Constructing Gender in an English Dominant Kindergarten: Implications for Second Language Learners

ERIC Educational Resources Information Center

Hruska, Barbara L.

2004-01-01

This article is part of a year-long ethnographic study conducted in an English dominant kindergarten in the United States. The classroom comprised 6 Spanish-bilingual English language learners and 17 native English speakers. The study was based on a theoretical framework that views language as the site for constructing social meaning and…

Adult English Language Learners Constructing and Sharing Their Stories and Experiences: The Cultural and Linguistic Autobiography Writing Project

ERIC Educational Resources Information Center

Park, Gloria

2011-01-01

This article is the culmination of the Cultural and Linguistic Autobiography (CLA) writing project, which details narrative descriptions of adult English language learners' (ELLs') cultural and linguistic experiences and how those experiences may have influenced the ways in which these learners constructed and reconstructed their identities.…

The Impact of Learner Characteristics on the Multi-Dimensional Construct of Social Presence

ERIC Educational Resources Information Center

Mykota, David

2017-01-01

This study explored the impact of learner characteristics on the multi-dimensional construct of social presence as measured by the computer-mediated communication questionnaire. Using Multiple Analysis of Variance findings reveal that the number of online courses taken and computer-mediated communication experience significantly affect the…

How Do Novice and Expert Learners Represent, Understand, and Discuss Geologic Time?

NASA Astrophysics Data System (ADS)

Layow, Erica Amanda

This dissertation examined the representations novice and expert learners constructed for the geologic timescale. Learners engaged in a three-part activity. The purpose was to compare novice learners' representations to those of expert learners. This provided insight into the similarities and differences between their strategies for event ordering, assigning values and scale to the geologic timescale model, as well as their language and practices to complete the model. With a qualitative approach to data analysis informed by an expert-novice theoretical framework grounded in phenomenography, learner responses comprised the data analyzed. These data highlighted learners' metacognitive thoughts that might not otherwise be shared through lectures or laboratory activities. Learners' responses were analyzed using a discourse framework that positioned learners as knowers. Novice and expert learners both excelled at ordering and discussing events before the Phanerozoic, but were challenged with events during the Phanerozoic. Novice learners had difficulty assigning values to events and establishing a scale for their models. Expert learners expressed difficulty with determining a scale because of the size of the model, yet eventually used anchor points and unitized the model to establish a scale. Despite challenges constructing their models, novice learners spoke confidently using claims and few hedging phrases indicating their confidence in statements made. Experts used more hedges than novices, however the hedging comments were made about more complex conceptions. Using both phenomenographic and discourse analysis approaches for analysis foregrounded learners' discussions of how they perceived geologic time and their ways of knowing and doing. This research is intended to enhance the geoscience community's understanding of the ways novice and expert learners think and discuss conceptions of geologic time, including the events and values of time, and the strategies used

Negative Evidence in Language Classroom Activities: A Study of Its Availability and Accessibility to Language Learners.

ERIC Educational Resources Information Center

Pica, Teresa; Washburn, Gay N.

2002-01-01

This study identified and described the ways in which negative evidence was made available and accessible to learners during two widely practiced classroom activities. One was a teacher-led discussion that emphasized communication of subject matter content. The other was a teacher-led sentence construction exercise that focused on application of…

Building a Dynamic Online Learning Community among Adult Learners.

ERIC Educational Resources Information Center

Wang, Minjuan; Sierra, Christina; Folger, Terre

2003-01-01

Examines the nature of learning communities constructed among a diverse group of adult learners in an international online graduate-level course. Discusses independent work, team tasks, the variety of computer-mediated communication tools used, and implications for promoting adult learners' active participation in online learning and instructional…

Challenging Representations: Constructing the Adult Literacy Learner over 30 Years of Policy and Practice in the United Kingdom

ERIC Educational Resources Information Center

Hamilton, Mary; Pitt, Kathy

2011-01-01

This article addresses the question, How do changes in policy discourses shape public representations of literacy learners and the goals of adult literacy education? It examines specifically how the agency of adult literacy learners is constructed. We carry out a critical discourse analysis of two key adult literacy policy documents from the U.K.:…

The Influence of Social Media on Adult Learners' Knowledge Construction and Democratic Participation

ERIC Educational Resources Information Center

Feldman, Eric M.

2015-01-01

This paper provides a resource on the impact of social media on adult learners' construction of knowledge, particularly as it pertains to adult education's role in fostering a robust democratic society. There has been an increase in the literature in recent years that explores the various aspects of social media use, such as the incivility of…

Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

ERIC Educational Resources Information Center

McDonough, Darlene

2014-01-01

Malcolm Knowles (2011) indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner's interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a…

Learners' Perceptions of Instructional Design Practice in a Situated Learning Activity

ERIC Educational Resources Information Center

Woolf, Nicholas; Quinn, James

2009-01-01

This case study investigated learners' perceptions of value from participating in a learning activity designed to model professional instructional design practice. Learners developed instructional design products for a corporate client in the context of a classroom-based course. The findings indicate that learners perceived different kinds of…

Learner Agency and the Use of Affordances in Language-Exchange Interactions

ERIC Educational Resources Information Center

Ahn, Tae youn

2016-01-01

Language exchange refers to a learning partnership between two learners with different native languages who collaborate to help each other improve their proficiency in the other's language. The purpose of this study is to examine the ways in which language-exchange participants activate learner agency to construct opportunities for learning in…

Language Learning Activities of Distance EFL Learners in the Turkish Open Education System as the Indicator of Their Learner Autonomy

ERIC Educational Resources Information Center

Altunay, Dilek

2013-01-01

This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in…

Assessing Learner Satisfaction by Simultaneously Measuring Learner Attitude, Motivation, Loyalty and Service Quality in English Academies

ERIC Educational Resources Information Center

Huong, Vu Thi; Casadesus, Marti; Marimon, Frederic

2017-01-01

The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…

Points of Transition: Understanding the Constructed Identities of L2 Learners/Users across Time and Space

ERIC Educational Resources Information Center

Adawu, Anthony; Martin-Beltran, Melinda

2012-01-01

Using sociocultural and poststructuralist theoretical lenses, this study examines the narrative construction of language-learner identity across time and space. We applied cross-narrative methodologies to analyze language-learning autobiographies and interview data from three English users who had recently transitioned to a U.S. context for…

Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

ERIC Educational Resources Information Center

Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

2010-01-01

In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

A Psychometric Study of Reading Processes in L2 Acquisition: Deploying Deep Processing to Push Learners' Discourse Towards Syntactic Processing-Based Constructions

ERIC Educational Resources Information Center

Manuel, Carlos J.

2009-01-01

This study assesses reading processes and/or strategies needed to deploy deep processing that could push learners towards syntactic-based constructions in L2 classrooms. Research has found L2 acquisition to present varying degrees of success and/or fossilization (Bley-Vroman 1989, Birdsong 1992 and Sharwood Smith 1994). For example, learners have…

Promoting Physics Among Female Learners in the Western Cape Through Active Engagement (abstract)

NASA Astrophysics Data System (ADS)

Arendse, Gillian J.

2009-04-01

In 2006 the author organized a one-day intervention aimed at promoting physics among female learners at the University of Stellenbosch. The activities included an interactive lecture demonstration promoting active engagement, a hands-on session, and short presentations by female physicists addressing issues such as balancing family and career, breaking the stereotypes, and launching a successful career in physics. Each learner was expected to evaluate the program. In 2007 the author joined forces with Hip2B2 (Shuttleworth Foundation) to host a competition among grade-10 learners with the theme, ``promoting creativity through interactivity.'' The author was tasked by the Hip2B2-team to assist with a program for female learners planned for August 2008, coinciding with our national celebration of Women's Day. The event targeted 160 learners and took place in Durban, East London, Cape Town, and Johannesburg. The author shares some of the learners' experiences and personal triumphs.

Radio Waves and Curriculum Pathways: Jamaican "At Risk" Learners Construct Media

ERIC Educational Resources Information Center

Feraria, Paulette J.

2018-01-01

This paper explores radio play as an alternative space for learning language and literacy for Jamaican students labeled as 'at-risk' learners. Through the creation of a make-believe radio station in the classroom, students developed oral language skills as a necessary precursor for social literacy. They connected reading and writing activities and…

PKS: An Ontology-Based Learning Construct for Lifelong Learners

ERIC Educational Resources Information Center

Manganello, Flavio; Falsetti, Carla; Spalazzi. Luca; Leo, Tommaso

2013-01-01

This paper addresses adult lifelong learners, i.e., persons interested in learning or compelled to learn during their working life but not able to, or not interested in participating in formal learning. These learners are motivated and self-aware enough to self-direct their learning, are presumed to be novices with respect to the needed knowledge…

Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language.

PubMed

Williams, Joshua T; Newman, Sharlene D

2017-02-01

A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel language activation in M2L2 learners of sign language and to characterize the influence of spoken language and sign language neighborhood density on the activation of ASL signs. A priming paradigm was used in which the neighbors of the sign target were activated with a spoken English word and compared the activation of the targets in sparse and dense neighborhoods. Neighborhood density effects in auditory primed lexical decision task were then compared to previous reports of native deaf signers who were only processing sign language. Results indicated reversed neighborhood density effects in M2L2 learners relative to those in deaf signers such that there were inhibitory effects of handshape density and facilitatory effects of location density. Additionally, increased inhibition for signs in dense handshape neighborhoods was greater for high proficiency L2 learners. These findings support recent models of the hearing bimodal bilingual lexicon, which posit lateral links between spoken language and sign language lexical representations.

Constructions of Mathematicians in Popular Culture and Learners' Narratives: A Study of Mathematical and Non-Mathematical Subjectivities

ERIC Educational Resources Information Center

Moreau, Marie-Pierre; Mendick, Heather; Epstein, Debbie

2010-01-01

In this paper, based on a project funded by the UK Economic and Social Research Council considering how people position themselves in relation to popular representations of mathematics and mathematicians, we explore constructions of mathematicians in popular culture and the ways learners make meanings from these. Drawing on an analysis of popular…

Impact of Consciousness-Raising Activities on Young English Language Learners' Grammar Performance

ERIC Educational Resources Information Center

Fatemipour, Hamidreza; Hemmati, Shiva

2015-01-01

Grammar Consciousness-Raising (GCR) is an approach to teaching of grammar which learners instead of being taught the given rules, experience language data. The data challenge them to rethink, restructure their existing mental grammar and construct an explicit rule to describe the grammatical feature which the data illustrate (Ellis, 2002). And…

A Development of Game-Based Learning Environment to Activate Interaction among Learners

NASA Astrophysics Data System (ADS)

Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

Creating Space for Learner Autonomy: An Interactional Perspective

ERIC Educational Resources Information Center

Szczepek Reed, Beatrice

2017-01-01

This paper is concerned with teachers' and learners' collaborative pursuit of learner autonomy in a highly asymmetrical education setting, the music masterclass. Evaluations are identified as a potential opportunity for the mutual construction of learner autonomy. The analysis shows that, while teaching professionals mitigate interactional…

Orienting to "Being Ordinary": The (Re)Construction of Hegemonic Ideologies in Interactions among Adult Immigrant Learners of English

ERIC Educational Resources Information Center

Miller, Elizabeth R.

2009-01-01

This article investigates the construction and maintenance of ideologies regarding the legitimacy of English as the dominant language in the United States in interactions involving adult immigrant learners of English. As both the researcher and these students' English as second language (ESL) instructor, I am a participant in the ESL classroom and…

A Semantic Basis for Meaning Construction in Constructivist Interactions

ERIC Educational Resources Information Center

Badie, Farshad

2015-01-01

Regarding constructivism as a learning philosophy and/or a model of knowing, a person (learner or mentor) based on her/his preconceptions and on personal knowings could actively participate in an interaction with another person (learner or mentor) in order to construct her/his personal knowledge. In this research I will analyse "meaning…

Learner-Interface Interaction for Technology-Enhanced Active Learning

ERIC Educational Resources Information Center

Sinha, Neelu; Khreisat, Laila; Sharma, Kiron

2009-01-01

Neelu Sinha, Laila Khreisat, and Kiron Sharma describe how learner-interface interaction promotes active learning in computer science education. In a pilot study using technology that combines DyKnow software with a hardware platform of pen-enabled HP Tablet notebook computers, Sinha, Khreisat, and Sharma created dynamic learning environments by…

Study Partners Recommendation for xMOOCs Learners

PubMed Central

Xu, Bin; Yang, Dan

2015-01-01

Massive open online courses (MOOCs) provide an opportunity for people to access free courses offered by top universities in the world and therefore attracted great attention and engagement from college teachers and students. However, with contrast to large scale enrollment, the completion rate of these courses is really low. One of the reasons for students to quit learning process is problems which they face that could not be solved by discussing them with classmates. In order to keep them staying in the course, thereby further improving the completion rate, we address the task of study partner recommendation for students based on both content information and social network information. By analyzing the content of messages posted by learners in course discussion forum, we investigated the learners' behavior features to classify the learners into three groups. Then we proposed a topic model to measure learners' course knowledge awareness. Finally, a social network was constructed based on their activities in the course forum, and the relationship in the network was then employed to recommend study partners for target learner combined with their behavior features and course knowledge awareness. The experiment results show that our method achieves better performance than recommending method only based on content information. PMID:25663836

Interactions between and among Heritage Language Learners and Second Language Learners during Collaborative Writing Activities: How Learners Attend to Language

ERIC Educational Resources Information Center

Walls, Laura

2013-01-01

This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically, it examines oral, written and embodied discourse that informs our understanding of how learners attend to language. Analysis for this dissertation examined…

From gesture to sign language: conventionalization of classifier constructions by adult hearing learners of British Sign Language.

PubMed

Marshall, Chloë R; Morgan, Gary

2015-01-01

There has long been interest in why languages are shaped the way they are, and in the relationship between sign language and gesture. In sign languages, entity classifiers are handshapes that encode how objects move, how they are located relative to one another, and how multiple objects of the same type are distributed in space. Previous studies have shown that hearing adults who are asked to use only manual gestures to describe how objects move in space will use gestures that bear some similarities to classifiers. We investigated how accurately hearing adults, who had been learning British Sign Language (BSL) for 1-3 years, produce and comprehend classifiers in (static) locative and distributive constructions. In a production task, learners of BSL knew that they could use their hands to represent objects, but they had difficulty choosing the same, conventionalized, handshapes as native signers. They were, however, highly accurate at encoding location and orientation information. Learners therefore show the same pattern found in sign-naïve gesturers. In contrast, handshape, orientation, and location were comprehended with equal (high) accuracy, and testing a group of sign-naïve adults showed that they too were able to understand classifiers with higher than chance accuracy. We conclude that adult learners of BSL bring their visuo-spatial knowledge and gestural abilities to the tasks of understanding and producing constructions that contain entity classifiers. We speculate that investigating the time course of adult sign language acquisition might shed light on how gesture became (and, indeed, becomes) conventionalized during the genesis of sign languages. Copyright © 2014 Cognitive Science Society, Inc.

Enhancement of knowledge construction activities utilizing 21st century learning design rubric

NASA Astrophysics Data System (ADS)

Pedoche, Margarette Anne U.; Taladua, Janica Mae M.; Panal, Geicky Pearl C.; Magsayo, Joy R.; Guarin, Rica Mae B.; Myrna, H. Lahoylahoy

2018-01-01

The main objective of the study was to enhance knowledge construction activities on its design particularly the objectives, support materials, student activities and assessment tools. Activities from the 2nd Quarter of Science Learners Material were the basis in the adaptation of activities. The adapted activities were evaluated by the In-service Science teachers and undergone modification by the researchers based on the teacher's comments and suggestions. It was then evaluated, revised, and validated, tried-out using the 21st CLD Rubric. Subjects of the study were 110 students from Grade 7-B, Grade 7-D, Grade 7-F in Geronima Cabrera National High School, Kolambugan, Lanao del Norte during the academic year 2016-2017, the study to determine their learning capabilities investigated by the use of Knowledge Construction Activities in the 21st Century Classroom, to investigate how the lessons were understood and appreciated by students, to stimulate interpretation, analysis, synthesizing, or evaluating ideas and develop critical thinking. Both quantitative and qualitative data were obtained from the students' scores in three activities. Results showed that there was a significant difference between the pretest and posttest scores of students. Mean scores between the pretest and posttest showed a mean difference of 3.35, thus the null hypothesis was rejected. It could be concluded with sufficient evidence to show that the students had basically low prior knowledge about the topic ecosystem. A significant difference was seen in the pretest and posttest, scores of the activities and Ecosystem model results after the implementation phase that a knowledge construction type of activity was better than the traditional one for it promoted meaningful learning and active engagement of students. Based on the results, it was clear that the use of knowledge construction activities had an effect on student's achievement in comparison to traditional teaching method. Thus, it was

The Tale of Two Noras: How a Yup'ik Middle Schooler Was Differently Constructed as a Math Learner

ERIC Educational Resources Information Center

Hogan, Maureen P.

2008-01-01

This case study seeks to explain why a Yup'ik middle schooler, Nora, from a remote Alaskan village, was differently constructed as a math learner by her 6th- and 7th-grade math teachers. When a culturally relevant curriculum was used in 6th grade, Nora had a greater opportunity for leadership, ownership of knowledge, collaborative problem solving,…

Working Together Online to Enhance Learner Autonomy: Analysis of Learners' Perceptions of Their Online Learning Experience

ERIC Educational Resources Information Center

Eneau, Jerome; Develotte, Christine

2012-01-01

This study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in "French as a Foreign Language". Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The…

Learners' Dictionaries: State of the Art. Anthology Series 23.

ERIC Educational Resources Information Center

Tickoo, Makhan L., Ed.

A collection of articles on dictionaries for advanced second language learners includes essays on the past, present, and future of learners' dictionaries; alternative dictionaries; dictionary construction; and dictionaries and their users. Titles include: "Idle Thoughts of an Idle Fellow; or Vaticinations on the Learners' Dictionary"…

The Child as an Active Learner: Views, Practices, and Barriers in Chinese Early Childhood Education

ERIC Educational Resources Information Center

Tang, Fengling

2006-01-01

The Chinese view of the child is in the process of changing from the dependent child of traditional Chinese society to the child as an active learner in contemporary China. The view of the child as an active learner forces early childhood practitioners to rethink the features of the child's learning and development, individuality, and needs and…

Constructing a Learner-Centered Syllabus: One Professor's Journey. IDEA Paper #60

ERIC Educational Resources Information Center

Richmond, Aaron S.

2016-01-01

Educators increasingly agree that a learner-centered syllabus is associated with better rapport between students and teachers and increased student motivation, achievement, and empowerment. Accordingly, in 2009 Cullen and Harris developed a rubric for assessing the degree to which a syllabus is learner-centered versus teacher-centered. To date,…

Socially situated activities and identities: Second-grade dual language students and the social construction of science

NASA Astrophysics Data System (ADS)

Bryce, Nadine

Latina and Latino American students are among the lowest achievers in science, when compared to European and Asian American students, and are highly underrepresented in science careers. Studies suggested that a part of this problem is students' lack of access to science, due to their status as English language learners and their perceived status as deficient students. This study investigated the social construction of science in a second grade dual language urban classroom that offered bilingual students access to science, while positioning them as competent, capable learners. What participants valued in science was interpreted from their stated beliefs and attitudes, as well as their patterned ways of reading, writing, and talking. A bilingual European American teacher and three Latina and Latino focal students were observed over the course of 10 weeks, as they enacted a science unit, in English, on habitats. Science lessons were videotaped, documented with field notes, and transcribed. Interviews with the teacher and students were audiotaped and transcribed, and relevant curriculum documents, and teacher- and student-generated documents, copied. Gee's (1999) d/Discourse analysis system was applied to the transcripts of science lessons and interviews as a way to understand how participants used language to construct situated activities and identities in science. Curriculum documents were analyzed to understand the positioning of the teacher and students by identifying the situated activities and roles recommended. Students' nonfiction writing and published nonfiction texts were analyzed for linguistic structures, semantic relationships and conventions of science writing. Results indicated that the teacher drew on traditional and progressive pedagogical practices that shaped her and her students' science activities and situated identities. The teacher employed traditional talk strategies to build science themes, while students enacted their roles as compliant

Online Learner's "Flow" Experience: An Empirical Study

ERIC Educational Resources Information Center

Shin, Namin

2006-01-01

This study is concerned with online learners' "low" experiences. On the basis of Csikszentmihalyi's theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of "enjoyment", "telepresence", "focused attention", "engagement" and "time distortion" on the part of learners. A flow model was put forward with…

Learners' Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer-Feedback Activity: An Exploratory Study

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2016-01-01

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback…

Facebook Activities and the Investment of L2 Learners

ERIC Educational Resources Information Center

Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur Karpal

2016-01-01

The article discusses the investment of L2 learners in the English language on Facebook that they portrayed through their Facebook activities. It studied four informants consisted of diploma students in a Malaysian university. The study consisted of 14 weeks of online observation and semi-structured interviews. Data were collected from online…

Training Learners to Use Quizlet Vocabulary Activities on Mobile Phones in Vietnam with Facebook

ERIC Educational Resources Information Center

Tran, Phuong

2016-01-01

Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities…

Construction of a Learning Environment Supporting Learners' Reflection: A Case of Information Seeking on the Web

ERIC Educational Resources Information Center

Saito, Hitomi; Miwa, Kazuhisa

2007-01-01

In this study, we design a learning environment that supports reflective activities for information seeking on the Web and evaluate its educational effects. The features of this design are: (1) to visualize the learners' search processes as described, based on a cognitive schema, (2) to support two types of reflective activities, such as…

Analyzing the Social Knowledge Construction Behavioral Patterns of an Online Synchronous Collaborative Discussion Instructional Activity Using an Instant Messaging Tool: A Case Study

ERIC Educational Resources Information Center

Hou, Huei-Tse; Wu, Sheng-Yi

2011-01-01

Online discussions have been widely utilized as an educational activity, and much research has been conducted on the process and behaviors involved in asynchronous discussions. However, research on behavioral patterns in learners' synchronous discussions, including the process of social knowledge construction and project coordination is limited.…

Space construction activities

NASA Technical Reports Server (NTRS)

1991-01-01

The Center for Space Construction at the University of Colorado at Boulder was established in 1988 as a University Space Engineering Research Center. The mission of the Center is to conduct interdisciplinary engineering research which is critical to the construction of future space structures and systems and to educate students who will have the vision and technical skills to successfully lead future space construction activities. The research activities are currently organized around two central projects: Orbital Construction and Lunar Construction. Summaries of the research projects are included.

Efficacy of Using Career and Self-Construction to Help Learners Manage Career-Related Transitions

ERIC Educational Resources Information Center

Cook, A.; Maree, J. G.

2016-01-01

This article explores the extent to which an intervention programme helped learners from two contrasting educational settings manage career-related transitions. Forty-two learners from two schools were selected, using convenience and purposive sampling, to take part in an intervention programme. Two comparison groups comprised of 45 learners from…

Learning Difficulty and Learner Identity: A Symbiotic Relationship

ERIC Educational Resources Information Center

Hirano, Eliana

2009-01-01

This paper reports on a longitudinal case study of an adult EFL learner who perceived himself as having difficulty learning English. Both learning difficulty and learner identity are viewed as being constructed in discursive interactions throughout one's life and, hence, amenable to reconstruction. Data collected from classroom interactions,…

Autonomous Learner Model Resource Book

ERIC Educational Resources Information Center

Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

2016-01-01

"Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory.

PubMed

Doubleday, Alison F; Wille, Sarah J

2014-01-01

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities. © 2014 American Association of Anatomists.

Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

ERIC Educational Resources Information Center

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2016-01-01

This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

Generating Language Activities in Real-Time for English Learners Using Language Muse

ERIC Educational Resources Information Center

Burstein, Jill; Madnani, Nitin; Sabatini, John; McCaffrey, Dan; Biggers, Kietha; Dreier, Kelsey

2017-01-01

K-12 education standards in the U.S. require all students to read complex texts across many subject areas. The "Language Muse™ Activity Palette" is a web-based language-instruction application that uses NLP algorithms and lexical resources to automatically generate language activities and support English language learners' content…

Transformational Processes and Learner Outcomes for Online Learning: An Activity Theory Case Study of Spanish Students

ERIC Educational Resources Information Center

Terantino, Joseph M.

2009-01-01

The purpose of this exploratory study was to examine the actions of online language learners from an activity theoretical perspective. It also attempted to explain how the students' learning outcomes evolved from their online learning experiences. This explanation placed an emphasis on the learners' previous experiences, defining their activity…

Technology Uses in Creating Second Language Learning Environments: When Learners Are Creators

ERIC Educational Resources Information Center

Zhang, Gaoming

2010-01-01

From a learner-as-creator perspective, this study investigates how second language learners use technology, especially computers and the Internet, to construct their language learning environments. This study also attempts to identify factors that affected the frequency of technology by second language learners. Participants were 102 Chinese…

Benchmarking the Degree of Implementation of Learner-Centered Approaches

ERIC Educational Resources Information Center

Blumberg, Phyllis; Pontiggia, Laura

2011-01-01

We describe an objective way to measure whether curricula, educational programs, and institutions are learner-centered. This technique for benchmarking learner-centeredness uses rubrics to measure courses on 29 components within Weimer's five dimensions. We converted the scores on the rubrics to four-point indices and constructed histograms that…

Beginning Learners' Development of Interactional Competence: Alignment Activity

ERIC Educational Resources Information Center

Tecedor, Marta

2016-01-01

This study examined the development of interactional competence (Hall, 1993; He & Young, 1998) by beginning learners of Spanish as indexed by their use of alignment moves. Discourse analysis techniques and quantitative data analysis were used to explore how 52 learners expressed alignment and changes in participation patterns in two sets of…

Flipping the Classroom for English Language Learners to Foster Active Learning

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2015-01-01

This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

Reading Component Skills of Learners in Adult Basic Education

ERIC Educational Resources Information Center

MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.

2010-01-01

The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components…

Investigative Research: How It Changes Learner Status.

ERIC Educational Resources Information Center

Kenny, Brian

1993-01-01

What matters about an educational activity is how learners respond to it. This article examines a program concerned with the learners' needs, through the expression of learners' own meanings, and advances the concept of investigative research as a suitable vehicle for more autonomous learning, through a change in learner status. (26 references)…

Investigating the Use of Inquiry & Web-Based Activities with Inclusive Biology Learners

ERIC Educational Resources Information Center

Bodzin, Alec M.; Waller, Patricia L.; Edwards, Lana; Darlene Kale, Santoro

2007-01-01

A Web-integrated biology program is used to explore how to best assist inclusive high school students to learn biology with inquiry-based activities. Classroom adaptations and instructional strategies teachers may use to assist in promoting biology learning with inclusive learners are discussed.

Active Learning for Discovery and Innovation in Criminology with Chinese Learners

ERIC Educational Resources Information Center

Li, Jessica C. M.; Wu, Joseph

2015-01-01

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active…

The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students

NASA Astrophysics Data System (ADS)

Duarte, M.; Leite, C.; Mouraz, A.

2016-01-01

This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher's role. The results indicate that learners' characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching-learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated.

