest prototype to build a learning community. The objectives of this research were to improve learning activities of postgraduate students in Biology Education department and to build a learning community. The implementation of lesson study was conducted in the Biology Learning Innovation subject for postgraduate students while practicing to observe open lesson in the undergraduate students which used learning forest-prototype. The postgraduate students took roles as planner, observer, and reflector in the plan, do (open lesson, and see (reflection activities. The implementation was done in three cycles in even semester of academic year 2015/2016. Students learned collaboratively and contextually. The postgraduate students’ learning activities were observed by six observers from lecturer colleagues. The research results showed that the students were able to implement planning, open lesson, and reflection properly. The average of student’s learning activity grade was 91.11% from all of students, with the grade averages for planning, open lesson, and reflection activities were 88.89%, 93.33%, and 91.11% respectively. The implementation of this lesson study in the learning forest-prototype can be done in other relevant subjects to strengthen learning activities.

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

    Science.gov (United States)

    Daghan, Gökhan; Akkoyunlu, Buket

    2012-01-01

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

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

    Science.gov (United States)

    Li, Xiaojie; Yang, Xianmin

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Cooper, Linda Z.

    2013-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  12. A Comparison between Gifted Students and Non-Gifted Students' Learning Styles and their Motivation Styles towards Science Learning

    Science.gov (United States)

    Kahyaoglu, Mustafa

    2013-01-01

    This study compared the gifted students and nongifted students' learning styles and their motivation styles toward science learning. In accordance with this purpose, this research was based upon thirty gifted students, who were selected by a specially-designed exam throughout Turkey and have been educated in ASTC (Art and Science Training Center…

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

    Science.gov (United States)

    Chiu, Pit Ho Patrio; Cheng, Shuk Han

    2017-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Liu, Bo

    2010-01-01

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

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

    Science.gov (United States)

    Orawiwatnakul, Wiwat; Wichadee, Saovapa

    2017-01-01

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

  17. closing gaps in open distance learning for theology students

    African Journals Online (AJOL)

    from the theological courses for which they enrolled. By adjusting the values of the four components of blended learning and using both active and passive learning tools, students can learn course content and develop a core of applicable, transferable skills needed to succeed in the Open Distance Learning environment. 1.

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

    Science.gov (United States)

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

    2010-01-01

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

  19. Nursing student anxiety as a context for teaching/learning.

    Science.gov (United States)

    Hutchinson, Terri L; Janiszewski Goodin, Heather

    2013-03-01

    Experiential learning in nursing programs includes role-play, simulation, and live clinical experiences. Anxiety levels can heighten during experiential learning as students attempt to gain psychomotor skills and transfer knowledge into critical thinking. Nursing students may experience anxiety that can interfere with learning and critical thinking. However, the presence of student anxiety can be used to initiate a purposeful caring transaction between nursing faculty and student. The caring transaction is a way for faculty to model both caring and presence, create experiential learning of caring by students, and lead students to initiate self-care interventions to manage anxiety through the nursing program and beyond. Multiple learning outcomes can be achieved as the students integrate faculty-modeled concepts of caring and presence into simulated or real clinical situations, reduce or manage their anxiety, and improve their clinical judgment and critical thinking skills.

  20. The Influence of the Effectiveness of Accounting Learning Process on Students' Learning Achievements

    OpenAIRE

    Brataningrum, Natalina Premastuti; Saptono, Laurentius

    2017-01-01

    This study was aimed to figure out the influence of effectiveness degree of learning process on basic competences of accounting cycles at service companies on students' learning achievements using mediating effects of self-efficacy and students' learning motivation variables. This was exploratory research which was conducted from February to May 2017. The research population was class XII social students in Sleman Regency, Special Region of Yogyakarta who had learned basic competences to prac...

  1. Pain, role play, and videotape. Pain management staff development in a community hospital.

    Science.gov (United States)

    Daroszewski, E B; Meehan, D A

    1997-01-01

    Videotaped role play was an effective staff development strategy used as an initial exercise in a five-part class to update the pain management skills of experienced nurses. It engaged the participants in learning and stimulated discussion and provided concrete feedback of current clinical practices for comparison with the Agency for Health Care Policy and Research pain management guidelines (Acute Pain Management Guideline Panel, 1992).

  2. Learning to nurse children: towards a model for nursing students.

    Science.gov (United States)

    Coetzee, Minette

    2004-09-01

    As undergraduate nursing students approach their paediatric placement, their anticipation ranges from keen expectation to anxious avoidance. This placement has been described as the most stressful in nursing programmes. While various nurse scholars have attempted to describe the practice and the theory of nursing, it has been the challenge of nurse teachers to weave the theory and practice of nursing together for their students. The nature of this learning is, however, still being explored. This paper reports a study whose aim was to describe, and propose a theoretical understanding of, how nursing students learn to care for children. In this grounded theory study, participants were drawn from four consecutive student groups in their third year of a Bachelor of Nursing programme. Data included participant observation, focus groups and student descriptions, from both personal reflective journals and narratives. The qualitative research paradigm and the interlaced, often simultaneous, roles of researcher and teacher defined the design and implementation of the study. Data analysis confirmed the complex nature of students' learning to care. The relationships that they established with children and others (families, peers, clinical nurses and lecturers) whom they encountered emerged as key in their learning. The social process that was central to student learning was working out how to connect with a child in their care: puzzling out a connection. Each connection with a child contributed to the next and thus to the student's learning. Each connection also contributed to the student's resources, knowledge and experience base, adding to learning by further equipping the student for the next encounter with a child. The resulting theory contributes towards understanding the complexity of learning to care for children. The relational nature of learning shown in this work can guide the structuring and evaluation of learning environments in child nursing programmes. The

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject......-design process with teachers and students. The learning approach was founded in problem-based learning (PBL) and constructionist pedagogical methodology, building on the thesis that there is a strong connection between designing and learning. The belief is that activities that involve making, building......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject......‐design process with teachers and students. The learning approach was founded in problem‐based learning (PBL) and constructionist pedagogical methodology, building on the thesis that there is a strong connection between designing and learning. The belief is that activities that involve making, building......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  5. Student Authentication for Oral Assessment in Distance Learning Programs

    OpenAIRE

    Hayes, Barry; Ringwood, John

    2008-01-01

    The past decade has seen the proliferation of e-learning and distance learning programs across a wealth of discipline areas. In order to preserve maximum flexibility in outreach, student assessment based exclusively on remotely submitted work has become commonplace. However, there is also growing evidence that e-learning also provides increased opportunity for plagiarism with obvious consequences for learning effectiveness. This paper reports on the development of a prototype student...