Is Free Recall Active: The Testing Effect through the ICAP Lens

ERIC Educational Resources Information Center

Bruchok, Christiana; Mar, Christopher; Craig, Scotty D.

2017-01-01

Amidst evidence in favor of "active learning," online instruction widely implements passive design and tests learners' retrieval performance as opposed to learners' understanding. Literature reporting the testing effect promotes recall as a learning tool. The Interactive>Constructive>Active>Passive taxonomy would place quizzing…

Fluency-dependent cortical activation associated with speech production and comprehension in second language learners.

PubMed

Shimada, K; Hirotani, M; Yokokawa, H; Yoshida, H; Makita, K; Yamazaki-Murase, M; Tanabe, H C; Sadato, N

2015-08-06

This functional magnetic resonance imaging (fMRI) study investigated the brain regions underlying language task performance in adult second language (L2) learners. Specifically, we identified brain regions where the level of activation was associated with L2 fluency levels. Thirty Japanese-speaking adults participated in the study. All participants were L2 learners of English and had achieved varying levels of fluency, as determined by a standardized L2 English proficiency test, the Versant English Test (Pearson Education Inc., 2011). When participants performed the oral sentence building task from the production tasks administered, the dorsal part of the left inferior frontal gyrus (dIFG) showed activation patterns that differed depending on the L2 fluency levels: The more fluent the participants were, the more dIFG activation decreased. This decreased activation of the dIFG might reflect the increased automaticity of a syntactic building process. In contrast, when participants performed an oral story comprehension task, the left posterior superior temporal gyrus (pSTG) showed increased activation with higher fluency levels. This suggests that the learners with higher L2 fluency were actively engaged in post-syntactic integration processing supported by the left pSTG. These data imply that L2 fluency predicts neural resource allocation during language comprehension tasks as well as in production tasks. This study sheds light on the neural underpinnings of L2 learning by identifying the brain regions recruited during different language tasks across different modalities (production vs. comprehension). Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Interacting Parallel Constructions of Knowledge in a CAS Context

ERIC Educational Resources Information Center

Kidron, Ivy; Dreyfus, Tommy

2010-01-01

We consider the influence of a CAS context on a learner's process of constructing a justification for the bifurcations in a logistic dynamical process. We describe how instrumentation led to cognitive constructions and how the roles of the learner and the CAS intertwine, especially close to the branching and combining of constructing actions. The…

Innovative Strategies for Empowering Your Students to Become Active, Responsible Learners

NASA Astrophysics Data System (ADS)

Hufnagel, B.

2011-09-01

The economy continues to sputter along, and the repercussions are now hitting hard at publicly-funded colleges and universities, with enrollment increasing and funding decreasing. Funding agencies are starting to look at retention and completion rates as a way to allocate scarce dollars. Improving these rates is also one way to increase the future stream of tuition; students who can't pass introductory classes like ASTRO101 won't enroll and pay tuition for the next level, and they won't complete their degree. So what can you, a mere professor of astronomy, do? Tired of the "What do you want me to know?" questions? Provide your students with learner-centered structures to help them learn more deeply. Do your students resist active-engagement techniques and hate group work? Share empowerment strategies for helping students become active, responsible learners who can thrive in a learner-centered environment. Do you think that it's wrong for the freshman classes to be over-crowded, yet your sophomore classes don't get enough students or don't even exist? After using the proven curriculum of On Course, college and universities across the country have improved their retention across a wide range of disciplines (http://www.OnCourseWorkshop.com/Data.htm). Experience a sample of the fun and engaging activities developed over two decades to help students (1) accept personal responsibility, (2) discover self motivation, (3) master self-management, (4) use interdependence, (5) gain self-awareness, (6) adopt lifelong learning, (7) develop emotional intelligence, and (8) believe in themselves. Since this is only a one-hour workshop, we will focus on choices one and four: to be successful, students need to see themselves as the primary cause of their outcomes and experiences and to build mutually supportive relationships in our classroom and labs. Outcomes: (1) one ASTRO101 Course-ready activity to help students accept personal responsibility; (2) one ASTRO101 Course

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Teacher Investment in Learner Identity

ERIC Educational Resources Information Center

Reeves, Jenelle

2009-01-01

From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings…

Fashion Design: Designing a Learner-Active, Multi-Level High School Course

ERIC Educational Resources Information Center

Nelson, Diane

2009-01-01

A high school fashion design teacher has much in common with the ringmaster of a three-ring circus. The challenges of teaching a hands-on course are to facilitate the entire class and to meet the needs of individual students. When teaching family and consumer sciences, the goal is to have a learner-active classroom. Revamping the high school's…

The Effectiveness of Cooperative Learning Activities in Enhancing EFL Learners' Fluency

ERIC Educational Resources Information Center

Alrayah, Hassan

2018-01-01

This research-paper aims at examining the effectiveness of cooperative learning activities in enhancing EFL learners' fluency. The researcher has used the descriptive approach, recorded interviews for testing fluency as tools of data collection and the software program SPSS as a tool for the statistical treatment of data. Research sample consists…

Do Specific Classroom Reading Activities Predict English Language Learners' Later Reading Achievement?

ERIC Educational Resources Information Center

Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros Fatima

2017-01-01

This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading…

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

ERIC Educational Resources Information Center

Luo, Tian; Clifton, Lacey

2017-01-01

Aim/Purpose: The purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging.…

Collaborative Dialogue in Learner-Learner and Learner-Native Speaker Interaction

ERIC Educational Resources Information Center

Dobao, Ana Fernandez

2012-01-01

This study analyses intermediate and advanced learner-learner and learner-native speaker (NS) interaction looking for collaborative dialogue. It investigates how the presence of a NS interlocutor affects the frequency and nature of lexical language-related episodes (LREs) spontaneously generated during task-based interaction. Twenty-four learners…

Higher order thinking skills competencies required by outcomes-based education from learners.

PubMed

Chabeli, M M

2006-08-01

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from 'transmission' models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

Participatory Multimedia Learning: Engaging Learners

ERIC Educational Resources Information Center

Kiili, Kristian

2005-01-01

The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the…

Popular Culture, English Out-of-Class Activities, and Learner Autonomy among Highly Proficient Secondary Students in Hong Kong

ERIC Educational Resources Information Center

Chan, Hoi Wing

2016-01-01

This paper reports on how and why proficient learners of English in Hong Kong participated in popular culture, out-of-class activities, with an emphasis on their development of learner autonomy. Autonomy in language learning is defined as an individual's ability and responsibility to take charge of his or her own learning [1]. Out-of-class…

Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings.

PubMed

Sun, Peijian Paul; Teng, Lin Sophie

2017-12-01

This study revisited Reid's (1987) perceptual learning style preference questionnaire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-language (CSL) context. If not, what are CSL learners' learning styles drawing on the PLSPQ? The PLSPQ was first re-examined through reliability analysis and confirmatory factor analysis (CFA) with 224 CSL learners. The results showed that Reid's six-factor PLSPQ could not satisfactorily explain the CSL learners' learning styles. Exploratory factor analyses were, therefore, performed to explore the dimensionality of the PLSPQ in the CSL context. A four-factor PLSPQ was successfully constructed including auditory/visual, kinaesthetic/tactile, group, and individual styles. Such a measurement model was cross-validated through CFAs with 118 CSL learners. The study not only lends evidence to the literature that Reid's PLSPQ lacks construct validity, but also provides CSL teachers and learners with insightful and practical guidance concerning learning styles. Implications and limitations of the present study are discussed.

Trusting early learners with critical professional activities through emergency medical technician certification.

PubMed

Brenner, Judith; Bird, Jeffrey; Ginzburg, Samara B; Kwiatkowski, Thomas; Papasodero, Vincent; Rennie, William; Schlegel, Elisabeth; Ten Cate, Olle; Willey, Joanne M

2018-03-08

Two dominant themes face medical education: developing integrated curricula and improving the undergraduate medical education (UME) to graduate medical education (GME) transition. An innovative solution to both of these challenges at the Zucker School of Medicine has been the application of the cognitive apprenticeship framework in requiring emergency medical technician (EMT) certification during the first course in medical school as the core on which to build an integrated curriculum and provide entrustable clinical skills. Beginning with the Class of 2011, student feedback about the short-term impact of the experience was collected annually. In addition, perceptions of near graduates and alumni were surveyed in 2017 to explore the long-term impact of the experience. Theme analysis was conducted via inductive coding. Both first-year and more experienced learners report the value of the EMT curriculum as an integrated component of the first course of medical school. Reported positive long-term impacts included the first-hand observation of social determinants of health and interprofessionalism. Negative comments by early learners focused on course logistics, whereas older learners recalled the variability of clinical experiences during ambulance runs. The integration of the EMT curriculum as a core component of the first course serves multiple purposes: 1) it provides the foundation of a spiral learning approach; 2) it contextualizes the basic sciences within clinical practice; 3) it provides opportunities for students to engage in authentic clinical activities under the guidance of mentors; 4) it introduces students to the interdisciplinary nature of medicine; and 5) it serves as the first entrustable professional activity (EPA) for our students.

Fostering learners' reflection and self-assessment.

PubMed

Westberg, J; Jason, H

1994-05-01

In most medical schools and residency programs, little or no attention is given to fostering learners' reflection or self-assessment. Yet learners who do not value or who are not effective at these skills are unlikely to extract the maximum benefit from their education. They are at risk of becoming unsafe physicians. To be optimally helpful, teachers need access to the diagnostic information about learners that is provided by their reflections and self-assessments. There are major barriers to learners being reflective and self-assessing. Medicine is dominated by unreflective doing. In the fiercely competitive environment of many teaching programs, many learners correctly perceive that it is unsafe to reveal their fears and deficiencies. Learners often retain this cautious posture even after moving to programs where it is unnecessary. Many learners and teachers have grown accustomed to authoritarian educational approaches in which teachers decide what the learners need and unilaterally evaluate their performance. In this review of the available literature, we summarize the compelling reasons for fostering reflection and self-assessment and for helping learners become their own coaches. Specific strategies and tools for creating programs that foster these values and activities are presented.

Motivation Classification and Grade Prediction for MOOCs Learners

PubMed Central

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker. PMID:26884747

Motivation Classification and Grade Prediction for MOOCs Learners.

PubMed

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker.

Tussle Over English-Language Learners

ERIC Educational Resources Information Center

Zehr, Mary Ann

2007-01-01

In the past decade, Harrisonburg, Virginia, has become a magnet for immigrant families drawn to jobs in the poultry and construction industries. More than 1,600 of the school district's 4,400 students are English-learners. The largest group of newcomers are Latinos, followed by Kurdish and Russian refugees. In this article, the author discusses a…

Learner-Centred Education and "Cultural Translation"

ERIC Educational Resources Information Center

Thompson, Paul

2013-01-01

This paper contests the proposal that learner-centred education (LCE) may simply be a western construct, irrelevant to the current educational needs of developing countries, by arguing that its specific forms will be more effective when introduced through small-scale institutional relationships than through large-scale contracts with national…

The Effects of Pre-Reading Activities on Reading Comprehension of Iranian EFL Learners

ERIC Educational Resources Information Center

Moghaddam, Nahid Nemati; Mahmoudi, Asgar

2016-01-01

This study investigated the effects of three types of pre-reading activities (movie-watching, vocabulary presentation, and pre-reading summarization) on the reading comprehension of 76 elementary-level EFL Iranian learners. The participants were randomly assigned to one control and three experimental conditions and then a pretest was given to…

Scaffolding Learner-Centered Curricular Coherence Using Learning Maps and Diagnostic Assessments Designed around Mathematics Learning Trajectories

ERIC Educational Resources Information Center

Confrey, Jere; Gianopulos, Garron; McGowan, William; Shah, Meetal; Belcher, Michael

2017-01-01

The paper describes how designers used the construct of learning trajectories to create a tool, Math-Mapper 6-8, to help scaffold curricula toward increased learner-centered coherence. It defines "learner-centered curricular coherence" as "an organizational means to promote a high likelihood that each learner traverses one of many…

Learner-Content, Learner-Instructor, and Learner-Learner Interaction in a Web-Enhanced, Internet Videoconference AP Calculus Course

ERIC Educational Resources Information Center

Einfeld, Dana Hobbs

2014-01-01

The purpose of this action research was to investigate how the use of technology promotes interaction to foster high school students' mathematical understanding. This mixed method study is guided by social-constructivist theory (Vygotsky, 1978) and framed within Moore's (1989) model of learner-content, learner-instructor, and learner-learner…

The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction through Recasts

ERIC Educational Resources Information Center

Révész, Andrea; Sachs, Rebecca; Hama, Mika

2014-01-01

This investigation examined two techniques that may help learners focus on second language (L2) constructions when recasts are provided during meaning-based communicative activities: altering the cognitive complexity of tasks and manipulating the input frequency distributions of target constructions. We first independently assessed the validity of…

Linguistic Turn and Gendering Language in the Cambridge Advanced Learner's Dictionary

ERIC Educational Resources Information Center

Arimbi, Diah A.; Kwary, Deny A.

2016-01-01

Language constructs how humans perceive things. Since language is a human construction, it tends to be biased as it is mainly men's construction. Using gender perspectives, this paper attempts to discuss the imbalance in gender representations found in the examples given in an English learner's dictionary, that is, the "Cambridge Advanced…

The Development of Expert Learners in the Classroom

ERIC Educational Resources Information Center

Rahman, Saemah; Mahmud, Zuria; Yassin, Siti Fatimah Mohd; Amir, Ruslin; Ilias, Khadijah Wan

2010-01-01

The term "expert learner" refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that…

Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

ERIC Educational Resources Information Center

Jameson, Molly M.; Fusco, Brooke R.

2014-01-01

Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have…

The Outcome of Constructive Alignment between Open Educational Services and Learners' Needs, Employability and Capabilities Development: Heutagogy and Transformative Migration among Underprivileged Learners in Rwanda

ERIC Educational Resources Information Center

Nkuyubwatsi, Bernard

2016-01-01

While teachers play an important role in education and supporting learning, many learners in under-resourced settings are not privileged to have access to teachers. Some of these underprivileged learners deal with the issue by engaging in self-determined and self-directed learning. Their efforts sometimes pay off with access to formal higher…

Using a Network of Strategies Rubric to become a Self-Regulated Learner

ERIC Educational Resources Information Center

Schmitt, Maribeth Cassidy

2011-01-01

Clay's work regarding how learners develop independent, strategic control over the process of constructing meaning from written texts indicates that all learners need a flexible repertoire of strategies as a network for: (a) "problem solving" or working on text on the run, (b) "self-monitoring" of the message for clarity and coherence, and (c)…

EFL Learners' Grammatical Awareness through Accumulating Formulaic Sequences of Morphological Structure (-ing)

ERIC Educational Resources Information Center

Kashiwagi, Kazuko; Ito, Yukiko

2017-01-01

Even young EFL learners who have not yet learned L2 grammar will notice language patterns if, when retrieving exemplars ("item-based patterns"), they succeed in making form-meaning connections (FMCs). Item-based patterns, termed formulaic sequences (FS), serve as a basis for creative constructions. Although learners are implicitly…

Analyzing the Effects of Iranian EFL Textbooks on Developing Learners' Life Skills

ERIC Educational Resources Information Center

Khosravani, Mahboobeh; Khosravani, Mahmood; Khorashadyzadeh, Abbas

2014-01-01

Education is not an end, but a means to an end. The ultimate goal of education is to prepare students for their future life. Regarding this fact, English language classes and textbooks can be used as tools for improving learners' life skills. Meanwhile, informative textbooks with rich socio-cultural constructs that foster learners' life skills are…

Can pluralistic approaches based upon unknown languages enhance learner engagement and lead to active social inclusion?

NASA Astrophysics Data System (ADS)

Dahm, Rebecca

2017-08-01

One way to foster active social inclusion is to enable students to develop a positive attitude to "foreignness". Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners' first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French "quasi-monolingual" students to lose their fear of unknown languages and "foreignness" in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion.

Foreign Language Learners' Beliefs about CALL: The Case of a U.S. Midwestern University

ERIC Educational Resources Information Center

Sydorenko, Tetyana; Hsieh, Ching-Ni; Ahn, Seongmee; Arnold, Nike

2017-01-01

A significant body of research has examined language learners' attitudes toward particular technologies used in foreign language classrooms. However, literature is scarce on foreign language learners' beliefs toward computer-assisted language learning (CALL) in general. To narrow this gap, we investigated the constructs that compose a system of…

Airport Performance and Construction Enlargement Activities

NASA Astrophysics Data System (ADS)

Hanun, Y.; Setiawan, M. I.; Kurniasih, N.; Hasyim, C.; Ahmar, A. S.

2018-01-01

The evaluation of transportation infrastructure project should consider the contribution towards infrastructure growth. This research aims to analyze the effect of Construction enlargement activities towards airport performance. This research is correlation study. The population includes 148 airports in Indonesia. By using total sampling, there were 148 sample airports. The result shows that the construction enlargement activities variable has relatively strong relationship to Airport Performance variable, while the adjusted R Square score shows the increasing construction enlargement activities that affected by the other factors aside from airport performance.

Computing of Learner's Personality Traits Based on Digital Annotations

ERIC Educational Resources Information Center

Omheni, Nizar; Kalboussi, Anis; Mazhoud, Omar; Kacem, Ahmed Hadj

2017-01-01

Researchers in education are interested in modeling of learner's profile and adapt their learning experiences accordingly. When learners read and interact with their reading materials, they do unconscious practices like annotations which may be, a key feature of their personalities. Annotation activity requires readers to be active, to think…

Improving the EFL Learners' Speaking Ability through Interactive Storytelling

ERIC Educational Resources Information Center

Marzuki; Prayogo, Johannes Ananto; Wahyudi, Arwijati

2016-01-01

This present research was aimed to improve the EFL learners' speaking ability and their classroom activities through the implementation of Interactive Storytelling Strategy. Therefore, this study was directed to explore the beneficial of Interactive Storytelling that closely related to the EFL learners' everyday activities at their home and…

Between the Social and the Selfish: Learner Autonomy in Online Environments

ERIC Educational Resources Information Center

Lewis, Tim

2013-01-01

This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes…

The Indonesian EFL Learners' Motivation in Reading

ERIC Educational Resources Information Center

Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

2017-01-01

The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

New education system for construction of optical holography setup - Tangible learning with Augmented Reality

NASA Astrophysics Data System (ADS)

Yamaguchi, Takeshi; Yoshikawa, Hiroshi

2013-02-01

In case of teaching optical system construction, it is difficult to prepare the optical components for the attendance student. However the tangible learning is very important to master the optical system construction. It helps learners understand easily to use an inexpensive learning system that provides optical experiments experiences. Therefore, we propose the new education system for construction of optical setup with the augmented reality. To use the augmented reality, the proposed system can simulate the optical system construction by the direct hand control. Also, this system only requires an inexpensive web camera, printed makers and a personal computer. Since this system does not require the darkroom and the expensive optical equipments, the learners can study anytime, anywhere when they want to do. In this paper, we developed the system that can teach the optical system construction of the Denisyuk hologram and 2-step transmission type hologram. For the tangible learning and the easy understanding, the proposed system displays the CG objects of the optical components on the markers which are controlled by the learner's hands. The proposed system does not only display the CG object, but also display the light beam which is controlled by the optical components. To display the light beam that is hard to be seen directly, the learners can confirm about what is happening by the own manipulation. For the construction of optical holography setup, we arrange a laser, mirrors, a PBS (polarizing beam splitter), lenses, a polarizer, half-wave plates, spatial filters, an optical power meter and a recording plate. After the construction, proposed system can check optical setup correctly. In comparison with the learners who only read a book, the learners who use the system can construct the optical holography setup more quickly and correctly.

Adult Learners' Week in Australia.

ERIC Educational Resources Information Center

Cross, John

2002-01-01

Promotional materials and activities for Australia's Adult Learners Week, which are shaped by a variety of stakeholders , include media strategies and a website. Activities are evaluated using a market research company and website and telephone hotline statistics. (SK)

Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project

ERIC Educational Resources Information Center

Figg, Candace; McCartney, Robin

2010-01-01

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching/learning experience--middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their…

Learner-Content-Interface as an Approach for Self-Reliant and Student-Centered Learning

ERIC Educational Resources Information Center

Nicolay, Robin; Schwennigcke, Bastian; Sahl, Sarah; Martens, Alke

2015-01-01

Conceptualization and implementation of computer supported teaching and training is currently not tailored to the paradigm of learner centration. Many technical solutions lack transparency and consistency regarding the supported learner activities. An insight into learners activities correlated to learning tasks is needed. In this paper we outline…

Constructing a "Third Space" for EFL Learners: Where Language and Cultures Meet

ERIC Educational Resources Information Center

Liaw, Meei-Ling

2007-01-01

Efforts have been made by language educators and researchers to use computer technology to assist L2 learners' growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration…

Cross-Language Activation in Children's Speech Production: Evidence from Second Language Learners, Bilinguals, and Trilinguals

ERIC Educational Resources Information Center

Poarch, Gregory J.; van Hell, Janet G.

2012-01-01

In five experiments, we examined cross-language activation during speech production in various groups of bilinguals and trilinguals who differed in nonnative language proficiency, language learning background, and age. In Experiments 1, 2, 3, and 5, German 5- to 8-year-old second language learners of English, German-English bilinguals,…

EFL Proficiency in Language Learning and Learner Autonomy Perceptions of Turkish Learners

ERIC Educational Resources Information Center

Ünal, Süleyman; Çeliköz, Nadir; Sari, Irfan

2017-01-01

The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners' perceptions of learner autonomy with ELT learner's proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners' autonomy perceptions are affected by proficiency level of learners.…

Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

ERIC Educational Resources Information Center

Borup, Jered

2016-01-01

Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and…

Elementary School EFL Learners' Vocabulary Learning: The Effects of Post-Reading Activities

ERIC Educational Resources Information Center

Atay, Derin; Kurt, Gokce

2006-01-01

As language learning involves the acquisition of thousands of words, teachers and learners alike would like to know how vocabulary learning can be fostered, especially in EFL settings where learners frequently acquire impoverished lexicons, despite years of formal study. Research indicates that reading is important but not sufficient for…

Constructing Knowledge about the Trigonometric Functions and Their Geometric Meaning on the Unit Circle

ERIC Educational Resources Information Center

Altman, Renana; Kidron, Ivy

2016-01-01

Processes of knowledge construction are investigated. A learner is constructing knowledge about the trigonometric functions and their geometric meaning on the unit circle. The analysis is based on the dynamically nested epistemic action model for abstraction in context. Different tasks are offered to the learner. In his effort to perform the…

The Politics of Naming: Critiquing "Learner-Centred" and "Teacher as Facilitator" in English Language and Humanities Classrooms

ERIC Educational Resources Information Center

Ha, Phan Le

2014-01-01

"Learner-centred" and "teacher as facilitator," among the most influential concepts (re)shaping education over the past decades, are often represented as bringing democratic participation, equality, and empowerment to learners and helping transform and liberate societies. At the same time, these concepts are constructed in…

Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction

ERIC Educational Resources Information Center

Andersen, Jeffery C.

2013-01-01

The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants' demographic data, learner-instructor interaction data, learner-social…

The Effect of Reading on Second-Language Learners' Production in Tasks

ERIC Educational Resources Information Center

Collentine, Karina

2016-01-01

Tasks provide engaging ways to involve learners in meaningful, real-world activities with the foreign language (FL). Yet selecting classroom tasks suitable to learners' linguistic readiness is challenging, and task-based research is exploring the relationship between learners' overall abilities (e.g., reading, grammatical) and the complexity and…

Learner-Created Podcasts: Students' Stories with Music

ERIC Educational Resources Information Center

Bolden, Benjamin

2013-01-01

This article describes uses for podcasts in music education, focusing on learner-created podcasts as an opportunity for students to construct and represent knowledge. The author outlines a podcast assignment that enables secondary and postsecondary students to examine and more deeply understand the meaning music holds for them and the role it has…

Developing Responsible Learners

ERIC Educational Resources Information Center

Gautum, Satyen; Jangam, Sachin; Loh, Kai Chee

2018-01-01

Developing responsible learners is one of the key education challenges of our time. Education literature suggests that for students to see themselves as active and necessary participants in their own learning, it is important that they view themselves as stakeholders in education. This research aims at exploring the effectiveness of instructional…

Factors Driving Learner Success in Online Professional Development

ERIC Educational Resources Information Center

Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

2014-01-01

This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online…

Exploring the Interactive Patterns of Concept Map-Based Online Discussion: A Sequential Analysis of Users' Operations, Cognitive Processing, and Knowledge Construction

ERIC Educational Resources Information Center

Wu, Sheng-Yi; Chen, Sherry Y.; Hou, Huei-Tse

2016-01-01

Concept maps can be used as a cognitive tool to assist learners' knowledge construction. However, in a concept map-based online discussion environment, studies that take into consideration learners' manipulative actions of composing concept maps, cognitive process among learners' discussion, and social knowledge construction at the same time are…

Independence Pending: Teacher Behaviors Preceding Learner Problem Solving

ERIC Educational Resources Information Center

Roesler, Rebecca A.

2017-01-01

The purposes of the present study were to identify the teacher behaviors that preceded learners' active participation in solving musical and technical problems and describe learners' roles in the problem-solving process. I applied an original model of problem solving to describe the behaviors of teachers and students in 161 rehearsal frames…

A Pluriliteracies Approach to Content and Language Integrated Learning--Mapping Learner Progressions in Knowledge Construction and Meaning-Making

ERIC Educational Resources Information Center

Meyer, Oliver; Coyle, Do; Halbach, Ana; Schuck, Kevin; Ting, Teresa

2015-01-01

Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject…

Adults' Perceptions of Knowledge Construction as Participants in Nonformal World Affairs Programs: An Interpretive Study

ERIC Educational Resources Information Center

Yelich Biniecki, Susan M.

2015-01-01

The purpose of this interpretive research study was to explore how adult learners perceive they construct knowledge in connection to their participation in nonformal world affairs programs. The study context involved the exploration of 12 adult learners' perceptions of their knowledge construction as participants in world affairs programs held in…

Spatial ability of slow learners based on Hubert Maier theory

NASA Astrophysics Data System (ADS)

Permatasari, I.; Pramudya, I.; Kusmayadi, T. A.

2018-03-01

Slow learners are children who have low learning achievement (under the average of normal children) in one or all of the academic field, but they are not classified as a mentally retarded children. Spatial ability developed according to age and level of knowledge possessed, both from the neighborhood and formal education. Analyzing the spatial ability of students is important for teachers, as an effort to improve the quality of learning for slow learners. Especially on the implementation of inclusion school which is developing in Indonesia. This research used a qualitative method and involved slow learner students as the subject. Based on the data analysis it was found the spatial ability of slow learners, there were: spatial perception, students were able to describe the other shape of object when its position changed; spatial visualisation, students were able to describe the materials that construct an object; mental rotation, students cannot describe the object being rotated; spatial relation, students cannot describe the relations of same objects; spatial orientation, students were able to describe object from the others perspective.

Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons

ERIC Educational Resources Information Center

Maccagnano, Ann Marie

2007-01-01

Educators can identify children's strengths early on and gain insight into each student's unique abilities by using the numerous ideas and informal assessments in this exciting guide. Gifted and talented specialist Ann Maccagnano offers K-8 teachers challenging activities and engaging lessons to develop and nurture gifted learners' talents.…

Becoming Adult Learners: Principles and Practices for Effective Development

ERIC Educational Resources Information Center

Drago-Severson, Eleanor

2004-01-01

This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth…

41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 41 Public Contracts and Property Management 1 2013-07-01 2013-07-01 false Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 41 Public Contracts and Property Management 1 2014-07-01 2014-07-01 false Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 41 Public Contracts and Property Management 1 2011-07-01 2009-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 41 Public Contracts and Property Management 1 2012-07-01 2009-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

Annotation-Based Learner's Personality Modeling in Distance Learning Context

ERIC Educational Resources Information Center

Omheni, Nizar; Kalboussi, Anis; Mazhoud, Omar; Kacem, Ahmed Hadj

2016-01-01

Researchers in distance education are interested in observing and modeling learners' personality profiles, and adapting their learning experiences accordingly. When learners read and interact with their reading materials, they do unselfconscious activities like annotation which may be key feature of their personalities. Annotation activity…

Re-Awakening the Learner: Creating Learner-Centric, Standards-Driven Schools

ERIC Educational Resources Information Center

Stoll, Copper; Giddings, Gene

2012-01-01

Transformation of public education requires the reawakening of the sleeping giant in the room: the learners. Students, teachers, and principals must develop a learner-centric, standards-driven school. "Reawakening the Learner" is a guide to creating just such an environment. Continua describe the journey of teachers, teacher leaders, and…

Double Object Constructions in L3 English: An Exploratory Study of Morphological and Semantic Constraints

ERIC Educational Resources Information Center

Agirre, Ainara Imaz; García Mayo, María del Pilar

2014-01-01

The present study examines the acquisition of double object constructions (DOCs) ("Susan gave Peter an apple") by 90 Basque/Spanish learners of English as a third language (L3). The aim of this study was to explore whether (i) learners established a distinction when accepting DOCs vs. prepositional phrase constructions (PPCs)…

Effects of Matching Teaching Strategy to Thinking Style on Learner's Quality of Reflection in an Online Learning Environment

ERIC Educational Resources Information Center

Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Liu, Chia-Chi

2011-01-01

Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners' reflection levels can be improved if teaching strategies are adapted to fit with learners' thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive,…

Expanded Perspectives on Autonomous Learners

ERIC Educational Resources Information Center

Oxford, Rebecca L.

2015-01-01

This paper explores two general perspectives on autonomous learners: psychological and sociocultural. These perspectives introduce a range of theoretically grounded facets of autonomous learners, facets such as the self-regulated learner, the emotionally intelligent learner, the self-determined learner, the mediated learner, the socioculturally…

Why Do Learners Choose Online Learning: The Learners' Voices

ERIC Educational Resources Information Center

Ilgaz, Hale; Gulbahar, Yasemin

2017-01-01

Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not…

Differences in HIV knowledge and sexual practices of learners with intellectual disabilities and non-disabled learners in Nigeria

PubMed Central

Aderemi, Toyin J; Pillay, Basil J; Esterhuizen, Tonya M

2013-01-01

Introduction Individuals with intellectual disabilities are rarely targeted by the current human immunodeficiency virus (HIV) response, thereby reducing their access to HIV information and services. Currently, little is known about the HIV knowledge and sexual practices of young Nigerians with intellectual disabilities. Thus, this study sought to compare the HIV knowledge and sexual practices of learners with mild/moderate intellectual disabilities and non-disabled learners (NDL) in Nigeria. Findings could help in the development of HIV interventions that are accessible to Nigerian learners with intellectual impairments. Methods This cross-sectional, comparative study utilized a survey to investigate HIV knowledge and sexual practices among learners with mild/moderate intellectual disabilities and NDL in Nigeria. Learners with mild/moderate intellectual disabilities (n=300) and NDL (n=300) within the age range of 12 to 19 years drawn from schools across Oyo State, Nigeria, completed a structured questionnaire to assess their knowledge of HIV transmission and sexual practices. Results Significantly more learners with mild/moderate intellectual disabilities (62.2%) than NDL 48 (37.8%) reported having sexual experience (p=0.002). Of the sexually experienced female learners with mild/moderate intellectual disabilities, 28 (68.3%) reported history of rape compared with 9 (2.9%) of female NDL (p=0.053). Intellectual impairment was significantly associated with lower HIV transmission knowledge scores (p<0.001). Learners with mild/moderate intellectual disabilities were less likely than NDL (p<0.001) to have heard about HIV from most of the common sources of HIV information. In addition, when compared with non-disabled learners, learners with mild/moderate intellectual disabilities were significantly more likely to have reported inconsistent condom use with boyfriends/girlfriends (p<0.001), with casual sexual partners (p<0.001) and non-use of condom during last sexual

KnowledgePuzzle: A Browsing Tool to Adapt the Web Navigation Process to the Learner's Mental Model

ERIC Educational Resources Information Center

AlAgha, Iyad

2012-01-01

This article presents KnowledgePuzzle, a browsing tool for knowledge construction from the web. It aims to adapt the structure of web content to the learner's information needs regardless of how the web content is originally delivered. Learners are provided with a meta-cognitive space (e.g., a concept mapping tool) that enables them to plan…

Practices and Prospects of Learner Autonomy: Teachers' Perceptions

ERIC Educational Resources Information Center

Al Asmari, AbdulRahman

2013-01-01

Language learning process works through the learners' own reflection on how they learn and it makes learners active in the sense that they learn to analyze their learning strategies. So they start making decisions, e.g., whether to improve them or not, and in which way. Generally, this trait is missing in traditional language teaching process and…

A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners

ERIC Educational Resources Information Center

Can, Cem

2017-01-01

As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as…

Patterns of Knowledge Construction

ERIC Educational Resources Information Center

Chang, Bo

2018-01-01

The purpose of this study was to identify knowledge construction patterns in a local learning community. Observation, documents, and semistructured interviews were employed to collect data. Twenty learners were interviewed. Data were analyzed inductively using the constant comparative method. Five major patterns--radiation, circulation,…

The Role of Oral Reading Fluency in ESL Reading Comprehension among Learners of Different First Language Backgrounds

ERIC Educational Resources Information Center

Jiang, Xiangying

2016-01-01

This study discusses the construct of oral reading fluency and examines its relationship to reading comprehension among adult English-as-a-Second-Language (ESL) learners of four first language (L1) backgrounds. One hundred and forty-nine adult learners of English with Arabic, Japanese, Spanish and Chinese language backgrounds participated in this…

Providing Effective Learner Support for Part-Time Learners. Research Report

ERIC Educational Resources Information Center

Barker, Philip; Crawley, Jim

2005-01-01

Learner support, defined as the strategies which empower learners to establish and fulfill their learning, career and personal potential, continues to be a key issue in current thinking in the post-16 education sector. An earlier project report from the West Country Learning and Skills Research Network (WCLSRN) showed that part-time learners were…

The Planning Illusion: Does Active Planning of a Learning Route Support Learning as Well as Learners Think It Does?

ERIC Educational Resources Information Center

Bonestroo, Wilco J.; de Jong, Ton

2012-01-01

Is actively planning one's learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on learning. Participants received a tool in which they created a learning route themselves before…

Critical thinking and creativity in nursing: learners' perspectives.

PubMed

Chan, Zenobia C Y

2013-05-01

Although the development of critical thinking and the development of creativity are major areas in nursing programme, little has been explored about learners' perspectives towards these two concepts, especially in Chinese contexts. This study aimed to reveal nursing learners' perspectives on creativity and critical thinking. Qualitative data collection methods were adopted, namely group interviews and concept map drawings. The process of data collection was conducted in private rooms at a University. 36 nursing students from two problem-based learning classes were recruited in two groups for the study. After data collection, content analysis with axial coding approach was conducted to explore the narrative themes, to summarise the main ideas, and to make valid inferences from the connections among critical thinking, creativity, and other exogenous variables. Based on the findings, six major themes were identified: "revisiting the meanings of critical thinking"; "critical thinking and knowledge: partners or rivals?"; "is critical thinking criticising?"; "revising the meanings of creativity"; "creativity and experience: partners or rivals?"; and "should creativity be practical?". This study showed that learners had diverse perspectives towards critical thinking and creativity, and their debate on these two domains provided implications on nursing education, since the voices of learners are crucial in teaching. By closing the gap between learners and educators, this study offered some insights on nursing education in the new curriculum, in particular to co-construct nursing knowledge which is student-driven, and to consider students' voices towards understanding and applying creativity and critical thinking in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

Ubiquitous Mobile Knowledge Construction in Collaborative Learning Environments

PubMed Central

Baloian, Nelson; Zurita, Gustavo

2012-01-01

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs). PMID:22969333

Ubiquitous mobile knowledge construction in collaborative learning environments.

PubMed

Baloian, Nelson; Zurita, Gustavo

2012-01-01

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

Constructing Community in a Postsecondary Virtual Classroom

ERIC Educational Resources Information Center

Bielman, Virginia A.; Putney, Leann G.; Strudler, Neal

2003-01-01

Interactional ethnography with a social constructionist perspective was used as an orienting theoretical framework to investigate how a community of learners was constructed in a postsecondary distance education class. The question guiding this research was: How do the interactions of the participants in an on-line classroom construct the social…

Learner Personas in CALL

ERIC Educational Resources Information Center

Heift, Trude

2007-01-01

In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…

Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

ERIC Educational Resources Information Center

Ching, Yu-Hui

2014-01-01

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher…

Interlanguage Passive Construction

ERIC Educational Resources Information Center

Simargool, Nirada

2008-01-01

Because the appearance of the passive construction varies cross linguistically, differences exist in the interlanguage (IL) passives attempted by learners of English. One such difference is the widely studied IL pseudo passive, as in "*new cars must keep inside" produced by Chinese speakers. The belief that this is a reflection of L1 language…

Team Regulation, Regulation of Social Activities or Co-Regulation: Different Labels for Effective Regulation of Learning in CSCL

ERIC Educational Resources Information Center

Saab, Nadira

2012-01-01

Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the domain of CSCL. Next to the regulation of task performance, the interaction between learners who…

New Wine in Old Skins: Changing Patterns in the Governing of the Adult Learner in Sweden

ERIC Educational Resources Information Center

Fejes, Andreas

2005-01-01

This paper explores the ways in which the adult learner has been governed in recent years and whether the techniques for doing this have changed over the last 50 years. The focus is first on which adult subject (adult learner) is constructed in the material analysed. What kinds of subjects are governed? This is followed by an analysis of what…

A Comprehensive Review of Learner-Control: The Role of Learner Characteristics.

ERIC Educational Resources Information Center

Williams, Michael D.

This paper reviews findings from over 70 published studies investigating various facets of learner-control in computer-based instruction (CBI). General conclusions about the relative effectiveness of learner-control versus program-control are equivocal. Across these studies, however, are strong suggestions that individual learner differences can…

The effects of data-driven learning activities on EFL learners' writing development.

PubMed

Luo, Qinqin

2016-01-01

Data-driven learning has been proved as an effective approach in helping learners solve various writing problems such as correcting lexical or grammatical errors, improving the use of collocations and generating ideas in writing, etc. This article reports on an empirical study in which data-driven learning was accomplished with the assistance of the user-friendly BNCweb, and presents the evaluation of the outcome by comparing the effectiveness of BNCweb and a search engine Baidu which is most commonly used as reference resource by Chinese learners of English as a foreign language. The quantitative results about 48 Chinese college students revealed that the experimental group which used BNCweb performed significantly better in the post-test in terms of writing fluency and accuracy, as compared with the control group which used the search engine Baidu. However, no significant difference was found between the two groups in terms of writing complexity. The qualitative results about the interview revealed that learners generally showed a positive attitude toward the use of BNCweb but there were still some problems of using corpora in the writing process, thus the combined use of corpora and other types of reference resource was suggested as a possible way to counter the potential barriers for Chinese learners of English.

Maximising Asian ESL Learners' Communicative Oral English via Drama

ERIC Educational Resources Information Center

Gill, Chamkaur

2016-01-01

This paper proposes that activities based on a variety of drama-based techniques could be valuable in giving Asian ESL learners opportunities to use communicative spoken English confidently and without restraint during their time in English-language-speaking countries. These learners often get anxious when in situations where they are required to…

Epistemic Gameplay and Discovery in Computational Model-Based Inquiry Activities

ERIC Educational Resources Information Center

Wilkerson, Michelle Hoda; Shareff, Rebecca; Laina, Vasiliki; Gravel, Brian

2018-01-01

In computational modeling activities, learners are expected to discover the inner workings of scientific and mathematical systems: First elaborating their understandings of a given system through constructing a computer model, then "debugging" that knowledge by testing and refining the model. While such activities have been shown to…

Supporting Reflective Activities in Information Seeking on the Web

NASA Astrophysics Data System (ADS)

Saito, Hitomi; Miwa, Kazuhisa

Recently, many opportunities have emerged to use the Internet in daily life and classrooms. However, with the growth of the World Wide Web (Web), it is becoming increasingly difficult to find target information on the Internet. In this study, we explore a method for developing the ability of users in information seeking on the Web and construct a search process feedback system supporting reflective activities of information seeking on the Web. Reflection is defined as a cognitive activity for monitoring, evaluating, and modifying one's thinking and process. In the field of learning science, many researchers have investigated reflective activities that facilitate learners' problem solving and deep understanding. The characteristics of this system are: (1) to show learners' search processes on the Web as described, based on a cognitive schema, and (2) to prompt learners to reflect on their search processes. We expect that users of this system can reflect on their search processes by receiving information on their own search processes provided by the system, and that these types of reflective activity helps them to deepen their understanding of information seeking activities. We have conducted an experiment to investigate the effects of our system. The experimental results confirmed that (1) the system actually facilitated the learners' reflective activities by providing process visualization and prompts, and (2) the learners who reflected on their search processes more actively understood their own search processes more deeply.

Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2015-01-01

Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between…

Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2016-01-01

Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between…

Learner Councils in South African Schools: Adult Involvement and Learners' Rights

ERIC Educational Resources Information Center

Hunt, Frances

2014-01-01

Each secondary school in South Africa is legally obliged to establish a representative council of learners, a democratically elected, learner-only council. This article looks at how the representative councils of learners are realised in practice in four secondary schools. Three research questions focus on the practice of representative councils…

Focus on Form, Learner Uptake and Subsequent Lexical Gains in Learners' Oral Production

ERIC Educational Resources Information Center

Alcon-Soler, Eva

2009-01-01

This descriptive study reports findings on the relationship between focus on form, learner uptake and subsequent lexical gains in learners' oral production. The data for the study consisted in 17 45-minute audio-recorded teacher-led conversations, 204 learners' diaries (17 sessions x 12 learners) reporting what they had learned after each…

Listening to Learners.

ERIC Educational Resources Information Center

Ravenhall, Mark

This booklet looks at the role of learner feedback in the quality improvement process. It suggests how adult and community learning (ACL) providers can adapt and improve their practice to meet the needs of learners in the changed policy context. Chapter 1 explores why providers should listen to learners and finds that listening to learners…

Developing "Assessment Capable" Learners

ERIC Educational Resources Information Center

Frey, Nancy; Fisher, Douglas; Hattie, John

2018-01-01

For students, the authors argue, the ability to assess their own learning--that is, to actively understand their own progress and trajectory--can have a significant impact on achievement levels. The authors discuss factors associated with "assessment-capable learners" and offer examples of how to foster such characteristics in classrooms.

Effectiveness of a Learner-Directed Model for e-Learning

ERIC Educational Resources Information Center

Lee, Stella; Barker, Trevor; Kumar, Vivekanandan Suresh

2016-01-01

It is a hard task to strike a balance between extents of control a learner exercises and the amount of guidance, active or passive, afforded by the learning environment to guide, support, and motivate the learner. Adaptive systems strive to find the right balance in a spectrum that spans between self-control and system-guidance. They also concern…

Feedback in a clinical setting: A way forward to enhance student's learning through constructive feedback.

PubMed

Sultan, Amber Shamim; Mateen Khan, Muhammad Arif

2017-07-01

Feedback is considered as a dynamic process in which information about the observed performance is used to promote the desirable behaviour and correct the negative ones. The importance of feedback is widely acknowledged, but still there seems to be inconsistency in the amount, type and timing of feedback received from the clinical faculty. No significant effort has been put forward from the educator end to empower the learners with the skills of receiving and using the feedback effectively. Some institutions conduct faculty development workshops and courses to facilitate the clinicians on how best to deliver constructive feedback to the learners. Despite of all these struggles learners are not fully satisfied with the quality of feedback received from their busy clinicians. The aim of this paper is to highlight what actually feedback is, type and structure of feedback, the essential components of a constructive feedback, benefits of providing feedback, barriers affecting the provision of timely feedback and different models used for providing feedback. The ultimate purpose of this paper is to provide sufficient information to the clinical directors that there is a need to establish a robust system for giving feedback to learners and to inform all the clinical educators with the skills required to provide constructive feedback to their learners. For the literature review, we had used the key words glossary as: Feedback, constructive feedback, barriers to feedback, principles of constructive feedback, Models of feedback, reflection, self-assessment and clinical practice etc. The data bases for the search include: Cardiff University library catalogue, Pub Med, Google Scholar, Web of Knowledge and Science direct.

Resolving Struggling Learners' Homework Difficulties: Working with Elementary School Learners and Parents

ERIC Educational Resources Information Center

Margolis, Howard

2005-01-01

Struggling learners and their parents often are exasperated by homework. They find it difficult, frustrating, and laborious, producing resistance, slipshod work, stress at home, and conflicts between struggling learners, parents, and school personnel. The author (1) identifies several causes of struggling learners' homework difficulties, (2)…

Impacts of the Problem-Based Learning Pedagogy on English Learners' Reading Comprehension, Strategy Use, and Active Learning Attitudes

ERIC Educational Resources Information Center

Lin, Lu-Fang

2017-01-01

This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners' reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were…

Promoting Creativity in International Business Education: A Protocol for Student-Constructed Cases

ERIC Educational Resources Information Center

Riordan, Diane A.; Sullivan, M. Cathy; Fink, Danny

2003-01-01

Case studies, including "archival cases," "documentary cases," "living cases," and "learner-generated cases," are popular teaching methods in the international business curriculum. In this paper we present a protocol for student-constructed cases, an extension of the learner-generated case, and provide an example using foreign currency exchange…

From Passive to Active Learners: The "Lived Experience" of Nurses in a Specialist Nephrology Nursing Education Programme

ERIC Educational Resources Information Center

Bridger, Jane

2007-01-01

Purpose: This study aims to explore the lived experience of learning for a group of staff nurses in the Middle East, who undertook a post-registration nursing education programme in the speciality of nephrology nursing (the NNP) between 2001 and 2002. The broad-based curriculum seeks to develop the staff nurses into active learners, able to…

Exploring Lifelong Learners Engaged in an Astronomy-Related Massively Open Online Course

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Wenger, Matthew; Formanek, Martin; Romine, James M.

2016-01-01

Massively open online courses (MOOCs) are becoming increasingly popular ways to reach diverse lifelong learners all over the world. Although MOOCs resemble more formal classes (e.g. videos of content, quizzes, activities), they are often used by informal audiences from home. Recently, MOOCs have become more utilized by universities to conduct outreach as they explore how to use MOOCs to reach new potential learners. Despite the rapid adaption of MOOCs, little is known about individuals who choose to take a MOOC, how they interact with the course materials, and what motivates them to finish the course.We present results of a study of lifelong learners engaged in an astronomy "101" MOOC. Through analysis of registered learners' behaviors as well as self-reported responses to a survey about science, we were able to characterize a subset of the learners engaged in the MOOC during its first offering. Overall, 25363 learners from over 100 countries registered for the MOOC. Of those, 14900 accessed at least one part of the course. Learners were recruited to complete a survey of their knowledge and attitudes towards science. Of the learner group who opened the course, 2889 individuals completed the survey, 2465 of those were able to be linked to their usage of the MOOC through a unique identifier.Learners represented a wide-range of ages, professions, and previous science experience. The best predictors for MOOC completion were engagement in the first activity and first writing assignment and engagement in the online forum. Learners were very interested in science prior to their registration, had higher basic science knowledge that most undergraduate students enrolled in a parallel astronomy course, and used online searches and science sites to get their information about science. As we reach out to a worldwide audience to learners in these massively open online courses, understanding their motivations and behaviors will be essential. This work is helping us understand and

Recasts, Metalinguistic Feedback, and Learners' Perceptions: A Case of Persian EFL Learners

ERIC Educational Resources Information Center

Rassaei, Ehsan; Moinzadeh, Ahmad

2014-01-01

In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then…

Chinese Learners of English See Chinese Words When Reading English Words.

PubMed

Ma, Fengyang; Ai, Haiyang

2018-06-01

The present study examines when second language (L2) learners read words in the L2, whether the orthography and/or phonology of the translation words in the first language (L1) is activated and whether the patterns would be modulated by the proficiency in the L2. In two experiments, two groups of Chinese learners of English immersed in the L1 environment, one less proficient and the other more proficient in English, performed a translation recognition task. In this task, participants judged whether pairs of words, with an L2 word preceding an L1 word, were translation words or not. The critical conditions compared the performance of learners to reject distractors that were related to the translation word (e.g., , pronounced as /bei 1/) of an L2 word (e.g., cup) in orthography (e.g., , bad in Chinese, pronounced as /huai 4/) or phonology (e.g., , sad in Chinese, pronounced as /bei 1/). Results of Experiment 1 showed less proficient learners were slower and less accurate to reject translation orthography distractors, as compared to unrelated controls, demonstrating a robust translation orthography interference effect. In contrast, their performance was not significantly different when rejecting translation phonology distractors, relative to unrelated controls, showing no translation phonology interference. The same patterns were observed in more proficient learners in Experiment 2. Together, these results suggest that when Chinese learners of English read English words, the orthographic information, but not the phonological information of the Chinese translation words is activated. In addition, this activation is not modulated by L2 proficiency.

When Are Powerful Learning Environments Effective? The Role of Learner Activities and of Students' Conceptions of Educational Technology

ERIC Educational Resources Information Center

Gerjets, Peter H.; Hesse, Friedrich W.

2004-01-01

The goal of this chapter is to outline a theoretical and empirical perspective on how learners' conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent…

Effects of Degree of Segmentation and Learner Disposition on Multimedia Learning

ERIC Educational Resources Information Center

Doolittle, Peter E.; Bryant, Lauren H.; Chittum, Jessica R.

2015-01-01

The construction of asynchronous learning environments often involves the creation of self-paced multimedia instructional episodes that provide the learner with control over the pacing of instruction (segmentation); however, does the amount of segmentation impact learning? This study explored the effects of the degree of segmentation on recall and…

The Influence of Township Schools on the Resilience of Their Learners

ERIC Educational Resources Information Center

Mampane, Ruth; Bouwer, Cecilia

2011-01-01

Many learners living in townships require protection and resilience to overcome obstacles and adversities in their context of development. The literature on resilience indicates strongly that resilience is embedded systemically. In the absence of constructive and supportive conditions in the home environment, the school would logically appear to…

The Nature and Level of Learner-Learner Interaction in a Chemistry Massive Open Online Course (MOOC)

ERIC Educational Resources Information Center

Tawfik, Andrew A.; Reeves, Todd D.; Stich, Amy E.; Gill, Anila; Hong, Chenda; McDade, Joseph; Pillutla, Venkata Sai; Zhou, Xiaoshu; Giabbanelli, Philippe J.

2017-01-01

Similar to other online courses, massive open online courses (MOOCs) often rely on learner-learner interaction as a mechanism to promote learning. However, little is known at present about learner-learner interaction in these nascent informal learning environments. While some studies have explored MOOC participant perceptions of learner-learner…

Learner and Faculty Support

ERIC Educational Resources Information Center

Guan, Sharon; Stanford, Daniel

2016-01-01

This chapter identifies effective ways to address learner and faculty support. It introduces methods for building a successful learner support system by providing sufficient resources and proactively addressing learner motivation. It also addresses effective faculty support through institutional policies, resources, training, and course…

Adult Learners.

ERIC Educational Resources Information Center

Brodzinski, Frederick R., Ed.; Shriberg, Arthur, Ed.

1984-01-01

Presents nine articles which provide a broad overview of issues and concerns related to the delivery of student services to adult learners. Specific topics include needs and interests of adult learners, marketing, special technology, adult resource centers, adult support groups, and the role of the chief student affairs officer. (JAC)

Reading component skills of learners in adult basic education.

PubMed

MacArthur, Charles A; Konold, Timothy R; Glutting, Joseph J; Alamprese, Judith A

2010-01-01

The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed.

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

PubMed Central

2015-01-01

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists. PMID:26430268

A Learner-led, Discussion-based Elective on Emerging Infectious Disease.

PubMed

Mathias, Clinton

2015-08-25

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

Recognition of Learner's Personality Traits through Digital Annotations in Distance Learning

ERIC Educational Resources Information Center

Omheni, Nizar; Kalboussi, Anis; Mazhoud, Omar; Kacem, Ahmed Hadj

2017-01-01

Researchers in distance education are interested in observing and modelling of learner's personality profile, and adapting their learning experiences accordingly. When learners read and interact with their reading materials, they do unselfconscious activities like annotation which may be a key feature of their personalities. Annotation activity…

Preparing Learners for e-Learning.

ERIC Educational Resources Information Center

Piskurich, George M., Ed.

This book presents methods business organizations and educational institutions can use to prepare their learners to become successful e-learners. "Preparing e-Learners for Self- Directed Learning" (Long) discusses self-direction as a prerequisite to e-learning and gives a list of ways to help enhance learners' self-directedness.…

Backwards and Forwards: An Approach to Understanding the Older Learner.

ERIC Educational Resources Information Center

Wolf, Mary Alice

At each age learning is a complex interaction of motivation, cognition, and development. In older adults, motivation is often related to a lifelong personality construct or personal meaning that an older individual will seek to play out when given the opportunity in late life. The needs of the older adult learner can be discussed in terms of…

The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

ERIC Educational Resources Information Center

Sharafi-Nejad, Maryam; Raftari, Shohreh; Bijami, Maryam; Khavari, Zahra; Ismail, Shaik Abdul Malik Mohamed; Eng, Lin Siew

2014-01-01

In general, incidental vocabulary acquisition is represented as the "picking up" of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannot be involved in reading…

Active Ageing and Universities: Engaging Older Learners. Research Report

ERIC Educational Resources Information Center

Phillipson, Chris; Ogg, Jim

2010-01-01

This report reviews the engagement of older learners (defined as those aged 50 and over) in education and training with particular reference to their involvement in higher education. The ageing of populations was one of the most important trends in the 20th century and will raise major challenges in this century. Appended are: (1) Selected UK…

Phantasmagoria of the Global Learner: Unlikely Global Learners and the Hierarchy of Learning

ERIC Educational Resources Information Center

Doerr, Neriko Musha

2017-01-01

Though the concept "global learner" has become a buzzword in education, few have critically analysed it. This article examines three types of "unlikely global learners" who are not usually considered global learners even though they could be, according to a current definition: Maori- English bilingual students in Aotearoa/New…

Promoting Learner Engagement when Working with Adult English Language Learners. CAELA Network Brief

ERIC Educational Resources Information Center

Miller, Susan Finn

2010-01-01

Teachers of adults learning English often compete with many demands on learners' attention. Concerns about family, jobs, money, and transportation; fatigue; and negative past experiences with education are some of the factors that might inhibit an adult learner's full engagement in class. In a study of learner engagement in adult literacy…

Guiding Learners into Reengagement through the SCALE Environment: An Empirical Study

ERIC Educational Resources Information Center

Verginis, Ilias; Gouli, Evangelia; Gogoulou, Agoritsa; Grigoriadou, Maria

2011-01-01

The paper presents the facilities offered by the open learner model maintained in the web-based, adaptive, activity-oriented learning environment SCALE (Supporting Collaboration and Adaptation in a Learning Environment), in order to guide online students who become disengaged and support their reengagement. The open learner model (OLM_SCALE)…

Learner-Information Interaction: A Macro-Level Framework Characterizing Visual Cognitive Tools

ERIC Educational Resources Information Center

Sedig, Kamran; Liang, Hai-Ning

2008-01-01

Visual cognitive tools (VCTs) are external mental aids that maintain and display visual representations (VRs) of information (i.e., structures, objects, concepts, ideas, and problems). VCTs allow learners to operate upon the VRs to perform epistemic (i.e., reasoning and knowledge-based) activities. In VCTs, the mechanism by which learners operate…

A Web Browser Interface to Manage the Searching and Organizing of Information on the Web by Learners

ERIC Educational Resources Information Center

Li, Liang-Yi; Chen, Gwo-Dong

2010-01-01

Information Gathering is a knowledge construction process. Web learners make a plan for their Information Gathering task based on their prior knowledge. The plan is evolved with new information encountered and their mental model is constructed through continuously assimilating and accommodating new information gathered from different Web pages. In…

PARTICULATE EMISSIONS FROM CONSTRUCTION ACTIVITIES

EPA Science Inventory

Although it has long been recognized that road and building construction activity constitutes an important source of PM emissions throughout the United States, until recently only limited research has been directed to its characterization. This paper presents the results of PM10...

The Application of Video Clips with Small Group and Individual Activities to Improve Young Learners' Speaking Performance

ERIC Educational Resources Information Center

Muslem, Asnawi; Mustafa, Faisal; Usman, Bustami; Rahman, Aulia

2017-01-01

This study investigated whether the application of video clips with small groups or with individual teaching-learning activities improved the speaking skills of young EFL learners the most; accordingly a quasi-experimental study with a pre-test, post-test design was done. The instrument used in this study was a test in the form of an oral test or…

Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners

ERIC Educational Resources Information Center

Ma, Tingting; Brown, Irving A.; Kulm, Gerald; Davis, Trina J.; Lewis, Chance W.; Allen, G. Donald

2016-01-01

From the perspectives of Graduate Research Assistants (GRAs), this study examines the design and implementation of a simulated teaching environment in "Second Life" (SL) for prospective teachers to teach algebra for diverse learners. Drawing upon the Learning-for-Use framework, the analyses provide evidence on the development of student…

Plays Well with Others: A Study of EFL Learner Reciprocity in Action

ERIC Educational Resources Information Center

Ozkose-Biyik, Cagri; Meskill, Carla

2015-01-01

Classroom observation studies suggest that the teacher-calculus is complex and sensitive to learner behaviors. In language education, this becomes particularly important due to strong emphasis on productive interpersonal interaction. This study set out to understand what constitutes positive learning behaviors in an EFL context. The construct of…

Learners' perspectives on the provision of condoms in South African public schools.

PubMed

de Bruin, W E; Panday-Soobrayan, S

2017-12-01

A stubborn health challenge for learners in South African public schools concerns sexual and reproductive health and rights (SRHR). In 2015, the Department of Basic Education (DBE) proposed the provision of condoms and SRHR-services to learners in schools. This study aimed to contribute to the finalisation and implementation of DBE's policy by exploring learners' perspectives on the provision of condoms and SRHR-services in schools. Sixteen focus group discussions were conducted with learners (n = 116) from 33 public schools, to assess their attitudes, social influences, and needs and desires regarding condom provision and SRHR-services in schools. The majority of learners did not support condom provision in schools as they feared that it may increase sexual activity. Contrarily, they supported the provision of other SRHR-services as clinics fail to offer youth-friendly services. Learners' sexual behaviour and access to SRHR-services are strongly determined by their social environment, including traditional norms and values, and social-pressure from peers and adults. Learners' most pressing needs and desires to access condoms and SRHR-services in school concerned respect, privacy and confidentiality of such service provision. Implementation of DBE's policy must be preceded by an evidence-informed advocacy campaign to debunk myths about the risk of increased sexual activity, to advocate for why such services are needed, to shift societal norms towards open discussion of adolescent SRHR and to grapple with the juxtaposition of being legally empowered but socially inhibited to protect oneself from HIV, STIs and early pregnancy. Provision of condoms and other SRHR-services in schools must be sensitive to learners' privacy and confidentiality to minimise stigma and discrimination.

Learner-Oriented Virtual Learning: A Booster to Primary School Learners

ERIC Educational Resources Information Center

Singaravelu, G.

2013-01-01

The present study enlightens the impact of Learner- Oriented-Virtual Learning in enriching knowledge in Environmental Education at primary level.To achieve the expected competency in Biodiversity, various approaches were adopted in the class room transaction which were not fruitful. Hence the researcher practiced the Learner-Oriented-Virtual…

Fostering learners' interaction with content: A learner-centered mobile device interface

NASA Astrophysics Data System (ADS)

Abdous, M.

2015-12-01

With the ever-increasing omnipresence of mobile devices in student life, leveraging smart devices to foster students' interaction with course content is critical. Following a learner-centered design iterative approach, we designed a mobile interface that may enable learners to access and interact with online course content efficiently and intuitively. Our design process leveraged recent technologies, such as bootstrap, Google's Material Design, HTML5, and JavaScript to design an intuitive, efficient, and portable mobile interface with a variety of built-in features, including context sensitive bookmarking, searching, progress tracking, captioning, and transcript display. The mobile interface also offers students the ability to ask context-related questions and to complete self-checks as they watch audio/video presentations. Our design process involved ongoing iterative feedback from learners, allowing us to refine and tweak the interface to provide learners with a unified experience across platforms and devices. The innovative combination of technologies built around well-structured and well-designed content seems to provide an effective learning experience to mobile learners. Early feedback indicates a high level of satisfaction with the interface's efficiency, intuitiveness, and robustness from both students and faculty.

Toward a Unified Modeling of Learner's Growth Process and Flow Theory

ERIC Educational Resources Information Center

Challco, Geiser C.; Andrade, Fernando R. H.; Borges, Simone S.; Bittencourt, Ig I.; Isotani, Seiji

2016-01-01

Flow is the affective state in which a learner is so engaged and involved in an activity that nothing else seems to matter. In this sense, to help students in the skill development and knowledge acquisition (referred to as learners' growth process) under optimal conditions, the instructional designers should create learning scenarios that favor…

MAI (Multi-Dimensional Activity Based Integrated Approach): A Strategy for Cognitive Development of the Learners at the Elementary Stage

ERIC Educational Resources Information Center

Basantia, Tapan Kumar; Panda, B. N.; Sahoo, Dukhabandhu

2012-01-01

Cognitive development of the learners is the prime task of each and every stage of our school education and its importance especially in elementary state is quite worth mentioning. Present study investigated the effectiveness of a new and innovative strategy (i.e., MAI (multi-dimensional activity based integrated approach)) for the development of…

Effects of Verb Semantics and Proficiency in Second Language Use of Constructional Knowledge

ERIC Educational Resources Information Center

Kim, Hyunwoo; Rah, Yangon

2016-01-01

This study investigates the influence of the semantic heaviness of verbs (i.e., heavy or light verbs) and language proficiency on second language (L2) learners' use of constructional information in a sentence-sorting task and a corpus analysis. Previous studies employing a sentence-sorting task demonstrated that advanced L2 learners sorted English…

Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?

ERIC Educational Resources Information Center

Adams, Rebecca; Nuevo, Ana Maria; Egi, Takako

2011-01-01

Research on interactional feedback has typically focused on feedback learners receive from native speakers (i.e., NS-learner contexts). However, for many second language (L2) learners, the majority of their opportunities to engage in interaction occur with other learners (i.e., learner-learner contexts). The literature has suggested that feedback…

An Asymmetrical Network Model of the Japanese EFL Learner's Mental Lexicon

ERIC Educational Resources Information Center

Aotani, Noriko; Sugino, Naoki; Fraser, Simon; Koga, Yuya; Shojima, Kojiro

2016-01-01

The aim of this study is to construct a model of a simple lexical network showing the strength and asymmetry of the connections between vocabulary items in the L2 mental lexicon of Japanese learners. The study focuses on eight nouns and investigates how they are networked, and whether the existing network structure formed by these nouns would be…

Creative, Kinesthetic Activities to Motivate Young Learners to Communicate: A Conversation with Paula Garrett-Rucks

ERIC Educational Resources Information Center

Devall, Kelly Davidson

2015-01-01

This article presents a question and answer session in which Paula Garrett-Rucks discusses how creativity and kinesthetics motivate young language learners, the type of characteristics she might consider for different age groups in planning lessons, her views on the goals of world language teachers of young learners, and what a typical lesson…

A Learner Directed Approach to Kpelle. A Handbook on Communication and Culture with Dialogs, Texts, Cultural Notes, Exercises, Drills and Instructions.

ERIC Educational Resources Information Center

Thach, Sharon V.; And Others

A combined teacher's manual and learner's manual for one of the Mande languages of Liberia presents materials for about 300 hours of study and is the equivalent of a first-year college language course. The basic text introduces all of the syntactic constructions of Kpelle that learners are likely to encounter in the language, and introduces 1,000…

An e-Learning System with MR for Experiments Involving Circuit Construction to Control a Robot

ERIC Educational Resources Information Center

Takemura, Atsushi

2016-01-01

This paper proposes a novel e-Learning system for technological experiments involving electronic circuit-construction and controlling robot motion that are necessary in the field of technology. The proposed system performs automated recognition of circuit images transmitted from individual learners and automatically supplies the learner with…

Model Learner Outcomes for Service Occupations.

ERIC Educational Resources Information Center

Grote, Audrey M.

This guide to model learner outcomes for service occupations contains four chapters: (1) education values, learner values, philosophy, mission, and goals; (2) introduction, goals, and eight program-level learner outcomes; (3) general learner outcomes and outcomes for housing occupations, child care occupations, cosmetology and personal services,…

Diagnostic Assessment of Disadvantaged Vocational Learners.

ERIC Educational Resources Information Center

Gemmill, Perry R.; Kiss, Mary Ellen

This learning activity package (LAP) titled Diagnostic Assessment of Disadvantaged Vocational Learners is one of a series designed to develop competencies needed by vocational teachers working with disadvantaged students. Each LAP concentrates on one general vocational teacher competency and contains the following sections: an introduction, a…

A Flow Theory Perspective on Learner Motivation and Behavior in Distance Education

ERIC Educational Resources Information Center

Liao, Li-Fen

2006-01-01

Motivating learners to continue to study and enjoy learning is one of the critical factors in distance education. Flow theory is a useful framework for studying the individual experience of learning through using computers. In this study, I examine students' emotional and cognitive responses to distance learning systems by constructing two models…

The Construction of a Square through Multiple Approaches to Foster Learners' Mathematical Thinking

ERIC Educational Resources Information Center

Reyes-Rodriguez, Aaron; Santos-Trigo, Manuel; Barrera-Mora, Fernando

2017-01-01

The task of constructing a square is used to argue that looking for and pursuing several solution routes is a powerful principle to identify and analyse properties of mathematical objects, to understand problem statements and to engage in mathematical thinking activities. Developing mathematical understanding requires that students delve into…

[Characteristics of fugitive dust emission from paved road near construction activities].

PubMed

Tian, Gang; Fan, Shou-Bin; Li, Gang; Qin, Jian-Ping

2007-11-01

Because of the mud/dirt carryout from construction activities, the silt loading of paved road nearby is higher and the fugitive dust emission is stronger. By sampling and laboratory analysis of the road surface dust samples, we obtain the silt loading (mass of material equal to or less than 75 micromaters in physical diameter per unit area of travel surface) of paved roads near construction activities. The result show that silt loading of road near construction activities is higher than "normal road", and silt loading is negatively correlated with length from construction's door. According to AP-42 emission factor model of fugitive dust from roads, the emission factor of influenced road is 2 - 10 times bigger than "normal road", and the amount of fugitive dust emission influenced by one construction activity is "equivalent" to an additional road length of approximately 422 - 3 800 m with the baseline silt loading. Based on the spatial and temporal distribution of construction activities, in 2002 the amount of PM10 emission influenced by construction activities in Beijing city areas account of for 59% of fugitive dust from roads.

Hyphenated Identities of Korean Heritage Language Learners: Marginalization, Colonial Discourses and Internalized Whiteness

ERIC Educational Resources Information Center

Shin, Jeeweon

2016-01-01

Drawing on the data collected through classroom observations, participants' written journals, and in-depth interviews, this study examines the hyphenated identity constructions of 1.5- ("ilcem osey") and 2nd-generation heritage language learners. The study observes that ethnic and racial exclusion in a White dominant society was more…

An Instructional Theory for Learner Control: Revisited.

ERIC Educational Resources Information Center

Chung, Jaesam; Davies, Ivor K.

This study develops a prescriptive theory of learner control for educators to support the learner's decision making in the learning process and to manage more efficiently their instructional processes. The theoretical framework of learner control in conjunction with the self-regulation of learning, learner characteristics, and learner motivation…

Hypermedia Design as Learner Scaffolding

ERIC Educational Resources Information Center

Shapiro, Amy M.

2008-01-01

A number of available resources offer guidance about hypermedia design strategies, many of which rely on principles of user-centered design. Many recent efforts, however, have focused more on developing "learner-centered" hypermedia. Learner-centered hypermedia is designed to help learners achieve their educational goals, rather than offer mere…

Thai Learners' Linguistic Needs and Language Skills: Implications for Curriculum Development

ERIC Educational Resources Information Center

Ulla, Mark B.; Winitkun, Duangkamon

2017-01-01

Learners' success in language learning always has implications for curriculum and instruction. Thus, it is important to take into account the kinds of learning experiences that these learners will find helpful in learning English as a foreign language; and, highlight them when planning a curriculum and adapting classroom activities. This study,…

The Lifelong Learner.

ERIC Educational Resources Information Center

Gross, Ronald

Designed to provide a general guide and stimuli for lifelong learning, this book examines all the positive factors of independent study. Lifelong learning is defined as self-directed growth free from the traditional schooling procedures. Chapters discuss the following: the lifelong learner; profiles of such learners in action; how to be…

Doing Your Part To Help Your Child Become SMART (Successful, Motivated, Autonomous, Responsible, Thoughtful): Six Workshops on Parenting SMART Learners.

ERIC Educational Resources Information Center

Sattes, Beth; Walsh, Jackie; Hickman, Mickey

A SMART Learner is a lifelong learner who can adapt to rapid change and who possesses characteristics associated with success in and out of school. These workshop materials to help parents help their children become SMART learners provide: information from current research and best practice; learning activities that will actively engage parents in…

Preservice elementary teachers' development of PCK-readiness about learners' science ideas

NASA Astrophysics Data System (ADS)

Smithey, Julie Faye

Preservice elementary teachers face many daunting challenges as they learn to teach science. Teacher educators try to design methods courses that help them meet these challenges and prepare them for the experiences they will have as student teachers and new teachers. Because they often do not spend much time with students, it is a general assumption that preservice teachers are unable to develop pedagogical content knowledge (PCK) with respect to their learners. Rather than focus on what they are unable to do, however, this dissertation explores how a methods course might foster consideration of learners' science ideas, an important component of PCK. Perhaps preservice teachers can learn to develop PCK-readiness, thus putting them in a good position to develop rich usable PCK once they have more experience in the classroom. This study follows a class of preservice teachers through an elementary science methods course. It describes the trajectories of eight focus preservice teachers' thinking about their learners. It also explores how the entire class made sense of a set of activities designed to foster consideration of learners' ideas. Results indicate that with scaffolds, preservice teachers are able to think in complex ways about their learners' ideas, including considering how to use those ideas in instruction. The trajectories of the preservice teachers varied but generally showed growth in thinking about learners' ideas, although some were focused on or influenced by particular aspects while others made more consistent growth in several areas. Generally, the course activities supported thinking about how to deal with learners' ideas but not the characteristics of those ideas. This study contributes to the field by providing a description of how a range of preservice teachers engaged with the activities in the methods course. In addition, it describes the kind of influence that a methods course might have on preservice teachers' development of a crucial aspect

The Attitudes of Field Dependence Learners for Learner Interface Design (LID) in e-Learning Instruction

ERIC Educational Resources Information Center

Sözcü, Ömer Faruk; Ipek, Ismail; Kinay, Hüseyin

2016-01-01

The purpose of the study is to explore relationships between learners' cognitive styles of field dependence and learner variables in the preference of learner Interface design, attitudes in e-Learning instruction and experience with e-Learning in distance education. Cognitive style has historically referred to a psychological dimension…

Motivating Literacy Learners in Today's World

ERIC Educational Resources Information Center

Fletcher, J., Ed.; Parkhill, F., Ed.; Gillon, G., Ed.

2010-01-01

"Motivating Literacy Learners in Today's World" provides insights into a broad spectrum of children's literacy learning. Motivation is the key theme and the authors show how this can be achieved through reading for pleasure; in writing activities at a number of levels; and through oral language development. Chapters include: (1)…

Twelve tips on writing a discussion case that facilitates teaching and engages learners.

PubMed

Cohen, David A; Newman, Lori R; Fishman, Laurie N

2017-02-01

The authors share twelve practical tips on writing a case that engages learners in active learning and discussion. They first advise that, during the initial preparation of the case, authors should (1) identify the case goals and objectives, and (2) identify the level of the learners. When writing the case, authors should (3) use active and colorful language; (4) use patients' own descriptions rather than medical language; (5) allow the learners to interpret data themselves; (6) allow for natural discovery rather than presenting information chronologically; and (7) be realistic about interruptions in patient care. In addition, case authors should pay attention to methods that enhance discussion by (8) creating barriers to diagnostic or treatment options; (9) promoting questions and discussion over answers; (10) using cues to assure discussion flow and knowledge exploration; and (11) omitting details or inserting informational distractors. Finally, well-crafted questions are essential during the case presentation to engage learners in higher-order thinking; and to (12) stimulate curiosity and reflection.

3...2...1...Liftoff!: An Educator's Guide with Activities in Science, Mathematics, Technology, and Language Arts.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This curriculum supplement introduces students in the early childhood classroom to the International Space Station and the role rockets play in its construction. The guide uses these topics as the basis for interdisciplinary activities for the early learner. Each activity features objectives, a material list, educator information, procedures, and…

The learner's perspective in GP teaching practices with multi-level learners: a qualitative study.

PubMed

Thomson, Jennifer S; Anderson, Katrina; Haesler, Emily; Barnard, Amanda; Glasgow, Nicholas

2014-03-19

Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used.A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners' perspective.Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed "GP consultant teacher"). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching

Ten Helpful Ideas for Teaching English to Young Learners

ERIC Educational Resources Information Center

Shin, Joan Kang

2006-01-01

This article offers ten suggestions for teaching young learners between the age of 7 and 12 based on language-teaching principles. They include supplementing activities with visuals, realia and movement; involving students in making visuals and realia; moving from activity to activity; teaching in themes; using stories and contexts familiar to…

A Case Study Exploring the Reading Engagement of Middle Grades English Learners

ERIC Educational Resources Information Center

Protacio, Maria Selena

2017-01-01

This study investigates the reading engagement of four middle school English learners in their English or English as a Second Language classroom. Students with high levels of reading engagement are those who (a) are motivated to read, (b) use strategies when reading, (c) use reading as a way to construct meaning from texts, and (d) participate in…

Constructing, Perceiving, and Maintaining Scenes: Hippocampal Activity and Connectivity

PubMed Central

Zeidman, Peter; Mullally, Sinéad L.; Maguire, Eleanor A.

2015-01-01

In recent years, evidence has accumulated to suggest the hippocampus plays a role beyond memory. A strong hippocampal response to scenes has been noted, and patients with bilateral hippocampal damage cannot vividly recall scenes from their past or construct scenes in their imagination. There is debate about whether the hippocampus is involved in the online processing of scenes independent of memory. Here, we investigated the hippocampal response to visually perceiving scenes, constructing scenes in the imagination, and maintaining scenes in working memory. We found extensive hippocampal activation for perceiving scenes, and a circumscribed area of anterior medial hippocampus common to perception and construction. There was significantly less hippocampal activity for maintaining scenes in working memory. We also explored the functional connectivity of the anterior medial hippocampus and found significantly stronger connectivity with a distributed set of brain areas during scene construction compared with scene perception. These results increase our knowledge of the hippocampus by identifying a subregion commonly engaged by scenes, whether perceived or constructed, by separating scene construction from working memory, and by revealing the functional network underlying scene construction, offering new insights into why patients with hippocampal lesions cannot construct scenes. PMID:25405941

A Multi-Perspective Investigation into Learners' Interaction in Asynchronous Computer-Mediated Communication (CMC)

ERIC Educational Resources Information Center

Çardak, Çigdem Suzan

2016-01-01

This article focusses on graduate level students' interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners'…

Chinese Learners of English See Chinese Words When Reading English Words

ERIC Educational Resources Information Center

Ma, Fengyang; Ai, Haiyang

2018-01-01

The present study examines when second language (L2) learners read words in the L2, whether the orthography and/or phonology of the translation words in the first language (L1) is activated and whether the patterns would be modulated by the proficiency in the L2. In two experiments, two groups of Chinese learners of English immersed in the L1…

Changing Policy Discourses: Constructing Literacy Inequalities

ERIC Educational Resources Information Center

Hamilton, Mary; Pitt, Kathy

2011-01-01

This paper explores the ways in which policy discourses have constructed rationales for addressing adult literacy over the last 50 years. In particular, we examine how policy positions the literacy learner as citizen within discourses of rights and equity. Taking the case of the UK, we compare two key documents produced at different historical…

Adult Science Learners' Mathematical Mistakes: An Analysis of Responses to Computer-Marked Questions

ERIC Educational Resources Information Center

Jordan, Sally

2014-01-01

Inspection of thousands of student responses to computer-marked assessment questions has brought insight into the errors made by adult distance learners of science. Most of the questions analysed were in summative use and required students to construct their own response. Both of these things increased confidence in the reliability of the…

Acquisition of Zero Relative Clauses in English by Adult Turkish Learners of English

ERIC Educational Resources Information Center

Ordem, Eser

2017-01-01

Studies on acquisition of relative clauses by first and second language learners have evoked considerable interest in recent decades. In line with such studies, in this present study we aim to show the possible effect of first language (Turkish) on second language (English) in zero relative clause constructions. English uses certain stranded…

English Language Learners and English-Only Learners' Response to Direct Vocabulary Instruction

ERIC Educational Resources Information Center

Crevecoeur, Yvel C.; Coyne, Michael D.; McCoach, D. Betsy

2014-01-01

We examined data from an 18-week kindergarten vocabulary intervention study to determine whether treatment outcomes had differential effects that favored English language learners (ELLs) or English-only learners (EOLs) and whether the relationship between initial English general receptive vocabulary knowledge and response to vocabulary…

Dynamic Learner Profiling and Automatic Learner Classification for Adaptive E-Learning Environment

ERIC Educational Resources Information Center

Premlatha, K. R.; Dharani, B.; Geetha, T. V.

2016-01-01

E-learning allows learners individually to learn "anywhere, anytime" and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to…

Learners' perceptions of learners regarded as having a homosexual orientation in an independent secondary school environment.

PubMed

Mostert, Hendrik P; Myburgh, Chris; Poggenpoel, Marie

2012-10-04

In schools today discrimination based on sexual orientation takes place on a regular basis. This form of discrimination leads to aggression towards learners perceived to be homosexual, as well as towards those with a homosexual orientation. For more than 15 years South Africa has been a democratic country with laws that protect learners who have a homosexual orientation. Nevertheless, aggression and discrimination towards these learners still occur in schools. Aggression often leads to verbal and physical bullying of the victims by perpetrators. The objectives of this research were to explore and describe Grade 11 learners' experiences of aggression towards learners perceived to be homosexual as well as those with a homosexual orientation in an independent secondary school environment. The research design was qualitative, exploratory, descriptive and contextual in nature. The data for this investigation consisted of essays based on a published newspaper photograph, phenomenological group interviews, observations and field notes. Tesch's method of data analysis was used, and an independent coder assisted. Three themes were identified, discussed and supported by a literature control: that learners experience that it is right and acceptable to have a homosexual orientation; that they experience ambivalence towards homosexual orientation of learners; and experienced feelings that it is wrong to have a homosexual orientation. Recommended guidelines are provided to address aggression towards learners perceived to be homosexual and those with a homosexual orientation.

Learner Agency in Language Learning: The Story of a Distance Learner of EFL in China

ERIC Educational Resources Information Center

Xiao, Junhong

2014-01-01

Learner agency plays a key role in self-regulated learning. Yet, there is a paucity of research into its role in the distance learning context. Using reflective narratives written by a distance learner of English in China, this longitudinal case study aims to investigate the ways in which learner agency mediates the language learning in the…

A New Approach of an Intelligent E-Learning System Based on Learners' Skill Level and Learners' Success Rate

ERIC Educational Resources Information Center

Mohamed, Hafidi; Lamia, Mahnane

2015-01-01

Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper,…

Construction of Shared Knowledge in Face-to-Face and Computer-Mediated Cooperation.

ERIC Educational Resources Information Center

Fischer, Frank; Mandl, Heinz

This study examined how learners constructed and used shared knowledge in computer-mediated and face-to-face cooperative learning, investigating how to facilitate the construction and use of shared knowledge through dynamic visualization. Forty-eight college students were separated into dyads and assigned to one of four experimental conditions…

Risk compensation behaviours in construction workers' activities.

PubMed

Feng, Yingbin; Wu, Peng

2015-01-01

The purpose of this study was to test whether the construction workers have the tendency of engaging in risk compensation behaviours, and identify the demographic variables, which may influence the extent to which the construction workers may show risk compensation behaviours. Both quantitative (survey) and qualitative (interviews) approaches were used in this study. A questionnaire survey was conducted with all the construction workers on three building construction sites of a leading construction company in Australia. Semi-structured interviews were then conducted to validate the findings of the quantitative research. The findings indicate that workers tend to show risk compensation behaviours in the construction environment. The workers with more working experience, higher education, or having never been injured at work before have a higher tendency to show risk compensation in their activities than the others. The implication is that contractors need to assess the potential influence of workers' risk compensation behaviours when evaluating the effect of risk control measures. It is recommended that supervisors pay more attention to the behavioural changes of those workers who have more experience, higher education, and have never been injured before after the implementation of new safety control measures on construction site.