  6. Teaching of Spanish language to students with specific learning disabilities

    OpenAIRE

    Mattasová, Monika

    2008-01-01

    When teacher of spanish language meets in his professional life some students with problem called specific learning disabilities, it`s important for him to be informed about their difficulties with learning foreign language. For these students is characteristic the deficit in their visual and auditive perception. They need tailor-made approach of the teacher. Among the specific learning disabilities, which complicates learning of foreign language, are counted foremost dyslexia, dysgraphia and...

  7. Learning Style and Attitude toward Computer among Iranian Medical Students

    OpenAIRE

    Seyedeh Shohreh Alavi; Jalil Makarem

    2015-01-01

    Background and purpose: Presently, the method of medical teaching has shifted from lecture-based to computer-based. The learning style may play a key role in the attitude toward learning computer. The goal of this study was to study the relationship between the learning style and attitude toward computer among Iranian medical students. Methods: This cross-sectional study included 400 medical students. Barsch learning style inventory and a questionnaire on the attitude toward computer was s...

  8. Teachers' scientific knowledge, teaching practice, and students' learning activities: Cases of three elementary classroom teachers

    Science.gov (United States)

    Jang, Shinho

    The purposes of this dissertation study are to better understand what specific types of scientific knowledge and practice three elementary teachers exhibit, and to examine how they use their scientific knowledge in their classroom teaching practice to provide students' opportunities to learn science when teaching condensation in the context of a unit on the water cycle. By comparing and contrasting three cases of elementary classroom teaching, this study discusses what kinds of scientific knowledge and practice are fundamental for teaching elementary science for scientific understanding. The data include structured interviews (content, pre- and post- observation, and stimulated recall), videotaped classroom observations, and collections of teachers' and students' written artifacts. Data were collected prior to, during, and after the three teachers taught condensation to fifth grade students. The data were analyzed in three contexts: interviews, teaching practices, and students' classroom activities. This made it possible to clarify which characteristics of teacher's scientific knowledge influenced which aspects of their teaching practice. Data analysis shows that teachers' scientific knowledge were closely associated with their teaching practice and students' classroom activities. Two characteristics of the teachers' scientific reasoning emerged as especially important. The first concerned how teachers connected observations of condensation with patterns in those observations (e.g., condensation occurs when warm moist air cools) and with explanations for those patterns (e.g., condensation is water vapor that changes to liquid water). Two teachers were careful to connect observations with patterns in their own thinking and in their classroom teaching. One of those teachers also connected the observations and patterns to scientific explanations. In contrast, the third teacher focused on listing scientific terms with little elaboration with specific observations and

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

    Science.gov (United States)

    Everly, Marcee C

    2013-02-01

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

  10. The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

    Science.gov (United States)

    Su, Chung-Ho

    2017-01-01

    The advancement of mobile game-based learning has encouraged many related studies, which has enabled students to learn more and faster. To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) with a learning assessment for cardiac…

  11. University of Limpopo student nurses' clinical learning experiences ...

    African Journals Online (AJOL)

    The study was conducted to determine the University of Limpopo student nurses' ... Tesch's open coding method of data analysis: teaching and learning support, ... interpersonal relationships between the student nurses and the clinical staff.

  12. Assessing Students' Learning Styles and Teaching for Individual Differences

    Science.gov (United States)

    Papalia, Anthony

    1978-01-01

    Since it is assumed that students' classroom behaviors reflect learning modalities and attitudes, this investigation was undertaken to assist teachers in identifying their students' individual differences. (Author/NCR)

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

    Science.gov (United States)

    Blue, Christine M

    2009-12-01

    Differences in learning and the cultural context of our students' life experiences are important variables that faculty members need to understand in order to be effective in the classroom. Faculty members are finding that millennial students' approaches to learning are often vastly different from their own and as a result feel frustrated in their ability to help these students with their learning needs. Cultivating awareness of how today's dental hygiene student learns as well as the millennial learner profile can help faculty members address this educational challenge. The purpose of this study was to identify the learning styles of three groups of dental hygiene students and determine if they fit the learning profile of the millennial student as measured by the Learning Type Measure. Given this new generation of learners, it was hypothesized that dental hygiene students' learning style preferences would fit the learning profile of the millennial student. The Learning Type Measure was administered to 101 dental hygiene students at the University of Minnesota, University of Arizona, and Virginia Commonwealth University. The results from the study revealed that dental hygiene students do exhibit learning style preferences consistent with the millennial learner profile.

  14. Learning styles of medical students - implications in education.

    Science.gov (United States)

    Buşan, Alina-Mihaela

    2014-01-01

    The term "learning style" refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. In this study, a number of 230 medical students were questioned in order to determine their learning style. We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning.

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

    Science.gov (United States)

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

    2017-12-27

    Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

  16. Learning Disability Documentation in Higher Education: What Are Students Submitting?

    Science.gov (United States)

    Sparks, Richard L.; Lovett, Benjamin J.

    2014-01-01

    This study examined the supporting documentation submitted by students with learning disability (LD) diagnoses. The participants were 210 students who were enrolled in a college support program for students with disabilities at a private liberal arts college. Findings showed that although most students submitted a psychoeducational evaluation,…

  17. The Impact of Problem Sets on Student Learning

    Science.gov (United States)

    Kim, Myeong Hwan; Cho, Moon-Heum; Leonard, Karen Moustafa

    2012-01-01

    The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with…

  18. Can medical students from two cultures learn effectively from a shared web-based learning environment?

    Science.gov (United States)

    Evans, Phillip; Suzuki, Yasuyuki; Begg, Michael; Lam, Wayne

    2008-01-01

    This study aimed to establish whether medical students from 2 different cultures can learn effectively from a shared web-based learning environment. Students from the College of Medicine, Edinburgh, UK and the Medical School, Gifu, Japan shared 2 weeks of teaching and learning in clinical genetics, using problem-based learning in a web-based application (WBA). Questions about language, time zone, agreement about the curriculum (learning outcomes, tutor activity and assessment) and specific pedagogical issues about the educational effectiveness of students' learning were considered. The evidence indicates that a shared WBA is practical where the learning outcomes and problem scenarios are common and students are fluent in the same language. Problem-based learning transfers itself best to online discussion boards when the numbers in the group are 16 or more. Students do not use the WBA as a primary source of resource material, and they augment the discussion boards with face-to-face meetings with peers and tutors.

  19. Best practices for measuring students' attitudes toward learning science.

    Science.gov (United States)

    Lovelace, Matthew; Brickman, Peggy

    2013-01-01

    Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.

  20. Learning style preference and student aptitude for concept maps.

    Science.gov (United States)

    Kostovich, Carol T; Poradzisz, Michele; Wood, Karen; O'Brien, Karen L

    2007-05-01

    Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.