ECG Rhythm Analysis with Expert and Learner-Generated Schemas in Novice Learners

ERIC Educational Resources Information Center

Blissett, Sarah; Cavalcanti, Rodrigo; Sibbald, Matthew

2015-01-01

Although instruction using expert-generated schemas is associated with higher diagnostic performance, implementation is resource intensive. Learner-generated schemas are an alternative, but may be limited by increases in cognitive load. We compared expert- and learner-generated schemas for learning ECG rhythm interpretation on diagnostic accuracy,…

An Activity-Theoretic Study of Agency and Identity in the Study Abroad Experiences of a Lesbian Nontraditional Learner of Korean

ERIC Educational Resources Information Center

Brown, Lucien

2016-01-01

This is an activity-theoretic study of agency and identity in the study abroad experiences of a Korean learner named Julie-a 50-year-old lesbian, feminist, and non-traditional student from the USA. During 6-weeks in Seoul, Julie struggled to gain participation and to define her identity in a setting that was hostile towards homosexuality. These…

Self-Efficacy, Self-Regulation, and Goal Orientation: Learner Motivational Characteristics That Influence Online Student Performance

ERIC Educational Resources Information Center

Wintling, Cheral Ann

2012-01-01

Learner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for…

Using Netbooks to Support Mobile Learners' Investigations across Activities and Places

ERIC Educational Resources Information Center

Gaved, Mark; Collins, Trevor; Mulholland, Paul; Kerawalla, Lucinda; Jones, Ann; Scanlon, Eileen; Littleton, Karen; Blake, Canan; Petrou, Marilena; Clough, Gill; Twiner, Alison

2010-01-01

We explore how small-format laptops ("netbooks") have been used within evidence-based investigations undertaken by secondary school students, to what extent these are suitable for effectively supporting learners across different locations and contexts, and their implications for open learning. Over the course of seven trials with 300…

Preparing Teachers To Meet the Needs of Diverse Learners in Urban Schools: The Learner-Centered Framework.

ERIC Educational Resources Information Center

McCombs, Barbara L.

This paper suggests the need for a research-validated framework to help preservice and inservice teachers and higher education faculty understand fundamental learner needs that must be met in any setting and any reform effort. It describes a learner-centered framework based on the research-validated "Learner-Centered Psychological…

Multidimensional Learner Model In Intelligent Learning System

NASA Astrophysics Data System (ADS)

Deliyska, B.; Rozeva, A.

2009-11-01

The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

ERIC Educational Resources Information Center

Kondo-Brown, Kimi

2005-01-01

Using both proficiency tests and self-assessment measures, this study investigated (a) whether 3 subgroups of Japanese heritage language (JHL) learners would demonstrate language behaviors distinctively different from those of traditional Japanese as a foreign language (JFL) learners, and (b) which domains of language use and skills would…

Effective instruction for English learners.

PubMed

Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction

ERIC Educational Resources Information Center

Takemura, Atsushi

2016-01-01

This paper proposes a novel e-Learning system using the mixed reality (MR) technique for technical experiments involving the construction of electronic circuits. The proposed system comprises experimenters' mobile computers and a remote analysis system. When constructing circuits, each learner uses a mobile computer to transmit image data from the…

Improving Learners' Oral Fuency through Computer-Mediated Emotional Intelligence Activities

ERIC Educational Resources Information Center

Abdolrezapour, Parisa

2017-01-01

Previous studies have shown that emotional intelligence (henceforth, EI) has a significant impact on important life outcomes (e.g., mental and physical health, academic achievement, work performance, and social relationships). This study aimed to see whether there is any relationship between EI and English as a foreign language (EFL) learners'…

Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

NASA Astrophysics Data System (ADS)

Deese Becht, Sara-Maria Francis

1999-11-01

The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes

The Beliefs of Two Expert EFL Learners

ERIC Educational Resources Information Center

Mercer, Sarah

2011-01-01

Much of the research into "expert" language learners has focused largely on their learning strategies or styles. Less attention has been paid to other expert learner characteristics, such as learner beliefs. However, the importance of learners' beliefs in guiding their behaviours and how they interpret their experiences is widely recognised. This…

E-portfolios and personalized learning: research in practice with two dyslexic learners in UK higher education.

PubMed

Hughes, Julie; Herrington, Margaret; McDonald, Tess; Rhodes, Amy

2011-02-01

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic approach was employed in a piece of collaborative research between academic staff and dyslexic learners. Two retrospective learner narratives were constructed and then reviewed by all co-authors in terms of the 'personalized fit' which they allowed with dyslexic thinking, learning and writing experience. The findings suggest a potential refinement of the general pedagogical claims about e-portfolio-based learning when considering dyslexic learners and thence the value of an enhanced prioritization of e-portfolio learning practices within inclusive HE curricula. The review and analysis also allow a 'critical' discussion of the practical and theoretical issues arising within this work. Copyright © 2010 John Wiley & Sons, Ltd.

A Learner Centered Education.

ERIC Educational Resources Information Center

Ballard, Florence N.

This paper proposes a learner-centered educational system, focusing on aspects that are intrinsically associated with the modern educational system, such as the curriculum, school community, parents, learners, and educational support personnel. It examines: primary level preparation (literacy, numeracy, and basic knowledge; examination and…

Workplace Learning in Malaysia: The Learner's Perspective

ERIC Educational Resources Information Center

Muhamad, Mazanah; Idris, Khairuddin

2005-01-01

This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by…

Social construction of American sign language--English interpreters.

PubMed

McDermid, Campbell

2009-01-01

Instructors in 5 American Sign Language--English Interpreter Programs and 4 Deaf Studies Programs in Canada were interviewed and asked to discuss their experiences as educators. Within a qualitative research paradigm, their comments were grouped into a number of categories tied to the social construction of American Sign Language--English interpreters, such as learners' age and education and the characteristics of good citizens within the Deaf community. According to the participants, younger students were adept at language acquisition, whereas older learners more readily understood the purpose of lessons. Children of deaf adults were seen as more culturally aware. The participants' beliefs echoed the theories of P. Freire (1970/1970) that educators consider the reality of each student and their praxis and were responsible for facilitating student self-awareness. Important characteristics in the social construction of students included independence, an appropriate attitude, an understanding of Deaf culture, ethical behavior, community involvement, and a willingness to pursue lifelong learning.

Facilitative Effects of Learner-Directed Codeswitching: Evidence from Chinese Learners of English

ERIC Educational Resources Information Center

Zhu, Xiye; Vanek, Norbert

2017-01-01

This study examines the interaction between learner-oriented codeswitching (CS) practices and the degree to which intermediate Chinese L2 learners of English engage in classroom interaction. The guiding questions are whether the teacher's CS use facilitates classroom interaction at moderate L2 proficiency, and if so, at which specific stages of…

An Analysis of Spanish L2 Learners' Orientation through Activity Theory

ERIC Educational Resources Information Center

Tocaimaza-Hatch, C. Cecilia

2015-01-01

Orientation is defined as the way in which individuals view a task and the means they devise to fulfill it (Appel & Lantolf, 1994; Roebuck, 2000). This study investigated the orientation of twelve learners enrolled in a fourth-semester Spanish L2 university course through the analysis of their interactions during a collaborative…

Predicting Learners Styles Based on Fuzzy Model

ERIC Educational Resources Information Center

Alian, Marwah; Shaout, Adnan

2017-01-01

Learners style is grouped into four types mainly; Visual, auditory, kinesthetic and Read/Write. Each type of learners learns primarily through one of the main receiving senses, visual, listening, or by doing. Learner style has an effect on the learning process and learner's achievement. It is better to select suitable learning tool for the learner…

Chinese English Learners' Strategic Competence.

PubMed

Wang, Dianjian; Lai, Hongling; Leslie, Michael

2015-12-01

The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

Creating a Global Community of Learners in Nursing and Beyond: Caring Science, Mindful Practice MOOC.

PubMed

Sitzman, Kathleen L; Jensen, Andrea; Chan, Sang

The aim was to examine the usefulness of a massive open online course (MOOC) on caring and mindfulness to a broad international audience that included nurses, allied health professionals, and others. MOOCs in higher education have been evident since 2008. Very few MOOCs on nursing topics have appeared since that time. Exploration was needed regarding how MOOCs could be employed to share nursing knowledge with national and international communities. Two "Caring Science, Mindful Practice" MOOC sessions were examined. Demographics, learner satisfaction, course flow, and perceived usefulness of content were analyzed. Learners from varied backgrounds participated. Higher than expected course activity levels and completion rates suggested effective learner engagement. Excellent course ratings demonstrated that content and delivery methods were effective. Active learners communicated specific plans to apply new knowledge in the future. MOOCs facilitate learning where participants learn about topics of interest in nursing and beyond.

Survey of Native English Speakers and Spanish-Speaking English Language Learners in Tertiary Introductory Statistics

ERIC Educational Resources Information Center

Lesser, Lawrence M.; Wagler, Amy E.; Esquinca, Alberto; Valenzuela, M. Guadalupe

2013-01-01

The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with…

Curriculum Constructions of Ability: Enhancing Learning through Teaching Games for Understanding (TGfU) as a Curriculum Model

ERIC Educational Resources Information Center

Butler, Joy I.

2006-01-01

This article examines the curricular constructions that influence our perceptions of learner "ability" within games education. Games education has both inherent and intrinsic value for learners, and within this context, teachers make important choices about what they believe will be of most value and interest for students. This in turn impacts the…

The Effect of Task-Based Activities on EFL Learners' Reading Comprehension

ERIC Educational Resources Information Center

Nahavandi, Naemeh

2011-01-01

Nowadays, preparing learners to communicate successfully in language classes is of utmost importance. But teachers face a lot of difficulties in teaching English in EFL contexts. One of the major problems is students' unwillingness to take part in reading classes. Reading classes seem boring for students who find no occasion to show their ability…

Online Social Networks as Formal Learning Environments: Learner Experiences and Activities

ERIC Educational Resources Information Center

Veletsianos, George; Navarrete, Cesar C.

2012-01-01

While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners' perspectives and experiences in an online course…

The Relationship between Iranian EFL Learners' Self-Regulatory Vocabulary Strategy Use and Their Vocabulary Size

ERIC Educational Resources Information Center

Amirian, Seyed Mohammad Reza; Mallahi, Omid; Zaghi, Damoon

2015-01-01

Self-regulation is referred to as learners' self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners' active participation in the learning process (Zimmerman & Bandura, 1994). The present study investigated the relationship between Iranian EFL students' self-regulation capacity…

Learning Science Using AR Book: A Preliminary Study on Visual Needs of Deaf Learners

NASA Astrophysics Data System (ADS)

Megat Mohd. Zainuddin, Norziha; Badioze Zaman, Halimah; Ahmad, Azlina

Augmented Reality (AR) is a technology that is projected to have more significant role in teaching and learning, particularly in visualising abstract concepts in the learning process. AR is a technology is based on visually oriented technique. Thus, it is suitable for deaf learners since they are generally classified as visual learners. Realising the importance of visual learning style for deaf learners in learning Science, this paper reports on a preliminary study of on an ongoing research on problems faced by deaf learners in learning the topic on Microorganisms. Being visual learners, they have problems with current text books that are more text-based that graphic based. In this preliminary study, a qualitative approach using the ethnographic observational technique was used so that interaction with three deaf learners who are participants throughout this study (they are also involved actively in the design and development of the AR Book). An interview with their teacher and doctor were also conducted to identify their learning and medical problems respectively. Preliminary findings have confirmed the need to design and develop a special Augmented Reality Book called AR-Science for Deaf Learners (AR-SiD).

English Learner and Non-English Learner Students with Disabilities: Content Acquisition and Comprehension

ERIC Educational Resources Information Center

Wanzek, Jeanne; Swanson, Elizabeth; Vaughn, Sharon; Roberts, Greg; Fall, Anna-Mária

2016-01-01

This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non--English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment…

Through the Learners' Eyes: Reconceptualizing the Heritage and Non-Heritage Learner of the Less Commonly Taught Languages

ERIC Educational Resources Information Center

Lee, Jin Sook

2005-01-01

This study investigates how learners of the less commonly taught languages (LCTLs) (i.e., Arabic, Chinese, Hebrew, Hindi, Hungarian, Japanese, Korean, Polish, Russian, Swahili, Yoruba) perceive their identities as heritage or non-heritage language learners. A survey of 530 college-level language learners reveals that heritage and non-heritage…

Emotional Intelligence of Self Regulated Learners

ERIC Educational Resources Information Center

Rathore, Ami

2018-01-01

The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

Interrelations in the Development of Primary School Learners' Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

ERIC Educational Resources Information Center

Šlahova, Aleksandra; Volonte, Ilze; Cacka, Maris

2017-01-01

Creative imagination is a psychic process of creating a new original image, idea or art work based on the acquired knowledge, skills, and abilities as well as on the experience of creative activity. The best of all primary school learners' creative imagination develops at the lessons of visual art, aimed at teaching them to understand what is…

[Ecological demonstration activity and eco-civilization construction mode: review and prospects].

PubMed

Mao, Hui-ping; He, Xuan; He, Jia; Niu, Dong-jie; Bao, Cun-kuan

2013-04-01

Ecological civilization is to normalize human development behaviors to harmonize the relationships between social and ecological development and eco-environment protection. In this paper, a comparative analysis was made on the ecological demonstration activities of ecological demonstration areas led by the Ministry of Environmental Protection, exemplar cities of national environmental protection, and ecological provinces, cities, and counties. It was considered that all the ecological demonstration activities had the problems of lacking pertinence of construction goals, disordered construction subjects, inefficient construction processes, and lacking continuous incentive mechanisms of assessment. In the meantime, through the analysis of the connotations of eco-civilization, the relationships between eco-civilization and eco-demonstration constructions were approached, and the eco-civilization construction mode was put forward in terms of construction goal, construction subject, and construction processes and assessment. The construction mode included the construction goal based on regional characteristics; the synergistic cooperation of construction subjects, the expanding ways of public participation, and the establishment of evaluation system for comprehensively measuring the 'actions and results'.

Metalinguistic Knowledge of Salient vs. Unsalient Features: Evidence from the Arabic Construct State

ERIC Educational Resources Information Center

Azaz, Mahmoud

2017-01-01

This study examined to what extent English-speaking learners of Arabic demonstrated varied metalinguistic knowledge of a salient feature (head-direction) vs. an unsalient feature (definiteness) in the Arabic construct state. In addition, it examined whether this knowledge was utilized in form-focused task performance. In the target construction,…

Can Japanese students embrace learner-centered methods for teaching medical interviewing skills? Focus groups.

PubMed

Saiki, Takuya; Mukohara, Kei; Otani, Takashi; Ban, Nobutaro

2011-01-01

Students' perceptions of learner-centered methods for teaching medical interviewing skills have not been fully explored. To explore Japanese students' perceptions of learner-centered methods for teaching medical interviewing skills such as role play with student-created scenarios, peer-assisted video reviews, and student-led small group debriefing. We conducted three focus groups with a total of 15 students who participated in the learner-centered seminars on medical interviewing skills at the Nagoya University School of Medicine. The transcripts were analyzed by two authors independently. Keywords and concepts were identified and a thematic framework was developed. Overall, students valued the experience of writing their own scenarios for role play, but some questioned their realism. Many students commented that peer-assisted video reviews provided them with more objective perspectives on their performance. However, some students expressed concerns about competitiveness during the video reviews. While students appreciated teachers' minimum involvement in the group debriefing, some criticized that teachers did not explain the objectives of the seminar clearly. Many students had difficulties in exchanging constructive feedback. We were able to gain new insights into positive and negative perceptions of students about learner-centered methods for teaching medical interviewing skills at one medical school in Japan.

Effects of Community Service-Learning on Heritage Language Learners' Attitudes toward Their Language and Culture

ERIC Educational Resources Information Center

Pascual y Cabo, Diego; Prada, Josh; Lowther Pereira, Kelly

2017-01-01

This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish…

Language-Related Computer Use: Focus on Young L2 English Learners in Sweden

ERIC Educational Resources Information Center

Sundqvist, Pia; Sylvén, Liss Kerstin

2014-01-01

This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10-11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners' L2 English language-related activities outside of school in general, and their…

Goals, the Learner, and the Language Arts.

ERIC Educational Resources Information Center

Ediger, Marlow

Teachers, principals, and supervisors need to determine the kinds of learners being taught in the school/class setting. Are pupils good by nature, bad, or neutral? Concepts held pertaining to each pupil assist in determining objectives, learning activities, and evaluation techniques. The Puritans believed that individuals were born evil or sinful.…

Trend-Setters and Other Types of Lifelong Learners.

ERIC Educational Resources Information Center

du Bois-Reymond, Manuela

Learners may be categorized as follows: (1) intrinsically motivated intellectuals; (2) extrinsically motivated mass learners, as represented by modern school youth; (3) extrinsically motivated learners in continuous requalification; and (4) intrinsically motivated "trendsetters." Although intrinsically motivated learners tend to be found…

Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

ERIC Educational Resources Information Center

Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi

2017-01-01

Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional…

Are Online Learners Frustrated with Collaborative Learning Experiences?

ERIC Educational Resources Information Center

Capdeferro, Neus; Romero, Margarida

2012-01-01

Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

ERIC Educational Resources Information Center

Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

Transformation in Higher Education: A Learner-Needs Segmentation Leads to Improved Learner Satisfaction

ERIC Educational Resources Information Center

Rogers, Gayla; Finley, Donna S.; Patterson, Margaret

2006-01-01

Segmentation is a marketing concept that can be applied in a post-secondary context. This article delineates the outcome of applying a learner-needs segmentation that resulted in significantly improved learner satisfaction scores in a professional faculty at a large public university. Our original work described the purpose and value of…

Choosing to Interact: Exploring the Relationship between Learner Personality, Attitudes, and Tutorial Dialogue Participation

ERIC Educational Resources Information Center

Ezen-Can, Aysu; Boyer, Kristy Elizabeth

2015-01-01

The tremendous effectiveness of intelligent tutoring systems is due in large part to their interactivity. However, when learners are free to choose the extent to which they interact with a tutoring system, not all learners do so actively. This paper examines a study with a natural language tutorial dialogue system for computer science, in which…

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

ERIC Educational Resources Information Center

Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

PubMed

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language

ERIC Educational Resources Information Center

Williams, Joshua T.; Newman, Sharlene D.

2017-01-01

A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel…

Educational Needs and Learning Conditions of Adult Learners.

ERIC Educational Resources Information Center

Davie, Lynn; And Others

A review of research in the past ten years documents adult learners' perceptions of their educational needs and their patterns of participation in adult educational activities. The populations studied include older adults, women, immigrants, native Canadians, undereducated adults, and handicapped adults. Each population is studied separately with…

Profiling Learners' Achievement Goals when Completing Academic Essays

ERIC Educational Resources Information Center

Ng, Chi-Hung Clarence

2009-01-01

This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…

Becoming "Spanish Learners": Identity and Interaction among Multilingual Children in a Spanish-English Dual Language Classroom

ERIC Educational Resources Information Center

Martínez, Ramón Antonio; Durán, Leah; Hikida, Michiko

2017-01-01

This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two "Spanish learners" and two of their…

Investigating the Reading Engagement of English Language Learners: A Case Study of Four Middle School ELLs

ERIC Educational Resources Information Center

Protacio, Maria Selena O.

2013-01-01

This study investigates the reading engagement of four middle school English Language Learners (ELLs) in their English or English as a Second Language (ESL) classroom. Engaged readers are those who address the four components of reading engagement--motivation, strategic knowledge, constructing meaning from texts, and social interactions. In this…

Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

NASA Astrophysics Data System (ADS)

Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

2018-05-01

Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

Survey of factors influencing learner engagement with simulation debriefing among nursing students.

PubMed

Roh, Young Sook; Jang, Kie In

2017-12-01

Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes. © 2017 John Wiley & Sons Australia, Ltd.

Mediated Vocabulary in Native Speaker-Learner Interactions during an Oral Portfolio Activity

ERIC Educational Resources Information Center

Tocaimaza-Hatch, C. Cecilia

2016-01-01

This project investigated vocabulary learning from a sociocultural perspective--in particular, the way in which lexical knowledge was mediated in Spanish second language (L2) learners' and native speakers' (NSs') interactions. Nine students who were enrolled in an advanced conversation course completed an oral portfolio assignment consisting of…

Activities for Challenging Gifted Learners by Increasing Complexity in the Common Core

ERIC Educational Resources Information Center

McKeone, Alyssa; Caruso, Lenora; Bettle, Kailyn; Chase, Ashley; Bryson, Bridget; Schneider, Jean S.; Rule, Audrey C.

2015-01-01

Gifted learners need opportunities for critical and creative thinking to stretch their minds and imaginations. Strategies for increasing complexity in the four core areas of language arts, mathematics, science, and social studies were addressed using the Common Core and Iowa Core Standards through several methods. Descriptive adjective object…

"Disadvantaged Learners": Who Are We Targeting? Understanding the Targeting of Widening Participation Activity in the United Kingdom Using Geo-Demographic Data from Southwest England

ERIC Educational Resources Information Center

Harrison, Neil; Hatt, Sue

2010-01-01

This paper analyses the definition of the appropriate target group for widening participation activities advanced by the Higher Education Funding Council for England in their "Targeting Disadvantaged Learners" advice to Aimhigher and higher education providers. This definition includes components of area deprivation and higher education…

Strategies for Improving Learner Metacognition in Health Professional Education

PubMed Central

Medina, Melissa S.; Castleberry, Ashley N.

2017-01-01

Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings. PMID:28630519

Phonemic awareness of English second language learners

PubMed Central

2017-01-01

Background The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners. Objectives The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners. These learners are English second language (EL2) learners in Grade 3. Method The present study employed a quasi-experimental, pre-test–post-test design. Results The findings of low–literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners. Conclusion PA skills should be a crucial part of the literacy curriculum in South Africa. PMID:28155282

Sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon.

PubMed

Tarkang, Elvis Enowbeyang

2015-01-01

Since female learners in high schools in Cameroon fall within the age group hardest hit by HIV/AIDS, it is assumed that these learners might be exposed to sexual risk behaviours. However, little has been explored on the sexual risk behaviours of high school female learners in Cameroon. This study aimed at examining the sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon. A cross sectional design was adopted, using a self-administered questionnaire for data collection. Respondents were selected through disproportional stratified simple random sampling resulting in 210 female grade 10 to grade 12 learners from three participating high schools in Mbonge subdivision, Cameroon. Descriptive and inferential statistics were calculated using SPSS version 20 software program. Majority of the respondents, 54.0% reported being sexually active, of whom only 39.8% used condoms during first sex; 49.5% used condoms during last sex and 29.6% used condoms consistently. Up to 32% of the sexually active respondents had multiple sexual partners in the past one year before the study, while 9.3% had multiple sexual partners during the study period. The mean age of first sex was 15.6 years. Lack of parental control, religion, academic profile, poverty, place of residence and perception of risk of HIV infection were the main factors significantly associated with sexual risk behaviours. The findings indicate that sexual risk behaviours exist among high school female learners in Mbonge, Cameroon. There is need for campaigns and interventions to bring about sexual behaviour change.

Sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon

PubMed Central

Tarkang, Elvis Enowbeyang

2015-01-01

Introduction Since female learners in high schools in Cameroon fall within the age group hardest hit by HIV/AIDS, it is assumed that these learners might be exposed to sexual risk behaviours. However, little has been explored on the sexual risk behaviours of high school female learners in Cameroon. This study aimed at examining the sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon. Methods A cross sectional design was adopted, using a self-administered questionnaire for data collection. Respondents were selected through disproportional stratified simple random sampling resulting in 210 female grade 10 to grade 12 learners from three participating high schools in Mbonge subdivision, Cameroon. Descriptive and inferential statistics were calculated using SPSS version 20 software program. Results Majority of the respondents, 54.0% reported being sexually active, of whom only 39.8% used condoms during first sex; 49.5% used condoms during last sex and 29.6% used condoms consistently. Up to 32% of the sexually active respondents had multiple sexual partners in the past one year before the study, while 9.3% had multiple sexual partners during the study period. The mean age of first sex was 15.6 years. Lack of parental control, religion, academic profile, poverty, place of residence and perception of risk of HIV infection were the main factors significantly associated with sexual risk behaviours. Conclusion The findings indicate that sexual risk behaviours exist among high school female learners in Mbonge, Cameroon. There is need for campaigns and interventions to bring about sexual behaviour change. PMID:26090007

Improving Learner Handovers in Medical Education.

PubMed

Warm, Eric J; Englander, Robert; Pereira, Anne; Barach, Paul

2017-07-01

Multiple studies have demonstrated that the information included in the Medical Student Performance Evaluation fails to reliably predict medical students' future performance. This faulty transfer of information can lead to harm when poorly prepared students fail out of residency or, worse, are shuttled through the medical education system without an honest accounting of their performance. Such poor learner handovers likely arise from two root causes: (1) the absence of agreed-on outcomes of training and/or accepted assessments of those outcomes, and (2) the lack of standardized ways to communicate the results of those assessments. To improve the current learner handover situation, an authentic, shared mental model of competency is needed; high-quality tools to assess that competency must be developed and tested; and transparent, reliable, and safe ways to communicate this information must be created.To achieve these goals, the authors propose using a learner handover process modeled after a patient handover process. The CLASS model includes a description of the learner's Competency attainment, a summary of the Learner's performance, an Action list and statement of Situational awareness, and Synthesis by the receiving program. This model also includes coaching oriented towards improvement along the continuum of education and care. Just as studies have evaluated patient handover models using metrics that matter most to patients, studies must evaluate this learner handover model using metrics that matter most to providers, patients, and learners.

Safety risk assessment for vertical concrete formwork activities in civil engineering construction.

PubMed

López-Arquillos, Antonio; Rubio-Romero, Juan Carlos; Gibb, Alistair G F; Gambatese, John A

2014-01-01

The construction sector has one of the worst occupational health and safety records in Europe. Of all construction tasks, formwork activities are associated with a high frequency of accidents and injuries. This paper presents an investigation of the activities and related safety risks present in vertical formwork for in-situ concrete construction in the civil engineering sector. Using the methodology of staticized groups, twelve activities and ten safety risks were identified and validated by experts. Every safety risk identified in this manner was quantified for each activity using binary methodology according to the frequency and severity scales developed in prior research. A panel of experts was selected according to the relevant literature on staticized groups. The results obtained show that the activities with the highest risk in vertical formwork tasks are: Plumbing and leveling of forms, cutting of material, handling materials with cranes, and climbing or descending ladders. The most dangerous health and safety risks detected were falls from height, cutting and overexertion. The research findings provide construction practitioners with further evidence of the hazardous activities associated with concrete formwork construction and a starting point for targeting worker health and safety programmes.

Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency

ERIC Educational Resources Information Center

Edwads, Emily; Roger, Peter Stewart

2015-01-01

As one constituent of second language (L2) motivation, L2 "self-­confidence" has been shown to be a significant predictor of language proficiency. More recently, L2 self-­confidence has been studied as part of the "willingness to communicate" (WTC) construct. Less is known, however, about the processes by which learners develop…

Close Encounters with Nature in an Urban Kindergarten: A Study of Learners' Inquiry and Experience

ERIC Educational Resources Information Center

Ghafouri, Farveh

2014-01-01

This article reports on the findings of a recent qualitative grounded theory research study in a metropolitan area in the south-east of Canada examining one junior/senior kindergarten classroom's engagement with nature. It focuses on the role of the learners, the children and the teacher, in co-constructing two very different learning experiences.…

Initial Evaluation of a Mobile Scaffolding Application That Seeks to Support Novice Learners of Programming

ERIC Educational Resources Information Center

Mbogo, Chao; Blake, Edwin; Suleman, Hussein

2014-01-01

The aim of this paper is to explore the use of an application that scaffolds the constructions of programs on a mobile device. The application was developed to support novice learners of programming outside the classroom. This paper reports on results of a first experiment conducted to evaluate the mobile application. The main research questions…

Effects of an Online Learning Community on Active and Reflective Learners' Learning Performance and Attitudes in a Face-to-Face Undergraduate Course

ERIC Educational Resources Information Center

Zhan, Zehui; Xu, Fuyin; Ye, Huiwen

2011-01-01

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners' learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC,…

Interaction of African American Learners Online: An Adult Education Perspective

ERIC Educational Resources Information Center

Kang, Haijun; Yang, Yang

2016-01-01

This study examines how various life factors and personal attributes affect African American adult learners' use of the three types of learning interaction-learner-content, learner-instructor, and learner-learner. Multivariate multiple regression analyses were used. The aggregate effect of life factors on African American adult learners' use of…

The Social Construction of Academic Language in Teacher Education: Preparing Preservice Teachers to Work with English Language Learners

ERIC Educational Resources Information Center

Scalzo, Jennifer Noel

2010-01-01

Increasing numbers of English language learners enrolled in public schools has brought national attention to issues surrounding the education of linguistically diverse students. Teacher education programs have come under scrutiny for not doing an "adequate job of preparing teachers to teach diverse populations" (Hollins & Guzman,…

Exploring an Invisible Medium: Teacher Language Awareness among Preservice K12 Educators of English Language Learners

ERIC Educational Resources Information Center

Lindahl, Kristen Marie

2013-01-01

This study investigates the construct of Teacher Language Awareness (TLA) in a group of preservice mainstream K-12 teachers who are developing skills to work with English Language Learners (ELLs) in United States (US) public school contexts. Specifically, the study seeks to explore how preservice teachers' participation in directed university…

Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity

ERIC Educational Resources Information Center

Kieffer, Michael J.; Lesaux, Nonie K.; Rivera, Mabel; Francis, David J.

2009-01-01

Including English language learners (ELLs) in large-scale assessments raises questions about the validity of inferences based on their scores. Test accommodations for ELLs are intended to reduce the impact of limited English proficiency on the assessment of the target construct, most often mathematic or science proficiency. This meta-analysis…

Engaging Teachers as Learners: Modeling Professional Development for Adult Literacy Providers

ERIC Educational Resources Information Center

Hanna, Mary Barbara; Salzman, James A.; Reynolds, Sharon L.; Fergus, Katherine B.

2010-01-01

As professional developers for the Adult Basic Literacy Education (ABLE) system in Ohio, the authors have focused their efforts over the last several years on more actively engaging adult basic education teachers as learners in the professional development they offer. By creating activities that engage teachers in active learning with their adult…

Dimensionality in Language Learners' Personal Epistemologies

ERIC Educational Resources Information Center

Nikitina, Larisa; Furuoka, Fumitaka

2018-01-01

This study aimed to examine dimensionality in language learners' epistemic beliefs. To achieve this, a survey was conducted using a newly-developed research instrument-"Language Learners' Epistemic Beliefs" (LLEB) questionnaire. Based on a review of literature, it was proposed that language learners' epistemic beliefs would cluster in…

Exploring high school learners' perceptions of bullying.

PubMed

Blake, Patricia; Louw, Johann

2010-12-01

Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

Undergraduate Student Construction and Interpretation of Graphs in Physics Lab Activities

ERIC Educational Resources Information Center

Nixon, Ryan S.; Godfrey, T. J.; Mayhew, Nicholas T.; Wiegert, Craig C.

2016-01-01

Lab activities are an important element of an undergraduate physics course. In these lab activities, students construct and interpret graphs in order to connect the procedures of the lab with an understanding of the related physics concepts. This study investigated undergraduate students' construction and interpretation of graphs with best-fit…

Constructive Metacognitive Activity Shift in Mathematical Problem Solving

ERIC Educational Resources Information Center

Hastuti, Intan Dwi; Nusantara, Toto; Subanji; Susanto, Hery

2016-01-01

This study aims to describe the constructive metacognitive activity shift of eleventh graders in solving a mathematical problem. Subjects in this study were 10 students in grade 11 of SMAN 1 Malang. They were divided into 4 groups. Three types of metacognitive activity undertaken by students when completing mathematical problem are awareness,…

The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

ERIC Educational Resources Information Center

Huang, Jiuhan; Nisbet, Deanna

2014-01-01

This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

Advising Adult Learners. NACADA Task Force Report.

ERIC Educational Resources Information Center

Polson, Cheryl; And Others

A study examined the scope of existing services for adult learners attending universities and colleges. Survey instruments designed to gather data on institutional support for adult learner services, special target groups identified by individual institutions, and institutional barriers confronted by adult learners on campus were mailed to a…

Collaborative Revision in L2 Writing: Learners' Reflections

ERIC Educational Resources Information Center

Memari Hanjani, Alireza

2016-01-01

L2 learning literature has reflected on the problems surrounding the application of teacher written feedback and peer feedback in EFL contexts. To address the disadvantages of these feedback forms, this exploratory case study examined EFL learners' reactions to a collaborative revision activity. Interview data were collected from eight native…

An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

2016-06-01

We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

The Learner-Centered Curriculum: Design and Implementation

ERIC Educational Resources Information Center

Cullen, Roxanne; Harris, Michael; Hill, Reinhold R.

2012-01-01

Most of the scholarship on learner-centeredness is focused on individual classroom pedagogy, but this book takes learner-centeredness beyond the classroom and asks academic leaders to consider the broader implications of making their institutions fully learner-centered. Systemic change is needed, and curriculum is at the heart of what higher…

An Open Learner Model for Trainee Pilots

ERIC Educational Resources Information Center

Gakhal, Inderdip; Bull, Susan

2008-01-01

This paper investigates the potential for simple open learner models for highly motivated, independent learners, using the example of trainee pilots. In particular we consider whether such users access their learner model to help them identify their current knowledge level, areas of difficulty and specific misconceptions, to help them plan their…

Upside-Down Brilliance: The Visual-Spatial Learner.

ERIC Educational Resources Information Center

Silverman, Linda Kreger

This book describes the unique characteristics of visual-spatial learners and teaching techniques designed for this population. Following a quiz to identify visual-spatial learners, chapters address: (1) how visual-spatial learners think and the plight of being non-sequential; (2) the power of the right hemisphere, eye movement patterns, and…

Demonized Learners in Sociocultural Theory

ERIC Educational Resources Information Center

Chen, Joanna

2016-01-01

Within the frameworks of Sociocultural theory, particularly Vygotskian sociocultural theory and ZPD, Lave and Wenger's CoP, and contemporary sociocultural theory, this paper seeks to examine the unfavourable scholarly portrayal of learners and their identities based on learners' behaviours, attitudes, and beliefs about the social element of…

Comparing Learners' State Anxiety during Task-Based Interaction in Computer-Mediated and Face-to-Face Communication

ERIC Educational Resources Information Center

Baralt, Melissa; Gurzynski-Weiss, Laura

2011-01-01

The construct of anxiety is often believed to be the affective factor with the greatest potential to pervasively affect the learning process (Horwitz, 2001), and recent research has demonstrated that anxiety can mediate whether learners are able to notice feedback and subsequently produce output (Sheen, 2008). In order to reduce the negative…

Person-Oriented Approaches to Profiling Learners in Technology-Rich Learning Environments for Ecological Learner Modeling

ERIC Educational Resources Information Center

Jang, Eunice Eunhee; Lajoie, Susanne P.; Wagner, Maryam; Xu, Zhenhua; Poitras, Eric; Naismith, Laura

2017-01-01

Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners' distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets.…

Enhancing Learners' Self-Directed Use of Technology for Language Learning: The Effectiveness of an Online Training Platform

ERIC Educational Resources Information Center

Lai, Chun; Shum, Mark; Tian, Yan

2016-01-01

Enhancing self-directed use of technology for language learning is essential for maximizing the potential of technology for language learning. Understanding how to construct learner training to promote this critical competency is of great significance. This study examined the effectiveness of an online training platform aimed at enhancing the…

"Can We Do That Again?" Engaging Learners and Developing beyond the "Wow" Factor in Science

ERIC Educational Resources Information Center

Astall, Chris; Bruce, Warren

2010-01-01

Adding Mentos to an open bottle of Diet Coke can produce a fountain of liquid and froth extending several metres high. This activity can engage a wide audience of learners in a relevant and meaningful way, provide a model for creative science teaching, and help to develop learners' attitudes towards school science as a subject. In this paper, the…

Learner Groups in Massive Open Online Courses

ERIC Educational Resources Information Center

Arora, Skand; Goel, Manav; Sabitha, A. Sai; Mehrotra, Deepti

2017-01-01

The open nature of Massive Open Online Courses (MOOCs) attracts a large number of learners with different backgrounds, skills, motivations, and goals. This has brought a need to understand such heterogeneity in populations of MOOC learners. Categorizing these learners based upon their interaction with the course can help address this need and…

Encouraging Learners to Create Language-Learning Materials

ERIC Educational Resources Information Center

Moiseenko, Veronika

2015-01-01

Student-produced materials are a powerful tool for promoting learner autonomy. They challenge the traditional paradigm of education because the very concept of learner-produced materials is based on trust in the student-centered learning process; when developing materials, learners do not rely on the teacher to make every decision. In this…

Don’t Assume Deaf Students are Visual Learners

PubMed Central

Marschark, Marc; Paivio, Allan; Spencer, Linda J.; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth

2016-01-01

In the education of deaf learners, from primary school to postsecondary settings, it frequently is suggested that deaf students are visual learners. That assumption appears to be based on the visual nature of signed languages—used by some but not all deaf individuals—and the fact that with greater hearing losses, deaf students will rely relatively more on vision than audition. However, the questions of whether individuals with hearing loss are more likely to be visual learners than verbal learners or more likely than hearing peers to be visual learners have not been empirically explored. Several recent studies, in fact, have indicated that hearing learners typically perform as well or better than deaf learners on a variety of visual-spatial tasks. The present study used two standardized instruments to examine learning styles among college deaf students who primarily rely on sign language or spoken language and their hearing peers. The visual-verbal dimension was of particular interest. Consistent with recent indirect findings, results indicated that deaf students are no more likely than hearing students to be visual learners and are no stronger in their visual skills and habits than their verbal skills and habits, nor are deaf students’ visual orientations associated with sign language skills. The results clearly have specific implications for the educating of deaf learners. PMID:28344430

Learner Resistance in Metacognition Training? An Exploration of Mismatches between Learner and Teacher Agendas

ERIC Educational Resources Information Center

Jing, Huang

2006-01-01

This paper examines how and why learner resistance (to the teacher's goals and expectations) occurred in a metacognition-training (MT) project, which aimed to enhance reflection and autonomy in EFL learning. MT was integrated into a regular EFL reading course for second-year BA TEFL undergraduates at a Chinese university. Learner resistance in the…

Adults as Learners. Increasing Participation and Facilitating Learning.

ERIC Educational Resources Information Center

Cross, K. Patricia

The literature on adult learners is reviewed, and two models of adult learning are developed. Demographic, social, and technological trends that stimulate the increasing demand for learning opportunities are examined, and the views of those who see dangers in new pressures on adults to participate in organized learning activities are considered.…

ESL Teachers' Perceptions about English Learners' Reading Motivation

ERIC Educational Resources Information Center

Protacio, Maria Selena; Jang, Bong Gee

2016-01-01

The role of motivation in engaging students in reading activities and thus improving their reading achievement has been widely reported for the past decades. However, despite the increasing numbers of English learners (ELs) in the United States, little is known about how teachers perceive their motivation to read. Focus group methodology was used…

Personal Constructs and Attribution for Academic Success and Failure in Dyslexia.

ERIC Educational Resources Information Center

Humphrey, Neil; Mullins, Patricia M.

2002-01-01

A British study examined relationships between dyslexia and the ways in which students perceive themselves as learners, specifically their personal constructs and attributional styles. Results indicated that dyslexia has negative consequences for students' individual development. Suggestions are offered for making schools more "dyslexia…

Assistive Software for Disabled Learners

ERIC Educational Resources Information Center

Clark, Sharon; Baggaley, Jon

2004-01-01

Previous reports in this series (#32 and 36) have discussed online software features of value to disabled learners in distance education. The current report evaluates four specific assistive software products with useful features for visually and hearing impaired learners: "ATutor", "ACollab", "Natural Voice", and "Just Vanilla". The evaluative…

Chinese English Learners' Strategic Competence

ERIC Educational Resources Information Center

Wang, Dianjian; Lai, Hongling; Leslie, Michael

2015-01-01

The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are…

Educational Programs for Graduate Level Learners and Professionals - National Radio Astronomy Observatory National and International Non-Traditional Exchange Program

NASA Astrophysics Data System (ADS)

Wingate, Lory Mitchell

2017-01-01

The National Radio Astronomy Observatory’s (NRAO) National and International Non-Traditional Exchange (NINE) Program teaches concepts of project management and systems engineering to chosen participants within a nine-week program held at NRAO in New Mexico. Participants are typically graduate level students or professionals. Participation in the NINE Program is through a competitive process. The program includes a hands-on service project designed to increase the participants knowledge of radio astronomy. The approach demonstrate clearly to the learner the positive net effects of following methodical approaches to achieving optimal science results.The NINE teaches participants important sustainable skills associated with constructing, operating and maintaining radio astronomy observatories. NINE Program learners are expected to return to their host sites and implement the program in their own location as a NINE Hub. This requires forming a committed relationship (through a formal Letter of Agreement), establishing a site location, and developing a program that takes into consideration the needs of the community they represent. The anticipated outcome of this program is worldwide partnerships with fast growing radio astronomy communities designed to facilitate the exchange of staff and the mentoring of under-represented groups of learners, thereby developing a strong pipeline of global talent to construct, operate and maintain radio astronomy observatories.

An Analysis of Lexical Errors of Korean Language Learners: Some American College Learners' Case

ERIC Educational Resources Information Center

Kang, Manjin

2014-01-01

There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed…

Not another boring lecture: engaging learners with active learning techniques.

PubMed

Wolff, Margaret; Wagner, Mary Jo; Poznanski, Stacey; Schiller, Jocelyn; Santen, Sally

2015-01-01

Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures. We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning. When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning. Copyright © 2015 Elsevier Inc. All rights reserved.

The Adult Learner: Some Things We Know

ERIC Educational Resources Information Center

Fogarty, Robin J.; Pete, Brian M.

2007-01-01

This book addresses the "warrior" who rises to the challenge of teaching the adult learner. The discussion is designed as a catalyst for dialogue about the adult learner and to uncover the complexities of teaching this rare and riveting species. This book is organized around three interlocking themes: some things we know about the adult learner;…

The Development and Evaluation of an Achievement Test for Measuring the Efficacy of Task-Based Writing Activities to Enhance Iranian EFL Learners' Reading Comprehension

ERIC Educational Resources Information Center

Nejad, Ferdows Mohsen; Khosravian, Fereshteh

2014-01-01

The present study examined the reliability of an achievement test to measure the efficacy of task-based writing activities to improve Iranian EFL learners' reading comprehension at the intermediate level in a private language institute in Ilam, Iran, namely Alefba language institute. To achieve the goal, the techniques for evaluating reliability…

Learner Control in Hypermedia Environments

ERIC Educational Resources Information Center

Scheiter, Katharina; Gerjets, Peter

2007-01-01

Contrary to system-controlled multimedia learning environments, hypermedia systems are characterized by a high level of interactivity. This interactivity is referred to as learner control in the respective literature. For several reasons this learner control is seen as a major advantage of hypermedia for learning and instruction. For instance,…

Learning to Teach as Acculturation: A Case Study of Constructing a Professional Teaching Culture of Learner-Centered Pedagogy

ERIC Educational Resources Information Center

Aponte Martinez, Gerardo Joel

2017-01-01

This study explores how a group of Dominican teachers build a professional teaching culture of learner-centered pedagogies by working with a U.S.-Dominican education non-profit organization, CREAR. First, this study uncovers the CREAR cultural logics--the knowledge and know how's characteristic of teaching--that shape CREAR teaching to define…

Pilot Study on the Feasibility and Indicator Effects of Collaborative Online Projects on Science Learning for English Learners

ERIC Educational Resources Information Center

Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Walden, Emily

2015-01-01

The 2006 National Science Board called for new strategies and instructional materials for teachers to better serve English Learners' (EL) needs. Bilingual Collaborative Online Projects in science were created to assist ELs' construction of science knowledge, facilitate academic English acquisition, and improve science learning. Two bilingual…

Shared Pedagogical Understandings: Schoolwide Inclusion Practices Supporting Learner Needs

ERIC Educational Resources Information Center

Abawi, Lindy; Oliver, Mark

2013-01-01

Educational perspectives that recommend inclusion of children with special needs into mainstream classrooms remain a controversial topic. The Melbourne Declaration declares that all young Australians should be supported to become successful learners; confident and creative individuals; and active and informed citizens. So the question remains how…

Correlation Among Soil Enzyme Activities, Root Enzyme Activities, and Contaminant Removal in Two-Stage In Situ Constructed Wetlands Purifying Domestic Wastewater.

PubMed

Ni, Lixiao; Xu, Jiajun; Chu, Xianglin; Li, Shiyin; Wang, Peifang; Li, Yiping; Li, Yong; Zhu, Liang; Wang, Chao

2016-07-01

Two-stage in situ wetlands (two vertical flow constructed wetlands in parallel and a horizontal flow constructed wetland) were constructed for studying domestic wastewater purification and the correlations between contaminant removal and plant and soil enzyme activities. Results indicated the removal efficiency of NH4 (+) and NO3 (-) were significantly correlated with both urease and protease activity, and the removal of total phosphorus was significantly correlated with phosphatase activity. Chemical oxygen demand removal was not correlated with enzyme activity in constructed wetlands. Plant root enzyme (urease, phosphatase, protease and cellulose) activity correlation was apparent with all contaminant removal in the two vertical flow constructed wetlands. However, the correlation between the plant root enzyme activity and contaminant removal was poor in horizontal flow constructed wetlands. Results indicated that plant roots clearly played a role in the removal of contaminants.

Young Children's Block Construction Activities: Findings from 3 Years of Observation.

ERIC Educational Resources Information Center

Hanline, Mary Frances; Milton, Sande; Phelps, Pamela

2001-01-01

A 3-year study explored the development of the complexity of block constructions of 65 preschool children. Results indicated that the complexity of block constructions increased with age, the time the child was involved with block construction activities had a positive effect on complexity, and gender did not influence block construction…

High Ability and Learner Characteristics

ERIC Educational Resources Information Center

Hindal, Huda; Reid, Norman; Whitehead, Rex

2013-01-01

The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being…

Utility of pedometers for assessing physical activity: construct validity.

PubMed

Tudor-Locke, Catrine; Williams, Joel E; Reis, Jared P; Pluto, Delores

2004-01-01

Valid assessment of physical activity is necessary to fully understand this important health-related behaviour for research, surveillance, intervention and evaluation purposes. This article is the second in a companion set exploring the validity of pedometer-assessed physical activity. The previous article published in Sports Medicine dealt with convergent validity (i.e. the extent to which an instrument's output is associated with that of other instruments intended to measure the same exposure of interest). The present focus is on construct validity. Construct validity is the extent to which the measurement corresponds with other measures of theoretically-related parameters. Construct validity is typically evaluated by correlational analysis, that is, the magnitude of concordance between two measures (e.g. pedometer-determined steps/day and a theoretically-related parameter such as age, anthropometric measures and fitness). A systematic literature review produced 29 articles published since > or =1980 directly relevant to construct validity of pedometers in relation to age, anthropometric measures and fitness. Reported correlations were combined and a median r-value was computed. Overall, there was a weak inverse relationship (median r = -0.21) between age and pedometer-determined physical activity. A weak inverse relationship was also apparent with both body mass index and percentage overweight (median r = -0.27 and r = -0.22, respectively). Positive relationships regarding indicators of fitness ranged from weak to moderate depending on the fitness measure utilised: 6-minute walk test (median r = 0.69), timed treadmill test (median r = 0.41) and estimated maximum oxygen uptake (median r = 0.22). Studies are warranted to assess the relationship of pedometer-determined physical activity with other important health-related outcomes including blood pressure and physiological parameters such as blood glucose and lipid profiles. The aggregated evidence of convergent

Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

ERIC Educational Resources Information Center

Yang, Jinsuk; Rehner, Katherine

2015-01-01

This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

Learners' Satisfaction Level with Online Student Portal as a Support System in an Open and Distance eLearning Environment (ODeL)

ERIC Educational Resources Information Center

Secreto, Percia V.; Pamulaklakin, Rhodora L.

2015-01-01

Learner support in an open, distance and online learning is defined as "all activities and elements in education that respond to a known learner or group of learners, and which are designed to assist in the cognitive, affective, and systemic realms of the learning process" (Brindley, et. al, 2004). Teaching and tutoring, advising and…

An Analysis of Learners' Intentions toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

ERIC Educational Resources Information Center

Huang, Hsiu-Mei; Liaw, Shu-Sheng

2018-01-01

Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner's knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research…

Sensitizing ESL Learners to Genre

ERIC Educational Resources Information Center

Swami, Jasti Appa

2008-01-01

This article evaluates the efficacy of explicit genre-based instruction by sensitizing the ESL learners to the concept of genre. The main questions addressed are: How does sensitizing ESL learners to the rhetorical move structure of a genre, the communicative purposes of these moves, and linguistic features that realize these moves help them to…

Hearing "Learner Voice" in Health Promoting Schools through Participatory Action Research

ERIC Educational Resources Information Center

Sonn, Brenda; Santens, Anneleen; Ravau, Sarah

2011-01-01

The participation of learners in school life and learner voice is important for learner development and the implementation of school interventions. In this paper we argue that learner participation and learner voice in school-community interventions contribute to learners' development of a critical consciousness and to their understanding of…

Constructs for Web 2.0 Learning Environments: A Theatrical Metaphor

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Blocher, Michael; Roberts, Gayle

2008-01-01

Web 2.0 technologies empower learners to create personalized and community-based collaborative environments. Social networking technology affords learners to weave their human networks through active connections to understand what we know and we want to know. Social acts that bring out identities, awareness, relationships, connections, and…

Loanwords and Vocabulary Size Test Scores: A Case of Different Estimates for Different L1 Learners

ERIC Educational Resources Information Center

Laufer, Batia; McLean, Stuart

2016-01-01

The article investigated how the inclusion of loanwords in vocabulary size tests affected the test scores of two L1 groups of EFL learners: Hebrew and Japanese. New BNC- and COCA-based vocabulary size tests were constructed in three modalities: word form recall, word form recognition, and word meaning recall. Depending on the test modality, the…

Motivation and Interlanguage Pragmatics in Iranian English Language Learners

ERIC Educational Resources Information Center

Khorshidi, Hassan Rasouli; Nimchahi, Abdolreza Bagherzadeh

2013-01-01

It is generally believed that interlanguage pragmatics and motivation play important roles in learning. Motivation is important because it determines the extent of the learner's active involvement and attitude toward learning. The major purpose of this study was to investigate the impact of integrative and instrumental motivation on the…

L1 Influence on the Use of English Deictic Motion Verbs for Chinese EFL Learners and French EFL Learners

ERIC Educational Resources Information Center

Ziyan, Xu

2013-01-01

Based on Sloin's (1996b) thinking for speaking approach, the study examines L1 influence on the use of English deictic Motion verbs for Chinese EFL learners and French EFL learners. The aim is to find out whether language learners will be influenced by the particular Thinking for Speaking acquired in L1 in the process of L2 acquisition. It is…

The Relationship between Willingness to Communicate and Multiple Intelligences among Learners of English as a Foreign Language

ERIC Educational Resources Information Center

Mohammadzadeh, Afsaneh; Jafarigohar, Manoochehr

2012-01-01

The present study was conducted to examine the existence of any possible relationship between willingness to communicate (WTC) and multiple intelligences (MI) among over 500 EFL learners. The study also investigated the effect of gender on the relationship between these two constructs. The data for the research were gathered using a three-part…

Constructing Learning Spaces? Videoconferencing at Local Learning Centres in Sweden

ERIC Educational Resources Information Center

Logdlund, Ulrik

2010-01-01

This article explores videoconferencing in the context of local learning centres in Sweden. The practice is described as a "learning space" in which adult learners construct socio-spatial relations. The study goes beyond a sociological apprehension of actors and opposes the idea of the material as neutral, passive and conformed by…

Learner-Centred Teaching Contributes in Promising Results in Improving Learner Understanding and Motivation: A Case Study at Malaysia Tertiary Education

ERIC Educational Resources Information Center

Yap, Wei-Li; Neo, Mai; Neo, Tse-Kian

2016-01-01

In Malaysia, traditional teaching is still a common approach among many lecturers. There have been many studies that have reported its limitations and many lecturers have started to adopt a more learner-centred teaching approach to promote better learner understanding and learner motivation. Throughout this effort, it is noticed there are…

Errors in Inflectional Morphemes as an Index of Linguistic Competence of Korean Heritage Language Learners and American Learners of Korean

ERIC Educational Resources Information Center

Kim, So-Young

2013-01-01

This study examined the linguistic competence in Korean of Korean heritage language learners (HLLs), compared to English-speaking non-heritage language learners (NHLLs) of Korean. It is unclear and controversial as to whether heritage languages learners are exposed to early but are interrupted manifest as L1 competence or share more…

Exploring Work-Based Foundation Skills in the ABLE Classroom. Instructional Activities and Resources for the Adult Learner [and] Supplemental Handouts for Modules. Version 1.2.

ERIC Educational Resources Information Center

Carman, Priscilla; Van Horn, Barbara; Hamilton, KayLynn; Williams, Mary Kay

This guide contains activities and resources to help adult learners develop the work-based foundation skills and knowledge areas included on the Foundation Skills Framework wheel (Institute for the Study of Adult Literacy 2000). Its four sections (basic employability skills, basic workplace knowledge, basic workplace skills, and lifelong learning…

Learner Agency within the Design of an EAP Course

ERIC Educational Resources Information Center

Seppälä, Riina

2015-01-01

To meet the demands of today's society and working life, higher education should support the development of learner agency. How the agency of individual learners emerges in university courses and what kind of agency empowers the learners to face new challenges should be considered. In this article, the focus is on learner agency enabled and…

Heutagogic approach to developing capable learners.

PubMed

Abraham, Reem Rachel; Komattil, Ramnarayan

2017-03-01

The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability to use competencies in novel contexts. Competencies alone are not sufficient to thrive in the present day work place as medical profession subsumes complex contexts; it is in this scenario that, medical educators are entrusted with the challenging task of developing "capable learners". In the heutagogical approach, learners are required to decide upon what to learn and how to learn and therefore the control of the learning process is on the learner and the role of the teacher becomes that of a navigator. This paper highlights the current higher educational practices based on heutagogy, considers its application in the context of Problem-based learning and also discusses a few challenges in incorporating this approach in the existing undergraduate medical curriculum. The article proposes the use of social media in order to support learner autonomy, which in turn improves learners' cognitive engagement with content and tasks, thereby assisting the development of attributes associated with capability.

Delivering Instruction to Adult Learners.

ERIC Educational Resources Information Center

Cantor, Jeffrey A.

This guide to working with adult learners approaches the job of the instructor from a threefold perspective that focuses on the role of the instructor as a professional, the needs of the learner, and the instructional process and related technology. Chapter 1 examines the role of an effective instructor as a behavior model and change agent.…

Profiling Mobile English Language Learners

ERIC Educational Resources Information Center

Byrne, Jason; Diem, Robert

2014-01-01

The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…

Conceptualizing Language Learners: Socioinstitutional Mechanisms and Their Consequences

ERIC Educational Resources Information Center

Kibler, Amanda K.; Valdés, Guadalupe

2016-01-01

Through examination of one recently manufactured term for language learners (Long-term English Learners) and review of a century of "MLJ" articles, we examine varying "socioinstitutional" conceptualizations of second/foreign/heritage language learners as shaped by educational institutions and related stakeholders over time,…

The Construction of a Questionnaire to Evaluate the Science Orientedness of Students' Identities as Learners from a Cognitive Perspective

ERIC Educational Resources Information Center

Taconis, Ruurd; de Putter-Smits, Lesley G. M.; Henry, Steven; den Brok, Perry J.; Beijaard, Douwe

2010-01-01

Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing "identities as learners" and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five…

FipsOrtho: A Spell Checker for Learners of French

ERIC Educational Resources Information Center

L'Haire, Sebastien

2007-01-01

This paper presents FipsOrtho, a spell checker targeted at learners of French, and a corpus of learners' errors which has been gathered to test the system and to get a sample of specific language learners' errors. Spell checkers are a standard feature of many software products, however they are not designed for specific language learners' errors.…

Multi-atlas learner fusion: An efficient segmentation approach for large-scale data.

PubMed

Asman, Andrew J; Huo, Yuankai; Plassard, Andrew J; Landman, Bennett A

2015-12-01

We propose multi-atlas learner fusion (MLF), a framework for rapidly and accurately replicating the highly accurate, yet computationally expensive, multi-atlas segmentation framework based on fusing local learners. In the largest whole-brain multi-atlas study yet reported, multi-atlas segmentations are estimated for a training set of 3464 MR brain images. Using these multi-atlas estimates we (1) estimate a low-dimensional representation for selecting locally appropriate example images, and (2) build AdaBoost learners that map a weak initial segmentation to the multi-atlas segmentation result. Thus, to segment a new target image we project the image into the low-dimensional space, construct a weak initial segmentation, and fuse the trained, locally selected, learners. The MLF framework cuts the runtime on a modern computer from 36 h down to 3-8 min - a 270× speedup - by completely bypassing the need for deformable atlas-target registrations. Additionally, we (1) describe a technique for optimizing the weak initial segmentation and the AdaBoost learning parameters, (2) quantify the ability to replicate the multi-atlas result with mean accuracies approaching the multi-atlas intra-subject reproducibility on a testing set of 380 images, (3) demonstrate significant increases in the reproducibility of intra-subject segmentations when compared to a state-of-the-art multi-atlas framework on a separate reproducibility dataset, (4) show that under the MLF framework the large-scale data model significantly improve the segmentation over the small-scale model under the MLF framework, and (5) indicate that the MLF framework has comparable performance as state-of-the-art multi-atlas segmentation algorithms without using non-local information. Copyright © 2015 Elsevier B.V. All rights reserved.

Older Lifelong Learners' Motivations for Participating in Formal Volunteer Activities in Urban Communities

ERIC Educational Resources Information Center

Yamashita, Takashi; López, Erick B.; Soligo, Marta; Keene, Jennifer R.

2017-01-01

In recent years, volunteering has received increasing attention as a unique form of learning, one which may complement lifelong learning programs for older adults. This study examined the underlying volunteer motivations as well as formal volunteer behaviors among older adult lifelong learners. Data from 277 members of the Osher Lifelong Learning…

The adult learner: is it necessary to understand for teaching in anesthesiology.

PubMed

Gaiser, Robert R

2010-01-01

Educators came to realize what internists and pediatricians have known all along: adults and children are not the same. They differ in physiology, pharmacology, and learning. To approach teaching of the adult learner as one would a child is likely to fail. To effectively design and execute a curriculum for the adult, the teacher must consider the role of personal experience, learning preparedness, learning orientation, and motivation to learn. Although these principles may seem novel, they represent good judgment when teaching the adult. The key factor for the educator is to determine the needs of the adult (which is typically based upon personal experience) and then design and implement a curriculum based upon these needs. This approach is backward from the approach used in children in which the curriculum is established without any input from the learner. One other means to improve success is to foster personal reflection upon the teaching by the adult learner. This reflection may develop from carefully phrased questions, from activities in applying the knowledge, or from within the learner. By helping the learner to reflect, the true goals of the teaching may be achieved and the teacher is rewarded by having a more knowledgeable provider, who is able to use and to question the new knowledge. The cycle of adult learning is completed but also starts again.

Motivators that Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation

ERIC Educational Resources Information Center

Chen, Judy F.; Warden, Clyde A.; Chang, Huo-Tsan

2005-01-01

Language learning motivation plays an important role in both research and teaching, yet language learners are still largely understood in terms of North American and European cultural values. This research explored language learning motivation constructs in a Chinese cultural setting, where large numbers of students are required to study English.…

Explicit Knowledge and Processes from a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner

ERIC Educational Resources Information Center

Roehr-Brackin, Karen

2014-01-01

This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt of "gehen" ("go," "walk") and "fahren"…

Transfer in SLA and Creoles: The Implications of Causative Serial Verbs in the Interlanguage of Vietnamese ESL Learners

ERIC Educational Resources Information Center

Helms-Park, Rena

2003-01-01

This paper presents a study that attributes verb serialization in the interlanguage of Vietnamese-speaking ESL learners to language transfer and, furthermore, puts forward the view that such transfer bears a resemblance to substrate influence in creoles with serial verb constructions (SVCs). In a task that elicited English causatives through…

Actors and Avatars: Why Learners Prefer Digital Agents

ERIC Educational Resources Information Center

Donovan, Paul

2015-01-01

Purpose: The purpose of this study is to compare learner experiences of recorded instructional videos (DVDs) with Machinima. Design/methodology/approach: In this exploratory study, sets of learning sequences in management skills training were delivered to 32 learners using both methods, and learner reactions were gathered using post-event…

Online English Language Learners' Perceptions of Portfolio Assessment

ERIC Educational Resources Information Center

Baturay, Meltem Huri

2015-01-01

Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners' progress. The current study was carried out in an online English…

An Interview Study of Learner Motivation and Learner Involvement in Mandatory College-Level Academic Writing Classes

ERIC Educational Resources Information Center

Vanniarajan, Swathi M.

2011-01-01

Scholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program at the junior/senior level in a California State University indicated that learner motivation in…

Fostering Learner Autonomy: Power and Reciprocity in the Relationship between Language Learner and Language Learning Adviser

ERIC Educational Resources Information Center

Ciekanski, Maud

2007-01-01

Developments in lifelong learning and learner autonomy have given fresh impetus to the debate about learning without formal teaching. This paper concerns the educational relationship between learner and adviser in self-directed schemes. Two French self-directed language learning set-ups were observed, one situated at university level (Systeme…

Prospective Teachers' Metaphorical Conceptualizations of Learner

ERIC Educational Resources Information Center

Saban, Ahmet

2010-01-01

This study investigated the metaphorical images that prospective teachers in Turkey formulated to describe learners. Participants (N = 2847) completed the prompt "A student is like ... because ..." to indicate their conceptualizations of learner. Data were analyzed both qualitatively and quantitatively. Altogether 98 well-articulated…

The Cerebral Basis for Language Learner Strategies: A Near-Infrared Spectroscopy Study

ERIC Educational Resources Information Center

Takeuchi, Osamu; Ikeda, Maiko; Mizumoto, Atsushi

2012-01-01

In this paper, we validate Macaro's (2006) model of strategy use among language learners by assessing the amount of neural activity around the prefrontal cortex, the supposed locus of working memory (WM). We also examine whether WM activation during first language (L1) strategy deployment is lower than WM activation during second language (L2)…

Oral Dialogue Journals and Iranian EFL Learners' Pronunciation

ERIC Educational Resources Information Center

Beh-Afarin, Seyed Reza; Moradkhan, Dennis; Monfared, Amirhossein

2009-01-01

This study focused on the impact of oral dialogue journals on Iranian EFL learners' pronunciation. Three classes of intermediate learners, after being reassured of their homogeneity, were randomly assigned to treatment (14 students), control (9 students), and placebo (10 students) groups. Learners in the treatment group had to respond to the…

The Adult Learner in the Online Writing Course

ERIC Educational Resources Information Center

Hoy, Cheryl A.

2010-01-01

Because a gap in scholarly literature exists concerning the adult learner in the online writing course, I researched the effects of the online learning environment on adult learners in an online intermediate writing course offered through the Adult Learner Services Program at Bowling Green State University. This dissertation argues that online…

Advancing Learner Autonomy in TEFL via Collaborative Learning

ERIC Educational Resources Information Center

Jacobs, George M.; Shan, Tan Hui

2015-01-01

The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…

Developing Learners' Second Language Communicative Competence through Active Learning: Clickers or Communicative Approach?

ERIC Educational Resources Information Center

Agbatogun, Alaba Olaoluwakotansibe

2014-01-01

The purpose of this study was to compare the impact of clickers, the communicative approach and the lecture method on the communicative competence development of learners who were taught English a second language (ESL). Ninety nine pupils from three primary schools participated in the study. Quasi-experimental non-randomised pre-test posttest…

Investigating ESL Learners' Lexical Collocations: The Acquisition of Verb + Noun Collocations by Japanese Learners of English

ERIC Educational Resources Information Center

Miyakoshi, Tomoko

2009-01-01

Although it is widely acknowledged that collocations play an important part in second language learning, especially at intermediate-advanced levels, learners' difficulties with collocations have not been investigated in much detail so far. The present study examines ESL learners' use of verb-noun collocations, such as "take notes," "place an…

A Dynamic Analysis of Why Learners Develop a Preference for Autonomous Learners in Computer-Mediated Communication

ERIC Educational Resources Information Center

Rienties, Bart; Tempelaar, Dirk; Giesbers, Bas; Segers, Mien; Gijselaers, Wim

2014-01-01

A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning…

The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus

ERIC Educational Resources Information Center

Karimi, Mehrnoosh; Hamzavi, Raouf

2017-01-01

The present study aimed at investigating the effect of flipped model of instruction on EFL learners' reading comprehension ability. Moreover, this study aimed at identifying EFL students' attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first…

The Good Language Learner: Another Look.

ERIC Educational Resources Information Center

Reiss, Mary-Ann

1985-01-01

A study of the learning techniques and strategies of successful learners revealed these strategies: monitoring which often involves silent speaking, attending to form and meaning, guessing, practicing, motivation to communicate, and mnemonics. It also revealed a high tolerance for ambiguity in successful learners. (MSE)

Eye Movements of Online Chinese Learners

ERIC Educational Resources Information Center

Stickler, Ursula; Shi, Lijing

2015-01-01

Although online tutorials are becoming commonplace for language teaching, very few studies to date have provided insights into learners' behaviours in synchronous online interactions from their own perspective. This study employs eyetracking technology to investigate ten learners' attention during synchronous online language learning in a…

Online Games for Young Learners' Foreign Language Learning

ERIC Educational Resources Information Center

Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji

2014-01-01

Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…

Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of Southampton Solent University (SSU)

ERIC Educational Resources Information Center

Khan, Osama

2017-01-01

This paper depicts a perceptual picture of learning analytics based on the understanding of learners and teachers at the SSU as a case study. The existing literature covers technical challenges of learning analytics (LA) and how it creates better social construct for enhanced learning support, however, there has not been adequate research on…

Gender agreement violations modulate beta oscillatory dynamics during sentence comprehension: A comparison of second language learners and native speakers.

PubMed

Lewis, Ashley Glen; Lemhӧfer, Kristin; Schoffelen, Jan-Mathijs; Schriefers, Herbert

2016-08-01

For native speakers, many studies suggest a link between oscillatory neural activity in the beta frequency range and syntactic processing. For late second language (L2) learners on the other hand, the extent to which the neural architecture supporting syntactic processing is similar to or different from that of native speakers is still unclear. In a series of four experiments, we used electroencephalography to investigate the link between beta oscillatory activity and the processing of grammatical gender agreement in Dutch determiner-noun pairs, for Dutch native speakers, and for German L2 learners of Dutch. In Experiment 1 we show that for native speakers, grammatical gender agreement violations are yet another among many syntactic factors that modulate beta oscillatory activity during sentence comprehension. Beta power is higher for grammatically acceptable target words than for those that mismatch in grammatical gender with their preceding determiner. In Experiment 2 we observed no such beta modulations for L2 learners, irrespective of whether trials were sorted according to objective or subjective syntactic correctness. Experiment 3 ruled out that the absence of a beta effect for the L2 learners in Experiment 2 was due to repetition of the target nouns in objectively correct and incorrect determiner-noun pairs. Finally, Experiment 4 showed that when L2 learners are required to explicitly focus on grammatical information, they show modulations of beta oscillatory activity, comparable to those of native speakers, but only when trials are sorted according to participants' idiosyncratic lexical representations of the grammatical gender of target nouns. Together, these findings suggest that beta power in L2 learners is sensitive to violations of grammatical gender agreement, but only when the importance of grammatical information is highlighted, and only when participants' subjective lexical representations are taken into account. Copyright © 2016 Elsevier Ltd. All

English Language Learners' Epistemic Beliefs about Vocabulary Knowledge

ERIC Educational Resources Information Center

Ziegler, Nathan E.

2014-01-01

There is a growing body of work that examines the epistemic beliefs of learners and the role those beliefs play in the development of their critical thinking and other cognitive processes (Hofer, 2001). This study examines the epistemic beliefs of English language learners, a population of learners that is relatively understudied on the topic of…

The Learner's Place in e-Learning Project Management

ERIC Educational Resources Information Center

Bartz, Janet

2010-01-01

An e-learning project is a balance of time, cost, and scope measured against learner engagement. With this measure, the learner is part of every stage in the project's development. Assessing decisions with regards to learner impact will contribute to a more engaging and therefore successful project. To illustrate this concept, this paper will…

Adult Language Learners: Context and Innovation

ERIC Educational Resources Information Center

Smith, Ann F. V., Ed.; Strong, Gregory, Ed.

2009-01-01

"Adult Language Learners: Context and Innovation" presents instructional practices that are particularly successful with adults. Adult language learners are goal oriented and direct their learning to fulfill particular needs or demands: to advance their studies, to progress up the career ladder, to follow business opportunities, to pass…

The Effect of Teaching Memory Strategies on Iranian EFL Learner's Vocabulary Retention in Terms of Learners' Multiple Intelligences

ERIC Educational Resources Information Center

Abbassi, Adele; Hassaskhah, Jaleh; Tahriri, Abdorreza

2018-01-01

This study targeted to explore the effect of memory strategy on EFL learners' vocabulary retention with a consideration of learners' multiple intelligences. In this study, the memory strategy consisted of three parts of grouping, acronym and images. The participants of this study were 80 male and female EFL learners of intermediate level who…

Integrating Learning Styles and Personality Traits into an Affective Model to Support Learner's Learning

NASA Astrophysics Data System (ADS)

Leontidis, Makis; Halatsis, Constantin

The aim of this paper is to present a model in order to integrate the learning style and the personality traits of a learner into an enhanced Affective Style which is stored in the learner’s model. This model which can deal with the cognitive abilities as well as the affective preferences of the learner is called Learner Affective Model (LAM). The LAM is used to retain learner’s knowledge and activities during his interaction with a Web-based learning environment and also to provide him with the appropriate pedagogical guidance. The proposed model makes use of an ontological approach in combination with the Bayesian Network model and contributes to the efficient management of the LAM in an Affective Module.

"The Biggest Problem": School Leaders' Covert Construction of Latino ELL Families--Institutional Racism in a Neoliberal Schooling Context

ERIC Educational Resources Information Center

Briscoe, Felecia M.

2014-01-01

This critical discourse analysis focuses upon the discursive construction of Latino English language learners (ELL) identity within a Texas neoliberal schooling context. Qualitative content analysis was used to examine the construction of Latino ELL identities in the discourses of Texas school leaders practicing under the aegis of neoliberal…

A Descriptive Enquiry into Subject-Verb Concord in English Existential Constructions

ERIC Educational Resources Information Center

Tsuchida, Takehiro

2011-01-01

Subject-verb concord in English existential constructions is often viewed as problematic from both prescriptive and descriptive approaches to grammar and causes considerable confusion among teachers and learners of English as a second language (ESL). This paper aims to disentangle debates over the curious usage of the "there" + plural noun phrase…

Enhancing EFL Learners' Writing Skill via Journal Writing

ERIC Educational Resources Information Center

Tuan, Luu Trong

2010-01-01

"Frequently accepted as being the last language skill to be acquired for native speakers of the language as well as for foreign/second language learners" (Hamp-Lyons and Heasly, 2006: 2), English writing, for a number of EFL learners, appears to be challenging. This paper sought to investigate if learners can grow out of the writing…

Nurse learners--do nurse tutors know them?

PubMed

Moule, P

1995-04-01

Research was undertaken to establish the social profile of Project 2000 (Diploma) learners, and to determine when, and with whose influence, learners make decisions to enter nursing. The image of nursing held by the group was sought and nurse tutors perceptions of the group were obtained, using a questionnaire method. Results analysed using statistical measures and content analysis showed that the majority of learners came from middle socio-economic backgrounds, generally decided to enter nursing whilst at school, and were influenced by nursing role models and the media. The learners perceptions and expectations of nursing were influenced by their experiences and showed some differences when compared with tutor responses. The findings from this small study imply the need for the dissemination of accurate and appropriate recruitment information to school personnel and career advisors. Effective marketing which addresses influences of the media and nursing role models should be employed, and finally nurse tutors need to be conversant with course content and learner expectations to facilitate effective recruitment policies and curriculum development.

Creating Cartoons: A Learner-Centered Approach to Comprehending Texts

ERIC Educational Resources Information Center

Malu, Kathleen F.; McNeal, Kelly

2017-01-01

In this article the authors describe how a specific technique--having learners create cartoons based on a reading passage--helped learners explore their understanding of reading passages and helped the teachers reflect on what the learners had comprehended.

Valuing the Advanced Learner: Differentiating up

ERIC Educational Resources Information Center

Manning, Sandra; Stanford, Barbara; Reeves, Stacy

2010-01-01

In today's educational climate, differentiated instruction is a common practice for students who need remediation; what is less common is to Differentiate Instruction for the advanced learner. Contrary to popular perceptions, advanced learners do not automatically differentiate instruction on their own. Students who have the potential to excel…

Career Guidance for Special Needs Learners.

ERIC Educational Resources Information Center

White, Francis A., Jr.

1982-01-01

A career guidance institute for educators working with handicapped and disadvantaged learners included 10 hours of seminar/classroom guidance experiences devoted to theory. Each participant then undertook a 40-hour work internship designed to provide experiences and information about entry-level jobs that special needs learners could perform. (SK)

Identifying Successful Learners from Interaction Behaviour

ERIC Educational Resources Information Center

McCuaig, Judi; Baldwin, Julia

2012-01-01

The interaction behaviours of successful, high-achieving learners when using a Learning Management System (LMS) are different than the behaviours of learners who are having more difficulty mastering the course material. This paper explores the idea that conventional Learning Management Systems can exploit data mining techniques to predict the…

Democracy Through Learner-Centered Education: a Turkish Perspective

NASA Astrophysics Data System (ADS)

Yilmaz, Kaya

2009-01-01

Aimed at documenting the problems and constraints confronting learner-centered instruction in Turkey, this article first explains the link between democracy and education and the role of learner-centered instruction in realizing democratic ends. By drawing on John Dewey's ideas and Turkish scholars' perspectives on Turkish education, the article then presents the problems and constraints that pose threats to the implementation of learner-centered instruction in Turkey. The author also explains the problems within the Turkish educational system and teacher education programmes, and the challenges that in-service teachers and students may experience with learner-centered instruction.

Toward Modeling the Learner's Personality Using Educational Games

ERIC Educational Resources Information Center

Essalmi, Fathi; Tlili, Ahmed; Ben Ayed, Leila Jemni; Jemmi, Mohamed

2017-01-01

Learner modeling is a crucial step in the learning personalization process. It allows taking into consideration the learner's profile to make the learning process more efficient. Most studies refer to an explicit method, namely questionnaire, to model learners. Questionnaires are time consuming and may not be motivating for learners. Thus, this…

Channeling Children's Energy through Vocabulary Activities

ERIC Educational Resources Information Center

Schindler, Andrea

2006-01-01

In this article, the author shares vocabulary development activities for young learners. These activities channel students' energy and make learning more effective and fun. The author stresses the importance of giving young learners a good language-learning experience, and the challenges of teaching young learners who are not literate in their L1.…

A Longitudinal Examination of Middle School Science Learners' Use of Scaffolding In and Around a Dynamic Modeling Tool

NASA Astrophysics Data System (ADS)

Fretz, Eric Bruce

Scaffolding is a term rooted in multiple research communities over decades of development. Customized, contingent support can be provided to learners to enable performances beyond what they can do alone. This dissertation seeks to examine how effectively scaffolds designed to promote articulation (written expressions of learner understanding) actually work, and if this effectiveness and/or the quality of the resulting models changes over time. It longitudinally examines the use of scaffolds designed into a dynamic modeling tool, as it is used by middle school science learners to create, test, and revise models of complex science phenomena like stream ecosystems. This dissertation also reviews the origins of the scaffolding construct, and summarizes conceptions of scaffolding from various lines of research. Scaffolding can be provided by both human and non-human agents, such as computers, which require specialized interface design to ensure maximum effectiveness. In the study, learners created models in four curriculum units over the seventh and eighth grade school years. Additionally, this dissertation examines the nature of the discussion learners have while using these scaffolds and the frequency and types of interpersonal scaffolds employed during the creation of models. Model quality is also examined using a rubric developed through review of prior research on assessing models and concept maps. Learner pairs' model creation sessions on a computer are captured with screen video and learner audio, and then distilled to transcripts for subsequent coding and analysis, supported by qualitative analysis software. Articulation scaffolds were found to succeed in promoting articulations and the quality of those articulations improved over time. Learner dialog associated with these written articulations is of reasonable quality but did not improve over time. Quality of model artifacts did improve over time. The overall use of scaffolding by each learner pair was

Construction of Mutant Glucose Oxidases with Increased Dye-Mediated Dehydrogenase Activity

PubMed Central

Horaguchi, Yohei; Saito, Shoko; Kojima, Katsuhiro; Tsugawa, Wakako; Ferri, Stefano; Sode, Koji

2012-01-01

Mutagenesis studies on glucose oxidases (GOxs) were conducted to construct GOxs with reduced oxidase activity and increased dehydrogenase activity. We focused on two representative GOxs, of which crystal structures have already been reported—Penicillium amagasakiense GOx (PDB ID; 1gpe) and Aspergillus niger GOx (PDB ID; 1cf3). We constructed oxygen-interacting structural models for GOxs, and predicted the residues responsible for oxidative half reaction with oxygen on the basis of the crystal structure of cholesterol oxidase as well as on the fact that both enzymes are members of the glucose/methanol/choline (GMC) oxidoreductase family. Rational amino acid substitution resulted in the construction of an engineered GOx with drastically decreased oxidase activity and increased dehydrogenase activity, which was higher than that of the wild-type enzyme. As a result, the dehydrogenase/oxidase ratio of the engineered enzyme was more than 11-fold greater than that of the wild-type enzyme. These results indicate that alteration of the dehydrogenase/oxidase activity ratio of GOxs is possible by introducing a mutation into the putative functional residues responsible for oxidative half reaction with oxygen of these enzymes, resulting in a further increased dehydrogenase activity. This is the first study reporting the alteration of GOx electron acceptor preference from oxygen to an artificial electron acceptor. PMID:23203056

Learner-centred teaching in a non-learner-centred world: An interpretive phenomenological study of the lived experience of clinical nursing faculty.

PubMed

Oyelana, Olabisi; Martin, Donna; Scanlan, Judith; Temple, Beverley

2018-08-01

With the growing complexities in the contemporary health care system, there is a challenge of preparing nurses for the practice demands. To this end, learner-centred teaching has emerged in many nursing curricula in Canada and evidence indicates its effectiveness in developing the essential practice skills in nursing students. It is important to examine the experience of the clinical faculty members who implement learner-centred teaching, as doing so would provide an insight to the factors that may hinder the implementation of learner-centred teaching in the practice settings. This phenomenological study aimed to address two research questions: what does learner-centred teaching mean to clinical nurse faculty? What is the lived experience of clinical nursing faculty who incorporate learner-centred teaching? Ten clinical nurse faculty members who had at least two years of clinical teaching experience volunteered to participate in the study. Data were collected using a semi-structured interview guide and audio recorder. Additional data sources included a demographic survey and a reflective journal. Multiple sub-themes emerged from this study from which three significant themes were consolidated: diversity of meanings, facilitators of LCT, and barriers to LCT. However, an overarching theme of "learner-centred teaching in a non-learner-centred world" was coined from participants' accounts of their experiences of barriers in incorporating LCT in the practice settings. A collaborative effort between faculty and the stakeholders is paramount to a successful implementation of learner-centred teaching in practice settings. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Learner-Valued Interactions: Research into Practice

ERIC Educational Resources Information Center

Ley, Kathryn; Gannon-Cook, Ruth

2014-01-01

Online learners provide feedback that does not always match with the expectations of what university administration would expect from their feedback. Learners do not value all instructional features and conditions equally, nor do they view many of the instructional and technology features as being necessarily helpful. This paper presents research…

Flexible Querying of Lifelong Learner Metadata

ERIC Educational Resources Information Center

Poulovassilis, A.; Selmer, P.; Wood, P. T.