  1. The scholastic learning at students, in acculturation conditions

    Directory of Open Access Journals (Sweden)

    Monica SECUI

    2009-05-01

    Full Text Available This investigation’s purpose was to study the relationship between learning styles, individual features, student’s motivations, and needs, of psychosocial conditions in acculturation, and the results in school learning, for the foreign students (Moldavians, in comparison with the Romanian ones. At the end of the study we concluded that, concerning the way of learning, the individual features and school performances there are no significant differences between the two groups of students, but the motivation of learning, the student’s needs and learning conditions are significantly different, so at the Moldavian students the extrinsically motivation is more pronounced comparatively to the one declared by the Romanian students, the needs and the learning conditions being the ones specific for acculturation. Paradoxically, the Romanian students consider themselves discriminated by the teachers and colleagues, in the same measure as their foreign colleagues.

  2. Challenging Mobile Learning Discourse through Research: Student Perceptions of "Blackboard Mobile Learn" and "iPads"

    Science.gov (United States)

    Kinash, Shelley; Brand, Jeffrey; Mathew, Trishita

    2012-01-01

    Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students…

  3. Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

    Science.gov (United States)

    Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

    2013-01-01

    Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

  4. Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

    Science.gov (United States)

    Mitee, Telimoye Leesi; Obaitan, Georgina N.

    2015-01-01

    The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

  5. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

    Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

  6. Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language

    Science.gov (United States)

    Suyitno, Imam; Susanto, Gatut; Kamal, Musthofa; Fawzi, Ary

    2017-01-01

    The study outlined in this article aims to describe and explain the cognitive learning strategies used by foreign students in learning the Indonesian language. The research was designed as a qualitative study. The research participants are foreign students who were learning the Indonesian language in the BIPA program. The data sources of the…

  7. Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

    Science.gov (United States)

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

    Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

  8. International Students in American Pathway Programs: Learning English and Culture through Service-Learning

    Science.gov (United States)

    Miller, Julie; Berkey, Becca; Griffin, Francis

    2015-01-01

    As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United…

  9. Utilizing Formative Assessments to Guide Student Learning in an Interactive Physics Learning Environment

    Science.gov (United States)

    Lee, Young-Jin

    2011-01-01

    In the last decades, many education researchers have been trying to use computerized learning environments to enhance student learning. Without proper instructional supports and guidance, however, students often failed to acquire knowledge from computer-based learning activities. The objective of this study was to demonstrate how research-based…

  10. Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students' Learning

    Science.gov (United States)

    Chyr, Wen-Li; Shen, Pei-Di; Chiang, Yi-Chun; Lin, Jau-Bi; Tsai, Chia-Wen

    2017-01-01

    This study explored the effects of online academic help-seeking (OAHS) and flipped learning (FL) on students' development of involvement, self-efficacy, and self-directed learning. A quasi-experiment was conducted to investigate whether students' involvement, self-efficacy, and self-directed learning increases over time with intervention by OAHS,…

  11. Game Multimedia in Numeracy Learning for Elementary School Students

    Science.gov (United States)

    Rohendi, D.; Sumarna, N.; Sutarno, H.

    2017-03-01

    Numeracy is one of the basic skills for elementary students to understand further concepts of mathematics. However teaching numeracy is still using recitation that can overload student’s memory and make them reluctant to learn mathematics, so an innovative way by using multimedia to attract student interest in numeracy is needed. Therefore, the purpose of this study are: 1) to develop numeracy learning multimedia for elementary school students; and 2) to find out whether the implementation of numeracy learning multimedia can improve the students numeracy skills, and how is the response of elementary school students by using multimedia in learning numeracy? The results showed that multimedia can improve students’ numeracy skill which is quit medium and the student response by using multimedia in numeracy learning are good.

  12. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Angela Lumpkin, PhD

    2015-08-01

    Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

  13. Comparison the Effect of Student-Based Group Discussion and Lecture Methods Teaching on Midwifery Student\\'s Learning Level

    OpenAIRE

    Aghapour SA.; Vakili MA; Karbasi M; Badeli R

    2015-01-01

    Aims: True learning needs the utilization of proper teaching methods leading to students’ interests in the learning activities to gain useful learning experiences. Therefore, it is needed to reform the traditional teaching methods and to use new student-focused methods by the educational systems.  The aim of this study was to compare the effects of the student-focused group discussion method and lecture method on the learning level in the Midwifery students. Materials & Methods...

  14. Collaborative learning in gerontological clinical settings: The students' perspective.

    Science.gov (United States)

    Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo

    2016-03-01

    This study deals with student nurses' experiences of collaborative learning in gerontological clinical settings where aged people are involved as age-experts in students' learning processes. The data were collected in 2012 using the contents of students' reflective writing assignments concerning elderly persons' life history interviews and the students' own assessments of their learning experiences in authentic elder care settings. The results, analyzed using qualitative content analysis, revealed mostly positive learning experiences. Interaction and collaborative learning activities in genuine gerontological clinical settings contributed to the students' understanding of the multiple age-related and disease-specific challenges as well as the issues of functional decline that aged patients face. Three types of factors influenced the students' collaborative learning experiences in gerontological clinical settings: student-related, patient-related and learning environment-related factors. According to the results, theoretical studies in combination with collaboration, in an authentic clinical environment, by student nurses, elderly patients, representatives of the elder care staff and nurse educators provide a feasible method for helping students transform their experiences with patients into actual skills. Their awareness of and sensitivity to the needs of the elderly increase as they learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. Learning styles of medical students change in relation to time.

    Science.gov (United States)

    Gurpinar, Erol; Bati, Hilal; Tetik, Cihat

    2011-09-01

    The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students (n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire (n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.

  16. Diagnosis of Student Learning Difficulties on Learner Development Studies

    Directory of Open Access Journals (Sweden)

    Destri Ratna Ma'rifah

    2017-03-01

    Full Text Available Learning difficulties could be caused by inside and outside factors of human beings. Learning difficulties could affect student learning success. Learning difficulties should have known from the beginning so that it can be anticipated by educators and learners through the efforts of diagnosis. The aim of this study is to determine the lecture material that is difficult to understand by the students, factors that cause learning disabilities in students, the percentage of students learning difficulties of external factors on Learner development studies. This research is a qualitative descriptive. Qualitative data that obtained to be described to give the real condition. Quantitative data of test results during the middle of the first and the second half used to assist data reduction. The analysis used to adapt from qualitative research, those are data reduction, data presentation, and drawing a conclusion. These results indicate that the material considered the most difficult by the students are the implications of the growth and development of learners. Learning difficulties during learner development studies caused by internal factors such as the physical condition, motivation to learn, how to learn, and social relationships. There are three difficulties external factors affect students learning such as teaching methods, resources and learning materials, lecture hours.

  17. Cooperative m-learning with nurse practitioner students.

    Science.gov (United States)

    Wyatt, Tami H; Krauskopf, Patricia B; Gaylord, Nan M; Ward, Andrew; Huffstutler-Hawkins, Shelley; Goodwin, Linda

    2010-01-01

    New technologies give nurse academicians the opportunity to incorporate innovative teaching-learning strategies into the nursing curricula. Mobile technology for learning, or m-learning, has considerable potential for the nursing classroom but lacks sufficient empirical evidence to support its use. Based on Mayer's multimedia learning theory, the effect of using cooperative and interactive m-learning techniques in enhancing classroom and clinical learning was explored. The relationship between m-learning and students' learning styles was determined through a multimethod educational research study involving nurse practitioner students at two mid-Atlantic universities. During the 16-month period, nurse practitioner students and their faculty used personal digital assistants (PDAs) to participate in various m-learning activities. Findings from focus group and survey responses concluded that PDAs, specifically the Pocket PC, are useful reference tools in the clinical setting and that all students, regardless of learning style, benefited from using PDAs. It was also demonstrated that connecting students with classmates and other nurse practitioner students at distant universities created a cooperative learning community providing additional support and knowledge acquisition. The authors concluded that in order to successfully prepare nurse practitioner graduates with the skills necessary to function in the present and future health care system, nurse practitioner faculty must be creative and innovative, incorporating various revolutionary technologies into their nurse practitioner curricula.

  18. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

  19. Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

    Science.gov (United States)

    Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

    2016-01-01

    Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

  20. Enquiry-Based Learning: Experiences of First Year Chemistry Students Learning Spectroscopy

    Science.gov (United States)

    Lucas, Timothy; Rowley, Natalie M.

    2011-01-01

    We explored the experiences of first year chemistry students of an Enquiry-Based Learning (EBL) approach to learning spectroscopy. An investigation of how students' perceived confidences changed as a result of their experience of using EBL in the spectroscopy course was carried out. Changes in the students' perceived confidence, both in their…

  1. Important Learning Dimensions Influencing Undergraduate Students' Learning and Academic Achievement in Higher Education

    Science.gov (United States)

    Usun, Salih

    2004-01-01

    The main aim of this study was to determine the opinions of the undergraduate students and faculty members on factors that affect student learning and academic achievement. The sub aims of this study were to: (1) Develop a mean rank ordering of the 23 dimensions affecting learning, for both the students and faculty, and determine the similarities…

  2. Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility

    Science.gov (United States)

    Bolkan, San; Goodboy, Alan K.

    2009-01-01

    The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student…

  3. A phenomenographic case study: Concept maps from the perspectives of middle school students

    Science.gov (United States)

    Saglam, Yilmaz

    The objective of this study was to investigate the experiences of middle school students when concept maps were used as a learning tool. Twenty-nine students' written responses, concept maps and videotapes were analyzed. Out of 29 students, thirteen students were interviewed using a semi-structured and open-ended interview protocol. The students' initial written responses provided us with the students' initial reactions to concept maps. The videotapes captured the students' behavior, and interpersonal interactions. The interviews probed students': (1) knowledge about drawing concept maps, (2) perception of the meaning and usefulness of concept maps, and (3) attitudes towards concept maps. The results indicated that the students viewed concept maps as useful tools in learning science. They believed that concept maps organized and summarized the information, which thereby helped them understand the topic easily. They also believed that concept maps had some cognitive benefits. However, the students viewed concept maps as hard to construct because it was difficult for the students to think of related concepts. The students' initial written responses, interviews and videotapes indicated that the students seemed to see both positive and negative aspects of concept maps. Some students' had more positive and some had more negative attitudes.

  4. Gender differences in learning style preferences among undergraduate physiology students.

    Science.gov (United States)

    Wehrwein, Erica A; Lujan, Heidi L; DiCarlo, Stephen E

    2007-06-01

    Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. We administered the VARK questionnaire to undergraduate physiology majors enrolled in a capstone physiology laboratory at Michigan State University; 48 of the 86 students (55.8%) who returned the completed questionnaire voluntarily offered gender information. The responses were tallied and assessed for gender difference in learning style preference; 54.2% of females and only 12.5% of males preferred a single mode of information presentation. Among the female students, 4.2% of the students preferred V, 0% of the students preferred A, 16.7% of the students preferred printed words (R), and 33.3% of the students preferred using all their senses (K). In contrast, male students were evenly distributed in preference, with 4.2% of the students preferring A, R, or K, respectively, while 0% of the students preferred V. Furthermore, 45.8% of female and 87.5% of male respondents preferred multiple modes [female: 2 modes (12.5%), 3 modes (12.5%), and 4 modes (20.8%); males: 2 modes (16.7%), 3 modes (12.5%), and 4 modes (58.3%)] of presentation. In summary, a majority of male students preferred multimodal instruction, specifically, four modes (VARK), whereas a majority of female students preferred single-mode instruction with a preference toward K. Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches.

  5. Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

    Science.gov (United States)

    Nwachukwu, Bethel C.

    There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...... attention from many teachers as well as researchers because of their promise to motivate students and provide them with deep learning experiences. Part of the young adult target group in our current case has motivational issues in the formal learning environment, and the use of learning games is therefore...... settings. It is proposed that this may be an approach that enables deep and motivational learning processes. The paper discusses which elements, practices, and processes are essential when creating innovative and motivating learning designs for teachers and adult students. This gamified learning design...

  7. What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outomes

    Science.gov (United States)

    Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

    2016-01-01

    Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

  8. Collaborative, case-based learning: how do students actually learn from each other?

    Science.gov (United States)

    Thurman, Joanne; Volet, Simone E; Bolton, John R

    2009-01-01

    The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.

  9. Students learn how to cool the planet

    Science.gov (United States)

    Santos, Anabela

    2013-04-01

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

  10. Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

    Science.gov (United States)

    Meeuwsen, Harry J; King, George A; Pederson, Rockie

    2005-10-01

    A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

  11. The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses

    Science.gov (United States)

    Fortner-Wood, Cheryl; Armistead, Leigh; Marchand, Anna; Morris, F. Benjamin

    2013-01-01

    Student response systems (SRSs) are reported to increase student interest, interaction, and engagement and result in "deeper" learning. However, the effects on learning are still suspect. Here, outcomes were compared for students in SRS and traditional sections of 200-level and 500-level psychology courses. Results showed SRS students…

  12. 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…

  13. Classroom Debate Format: Effect on Student Learning and Revelations about Student Tendencies

    Science.gov (United States)

    Tessier, Jack T.

    2009-01-01

    To assess the effect of debate format on learning, four formats were separately employed in an environmental issues course. Learning was greatest when students wrote about a debate they witnessed, the teacher provided debate questions, and students received a reward for winning. Students valued debates for developing their arguing skills, used the…

  14. Secondary Students Learning Mathematics through Digital Game Building: A Study of the Effects and Students' Perceptions

    Science.gov (United States)

    Li, Qing; Vandermeiden, Elise; Lemieux, Collette; Nathoo, Shahista

    2016-01-01

    This study explored secondary students' learning experiences in mathematics through digital game building. In this study, students were asked to become designers and builders in order to coauthor their own mathematics learning. Grounded in enactivism, this study examined the impact of game building on students' achievement. In addition, it…

  15. Internet Use in the Classroom: Potential and Pitfalls for Student Learning and Teacher-Student Relationships.

    Science.gov (United States)

    Ali, Ahmed; Franklin, Teresa

    2001-01-01

    Discussion of the integration of educational technology focuses on Internet integration in classrooms and its effect on students' learning and teacher-student relationships. Describes results of a study of Internet use among undergraduates, including positive and negative influences on student learning and the effects of Internet use on classroom…

  16. Effect of Online Learning in Psychology course on Undergraduate students' Engagement in Learning

    OpenAIRE

    Ambalika Dogra; Sunil Dutt

    2016-01-01

    The paper has analyzed the effect of online learning and traditional mode of learning on students’ engagement in learning. A sample of 50 students studying psychology in their B.A course was selected randomly from one college in Chandigarh. An online learning course in selected topics of psychology was developed. The experimental group of the study was exposed through online learning mode for 15 days. Likewise, control group was taught the same content by traditional learning for 15 days as w...

  17. Distance Learning Students' Evaluation of E-Learning System in University of Tabuk, Saudi Arabia

    Science.gov (United States)

    Al-Juda, Mefleh Qublan B.

    2017-01-01

    This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students' attitudes towards e-learning. The study uses convenience sampling in which students of the Education…

  18. Appraisal of the dental school learning environment: the students' view.

    Science.gov (United States)

    Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

    2005-10-01

    The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of

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

    Science.gov (United States)

    Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-09-04

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

  20. Learning style preferences of Australian health science students.

    Science.gov (United States)

    Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

    2010-01-01

    It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

  1. Original science-based music and student learning

    Science.gov (United States)

    Smolinski, Keith

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

  2. Student Attitudes and Perceptions of Using Facebook for Language Learning

    Science.gov (United States)

    Gamble, Craig; Wilkins, Michael

    2014-01-01

    This research provides insight into Japanese students' perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private…

  3. Assessment Drives Student Learning: Evidence for Summative Assessment from Pakistan

    Science.gov (United States)

    Qureshi, Rashida; Zahoor, Mahrukh; Zahoor, Mahwish

    2017-01-01

    Research studies from various parts of the world indicate that university students find research methodology courses among the most difficult subjects to grasp. Students in Pakistan display similar attitudes towards learning of research. Those of us who teach research at the institutions of higher learning in Pakistan continuously hear students…

  4. How students learn from community-based preceptors.

    Science.gov (United States)

    Epstein, R M; Cole, D R; Gawinski, B A; Piotrowski-Lee, S; Ruddy, N B

    1998-01-01

    To explore how students learn in community-based family physicians' offices from the student's point of view. Each student completing a community-based family medicine clerkship wrote a "critical incident" narrative about an event that was particularly educational. A coding system was developed by a multidisciplinary research team and thematic analysis was conducted. Critical education experiences were brief, problem-focused, had definitive outcomes, were often collaborative, and led to self-reflection. The most commonly identified mode of learning was "active observation." In most of these situations, the student had significant clinical responsibility, but some involved observation of complex tasks beyond the expectations of a medical student. Most (77%) identified their learning needs after having observed a preceptor, rather than prospectively. Collaboration, coaching, advocacy, and exploring affect were means whereby preceptors and students created a learning environment that students felt was safe, allowed them to recognize their own learning needs, and helped them adopt new behaviors. These findings broaden the definition of active learning to include active observation and support learner-centered and relational models of learning. Increasing preceptors' awareness of these modes of student learning will enhance the quality of education in ambulatory settings.

  5. Measuring the e-Learning Autonomy of Distance Education Students

    Science.gov (United States)

    Firat, Mehmet

    2016-01-01

    Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their…

  6. Learning Styles of Physiology Students Interested in the Health Professions

    Science.gov (United States)

    Breckler, Jennifer; Joun, David; Ngo, Huy

    2009-01-01

    Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences…

  7. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  8. Identifying Student Types in a Gamified Learning Experience

    Science.gov (United States)

    Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

    2014-01-01

    Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

  9. How Students Learn: Information Processing, Intellectual Development and Confrontation

    Science.gov (United States)

    Entwistle, Noel

    1975-01-01

    A model derived from information processing theory is described, which helps to explain the complex verbal learning of students and suggests implications for lecturing techniques. Other factors affecting learning, which are not covered by the model, are discussed in relationship to it: student's intellectual development and effects of individual…

  10. Profiling learning style preferences of first-year University students ...

    African Journals Online (AJOL)

    Widening access to higher education has meant an increasing need for flexibility in instruction and course design to accommodate students who utilize a wide range of learning style preferences. The purpose of this study was to identify the preferred learning styles of students and to plan instruction and course design ...

  11. Science Learning Motivation as Correlate of Students' Academic Performances

    Science.gov (United States)

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

    2016-01-01

    This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

  12. Effective Spelling Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Sayeski, Kristin L.

    2011-01-01

    Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history…

  13. Asynchronous Threaded Discussions and Intercultural Learning: Student Sojourner Perspectives

    Science.gov (United States)

    Jackson, Jane

    2016-01-01

    This paper centers on student perceptions of a fully-online course that was designed to enhance their intercultural learning during study abroad. By way of a post-course questionnaire survey and interview, 22 international exchange students from a Hong Kong university divulged their views about this mode of learning. Although many lamented the…

  14. Utilizing Mobile Devices to Enrich the Learning Style of Students

    Science.gov (United States)

    McGovern, Enda F.; Luna-Nevarez, Cuauhtemoc; Baruca, Arne

    2017-01-01

    As digital technologies evolve in education, business faculty have increased access to an extensive range of mobile devices and online applications to help them inspire students' passion for learning. Adopting new digital approaches to teaching can also enhance the learning style of students who are immersed in the use of digital devices. How can…

  15. Student Learning Styles and Performance in an Introductory Finance Class

    Science.gov (United States)

    Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew

    2014-01-01

    Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…

  16. Discontinuities in University Student Experiences of Learning through Discussions

    Science.gov (United States)

    Ellis, Robert A.; Calvo, Rafael A.

    2006-01-01

    This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the…

  17. Testing a Conception of How School Leadership Influences Student Learning

    Science.gov (United States)

    Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris

    2010-01-01

    Purpose: This article describes and reports the results of testing a new conception of how leadership influences student learning ("The Four Paths"). Framework: Leadership influence is conceptualized as flowing along four paths (Rational, Emotions, Organizational, and Family) toward student learning. Each path is populated by multiple…

  18. Strategies for improving students' motivation in the learning of ...

    African Journals Online (AJOL)

    Classroom experience has shown that French teachers are often faced with students who are unwilling, discouraged and uninterested to learn French. Students' lack of interest in learning French language in secondary schools has been identified as one factor responsible for the low enrolment. The paper proposes that ...

  19. Goal Setting for Learning English Language of EFL Students

    Science.gov (United States)

    Srichanyachon, Napaporn

    2010-01-01

    This study investigated goal setting for learning English language of Bangkok University students. A set of questionnaires for the assessment of goal settings and problems of learning English was administered to 370 second-year students. The study revealed that the goal setting was at a moderate level. There were statistically significant…

  20. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Science.gov (United States)

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

    2015-01-01

    Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen…

  1. Learning by Web Design: How it Affects Graduate Student Attitudes

    Science.gov (United States)

    Lim, Byung-Ro; Plucker, Jonathan A.; Bichelmeyer, Barbara

    2003-01-01

    Can use of technology make a difference in student learning? Although a considerable literature describes its advantages in conceptual terms, research documenting its effective use in this context is limited. The purpose of this study was to examine the effects of a graduate-level Web design activity on student attitudes toward learning. Students…

  2. Effective Student Learning of Fractions with an Interactive Simulation

    Science.gov (United States)

    Hensberry, Karina K. R.; Moore, Emily B.; Perkins, Katherine K.

    2015-01-01

    Computer technology, when coupled with reform-based teaching practices, has been shown to be an effective way to support student learning of mathematics. The quality of the technology itself, as well as how it is used, impacts how much students learn. Interactive simulations are dynamic virtual environments similar to virtual manipulatives that…

  3. Enhancing Student Performance through Cooperative Learning in Physical Sciences

    Science.gov (United States)

    Gupta, Madan L.

    2004-01-01

    Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer-…

  4. Academic Programs for Gifted and Talented/Learning Disabled Students.

    Science.gov (United States)

    Weinfeld, Rich; Barnes-Robinson, Linda; Jeweler, Sue; Shevitz, Betty

    2002-01-01

    This article discusses a comprehensive program for gifted students with learning disabilities in Maryland's Montgomery Country Public Schools (MCPS). MCPS has developed special self-contained classes for gifted students with severe learning disabilities while those with moderate and mild disabilities receive gifted instruction and services in…

  5. An Enrichment Program for Gifted Learning Disabled Students.

    Science.gov (United States)

    Baum, Susan

    1988-01-01

    A pilot program was developed for gifted learning-disabled students, based on the Enrichment Triad Model. Learning behaviors, time on task, and motivation showed marked improvement as the grade four-five students completed individual creative projects. Described are procedures for identifying program participants, program activities, and program…

  6. Gifted and Learning Disabled Students: Practical Considerations for Teachers.

    Science.gov (United States)

    Landrum, Timothy J.

    1989-01-01

    The article provides practical suggestions for teachers working with gifted learning-disabled students. It includes a discussion of whether students can be both gifted and learning disabled, and reviews service options, methods of identification, and programing for this population. (DB)

  7. Students' Perceptions of Learning Geography through Group Investigation in Singapore

    Science.gov (United States)

    Tan, Ivy Geok-Chin; Sharan, Shlomo; Lee, Christine Kim-Eng

    2005-01-01

    This study examines students' perceptions of the Group Investigation method of cooperative learning. A total of 142 students (62 low-achievers and 80 high-achievers) from two schools worked in cooperative learning groups during a period of over six weeks using the Group Investigation method. At the end of the study, they were asked to write their…

  8. Student Motivation in Response to Problem-Based Learning

    Science.gov (United States)

    Fukuzawa, Sherry; Boyd, Cleo; Cahn, Joel

    2017-01-01

    Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on…

  9. Language Learning Motivation among Malaysian Pre-University Students

    Science.gov (United States)

    Muftah, Muneera; Rafik-Galea, Shameem

    2013-01-01

    The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The…

  10. Improving College Students English Learning with Dr. Eye Android Mid

    Science.gov (United States)

    Yang, Ju Yin; Che, Pei-Chun

    2015-01-01

    This paper investigates college students' English language learning through use of Dr. Eye Android handheld mobile Internet device (MID). Compared to related studies, students' English learning using MIDs has not been evaluated and fully understood in the field of higher education. Quantitatively, the researchers used TOEIC pretest and posttest to…

  11. The Practices of Student Network as Cooperative Learning in Ethiopia

    Science.gov (United States)

    Reda, Weldemariam Nigusse; Hagos, Girmay Tsegay

    2015-01-01

    Student network is a teaching strategy introduced as cooperative learning to all educational levels above the upper primary schools (grade 5 and above) in Ethiopia. The study was, therefore, aimed at investigating to what extent the student network in Ethiopia is actually practiced in line with the principles of cooperative learning. Consequently,…

  12. Student Music Teachers' Learning Styles in Theoretical and Practical Situations

    Science.gov (United States)

    Calissendorff, Maria

    2015-01-01

    This study analyzes and compares the results of a survey and an interview investigation concerning the learning styles of 32 student music teachers at The University College of Music Education (SMI) in Sweden. The students' learning style preferences were examined through a productivity environmental preference survey (PEPS), a computer-based…

  13. Experiences of medical and pharmacy students' learning in a shared ...

    African Journals Online (AJOL)

    Experiences of medical and pharmacy students' learning in a shared environment: A qualitative study. ... African Journal of Health Professions Education ... undergraduate learning environment, medical and pharmacy students have the opportunity to start working in a collaborative manner early on in their careers.

  14. University Students' Beliefs about Learning English and French in Lebanon

    Science.gov (United States)

    Diab, Rula L.

    2006-01-01

    This study explored the beliefs about language learning of Lebanese English as a Foreign Language university students, compared their beliefs about learning different target languages, namely, English and French, and investigated within-group variation in these students' beliefs. A modified version of Horwitz's "Beliefs about Language…

  15. Constructive feedback as a learning tool to enhance students' self ...

    African Journals Online (AJOL)

    If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to ...

  16. Plants and Photosynthesis: Peer Assessment to Help Students Learn

    Science.gov (United States)

    Crane, Lucy; Winterbottom, Mark

    2008-01-01

    This study investigates how peer assessment can help students to learn about photosynthesis in a "high attaining," year nine class in a UK 11-18 comprehensive school. There is limited research on how peer assessment can influence the learning of "high attaining students"; most existing research focuses on how formative…

  17. Student peer reviewers' views on teaching innovations and imaginative learning.

    Science.gov (United States)

    Chan, Zenobia C Y

    2016-04-01

    Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Computer-assisted Elementary Chinese Learning for American Students

    Science.gov (United States)

    Hong-yan, Zhang

    2007-01-01

    Despite hopes and claims about benefits of computer-assisted language learning, few studies have documented actual cases about how American students learn elementary Chinese in a computer-equipped classroom. This paper deals with how to use computer as an educational tool to develop American students' Chinese language skills. The theoretical…

  19. Does Second Life Improve Mandarin Learning by Overseas Chinese Students?

    Science.gov (United States)

    Lan, Yu-Ju

    2014-01-01

    The aim of this study was to determine the effectiveness of Second Life (SL) for improving the oral output of overseas Chinese students learning Mandarin Chinese (hereafter referred to as Mandarin). More than 1000 overseas Chinese students attend a university in northern Taiwan every year to learn Mandarin as a heritage language after graduating…

  20. 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.

  1. Student Modelling in Adaptive E-Learning Systems

    Directory of Open Access Journals (Sweden)

    Clemens Bechter

    2011-09-01

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

  2. Learning Styles, Learning Abilities and Learning Problems in College: An Exploration of Learning Disabilities in College Students. Final Report.

    Science.gov (United States)

    Goldberg, Renee L.; Zern, David S.

    The study examined differences between 57 learning disabled (LD) and 24 non-LD college students on measures of psychoeducational assessment. In addition, differences between LD students with good and poor academic performance were studied, and coping strategies were identified for both sub-groups. A variety of standardized tests were administered…

  3. Nursing students' learning dynamics and influencing factors in clinical contexts.

    Science.gov (United States)

    Lee, Jung Jae; Clarke, Charlotte L; Carson, Maggie N

    2017-12-07

    Clinical placements are essential for students to develop clinical skills to qualify as nurses. However, various difficulties encountered by nursing students during their clinical education detract from developing clinical competencies. This constructivist grounded theory study aims to explore nursing students' experiences in clinical nursing education, and to identify the factors that influence the clinical education students receive. Twenty-one individual and six group semi-structured interviews were conducted with sixteen fourth year nursing students and four registered nurses. This research identified six factors that influence nursing students' clinical education: interpersonal, socio-cultural, instructional, environmental, emotional and physical factors. The research has developed a dynamic model of learning in clinical contexts, which offers opportunities to understand how students' learning is influenced multifactorially during clinical placements. The understanding and application of the model can improve nursing instructional design, and subsequently, nursing students' learning in clinical contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Liberating Learning Object Design from the Learning Style of Student Instructional Designers

    Science.gov (United States)

    Akpinar, Yavuz

    2007-01-01

    Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

  5. Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

    Science.gov (United States)

    Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-01-01

    The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this…

  6. What students learn in problem-based learning: a process analysis

    NARCIS (Netherlands)

    E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

    2012-01-01

    textabstractThis study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine

  7. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  8. Comparison of Learning Styles of Pharmacy Students and Faculty Members

    Science.gov (United States)

    Crawford, Stephanie Y.; Alhreish, Suhail K.

    2012-01-01

    Objectives. To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. Methods. Gregorc Style Delineator (GSD) and Zubin’s Pharmacists’ Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. Results. Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (pstyles (p=0.01). Conclusion. Learning styles differed among respondents based on gender and faculty track. PMID:23275657

  9. Comparison of learning styles of pharmacy students and faculty members.

    Science.gov (United States)

    Crawford, Stephanie Y; Alhreish, Suhail K; Popovich, Nicholas G

    2012-12-12

    To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. Gregorc Style Delineator (GSD) and Zubin's Pharmacists' Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (pstyles (p=0.01). Learning styles differed among respondents based on gender and faculty track.

  10. Research on Difficulty in Indonesia Students Learning Chinese Language

    Directory of Open Access Journals (Sweden)

    Lydia Anggreani

    2013-05-01

    Full Text Available Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.

  11. Improving Workplace-Based Learning for Undergraduate Medical Students.

    Science.gov (United States)

    Sajjad, Madiha; Mahboob, Usman

    2015-01-01

    Workplace-based learning is considered as one of the most effective way of translating medical theory into clinical practice. Although employed traditionally at postgraduate level, this strategy can be used in undergraduate students coming for clerkships in clinical departments. There are many challenges to workplace learning such as, unfavorable physical environment, lack of interest by clinical staff and teachers, and lack of student motivation. Clinical teachers can help bridge this gap and improve workplace learning through individual and collaborative team effort. Knowledge of various educational theories and principles and their application at workplace can enhance student learning and motivation, for which faculty development is much needed. Different teaching and learning activities can be used and tailored according to the clinical setting. Active reflection by students and constructive feedback from the clinicians forms the backbone of effective workplace learning.

  12. Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases

  13. Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

    OpenAIRE

    Anazifa, R. D; Djukri, D

    2017-01-01

    The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

  14. How podcasts influence medical students' learning – a descriptive ...

    African Journals Online (AJOL)

    Background: Podcasting of lectures is increasingly used in higher education. It is popular with students as it provides a modern e-learning tool that reinforces learning and facilitates engagement with learning material. Podcasts have, however, not been used much in medical education in Africa. This article explores the ...

  15. Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students

    Science.gov (United States)

    Ernest, Kissi; Matthew, Somiah K.; Samuel, Ansah K.

    2015-01-01

    This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial…

  16. Comparing Local and International Chinese Students' English Language Learning Strategies

    Science.gov (United States)

    Anthony, Margreat Aloysious; Ganesen, Sree Nithya

    2012-01-01

    According to Horwitz (1987) learners' belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different…

  17. Learning Disorder Diagnosis in High-Aptitude Postsecondary Students

    Science.gov (United States)

    Wood, Sarah Clark

    2012-01-01

    The current study utilized data from screening and full evaluations for learning disabilities conducted at a university-based learning center. Results from the screening assessments were analyzed to determine the extent to which they predicted the diagnosis of learning disorders in postsecondary students. Mean scores from the screening assessments…

  18. Student Teachers' Participation in Learning Activities and Effective Teaching Behaviours

    Science.gov (United States)

    de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M.

    2015-01-01

    Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers' long-term professional…

  19. Predicting Student Performance in a Collaborative Learning Environment

    Science.gov (United States)

    Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol

    2015-01-01

    Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…

  20. Usability Evaluation of the Student Centered e-Learning Environment

    Science.gov (United States)

    Junus, Inas Sofiyah; Santoso, Harry Budi; Isal, R. Yugo K.; Utomo, Andika Yudha

    2015-01-01

    Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom…

  1. Reading Comprehension, Learning Styles, and Seventh Grade Students

    Science.gov (United States)

    Williams, Judy

    2010-01-01

    Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…

  2. Generational Perspective of Higher Education Online Student Learning Styles

    Science.gov (United States)

    Williams, Chad J.; Matt, John J.; O'Reilly, Frances L.

    2014-01-01

    A study was conducted of students participating in on-line academic courses in institutions of higher education to ascertain if there was a generational influence on learning styles. The specific research question was: What, if any, relationships exist among learning styles, generational groups, and satisfaction with online learning? Inferential…

  3. The Challenge of Identifying Gifted/Learning Disabled Students

    Science.gov (United States)

    Krochak, Linda A.; Ryan, Thomas G.

    2007-01-01

    The following contemporary review illuminates several of the "best methods" to accurately identify gifted/learning disabled (GLD) students? Explanations which clearly define what it means to be gifted, learning disabled (LD) and gifted/learning disabled (GLD) are included and incorporated into a typology of three identities of GLD…

  4. Student Accountability in Team-Based Learning Classes

    Science.gov (United States)

    Stein, Rachel E.; Colyer, Corey J.; Manning, Jason

    2016-01-01

    Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the…

  5. Student engagement and foreign language learning through online social networks

    NARCIS (Netherlands)

    Akbari, E.; Naderi, A.; Simons, P.R.J.; Pilot, A.

    2016-01-01

    Introduction Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement.

  6. The Effect of Professor's Attractiveness on Distance Learning Students

    Science.gov (United States)

    Liu, Jeanny; Tomasi, Stella D.

    2015-01-01

    Technology enabled learning is becoming more popular and pervasive in education. While the effectiveness of distance learning versus traditional classroom education is strongly debated, human factors such as students' perception of their professors can influence their desire to learn. This research examines the perceptual effect of attractive…

  7. Students' Experiences of Learning in a Virtual Classroom

    Science.gov (United States)

    Gedera, Dilani S. P.

    2014-01-01

    Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…

  8. Developing Critical Thinking Skills of Students in Mathematics Learning

    OpenAIRE

    Firdaus Firdaus; Ismail Kailani; Md. Nor Bin Bakar; Bakry Bakry

    2015-01-01

    Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and  evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts;  the identific...

  9. Fostering student motivation through inductive learning and industry cooperation

    DEFF Research Database (Denmark)

    Münster, Marie; Andersson, Pernille Hammar

    The challenge presented here is how to motivate students to promote active learning. The method used is constructive alignment (Biggs & Tang, 2007) of learning objectives, learning and evaluation along with further considerations including which competences are promoted. The case presented is from...... to perform the projects. This is both frustrating and motivating for the students as they know why they need to have the tools, but they feel they get them too late....

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

    Science.gov (United States)

    Hsu, Li-Ling

    2011-05-01

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

  11. Students' Achievements and Learning Strategies Across Gender Differences

    OpenAIRE

    Kartika, Tyas Willy; Emaliana, Ive

    2016-01-01

    This case study is intended to investigate students' achievement and learning strategies employed by high achievers in English learning process at a single-gender private Islamic high school in East Java, Indonesia, in which male and female students are put in separated groups. Instruments used in this study are document analysis and interview guidelines. It reveals that the stereotype which is told us female learners tend to outperform male learners in language learning is not applicable in ...

  12. Motivating Students to Learn Biology Vocabulary with Wikipedia

    Directory of Open Access Journals (Sweden)

    Boriana Marintcheva

    2012-02-01

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

  13. Making Mobile Learning Work: Student Perceptions and Implementation Factors

    Directory of Open Access Journals (Sweden)

    Sharon W. Tabor

    2016-06-01

    Full Text Available Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.

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

    Science.gov (United States)

    ALQahtani, Dalal A; Al-Gahtani, Sara M

    2014-06-01

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

  15. 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.

  16. Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial...

  17. College Students Attitudes toward Learning Process and Outcome of Online Instruction and Distance Learning across Learning Styles

    Science.gov (United States)

    Nguyen, Dat-Dao; Zhang, Yue

    2011-01-01

    This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions…

  18. The learning environment and medical student burnout: a multicentre study.

    Science.gov (United States)

    Dyrbye, Liselotte N; Thomas, Matthew R; Harper, William; Massie, F Stanford; Power, David V; Eacker, Anne; Szydlo, Daniel W; Novotny, Paul J; Sloan, Jeff A; Shanafelt, Tait D

    2009-03-01

    Little is known about specific personal and professional factors influencing student distress. The authors conducted a comprehensive assessment of how learning environment, clinical rotation factors, workload, demographics and personal life events relate to student burnout. All medical students (n = 3080) at five medical schools were surveyed in the spring of 2006 using a validated instrument to assess burnout. Students were also asked about the aforementioned factors. A total of 1701 medical students (response rate 55%) completed the survey. Learning climate factors were associated with student burnout on univariate analysis (odds ratio [OR] 1.36-2.07; all P personal life event had a lower frequency of burnout (OR 0.70; P personal life events did not have a higher frequency of burnout than students who did not experience a negative personal life event. On multivariate analysis personal characteristics, learning environment and personal life events were all independently related to student burnout. Although a complex array of personal and professional factors influence student well-being, student satisfaction with specific characteristics of the learning environment appears to be a critical factor. Studies determining how to create a learning environment that cultivates student well-being are needed.

  19. Medical student engagement and leadership within a new learning community.

    Science.gov (United States)

    Bicket, Mark; Misra, Satish; Wright, Scott M; Shochet, Robert

    2010-02-26

    Many medical schools are establishing learning communities to foster cohesion among students and to strengthen relationships between students and faculty members. Emerging learning communities require nurturing and attention; this represents an opportunity wherein medical students can become involved as leaders. This study sought to understand issues related to active involvement among students who chose to become highly engaged in a newly developed learning community. Between April and June 2008, 36 students who assumed leadership roles within the Colleges Program were queried electronically with open-ended questions about their engagement. Qualitative analysis of the written responses was independently performed by two investigators; coding was compared for agreement. Content analysis identified major themes. 35 students (97%) completed the questionnaire. Motives that emerged as reasons for getting involved included: endorsing the need for the program; excitement with the start-up; wanting to give back; commitment to institutional excellence; and collaboration with talented peers and faculty. Perceived benefits were grouped under the following domains: connecting with others; mentoring; learning new skills; and recognition. The most frequently identified drawbacks were the time commitment and the opportunity costs. Ideas for drawing medical students into new endeavors included: creating defined roles; offering a breadth of opportunities; empowering students with responsibility; and making them feel valued. Medical students were drawn to and took on leadership roles in a medical school curricular innovation. This example may prove helpful to others hoping to engage students as leaders in learning communities at their schools or those wishing to augment student involvement in other programs.

  20. Learning How to Learn: A Model for Teaching Students Learning Strategies

    Science.gov (United States)

    Nordell, Shawn E.

    2009-01-01

    Incoming freshmen frequently struggle with the transition from high school to collegiate academics. This appears to be particularly evident in the sciences. Students often lack the self assessment skills and metacognition skills required to self-identify problems with their academic learning strategy. This does not allow them to diagnose and…