2012-01-01

This paper discusses the provision of flexible querying facilities over heterogeneous data arising from lifelong learners' educational and work experiences. A key aim of such querying facilities is to allow learners to identify possible choices for their future learning and professional development by seeing what others have done. We motivate and…

East-Asian Teaching Practices through the Eyes of Western Learners

ERIC Educational Resources Information Center

Chen, Rainbow Tsai-Hung

2014-01-01

Many East-Asian countries are actively positioning themselves as receiving countries of international students. Consequently, the number of international students in these countries is steadily growing. Given the differences between Eastern and Western conceptions of teaching and learning, it could be expected that Western learners studying in the…

Fostering Active Processing of Instructional Explanations of Learners with High and Low Prior Knowledge

ERIC Educational Resources Information Center

Acuna, Santiago R.; Garcia Rodicio, Hector; Sanchez, Emilio

2011-01-01

Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them with indications of the limitations in learners' understanding that they are intended to…

Interactive TV: An Effective Instructional Mode for Adult Learners

ERIC Educational Resources Information Center

Chen, Li-Ling; Iris, Carole

2004-01-01

The inclusion of interactive television (iTV) programs for learning is an emerging genre in education. Literature has concluded that any aspect of learning requires some form of interaction or feedback to be most effective. As television (TV) evolves from being a passive to an active medium, it has the potential to engage learners and reach a mass…

E-learning for medical education: reflections of learners on patients.

PubMed

Walsh, Kieran

2018-01-01

There is a growing research interest in how healthcare professionals learn online. This paper reports an analysis of reflections that relate to patients from users of an e-learning resource, BMJ Learning. Healthcare professionals who use BMJ Learning are encouraged to reflect on their learning. Over one year, all of the learners' reflections that related to patients were captured by the programme's software and were analysed using thematic analysis. A number of key themes emerged from this analysis: many learners reflected on patients in the context of their disease; many learners reflected on how they had put their learning into action or planned to put their learning into action for the benefit of patients; many learners reflected on how they would pass on what they had learned to patients; learners greatly appreciated patients contributing to the learning. Learners predominantly reflect about patients in the context of their disease. The reflections demonstrate that learners are keen to put their learning into action for the benefit of their patients. Learners' reflections show a keen interest in the patient-centredness of the learning resources.

Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.

PubMed

Melby-Lervåg, Monica; Lervåg, Arne

2014-03-01

We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = -0.08) and decoding (pooled effect size d = -0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills.

25 CFR 170.615 - Can a tribe receive advance payments for non-construction activities?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Can a tribe receive advance payments for non-construction... Agreements Under Isdeaa § 170.615 Can a tribe receive advance payments for non-construction activities? Yes. BIA must make advance payments to a tribe for non-construction activities under 25 U.S.C. 450l for...

25 CFR 170.615 - Can a tribe receive advance payments for non-construction activities?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Can a tribe receive advance payments for non-construction... Agreements Under Isdeaa § 170.615 Can a tribe receive advance payments for non-construction activities? Yes. BIA must make advance payments to a tribe for non-construction activities under 25 U.S.C. 450l for...

Fostering German-Language Learners' Constructions of Meanings for Fractions--Design and Effects of a Language-and Mathematics-Integrated Intervention

ERIC Educational Resources Information Center

Prediger, Susanne; Wessel, Lena

2013-01-01

Learning situations that concentrate on conceptual understanding are particularly challenging for learners with limited proficiency in the language of instruction. This article presents an intervention on fractions for Grade 7 in which linguistic challenges and conceptual mathematical challenges were treated in an integrated way. The quantitative…

Individual Differences in Learner Controlled CAI.

ERIC Educational Resources Information Center

Judd, Wilson A.; And Others

Two assumptions in support of learner-controlled computer-assisted instruction (CAI) are that (1) instruction administered under learner control will be less aversive than if administered under program control, and (2) the student is sufficiently aware of his learning state to make, in most instances, his own instructional decisions. Some 130…

Technology: An Additional Tool for Learners.

ERIC Educational Resources Information Center

Smart, Linda; Fennessy, Ben

It is increasingly necessary to encourage lifelong learning in order to keep pace with the Information Age. As learners increasingly take charge of their own learning, however, they will require support to enable them to achieve their goals--and a variety of learning opportunities will need to be created. Learners' interests, imagination, and…

Testing ESL Learners' Knowledge of Collocations.

ERIC Educational Resources Information Center

Bonk, William J.

This study reports on the development, administration, and analysis of a test of collocational knowledge for English-as-a-Second-Language (ESL) learners of a wide range of proficiency levels. Through native speaker item validation and pilot testing, three subtests were developed and administered to 98 ESL learners of low-intermediate to advanced…

Which Dictionary? A Review of the Leading Learners' Dictionaries.

ERIC Educational Resources Information Center

Nesi, Hilary

Three major dictionaries designed for learners of English as a second language are reviewed, their elements and approaches compared and evaluated, their usefulness for different learners discussed, and recommendations for future dictionary improvement made. The dictionaries in question are the "Oxford Advanced Learner's Dictionary," the…

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

ERIC Educational Resources Information Center

Stull, Andrew T.; Mayer, Richard E.

2007-01-01

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

Slow Learners' Attitudes toward Fundamental Freedoms.

ERIC Educational Resources Information Center

Curtis, Charles K.

1981-01-01

This article reports a study that compared slow learners' attitudes toward the freedoms described in the Canadian Bill of Rights with those of vocational and academic students. As a group, slow learners in Canada scored significantly below vocational and academic students, and the scores for each group suggested only a slight libertarian bias.…

Self-Esteem among Adult Literacy Learners

ERIC Educational Resources Information Center

Lipnevich, Anastasiya; Beder, Hal

2007-01-01

The purpose of this study was to investigate adult literacy education learners' self-esteem and to examine the relationship between self-esteem and measures of achievement in reading and math. The rationale for the present study stemmed from the lack of research into adult literacy students' self-esteem levels. More than 200 learners enrolled in…

Assessment Certitude as a Feedback Strategy for Learners' Constructed Responses

ERIC Educational Resources Information Center

Kealy, W. A.; Ritzhaupt, A. D.

2010-01-01

Educational researchers have "rarely" addressed the problem of how to provide feedback on constructed responses. All participants (N = 76) read a story and completed short-answer questions based on the text, with some receiving feedback consisting of the exact material on which the questions were based. During feedback, two groups receiving…

Complement Constructions in English: Fairly Difficult for EFL Language Learners

ERIC Educational Resources Information Center

Fazeli, Fatemeh; Shokrpour, Nasrin

2012-01-01

Complement constructions vary significantly in English and Persian. There are more complementation structures in English than in Persian and a complement structure in Persian might have more than one equivalent in English. Producing complement structures (CSs) in English is very difficult for native speakers of Persian, especially in an EFL…

Comprehension of Architectural Construction through Multimedia Active Learning

ERIC Educational Resources Information Center

Mas, Ángeles; Blasco, Vicente; Lerma, Carlos; Angulo, Quiteria

2013-01-01

This study presents an investigation about the use of multimedia procedures applied to architectural construction teaching. We have applied current technological resources, aiming to rationalize and optimize the active learning process. The experience presented to students is very simple and yet very effective. It has consisted in a simulation of…

Comparing Core-Image-Based Basic Verb Learning in an EFL Junior High School: Learner-Centered and Teacher-Centered Approaches

ERIC Educational Resources Information Center

Yamagata, Satoshi

2018-01-01

The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card…

Cue generation: How learners flexibly support future retrieval.

PubMed

Tullis, Jonathan G; Benjamin, Aaron S

2015-08-01

The successful use of memory requires us to be sensitive to the cues that will be present during retrieval. In many situations, we have some control over the external cues that we will encounter. For instance, learners create shopping lists at home to help remember what items to later buy at the grocery store, and they generate computer file names to help remember the contents of those files. Generating cues in the service of later cognitive goals is a complex task that lies at the intersection of metacognition, communication, and memory. In this series of experiments, we investigated how and how well learners generate external mnemonic cues. Across 5 experiments, learners generated a cue for each target word in a to-be-remembered list and received these cues during a later cued recall test. Learners flexibly generated cues in response to different instructional demands and study list compositions. When generating mnemonic cues, as compared to descriptions of target items, learners produced cues that were more distinct than mere descriptions and consequently elicited greater cued recall performance than those descriptions. When learners were aware of competing targets in the study list, they generated mnemonic cues with smaller cue-to-target associative strength but that were even more distinct. These adaptations led to fewer confusions among competing targets and enhanced cued recall performance. These results provide another example of the metacognitively sophisticated tactics that learners use to effectively support future retrieval.

Learner Performance in Multimedia Learning Arrangements: An Analysis across Instructional Approaches

ERIC Educational Resources Information Center

Eysink, Tessa H. S.; de Jong, Ton; Berthold, Kirsten; Kolloffel, Bas; Opfermann, Maria; Wouters, Pieter

2009-01-01

In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. The approaches all advocate learners' active attitude toward the learning…

Ontario's Old Growth: A Learner's Handbook.

ERIC Educational Resources Information Center

Stabb, Mark

This handbook was written in response to an identified need for more public information on Ontario's old growth forests. It is meant to be taken into old growth stands, where the learner can see, touch, and study the natural ingredients of old growth forests. Much of the handbook is a guide to forest history, helping the learner to discover…

Digging Deeper into Learners' Experiences in MOOCs: Participation in Social Networks outside of MOOCs, Notetaking and Contexts Surrounding Content Consumption

ERIC Educational Resources Information Center

Veletsianos, George; Collier, Amy; Schneider, Emily

2015-01-01

Researchers describe with increasing confidence "what" they observe participants doing in massive open online courses (MOOCs). However, our understanding of learner activities in open courses is limited by researchers' extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the…

Learner Autonomy via Asynchronous Online Interactions: A Malaysian Perspective

ERIC Educational Resources Information Center

Kaur, Ranjit; Sidhu, Gurnam Kaur

2010-01-01

The integration of information and communication technologies (ICT) in course offerings in institutions of higher learning (IHLs) is the catalyst towards empowering learners to become autonomous lifelong learners. In an effort to produce quality and independent learners, Learning Management Systems (LMS) are seen as a means to assist educators in…

Teachers' Choice and Learners' Preference of Corrective Feedback Types

ERIC Educational Resources Information Center

Yoshida, Reiko

2008-01-01

Corrective feedback (CF) has been investigated in relation to learners' error types that trigger CF and learners' responses to CF. These research findings generally suggest that recasts, the most frequently used type of CF, did not trigger learners' reformulation of their erroneous utterances very frequently. In these studies, however, teachers'…

Supporting learner-centered technology integration through situated mentoring

NASA Astrophysics Data System (ADS)

Rosenberg, Marian Goode

Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

Staging a performance: learners' perceptions about direct observation during residency.

PubMed

LaDonna, Kori A; Hatala, Rose; Lingard, Lorelei; Voyer, Stephane; Watling, Christopher

2017-05-01

Evidence strongly supports that direct observation is a valid and reliable assessment tool; support for its impact on learning is less compelling, and we know that some learners are ambivalent about being observed. However, learners' perceptions about the impact of direct observation on their learning and professional development remain underexplored. To promote learning, we need to understand what makes direct observation valuable for learners. Informed by constructivist grounded theory, we interviewed 22 learners about their observation experiences. Data collection and analysis occurred iteratively; themes were identified using constant comparative analysis. Direct observation was widely endorsed as an important educational strategy, albeit one that created significant anxiety. Opaque expectations exacerbated participants' discomfort, and participants described that being observed felt like being assessed. Consequently, participants exchanged their 'usual' practice for a 'textbook' approach; alterations to performance generated uncertainty about their role, and raised questions about whether observers saw an authentic portrayal of their knowledge and skill. An 'observer effect' may partly explain learners' ambivalence about direct observation; being observed seemed to magnify learners' role ambiguity, intensify their tensions around professional development and raise questions about the credibility of feedback. In turn, an observer effect may impact learners' receptivity to feedback and may explain, in part, learners' perceptions that useful feedback is scant. For direct observation to be valuable, educators must be explicit about expectations, and they must be aware that how learners perform in the presence of an observer may not reflect what they do as independent practitioners. To nurture learners' professional development, educators must create a culture of observation-based coaching that is divorced from assessment and is tailored to developing learners

The Role of Private Speech in Cognitive Regulation of Learners: The Case of English as a Foreign Language Education

ERIC Educational Resources Information Center

Sarab, Mohamad Reza Anani; Gordani, Yahya

2015-01-01

Investigations into the use of private speech by adult English foreign language (EFL) learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a…

Automated Error Detection for Developing Grammar Proficiency of ESL Learners

ERIC Educational Resources Information Center

Feng, Hui-Hsien; Saricaoglu, Aysel; Chukharev-Hudilainen, Evgeny

2016-01-01

Thanks to natural language processing technologies, computer programs are actively being used not only for holistic scoring, but also for formative evaluation of writing. CyWrite is one such program that is under development. The program is built upon Second Language Acquisition theories and aims to assist ESL learners in higher education by…

"I Won't Talk about This Here in America": Sociocultural Context of Korean English Language Learners' Emotion Speech in English

ERIC Educational Resources Information Center

Kim, Sujin; Dorner, Lisa M.

2013-01-01

This article examines the relationship between language and emotion, especially drawing attention to the experiences and perspectives of second language (SL) learners. Informed by the sociocultural perspective on the construction of emotion and its representation, this study highlights the intertwined relationship among emotions, cultural…

Effects of Text, Audio and Learner Control on Text-Sound Association and Cognitive Load of EFL Learners

ERIC Educational Resources Information Center

Enciso Bernal, Ana Maria

2014-01-01

This study investigated the effects of concurrent audio and equivalent onscreen text on the ability of learners of English as a foreign language (EFL) to form associations between textual and aural forms of target vocabulary words. The study also looked at the effects of learner control over an audio sequence on the association of textual and…

Supporting Learner Autonomy: Developing Practice through the Production of Courses for Distance Learners of French, German and Spanish

ERIC Educational Resources Information Center

Murphy, Linda

2008-01-01

The development of autonomous learners is an important goal for language teaching programmes. However, achievement of this goal depends on teachers creating an environment where learners can experience autonomy in order to become more autonomous, a process referred to by Little (2003) as "autonomization". In distance learning, course…

Better Learners

ERIC Educational Resources Information Center

Bianchi, Lynne

2003-01-01

Developing children's capacity to learn is at the forefront of all endeavours in schools. Teachers strive to capitalise on a wide range of teaching styles and innovations to stimulate, motivate and engage their children to become "better learners". Since September 1999, the Centre for Science Education at Sheffield Hallam University has…

A Critique of the Literature on Parenting Gifted Learners

ERIC Educational Resources Information Center

Jolly, Jennifer L.; Matthews, Michael S.

2012-01-01

Despite numerous calls for research on parents of gifted learners, researchers have given only cursory treatment to the topic. In this article, the authors review and synthesize 53 sources, published since 1983, on parents of gifted learners. Existing research on parents of gifted learners may be categorized into three thematic areas that include…

Preferences for Interactional Feedback: Differences between Learners and Teachers

ERIC Educational Resources Information Center

Kaivanpanah, Shiva; Alavi, Sayyed Mohammad; Sepehrinia, Sajjad

2015-01-01

The present study examines Iranian language learners' views on different types of oral corrective feedback and explores the relationship with learners' language proficiency. It then compares the learners' views with those of their teachers. The study is based on a 36-item questionnaire completed by 154 English as a foreign language (EFL) learners…

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

Constructivist Pedagogy in Strategic Reading Instruction: Exploring Pathways to Learner Development in the English as a Second Language (ESL) Classroom

ERIC Educational Resources Information Center

Zhang, Lawrence Jun

2008-01-01

The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners' understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a…

A Phenomenological Self-Actualization Study of People in Leadership Positions with and without Learning Disabilities: Examining the Degrees of Learner Autonomy

ERIC Educational Resources Information Center

Tucker, Paula A.

2013-01-01

In the last decades, learner autonomy has received a bevy of attention in education literature in the context of leadership dimensions and student-centered learning. The construct of learning disabilities has also experienced significant growth in empirical studies from the primary, secondary, and postsecondary educational arenas. However, there…

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

ERIC Educational Resources Information Center

Yilmaz, Ozkan

2017-01-01

"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…

Residential Construction. Technology Learning Activity. Teacher Edition. Technology Education Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This packet of technology learning activity (TLA) materials for residential construction for students in grades 6-10 consists of an instructor's section and student materials. The instructor's section contains background information, suggested activities, and a list of suggested resources. A lesson plan for the 10-day module includes assignments;…

Learners' Approaches to Solving Mathematical Tasks: Does Specialisation Matter?

ERIC Educational Resources Information Center

Machaba, France; Mwakapenda, Willy

2016-01-01

This article emerged from an analysis of learners' responses to a task presented to learners studying Mathematics and Mathematical Literacy (ML) in Gauteng, South Africa. Officially, Mathematics and ML are two separate learning areas. Learners from Grade 10 onwards are supposed to take either one or the other, but not both. This means that by…

Young Learner Perspectives on Four Focus-on-Form Tasks

ERIC Educational Resources Information Center

Shak, Juliana; Gardner, Sheena

2008-01-01

Recent studies suggest that focus-on-form (FonF) instruction has a positive effect on the second language proficiency of young learners. However, few have looked at learner perspectives on different FonF tasks, particularly in those young learners. This study investigates children's attitudes towards four FonF task-types in three Primary 5 English…

Parental Involvement and the Impact on Hispanic English Language Learners

ERIC Educational Resources Information Center

Helo-Trevino, Mayra

2016-01-01

The purpose of this study was to investigate if the participation of Hispanic parents of English Language Learners in school activities influence their children's education. This was done by deliberately taking steps to recruit parents to participate in their child's academics and school affairs. The data that was used to test if involvement of…

Effects of the Types of Error, Proficiency Level of the Learners and Nature of the Recasts on the Uptake of Learners

ERIC Educational Resources Information Center

Yuksel, Dogan; Inan-Karagul, Banu; Fidan, Dilek

2017-01-01

This current study examined the effects of the type of errors learners make (that is, phonological, lexical and grammar), proficiency level of the learners (that is, A1, A2, B1, B2 and C1) and nature of the recasts (that is, long and short) on the uptake of the learners. The data of this study came from the video-recordings of A1, A2, B1, B2 and…

Objects prompt authentic scientific activities among learners in a museum programme

NASA Astrophysics Data System (ADS)

Achiam, Marianne; Simony, Leonora; Kramer Lindow, Bent Erik

2016-04-01

Although the scientific disciplines conduct practical work in different ways, all consider practical work as the essential way of connecting objects and phenomena with ideas and the abstract. Accordingly, practical work is regarded as central to science education as well. We investigate a practical, object-based palaeontology programme at a natural history museum to identify how palaeontological objects prompt scientific activity among upper secondary school students. We first construct a theoretical framework based on an analysis of the programme's palaeontological content. From this, we build our reference model, which considers the specimens used in the programme, possible palaeontological interpretations of these specimens, and the conditions inherent in the programme. We use the reference model to analyse the activities of programme participants, and illustrate how these activities are palaeontologically authentic. Finally, we discuss our findings, examining the mechanism by which the specimens prompt scientific activities. We also discuss our discipline-based approach, and how it allows us to positively identify participants' activities as authentic. We conclude by discussing the implications of our findings.

Predators of Knowledge Construction: Interpreting Students' Metacognition in an Amusement Park Physics Program

ERIC Educational Resources Information Center

Anderson, David; Nashon, Samson

2007-01-01

It is recognized widely that learning is a dynamic and idiosyncratic process of construction and reconstruction of concepts in response to new experiences. It is influenced by the learner's prior knowledge, motivation, and sociocultural context. This study investigated how year 11 and 12 physics students' metacognition influences the development…

Discursive Construction of Social Presence and Identity Positions in an International Bilingual Collaboration

ERIC Educational Resources Information Center

Walker, Ute

2017-01-01

This article examines the discursive construction of social presence and identity in a bilingual collaboration between tertiary distance learners of German in New Zealand and Academic English students in Germany. Drawing on positioning theory, this small-scale study investigated the collaborative practices of a group of students, whose synchronous…

National Adult Learners Satisfaction-Priorities Report. Research Report, 2011

ERIC Educational Resources Information Center

Noel-Levitz, Inc, 2011

2011-01-01

The 2011 National Adult Learners Satisfaction-Priorities Report presents the responses to the Adult Learner Inventory[TM] (ALI) of 29,679 students from 61 four-year private and public as well as 4,749 students from 18 two-year community and technical colleges. The results include adult learner responses over a three-year time period, from fall of…

Candles, Corks and Contracts: Essential Relationships between Learners and Libraries.

ERIC Educational Resources Information Center

Burge, Elizabeth J.; Snow, Judith E.

2000-01-01

Current relationships between libraries and adult learners are shaped by technology adoption, learner demographics, constructivist learning, and institutional pressures. Future relationships must emphasize learner-centered action over technological efficiency, stronger learning leadership, and greater integration of libraries in educational…

The Effects of Pragmatic Consciousness-Raising Activities on the Development of Pragmatic Awareness and Use of Hearsay Evidential Markers for Learners of Japanese as a Foreign Language

ERIC Educational Resources Information Center

Narita, Ritsuko

2009-01-01

The present study investigates the effectiveness of pragmatic consciousness-raising (PCR) activities in the L2 pragmatic acquisition of hearsay evidential markers by learners of Japanese as a foreign language (JFL). PCR is essentially an inductive approach to facilitating awareness of how language forms are used appropriately in a given context.…

TRANSLATE: New Strategic Approaches for English Learners

ERIC Educational Resources Information Center

Goodwin, Amanda P.; Jiménez, Robert

2016-01-01

This teaching tip shares a research-based instructional model that uses translation to improve the English reading comprehension of English Learners. Within this instruction, English learners work collaboratively in small groups and use translation to facilitate understandings of their required English language arts curriculum. Students are taught…

Video Self-Modeling for English Language Learners

ERIC Educational Resources Information Center

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

Preparing English Learners for Effective Peer Review in the Writers' Workshop

ERIC Educational Resources Information Center

Kim, Soo Hyon

2015-01-01

English Language Learners (ELLs) often face challenges when participating in peer review activities in writers' workshops. This article identifies some of the potential difficulties that ELL writers may experience, and provides teachers with strategies to address these problems. The author describes a simple three-step peer review training model…

Elderly Learners and Massive Open Online Courses: A Review

PubMed Central

Williams, Shirley Ann

2016-01-01

Background Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. Objective We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Methods Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. Results The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course “Managing people”) to 16.3% (on the course “Our changing climate”), while for the over-56 age group it ranged from 3.0% (on “A beginners guide to writing in English”) to 39.5% (on “Heart health”). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. Conclusions This review presents evidence to suggest that elderly learners are already participating in MOOCs

Elderly Learners and Massive Open Online Courses: A Review.

PubMed

Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

2016-01-07

Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their

Methods of Teaching Reading to EFL Learners: A Case Study

ERIC Educational Resources Information Center

Sanjaya, Dedi; Rahmah; Sinulingga, Johan; Lubis, Azhar Aziz; Yusuf, Muhammad

2014-01-01

Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM),…

Coping with Demotivation: EFL Learners' Remotivation Processes

ERIC Educational Resources Information Center

Falout, Joseph

2012-01-01

When foreign language education is compulsory, competitive, or coercive, how learners cope with stress can determine outcomes, including value of the subject, persistence on task, and level of proficiency. The development of adaptive or maladaptive coping processes toward situated learning goals is influenced by learners' beliefs about themselves…

Reading Assessment and Instruction for All Learners

ERIC Educational Resources Information Center

Schumm, Jeanne Shay, Ed.

2006-01-01

Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead…

Mathematics. Suggested Learner Outcomes: Grades 9-12.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Education, Oklahoma City.

This publication provides suggested learner outcomes for guiding instruction and evaluation of students in grades 9-12 in Oklahoma. The goals are intended to provide teachers, administrators, school boards, parents, and other concerned citizens with a clear understanding of expected minimum learner outcomes for each mathematics course. Teachers…

Revitalizing a Curriculum for School-Age Learners

ERIC Educational Resources Information Center

Hayes, David, Ed.; Sharkey, Judy, Ed.

2008-01-01

At its core, a curriculum is what happens among learners and teachers in the classroom. TESOL's Language Curriculum Development Series describes how teachers, curriculum developers, and administrators have developed, adapted, or renewed a language curriculum. In doing so, they have responded creatively and realistically to learners' needs. The…

The Education of Learners with CHARGE Syndrome

ERIC Educational Resources Information Center

Deuce, Gail

2017-01-01

CHARGE syndrome, although a low incidence condition, is now recognised as a leading cause of congenital deafblindness among genetic conditions. Anecdotal reporting has suggested that learners with CHARGE syndrome are distinct from the wider deafblind population. This study investigates the education of learners with CHARGE syndrome, while also…

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

PubMed Central

Toohey, Shannon L.; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-01-01

Introduction Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program’s curriculum to accommodate the modern learner. Discussion These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices. PMID:27330668

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

PubMed

Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-05-01

Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts

ERIC Educational Resources Information Center

Vorobel, Oksana

2013-01-01

Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in…

Assessing problem-solving skills in construction education with the virtual construction simulator

NASA Astrophysics Data System (ADS)

Castronovo, Fadi

The ability to solve complex problems is an essential skill that a construction and project manager must possess when entering the architectural, engineering, and construction industry. Such ability requires a mixture of problem-solving skills, ranging from lower to higher order thinking skills, composed of cognitive and metacognitive processes. These skills include the ability to develop and evaluate construction plans and manage the execution of such plans. However, in a typical construction program, introducing students to such complex problems can be a challenge, and most commonly the learner is presented with only part of a complex problem. To support this challenge, the traditional methodology of delivering design, engineering, and construction instruction has been going through a technological revolution, due to the rise of computer-based technology. For example, in construction classrooms, and other disciplines, simulations and educational games are being utilized to support the development of problem-solving skills. Previous engineering education research has illustrated the high potential that simulations and educational games have in engaging in lower and higher order thinking skills. Such research illustrated their capacity to support the development of problem-solving skills. This research presents evidence supporting the theory that educational simulation games can help with the learning and retention of transferable problem-solving skills, which are necessary to solve complex construction problems. The educational simulation game employed in this study is the Virtual Construction Simulator (VCS). The VCS is a game developed to provide students in an engaging learning activity that simulates the planning and managing phases of a construction project. Assessment of the third iteration of the VCS(3) game has shown pedagogical value in promoting students' motivation and a basic understanding of construction concepts. To further evaluate the benefits on

Processing Subject-Object Ambiguities in the L2: A Self-Paced Reading Study with German L2 Learners of Dutch

ERIC Educational Resources Information Center

Havik, Else; Roberts, Leah; van Hout, Roeland; Schreuder, Robert; Haverkort, Marco

2009-01-01

The results of two self-paced reading experiments are reported, which investigated the online processing of subject-object ambiguities in Dutch relative clause constructions like "Dat is de vrouw die de meisjes heeft/hebben gezien" by German advanced second language (L2) learners of Dutch. Native speakers of both Dutch and German have been shown…

Constructing Meaning: Think-Aloud Protocols of ELLs on English and Spanish Word Problems.

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia