Adapting the ALP Model for Student and Institutional Needs

ERIC Educational Resources Information Center

Sides, Meredith

2016-01-01

With the increasing adoption of accelerated models of learning comes the necessary step of adapting these models to fit the unique needs of the student population at each individual institution. One such college adapted the ALP (Accelerated Learning Program) model and made specific changes to the target population, structure and scheduling, and…

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

PubMed

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

2015-01-01

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

Learning preference as a predictor of academic performance in first year accelerated graduate entry nursing students: a prospective follow-up study.

PubMed

Koch, Jane; Salamonson, Yenna; Rolley, John X; Davidson, Patricia M

2011-08-01

The growth of accelerated graduate entry nursing programs has challenged traditional approaches to teaching and learning. To date, limited research has been undertaken in the role of learning preferences, language proficiency and academic performance in accelerated programs. Sixty-two first year accelerated graduate entry nursing students, in a single cohort at a university in the western region of Sydney, Australia, were surveyed to assess their learning preference using the Visual, Aural, Read/write and Kinaesthetic (VARK) learning preference questionnaire, together with sociodemographic data, English language acculturation and perceived academic control. Six months following course commencement, the participant's grade point average (GPA) was studied as a measurement of academic performance. A 93% response rate was achieved. The majority of students (62%) reported preference for multiple approaches to learning with the kinaesthetic sensory mode a significant (p=0.009) predictor of academic performance. Students who spoke only English at home had higher mean scores across two of the four categories of VARK sensory modalities, visual and kinaesthetic compared to those who spoke non-English. Further research is warranted to investigate the reasons why the kinaesthetic sensory mode is a predictor of academic performance and to what extent the VARK mean scores of the four learning preference(s) change with improved English language proficiency. Copyright © 2010 Elsevier Ltd. All rights reserved.

Accelerated Math[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2011

2011-01-01

"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates…

Thomas Edison Accelerated Elementary School.

ERIC Educational Resources Information Center

Levin, Henry M.; Chasin, Gene

This paper describes early outcomes of a Sacramento, California, elementary school that participated in the Accelerated Schools Project. The school, which serves many minority and poor students, began training for the project in 1992. Accelerated Schools were designed to advance the learning rate of students through a gifted and talented approach,…

Supporting Student Learning

ERIC Educational Resources Information Center

Williamson, Ronald; Blackburn, Barbara R.

2010-01-01

The organization and structure of a school can affect one's ability to improve student learning. Structural elements--such as the way time is used, the arrangements for collaboration, and the opportunities for sustained discussion of student learning in one's school--can either be barriers to reform or ways to accelerate the work. This article…

Are They Learning? Are We? Learning Outcomes and the Academic Library

ERIC Educational Resources Information Center

Oakleaf, Megan

2011-01-01

Since the 1990s, the assessment of learning outcomes in academic libraries has accelerated rapidly, and librarians have come to recognize the necessity of articulating and assessing student learning outcomes. Initially, librarians developed tools and instruments to assess information literacy student learning outcomes. Now, academic librarians are…

Disaggregating Assessment to Close the Loop and Improve Student Learning

ERIC Educational Resources Information Center

Rawls, Janita; Hammons, Stacy

2015-01-01

This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were…

Can Accelerators Accelerate Learning?

NASA Astrophysics Data System (ADS)

Santos, A. C. F.; Fonseca, P.; Coelho, L. F. S.

2009-03-01

The 'Young Talented' education program developed by the Brazilian State Funding Agency (FAPERJ) [1] makes it possible for high-schools students from public high schools to perform activities in scientific laboratories. In the Atomic and Molecular Physics Laboratory at Federal University of Rio de Janeiro (UFRJ), the students are confronted with modern research tools like the 1.7 MV ion accelerator. Being a user-friendly machine, the accelerator is easily manageable by the students, who can perform simple hands-on activities, stimulating interest in physics, and getting the students close to modern laboratory techniques.

Robert's Rules for Optimal Learning: Model Development, Field Testing, Implications!

ERIC Educational Resources Information Center

McGinty, Robert L.

The value of accelerated learning techniques developed by the national organization for Suggestive Accelerated Learning Techniques (SALT) was tested in a study using Administrative Policy students taking the capstone course in the Eastern Washington University School of Business. Educators have linked the brain and how it functions to various…

Gifted Students' Perceptions of an Accelerated Summer Program and Social Support

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Makel, Matthew C.; Putallaz, Martha

2015-01-01

Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students' perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our…

LEARN: Playful Techniques To Accelerate Learning.

ERIC Educational Resources Information Center

Richards, Regina G.

The methods outlined in this guide offer teachers a variety of ways to stimulate interest, enhance concentration, increase understanding, and improve memory in their students. Chapter 1 discusses the LEARN (Learning Efficiently And Remembering Mnemonics) system, a set of strategies that help students use a variety of processing styles to a greater…

Learning at the Speed of Light: Deep Learning and Accelerated Online Graduate Courses

ERIC Educational Resources Information Center

Trekles, Anastasia M.

2013-01-01

An increasing number of university programs, particularly at the graduate level, are moving to an accelerated, time-compressed model for online degree offerings. However, the literature revealed that research in distance education effectiveness is still confounded by many variables, including course design and student approach to learning.…

Summer Opportunity To Accelerate Reading (S.O.A.R.) Evaluation, 1998.

ERIC Educational Resources Information Center

Curry, Janice; Zyskowski, Gloria

A study examined the "Summer Opportunity to Accelerate Reading" (S.O.A.R.) program, which provided early intervention to accelerate literacy learning for at-risk students entering grades 1-3 in the fall of 1998. Subjects were 388 students enrolled in 3 S.O.A.R. campuses from 37 Austin Independent School District (AISD) elementary schools…

Summer Opportunity To Accelerate Reading (S.O.A.R.) Evaluation, 2001.

ERIC Educational Resources Information Center

Cury, Janice

A study examined a program entitled "Summer Opportunity to Accelerate Reading" (S.O.A.R.), which provided early intervention to accelerate literacy learning for at-risk students completing kindergarten through grade 2 in 2000-01. Subjects were 2188 students enrolled in 12 S.O.A.R. campuses. Ethnicity was diverse with 58% Hispanic…

The Road Taken That Has Made All the Difference: A Narrative Inquiry of Student Engagement and Success in Butler Community College's Accelerated Learning Program in English

ERIC Educational Resources Information Center

Nordman, Troy Douglas

2017-01-01

The purpose of this dissertation was to investigate whether students who completed the accelerated learning program (ALP) in English at Butler Community College in fall 2016 perceived a three-part, structured approach to the course as having been a significant factor to their persistence and successful completion of the course. These perceptions…

Accelerated Nursing Degree Programs: Insights into Teaching and Learning Experiences. New Careers in Nursing. Research Report. ETS RR-15-29

ERIC Educational Resources Information Center

Millett, Catherine M.; Stickler, Leslie M.; Wang, Haijiang

2015-01-01

The Study of Teaching and Learning in Accelerated Nursing Degree Programs explores how nurse educators are adapting their teaching practices for accelerated, second-degree nursing program students. To provide findings on topics including instructional practices and the roles and attitudes of faculty, a web survey was administered to almost 100…

Personalized Learning for Every Student Every Day

ERIC Educational Resources Information Center

Childress, Stacey; Benson, Scott

2014-01-01

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

Exploratory Evaluation of Audio Email Technology in Formative Assessment Feedback

ERIC Educational Resources Information Center

Macgregor, George; Spiers, Alex; Taylor, Chris

2011-01-01

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a…

Integrating Internet Video Conferencing Techniques and Online Delivery Systems with Hybrid Classes to Enhance Student Interaction and Learning in Accelerated Programs

ERIC Educational Resources Information Center

Beckwith, E. George; Cunniff, Daniel T.

2009-01-01

Online course enrollment has increased dramatically over the past few years. The authors cite the reasons for this rapid growth and the opportunities open for enhancing teaching/learning techniques such as video conferencing and hybrid class combinations. The authors outlined an example of an accelerated learning, eight-class session course…

How Do Students and Lecturers Experience the Interactive Use of Handheld Technology in Large Enrolment Courses?

ERIC Educational Resources Information Center

Van Daele, Tom; Frijns, Carolien; Lievens, Jeroen

2017-01-01

Although constructivist theories have shown learning is accelerated by involvement and meaningful lecturer-student and student-student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student…

Assessing faculty integration of adult learning needs in second-degree nursing education.

PubMed

Robert, Tracey E; Pomarico, Carole A; Nolan, Mary

2011-01-01

The limited research data available on effective teaching strategies for accelerated baccalaureate nursing programs has generated interest in identifying and assessing successful teaching tools and strategies in current programs. Most data have been anecdotal and have not emphasized the effectiveness of accelerated programs. This study used a qualitative research design to determine the effectiveness of an integrative learning model in improving nursing student outcomes of second-degree students. Overall data from focus groups in the beginning and end of the study indicated that the use focus groups enhanced the learning process and outcomes.

Accelerated Learning Techniques for the Foreign Language Class: A Personal View.

ERIC Educational Resources Information Center

Bancroft, W. Jane

Foreign language instructors cope with problems of learner anxiety in the classroom, fossilization of language use and language skill loss. Relaxation and concentration techniques can alleviate stress and fatigue and improve students' capabilities. Three categories of accelerated learning techniques are: (1) those that serve as a preliminary to…

Computer-Assisted Learning in Elementary Reading: A Randomized Control Trial

ERIC Educational Resources Information Center

Shannon, Lisa Cassidy; Styers, Mary Koenig; Wilkerson, Stephanie Baird; Peery, Elizabeth

2015-01-01

This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344…

Accelerated Reader Can Be an Effective Tool to Encourage and Bolster Student Reading

ERIC Educational Resources Information Center

Solley, Kathryn

2011-01-01

Accelerated Reader's impact on student reading achievement has been debated in educational circles for some time. The effectiveness of this tool to motivate students and build reading comprehension depends on its usage and the training provided to teachers using it. In its training seminars, Renaissance Learning stresses that AR is to be used as a…

Summer Learning: Accelerating Student Success

ERIC Educational Resources Information Center

Pitcock, Sarah; Seidel, Bob

2015-01-01

As numerous studies from 1906 on have confirmed, children lose ground in learning if they lack opportunities for building skills over the summer. Nonetheless, summer learning loss comes up but rarely in the national discussion of education reform. By the end of summer, students perform on average one month behind where they left off in the spring.…

Teaching Math to My Scholars: Inner City Middle School Students

ERIC Educational Resources Information Center

Iyer, Ranjani; Pitts, Joseph

2017-01-01

Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students…

The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning

ERIC Educational Resources Information Center

Lovett, Marsha; Meyer, Oded; Thille, Candace

2008-01-01

The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors…

The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students

ERIC Educational Resources Information Center

Pond, Jeff G.

2017-01-01

Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of…

Do You Hear What I Hear? The Impact of a Hearing Voices Simulation on Affective Domain Attributes in Nursing Students.

PubMed

Ward, Terry D

2015-01-01

Affective domain teaching and learning can facilitate the reduction of stigmatization of clients with mental illness in nursing students. Experiential learning activities such as simulation are regarded as an effective method for facilitating student learning in the affective domain. The project reported here measured the impact of a simulation experience, "Hearing Voices Which Are Distressing," on attitudes, values, and beliefs of accelerated baccalaureate students caring for clients with mental illness who experienced hearing voices.

Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary

ERIC Educational Resources Information Center

Weissman, Evan; Butcher, Kristin F.; Schneider, Emily; Teres, Jedediah; Collado, Herbert; Greenberg, David

2011-01-01

Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are…

Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges

ERIC Educational Resources Information Center

Weissman, Evan; Butcher, Kristin F.; Schneider, Emily; Teres, Jedediah; Collado, Herbert; Greenberg, David

2011-01-01

Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are…

Experiencing Mathematics for Connected Understanding: Using the RAMR Framework for Accelerating Students' Learning

ERIC Educational Resources Information Center

Nutchey, David; Grant, Edlyn; English, Lyn

2016-01-01

This paper reports on the use of the RAMR framework within a curriculum project. Description of the RAMR framework's theoretical bases is followed by two descriptions of students' learning in the classroom. Implications include the need for the teacher to connect student activities in a structured sequence, although this may be predicated on the…

Great expectations: points of congruencies and discrepancies between incoming accelerated second-degree nursing students and faculty.

PubMed

D'Antonio, Patricia; Beal, Margaret W; Underwood, Patricia W; Ward, Frances Rieth; McKelvey, Michele; Guthrie, Barbara; Lindell, Deborah

2010-12-01

This study analyzes the expectations that incoming students and faculty bring to accelerated pre-licensure education programs for second-degree students. Although research supports the congruence of expectations between students and faculty as essential to learning, anecdotal evidence and single case reports suggest there may be important discrepancies in expectations of second-degree students and their faculty. Data are intended to support curriculum review, refinement, and innovation in these programs. Copyright 2010, SLACK Incorporated.

Voices of faculty of second-degree baccalaureate nursing students.

PubMed

Cangelosi, Pamela R; Moss, Margaret M

2010-03-01

The limited research related to accelerated second-degree baccalaureate nursing programs primarily focuses on curricular issues or student experiences. The purpose of this study was to focus on the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, 14 second-degree faculty from the East Coast region of the United States were interviewed to understand their experiences teaching accelerated second-degree baccalaureate nursing students and how these experiences helped or hindered their teaching and learning practices with these students. The challenges associated with teaching these students were identified in the themes At the Top of My Game and Teaching to Think Like a Nurse. This article describes this study and the implications for teaching accelerated second-degree baccalaureate students. Copyright 2010, SLACK Incorporated.

Lunatics in Introductory Physics: Using Collectivized Student Moon Position Observations To Teach Basic Orbital Mechanics In Calculus Based Introductory Physics.

NASA Astrophysics Data System (ADS)

Bottorff, Mark

2012-01-01

A large (74 student) calculus based physics class was required to make observations of the moon over two lunar cycles using a small telescope equipped with mechanical setting circles. The data was collectivized and then analyzed in the laboratory to determine the period of the moon and to search for evidence of the eccentricity of the moon's orbit. These results were used in conjunction with the simple pendulum experiment in which the students inferred the acceleration due to gravity. The student inferred lunar orbital period and acceleration due to gravity (augmented with the radius of the Earth) enabled the students to infer the average Earth to moon distance. Class lectures, activities, and homework on gravitation and orbits were tailored to this observational activity thereby forming a learning module. A basic physics and orbital mechanics knowledge questionnaire was administered before and after the learning module. The resulting learning gains are reported here.

Accelerated Mathematics and High-Ability Students' Math Achievement in Grades Three and Four

ERIC Educational Resources Information Center

Stanley, Ashley M.

2011-01-01

The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and…

Promoting Student Learning and Productive Persistence in Developmental Mathematics: Research Frameworks Informing the Carnegie Pathways

ERIC Educational Resources Information Center

Edwards, Ann R.; Beattie, Rachel L.

2016-01-01

This paper focuses on two research-based frameworks that inform the design of instruction and promote student success in accelerated, developmental mathematics pathways. These are Learning Opportunities--productive struggle on challenging and relevant tasks, deliberate practice, and explicit connections, and Productive Persistence--promoting…

Teaching Deanna to Read: A Case Study.

ERIC Educational Resources Information Center

Tiwald, Jeanette M.

1995-01-01

Describes a Reading Recovery case study involving a first-grade student who was at risk for learning how to read and write. Notes that this student learned to read strategically and was accelerated to the average band in her classroom after 81 Reading Recovery lessons, without first knowing the alphabet. (SR)

Attrition and success rates of accelerated students in nursing courses: a systematic review.

PubMed

Doggrell, Sheila Anne; Schaffer, Sally

2016-01-01

There is a comprehensive literature on the academic outcomes (attrition and success) of students in traditional/baccalaureate nursing programs, but much less is known about the academic outcomes of students in accelerated nursing programs. The aim of this systematic review is to report on the attrition and success rates (either internal examination or NCLEX-RN) of accelerated students, compared to traditional students. For the systematic review, the databases (Pubmed, Cinahl and PsychINFO) and Google Scholar were searched using the search terms 'accelerated' or 'accreditation for prior learning', 'fast-track' or 'top up' and 'nursing' with 'attrition' or 'retention' or 'withdrawal' or 'success' from 1994 to January 2016. All relevant articles were included, regardless of quality. The findings of 19 studies of attrition rates and/or success rates for accelerated students are reported. For international accelerated students, there were only three studies, which are heterogeneous, and have major limitations. One of three studies has lower attrition rates, and one has shown higher success rates, than traditional students. In contrast, another study has shown high attrition and low success for international accelerated students. For graduate accelerated students, most of the studies are high quality, and showed that they have rates similar or better than traditional students. Thus, five of six studies have shown similar or lower attrition rates. Four of these studies with graduate accelerated students and an additional seven studies of success rates only, have shown similar or better success rates, than traditional students. There are only three studies of non-university graduate accelerated students, and these had weaknesses, but were consistent in reporting higher attrition rates than traditional students. The paucity and weakness of information available makes it unclear as to the attrition and/or success of international accelerated students in nursing programs. The good information available suggests that accelerated programs may be working reasonably well for the graduate students. However, the limited information available for non-university graduate students is weak, but consistent, in suggesting they may struggle in accelerated courses. Further studies are needed to determine the attrition and success rates of accelerated students, particularly for international and non-university graduate students.

Accelerated Reader Program: What Do Teachers Really Think?

ERIC Educational Resources Information Center

Smith, Amy Frances; Westberg, Karen; Hejny, Anne

2017-01-01

What do teachers really think about the Accelerated Reader program, a widely used supplemental, independent reading program in which their students read fiction and non-fiction books of their choice and take brief online comprehension quizzes about the books? The Accelerated Reader (AR) program was designed by Renaissance Learning Company to…

Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students.

PubMed

Fernandez, Ritin; Salamonson, Yenna; Griffiths, Rhonda

2012-12-01

To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students. The study used a prospective survey design. A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement. The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p < 0.001), help seeking (r = 0.33; p < 0.003) and peer learning (r = 0.32; p < 0.004) but not with extrinsic goal orientation (r = -0.05; p < 0.677). Emotional intelligence emerged as a significant predictor of academic achievement (β = 0.25; p = 0.023). In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students. The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice. © 2012 Blackwell Publishing Ltd.

Accelerated Learning: Undergraduate Research Experiences at the Texas A&M Cyclotron Institute

NASA Astrophysics Data System (ADS)

Yennello, S. J.

The Texas A&M Cyclotron Institute (TAMU CI) has had an NSF funded Research Experiences for Undergraduates program since 2004. Each summer about a dozen students from across the country join us for the 10-week program. They are each imbedded in one of the research groups of the TAMU CI and given their own research project. While the main focus of their effort is their individual research project, we also have other activities to broaden their experience. For instance, one of those activities has been involvement in a dedicated group experiment. Because not every experimental group will run during those 10 weeks and the fact that some of the students are in theory research groups, a group research experience allows everyone to actually be involved in an experiment using the accelerator. In stark contrast to the REU students' very focused experience during the summer, Texas A&M undergraduates can be involved in research projects at the Cyclotron throughout the year, often for multiple years. This extended exposure enables Texas A&M students to have a learning experience that cannot be duplicated without a local accelerator. The motivation for the REU program was to share this accelerator experience with students who do not have that opportunity at their home institution.

Developing professional attributes in critical care nurses using Team-Based Learning.

PubMed

Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

2015-05-01

Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

The relationship between learning styles, emotional social intelligence, and academic success of undergraduate nursing students.

PubMed

Suliman, Wafika A

2010-06-01

Feelings or emotions and thinking have been identified as forces that may affect one's learning styles (D. A. Kolb, 1984), emotional social intelligence, and success (R. Bar-On, 2004). This study on the relationship between academic success and the two variables of learning abilities or styles and emotional social intelligence was conducted at two colleges of nursing in Saudi Arabia. Both offer conventional and accelerated undergraduate nursing education programs. This study was designed to explore the preferred learning abilities or styles of Saudi nursing students in conventional and accelerated programs, the difference in emotional social intelligence between the two, and the relationships between academic success and learning styles and emotional social intelligence. A convenience sample was recruited, consisting of a total of 98 students, 50 and 48 of whom were enrolled, respectively, in conventional and accelerated programs. Self-administered instruments including the Kolb learning style inventory and the Bar-On emotional quotient inventory (EQ-i) were used to collect data, which were analyzed quantitatively. Both groups were found to favor a diverger style of learning, with total EQ-i scores showing no statistical difference between the two (t = 1.251, p =.214). "Self-regard" and "problem solving" earned the highest EQ-i content subscale scores for both groups. Pearson's correlation coefficient showed no significant relationship between learning abilities or styles and emotional social intelligence and academic success. The findings suggest that either no actual relationship exists or that emotional social intelligence may be confounded with factors such as professional and cultural values.

The Talent Development Middle School. An Elective Replacement Approach to Providing Extra Help in Math--The CATAMA Program (Computer- and Team-Assisted Mathematics Acceleration). Report No. 21.

ERIC Educational Resources Information Center

Mac Iver, Douglas J.; Balfanz, Robert; Plank, Stephen B.

In Talent Development Middle Schools, students needing extra help in mathematics participate in the Computer- and Team-Assisted Mathematics Acceleration (CATAMA) course. CATAMA is an innovative combination of computer-assisted instruction and structured cooperative learning that students receive in addition to their regular math course for about…

An innovative approach to accelerated baccalaureate education.

PubMed

Walker, Charles; Tilley, Donna Scott; Lockwood, Suzanne; Walker, Mary Beth

2008-01-01

This article highlights novelties and innovations that were successfully incorporated in the development and ongoing refinement of an accelerated nursing program for second-degree students. Using a reflective practice framework, program coordinators deliberately crafted incoming classes through constrained optimization, modified the clinical rotation model, reduced waste through efficient use of faculty and other resources, integrated clinical course work to promote contextual learning, introduced four semester themes to mitigate an obsession with content among faculty and students, and employed student-centered pedagogies that valued the depth and breadth of students' prior experiences. Program outcomes are also discussed.

Boston Shifts Learning into High Gear: Certificate Program Accelerates Student Learning by Building Teacher Capacity

ERIC Educational Resources Information Center

Berg, Jill Harrison; Miller, Lesley Ryan; Souvanna, Phomdaen

2011-01-01

Throughout the past two decades, Boston Public Schools has seen strong, steady improvement, recently demonstrated through student gains on NAEP's Trial Urban District Assessment in math and recognized through the award of the 2006 Broad Prize for Urban Education. Teacher leaders have played an important role in Boston's improvement. As team…

Protecting K-12 Student Privacy in a Digital Age

ERIC Educational Resources Information Center

Levin, Douglas

2015-01-01

The last decade has seen many exciting innovations in education. Educators have developed new instructional models that accelerate and deepen student learning by tailoring instruction to each student's individual needs, skills, and interests. In recent years nearly every state in the nation has responded by considering new student data privacy…

A Project-Based Course on Newton's Laws for Talented Junior High-School Students

ERIC Educational Resources Information Center

Langbeheim, Elon

2015-01-01

Research has shown that project-based learning promotes student interest in science and improves understanding of scientific content. Fostering student motivation is particularly important in accelerated science and technology programmes for talented students, which are often demanding and time-consuming. Current texts provide little guidance on…

The Journal of the Society for Accelerative Learning and Teaching. Volume 14, 1989.

ERIC Educational Resources Information Center

Journal of the Society for Accelerative Learning and Teaching, 1989

1989-01-01

These four 1989 issues of the journal of the Society for Accelerated Learning and Teaching (SALT) include the following articles: "Retraining Cognitive Abilities: Combining Suggestopedia with Cognitive Behavior Modification"; "Students Discover the Joy of Learning Through Suggestopedia"; "Elementary School Achievement…

Utilization of an Accelerated Queso Fresco Recipe to Teach Concepts of Food Science in a Didactic Program in Dietetics

ERIC Educational Resources Information Center

Therrien, Mona; Calder, Beth L.; Castonguay, Zakkary J.

2018-01-01

Students in the Didactic Program in Dietetics (DPD) at the University of Maine were exposed to the cheese-making process, within a lab setting of two hours, utilizing an accelerated recipe for a Queso Fresco-style cheese. The purpose of this project was to provide students with a novel, hands-on learning experience, which covered concepts of…

Tempo, 1998.

ERIC Educational Resources Information Center

Cannon, Michael, Ed.

1998-01-01

The four issues of this 1998 publication on gifted and talented students address the themes of: (1) acceleration and grouping, (2) professional development, (3) core content areas, and (4) giftedness: a Texas tradition. Major articles are: "Cooperative Learning, Curriculum Access, and the Challenge of Acceleration" (Ann Robinson);…

Implementing the virtual reality learning environment: Second Life.

PubMed

Schmidt, Bonnie; Stewart, Stephanie

2009-01-01

Today, faculty members are challenged to find meaningful learning activities that enhance online nursing education. Second Life is an innovative Internet-based strategy that may be used to engage students in active learning. The authors discuss how this technology was implemented into an accelerated online nursing program.

The answer is questions: accelerated-nursing students report practice questions are fundamental to first-time NCLEX-RN success.

PubMed

Blozen, Barbara B

2014-01-01

There are a number of anecdotal reports on demographic characteristics and academic success of accelerated-nursing students; yet few empirical studies have examined accelerated-nursing students NCLEX-RN success. Applying Knowles' adult learning theory as a guiding framework, the purpose of this qualitative study was to explore, from the accelerated-nursing students' perspective, the factors reported as contributing to their success on the NCLEX-RN. The research questions aimed to elicit participants' descriptions of their experiences and factors contributing to their success via individual interviews. The most significant finding the participants identified as the factor that contributed to their success was the practicing of NCLEX-RN questions. The findings of this study have several implications for educational policy and practice for universities and schools of nursing as the information gained from this study applies to recruitment and retention as well as curriculum and educational strategies in an accelerated-nursing program.

Accelerated Proficiency and Facilitated Retention: Recommendations Based on an Integration of Research and Findings from a Working Meeting

DTIC Science & Technology

2010-12-01

Psychology– Learning , Memory and Cognition , 13, 344-349. Bahrick, H. P., & Hall, L. K. (1991a). Lifetime maintenance of high school mathematics content...been through an initiation ceremony—a novice who has begun introductory instruction . APPRENTICE Literally, one who is learning —a student undergoing...area of medical education, Problem-Based Learning is an instructional method that has students collaborate in work on challenging practical problems

Boosting Adolescent and Young Adult Literacy: An Examination of Literacy Teaching and Learning in Philadelphia's Accelerated High Schools

ERIC Educational Resources Information Center

Gold, Eva; Edmunds, Kimberly; Maluk, Holly; Reumann-Moore, Rebecca

2011-01-01

In 2010-11, the School District of Philadelphia (the District) operated thirteen accelerated high schools that served approximately 2,000 under-credited, over-age students. Each of the accelerated schools was managed by one of seven external providers, each with its own educational approach, and each with a contractual agreement with the…

Retention of Information Taught in Introductory Psychology Courses across Different Accelerated Course Formats

ERIC Educational Resources Information Center

Deichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph

2016-01-01

The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…

Interactive Mobile Learning: A Pilot Study of a New Approach for Sport Science and Medical Undergraduate Students

ERIC Educational Resources Information Center

Bruce-Low, S. S.; Burnet, S.; Arber, K.; Price, D.; Webster, L.; Stopforth, M.

2013-01-01

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive…

The effect of mathematical model development on the instruction of acceleration to introductory physics students

NASA Astrophysics Data System (ADS)

Sauer, Tim Allen

The purpose of this study was to evaluate the effectiveness of utilizing student constructed theoretical math models when teaching acceleration to high school introductory physics students. The goal of the study was for the students to be able to utilize mathematical modeling strategies to improve their problem solving skills, as well as their standardized scientific and conceptual understanding. This study was based on mathematical modeling research, conceptual change research and constructivist theory of learning, all of which suggest that mathematical modeling is an effective way to influence students' conceptual connectiveness and sense making of formulaic equations and problem solving. A total of 48 students in two sections of high school introductory physics classes received constructivist, inquiry-based, cooperative learning, and conceptual change-oriented instruction. The difference in the instruction for the 24 students in the mathematical modeling treatment group was that they constructed every formula they needed to solve problems from data they collected. In contrast, the instructional design for the control group of 24 students allowed the same instruction with assigned problems solved with formulas given to them without explanation. The results indicated that the mathematical modeling students were able to solve less familiar and more complicated problems with greater confidence and mental flexibility than the control group students. The mathematical modeling group maintained fewer alternative conceptions consistently in the interviews than did the control group. The implications for acceleration instruction from these results were discussed.

Investigation of Learning Behaviors and Achievement of Vocational High School Students Using an Ubiquitous Physics Tablet PC App

ERIC Educational Resources Information Center

Purba, Siska Wati Dewi; Hwang, Wu-Yuin

2017-01-01

In this study, we designed and developed an app called Ubiquitous-Physics (U-Physics) for mobile devices like tablet PC or smart phones to help students learn the principles behind a simple pendulum in Physics. The unique characteristic of U-Physics is the use of sensors on mobile devices to collect acceleration and velocity data during pendulum…

Comprehensive Assessment of Student Retention in Online Learning Environments

ERIC Educational Resources Information Center

Boston, Wallace E.; Ice, Phil; Gibson, Angela M.

2011-01-01

As the growth of online programs continues to rapidly accelerate, concern over the retention of the online learner is increasing. Educational administrators at institutions offering online courses, those fully online or brick and mortars, are eager to promote student achievement. Retention is critically important, not just for student success, but…

Growing What Works: Lessons Learned Replicating Promising Practices for Latino Student Success

ERIC Educational Resources Information Center

Santiago, Deborah A.; Lopez, Estela

2013-01-01

How does the country accelerate Latino student success in higher education? The U.S. has to find programs and strategies that improve the success of Latino students, and then replicate or scale up those programs and strategies to serve more students. Those are the basic principles behind "Excelencia" in Education's Growing What Works (GWW)…

Perceptions of Creative Arts Students to Accelerators and Barriers to Creativity, Innovation, and Their Relationship to Adult Learning Theory and Employability; A Qualitative Case Study

ERIC Educational Resources Information Center

Linkhauer, Lorraine D.

2017-01-01

This qualitative case study focused on the perception of Creative Arts (CA) students on creativity and innovation stimulators and barriers in higher learning situations, and, the observation and comparison of the fluency and flexibility exhibited within the results of the 30-circle exercise to determine the degree of development for creativity and…

Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive

ERIC Educational Resources Information Center

TNTP, 2012

2012-01-01

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully…

Reduced Contact Hour Accelerated Courses and Student Learning

ERIC Educational Resources Information Center

Thornton, Barry; Demps, Julius; Jadav, Arpita

2017-01-01

Undergraduate instruction in the Davis College of Business at Jacksonville University utilizes two course delivery methods. Traditional daytime classes are 15 weeks long and have approximately 40 contact hours, while evening courses are offered in the Accelerated Degree program in a compressed 8-week format with 24 contact hours. The curriculum is…

Designing Instruction for Speed: Qualitative Insights into Instructional Design for Accelerated Online Graduate Coursework

ERIC Educational Resources Information Center

Trekles, Anastasia M.; Sims, Roderick

2013-01-01

The purpose of this exploratory case study was to explore instructional design strategies and characteristics of online, asynchronous accelerated courses and students' choices of deep or surface learning approaches within this environment. An increasing number of university programs, particularly at the graduate level, are moving to an…

Evaluation of the Accelerated Reader Program in Chesapeake, VA, Public Schools

ERIC Educational Resources Information Center

Chase, Elaine; Goodin, Penny; Nichols, W. Randolph

2010-01-01

The Accelerated Reader program from Renaissance Learning Inc. is a popular program implemented in elementary and middle schools across the country that encourages students to read and monitors their progress in the program. Despite its widespread use and popularity, there have been some questions about the program's effectiveness at increasing…

Arabic Teaching and Learning Material in Higher Education of Muslim Community North Sulawesi

ERIC Educational Resources Information Center

Wekke, Ismail Suardi

2017-01-01

Arabic has a special characters and positions compare to Bahasa Indonesia as the mother tongue of students. These conditions are prospect to create joyful learning and teaching. Therefore, through the teaching and learning it is the opportunity to accelerate the process of understanding source language. This research was conducted in higher…

Black Ink and Red Ink (BIRI) Testing: A Testing Method to Evaluate Both Recall and Recognition Learning in Accelerated Adult-Learning Courses

ERIC Educational Resources Information Center

Rodgers, Joseph Lee; Rodgers, Jacci L.

2011-01-01

We propose, develop, and evaluate the black ink-red ink (BIRI) method of testing. This approach uses two different methods within the same test administration setting, one that matches recognition learning and the other that matches recall learning. Students purposively define their own tradeoff between the two approaches. Evaluation of the method…

Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive. Executive Summary

ERIC Educational Resources Information Center

TNTP, 2012

2012-01-01

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

Giving Students Extra Support to Meet Standards in Challenging Academic and Career Courses.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2010

2010-01-01

Successful schools at all levels provide extra-help strategies to assist students in meeting high standards in both academic and career/technical courses. Some schools design a flexible schedule and offer virtual learning opportunities to enable at-risk students to complete high school. Middle grades schools can provide an accelerated curriculum…

Implementation of an accelerated physical examination course in a doctor of pharmacy program.

PubMed

Ho, Jackie; Bidwal, Monica K; Lopes, Ingrid C; Shah, Bijal M; Ip, Eric J

2014-12-15

To describe the implementation of a 1-day accelerated physical examination course for a doctor of pharmacy program and to evaluate pharmacy students' knowledge, attitudes, and confidence in performing physical examination. Using a flipped teaching approach, course coordinators collaborated with a physician faculty member to design and develop the objectives of the course. Knowledge, attitude, and confidence survey questions were administered before and after the practical laboratory. Following the practical laboratory, knowledge improved by 8.3% (p<0.0001). Students' perceived ability and confidence to perform a physical examination significantly improved (p<0.0001). A majority of students responded that reviewing the training video (81.3%) and reading material (67.4%) prior to the practical laboratory was helpful in learning the physical examination. An accelerated physical examination course using a flipped teaching approach was successful in improving students' knowledge of, attitudes about, and confidence in using physical examination skills in pharmacy practice.

Learning Denied: The Case for Equitable Access to Effective Teaching in California's Largest School District. Policy Brief

ERIC Educational Resources Information Center

Education Trust-West, 2012

2012-01-01

Effective teachers have an enormous impact on the lives of their students. Great teachers can help students who are behind academically catch up to grade-level expectations. By accelerating student performance, they can help close the opportunity and achievement gaps that cut short the college and career dreams of so many low-income students and…

Accelerating Advancement in School and Work

ERIC Educational Resources Information Center

Pennington, Hilary

2003-01-01

The past decade has seen explosive growth in diverse learning options for young people, including new schools, vouchers, charter laws, and distance learning and dual-enrollment options that are blurring the lines between secondary and postsecondary institutions. The ways in which students move across and between the institutions of work and…

Educational Affordances of a Ubiquitous Learning Environment in a Natural Science Course

ERIC Educational Resources Information Center

Tan, Tan-Hsu; Lin, Min-Sheng; Chu, Yu-Ling; Liu, Tsung-Yu

2012-01-01

Educational affordances are worthy of being explored because the affordances of Information and Communication Technologies (ICT) provide the pedagogical effects for promoting cognitive acceleration, increasing the self-management of students, facilitating data collection, and presentation in science learning. This study aims to explore educational…

An Instructional Design for Accelerating Children's Concept Learning. Technical Report No. 321.

ERIC Educational Resources Information Center

McMurray, Nancy E.; And Others

An instructional design based on task analysis procedures was used to develop two experimental lessons to accelerate attainment of a subject-matter concept by fourth grade students. A variation of the Solomon Four-Group design was employed to determine the effects of the pretest. Performance of 118 randomly assigned subjects on a measure assessing…

Flooding Vocabulary Gaps to Accelerate Word Learning

ERIC Educational Resources Information Center

Brabham, Edna; Buskist, Connie; Henderson, Shannon Coman; Paleologos, Timon; Baugh, Nikki

2012-01-01

Students entering school with limited vocabularies are at a disadvantage compared to classmates with robust knowledge of words and meanings. Teaching a few unrelated words at a time is insufficient for catching these students up with peers and preparing them to comprehend texts they will encounter across the grades. This article presents…

Does Mechanism Matter? Student Recall of Electronic versus Handwritten Feedback

ERIC Educational Resources Information Center

Osterbur, Megan E.; Hammer, Elizabeth Yost; Hammer, Elliott

2015-01-01

Student consumption and recall of feedback are necessary preconditions of successful formative assessment. Drawing on Sadler's (1998) definition of formative assessment as that which is intended to accelerate learning and improve performance through the providing of feedback, we examine how the mechanism of transmission may impact student…

Japanese University Students' Self-Assessment and Digital Literacy Test Results

ERIC Educational Resources Information Center

Cote, Travis; Milliner, Brett

2016-01-01

Study abroad programs provide an opportunity for students to accelerate language learning and acquire cultural capital. Evaluations of returnees from study abroad programs however, have revealed that this is not always guaranteed. To promote a more positive academic and culturally-inclusive study abroad experience, one recommendation is for…

Accelerating Student Learning of Technology Terms: "The Crossword Puzzle Exercise"

ERIC Educational Resources Information Center

Whisenand, Thomas G.; Dunphy, Steven M.

2010-01-01

The authors suggest using an alternative teaching methodology to impart knowledge regarding information systems phraseology and vocabulary. Specifically, a series of crossword puzzles or scrabbles are used to present information system (IS) terminology to students in an introductory business information systems course. The puzzle terms and answers…

Assessing Retention in Online Learning: An Administrative Perspective

ERIC Educational Resources Information Center

Boston, Wallace E.; Ice, Phil

2011-01-01

As the growth of online programs continues to rapidly accelerate, concern over the retention of the online learner is increasing. Educational administrators at institutions offering online courses, those fully online or brick and mortars, are eager to promote student achievement. Retention is critically important, not just for student success, but…

Explaining Ramps with Models

ERIC Educational Resources Information Center

Campbell, Todd; Neilson, Drew

2016-01-01

In this article Campbell and Neilson discuss several design strategies developed or adopted that were found particularly helpful when sequencing a unit that focused on learning about motion and acceleration. Students were expected to predict, observe, and explain why a ball traveled down one ramp faster than the other. Before engaging students,…

Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

PubMed

Posey, Laurie; Pintz, Christine

2017-09-01

To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

The relationships between the use of self-regulated learning strategies and depression among medical students: an accelerated prospective cohort study.

PubMed

Van Nguyen, Hung; Laohasiriwong, Wongsa; Saengsuwan, Jiamjit; Thinkhamrop, Bandit; Wright, Pamela

2015-01-01

We conducted this study to determine the relationships between the use of self-regulated learning strategies (SRL) and depression scores among medical students. An accelerated prospective cohort study among 623 students at a public medical university in Vietnam was carried out during the academic year 2012-2013. The Depression, Anxiety and Stress Scales (21 items) was used to measure depression scores as the primary research outcome, and to measure anxiety and stress scores as the confounding variables. Fourteen SRL subscales including intrinsic/extrinsic goal orientation, task value, self-efficacy for learning, control of learning beliefs, rehearsal, elaboration, organization, critical thinking, meta-cognitive strategies, time and study environment, effort regulation, peer learning, and help seeking were measured using the Motivated Strategies for Learning Questionnaire. Data were collected at two points in time (once each semester). There were 744 responses at the first time (95.88%) and 623 at time two (drop-out rate of 16.26%). The generalized estimating equation was applied to identify any relationships between the use of each SRL subscale and depression scores at time 2, adjusting for the effects of depression at time 1, anxiety, stress, within cluster correlation, and potential demographic covariates. Separate multivariate GEE analysis indicated that all SRL subscales were significantly negatively associated with depression scores, except for extrinsic goal orientation and peer learning. Whereas full multivariate GEE analysis revealed that self-efficacyT1, help-seekingT1, time and study environmentT2 were found to be significantly negatively associated with depressionT2, adjusting for the effects of depressionT1, anxiety, stress, and demographic covariates. The results should be used to provide appropriate support for medical students to reduce depression.

Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

NASA Astrophysics Data System (ADS)

Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

2010-10-01

With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

Writing Assessment in a Competence-Based Undergraduate Program for Adult Students.

ERIC Educational Resources Information Center

Mirel, Barbara

The School for New Learning (SNL) was established in 1972 at DePaul University especially for adult students. SNL students are adults, age 24 or older, who want to accelerate their progress to a degree by using experience as well as classwork for academic credit, and who want to design their own programs with help from an advisory committee of…

The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

PubMed

Topale, Luminica

2016-08-12

New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

"I Learn More at School": A Critical Perspective on Workplace-Related Second Language Learning In and Out of School

ERIC Educational Resources Information Center

Sandwall, Karin

2010-01-01

This article presents a case study of a student involved in language learning at a work placement, as part of the basic Swedish language programme for adult immigrants, Svenska for invandrare (Sfi), in Gothenburg, Sweden. In accordance with the predominant economic agenda, this system is assumed to accelerate labour market entrance as well as…

Achievement, Learning, and Seasonal Impact as Measures of School Effectiveness: It's Better to Be Valid than Reliable

ERIC Educational Resources Information Center

von Hippel, Paul T.

2009-01-01

When evaluating schools' effectiveness, is it better to use absolute "achievement levels" or to use "learning rates" over a 9- or 12-month period? Or is it better to use a new measure, seasonal "impact", which is defined as the acceleration in learning rates that occurs when students finish summer vacation and start the school year? Answering this…

Does Delivery Format Make a Difference in Learning about Global and Cultural Understanding?

ERIC Educational Resources Information Center

Rawls, Janita; Hammons, Stacy A.

2016-01-01

This study assessed a learning outcome for nontraditional seniors who were in accelerated degree programs in both online and on-site formats. Using items from the National Survey of Student Engagement, researchers explored engagement with global understanding and cultural awareness. A quantitative, single-case analysis method was used to determine…

Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

ERIC Educational Resources Information Center

Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon

2014-01-01

Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental…

Transforming American Education: Learning Powered by Technology. National Education Technology Plan, 2010

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

This report presents the Administration's National Education Technology Plan. This plan calls for applying the advanced technologies used in everyone's daily personal and professional lives to the entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for…

Building an Accelerated Online Graduate Program for Military Officers

ERIC Educational Resources Information Center

Collins, Royce Ann; Kang, Haijun; Biniecki, Susan Yelich; Favor, Judy

2015-01-01

Because of the intense and unique nature of their military life, military officers face stresses that other students do not need to be concerned about when taking courses online. An institution's ability to understand these military officer students, design online programs to meet their unique learning needs and deliver valuable online curricula…

Large-Scale Campus Computer Technology Implementation: Lessons from the First Year.

ERIC Educational Resources Information Center

Nichols, Todd; Frazer, Linda H.

The purpose of the Elementary Technology Demonstration Schools (ETDS) Project, funded by IBM and Apple, Inc., was to demonstrate the effectiveness of technology in accelerating the learning of low achieving at-risk students and enhancing the education of high achieving students. The paper begins by giving background information on the district,…

Digital Immigrants, Digital Learning: Reaching Adults through Information Literacy Instruction Online

ERIC Educational Resources Information Center

Rapchak, Marcia; Behary, Robert

2013-01-01

As information literacy programs become more robust, finding methods of reaching students beyond the traditional undergraduate has become a priority for many institutions. At Duquesne University, efforts have been made to reach adult learners in an accelerated program targeted to nontraditional students, much of which is provided online. This…

Probability & Statistics: Modular Learning Exercises. Student Edition

ERIC Educational Resources Information Center

Actuarial Foundation, 2012

2012-01-01

The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The materials are centered on the fictional town of Happy Shores, a coastal community which is at risk for hurricanes. Actuaries at an insurance company figure out the risks and…

Beyond Passive Learning: Problem-Based Learning and Concept Maps to Promote Basic and Higher-Order Thinking in Basic Skills Instruction

ERIC Educational Resources Information Center

Smith, Regina O.

2014-01-01

Research into the best practices for basic skills education, national bridge programs, the new GED® assessment, and accelerated developmental education indicated that contextualized instruction was most effective when preparing adult literacy students for college and work. Nevertheless, "remedial pedagogy" with a sole focus on the…

The DIAGNOSER project: combining assessment and learning.

PubMed

Thissen-Roe, Anne; Hunt, Earl; Minstrell, Jim

2004-05-01

DIAGNOSER is an Internet-based tool for classroom instruction. It delivers continuous formative assessment and feedback to high school physics students and their teachers about the correct and incorrect concepts and ideas the students may hold regarding physical situations. That is, it diagnoses misconceptions that underlie wrong answers of students, such as a confusion of velocity with acceleration. We use data about patterns of student responses, particularly consistency of errors from question to question, to improve the system's understanding of student concepts.

On the use of history of mathematics: an introduction to Galileo's study of free fall motion

NASA Astrophysics Data System (ADS)

Ponce Campuzano, Juan Carlos; Matthews, Kelly E.; Adams, Peter

2018-05-01

In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students' development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived.

The Impact of Project REAL on Students' Peer Context

ERIC Educational Resources Information Center

Irvin, Matthew J.

2011-01-01

The general purpose of this study was to investigate the extent to which and ways in which SEALS (Select Entry Accelerated Learning) program effects differ for early adolescent boys and girls. The first aim was to examine differential effects of SEALS by gender, for students' perceptions of the social-affective context of school. The second aim…

Preparing Japanese Students' Digital Literacy for Study Abroad: Is More Training Needed?

ERIC Educational Resources Information Center

Cote, Travis J.; Milliner, Brett

2017-01-01

Study abroad programs provide an excellent opportunity for students to accelerate their language learning and acquire cultural capital (Byram & Feng, 2006). Research into returnees from a variety of study abroad programs, however, has revealed that this is not always the case (e.g., Kinginger, 2011; Sato & Hodge, 2015; Yoshimitsu, 2009).…

iPad Use for Accelerating Reading Gains in Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Retter, Shannan; Anderson, Christine; Kieran, Laura

2013-01-01

This action research project explored the use of the iPad 2 in a special education classroom with high school students who were considered struggling readers to determine if an academic gain in reading comprehension, reading fluency, and vocabulary implementing the intervention of an iPad and four specific applications (apps). The high school…

Probability & Statistics: Modular Learning Exercises. Teacher Edition

ERIC Educational Resources Information Center

Actuarial Foundation, 2012

2012-01-01

The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and…

Meeting the STEM Workforce Demand: Accelerating Math Learning among Students Interested in STEM. BHEF Research Brief

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2011

2011-01-01

Efforts by federal and state governments to increase the STEM (science, technology, engineering and mathematics) workforce in support of innovation and competitiveness are frustrated by a shortage of adequately prepared and interested students. Less than half of 12th graders meet the math proficiency benchmark that indicates college readiness.…

Enhance Ideological Political Education Work for Ethnic Minority Students and Build up Harmonious Campuses

ERIC Educational Resources Information Center

Liu, Yi

2010-01-01

To accelerate the development of the ethnic minority regions and cultivate ethnic minority talent, the state has successively implemented policies of setting up the Tibet Class and the Xinjiang Class in institutions of higher learning in China's interior regions ("neidi"), enabling some of the finest young students among the ethnic…

Teaching and learning in a winter wonderland.

PubMed

Tucker, Cheryl A; Bradshaw, Martha J; Ketcham, Nan

2013-01-01

During a record-breaking Texas ice storm, one school of nursing kept accelerated BSN students on schedule despite 5 days of school closure. The students were diverted from hazardous travels to the safety of warm homes with virtual classes and clinicals. The authors discuss their creation of a virtual experience that leveraged smartphones, laptops, eBooks, and Internet resources with existing university technology, allowing students to stay on track.

Using Second Life to enhance ACCEL an online accelerated nursing BSN program.

PubMed

Stewart, Stephanie; Pope, Dawn; Duncan, Debra

2009-01-01

To create a presence in Second Life (SL) the university college of nursing (CON) purchased four virtual islands in December 2007. The intent was to enhance distance education with immersion learning experiences for nursing students in SL. The Pollock Alumni House, classrooms, faculty offices, a library, a student welcome center, a public health office, a disaster scenario, a clinic, a hospital, and several patient avatars were created. Houses are being built for nursing students to experience different patient care scenarios during home visits. At least 20 nursing faculty and academic staff and three cohorts of accelerated nursing students (77) have avatars and have experienced class sessions. Faculty and students schedule office hours, engage in synchronous chats, and utilize the public health department and SL support groups for class exercises. Current exercises in the public health department include a module in which the student learns the role of the sanitarian. Students use a checklist to inspect restaurants and bars in SL. They are also able to view a video of an interview with a sanitarian. Another module introduces them to the WIC (Women, Infants, and Children) program. Future student activities related to public health include disaster planning, bioterrorism, evacuations, community assessment, windshield surveys, fund raising, and health education as well as other activities suggested by public health nurses and students. The possibilities are limitless because of the resources that exist in the virtual world, SL. The purchase of the first two islands, the initial buildings, and the creation of the public health department was funded by a research grant. Virtual environments offer many advantages for nursing education. Many nursing students say they learn best when they actually "do something," which indicates that they often prefer experiential learning. Rare but life-threatening patient situations can be experienced since the clinical environment can be realistically simulated. The student has the opportunity to practice repeatedly without causing harm to patients. During these simulations, active learning takes place, immediate feedback can be given for both correct and incorrect actions, errors can be corrected, and consistent experiences can be reproduced for all students. This technology is revolutionizing education and will meet the needs of the media savvy generations to come. It can also provide virtual experiences that nursing students may encounter in the clinical setting which are high risk and low volume, thus enhancing patient safety.

Who Set the Fire? Determination of Arson Accelerants by GC-MS in an Instrumental Methods Course

NASA Astrophysics Data System (ADS)

Sodeman, David A.; Lillard, Sheri J.

2001-09-01

Forensic scenarios have advantages over traditional experiments in the instrumental laboratory from the perspectives of both teaching and learning. First, students feel that they are calculating more than just a number from their experiments and that their results have meaning. Second, we are teaching techniques that are used in the real world and students can no longer complain, "This is not how it is done in the real world." This experiment is designed for upper-division chemistry and chemical engineering majors taking an instrumental methods course. The experimental approach simulates the steps an arson investigator would take to determine if arson was the cause of a fire. Charred (unknown) samples of wood and five standards of liquid accelerants are prepared in sealed containers and presented to the students for headspace gas chromatography (GC) with quadrupole mass spectrometric (MS) detection. Students interpret the standards and the charred samples using chromatographic retention times and MS data. From this information, they determine which accelerant was used to start the fire. They are also asked to discuss differences between the chromatograms of the charred sample and the corresponding liquid accelerant.

Incorporating active-learning techniques and competency assessment into a critical care elective course.

PubMed

Malcom, Daniel R; Hibbs, Jennifer L

2012-09-10

To design, implement, and measure the effectiveness of a critical care elective course for second-year students in a 3-year accelerated doctor of pharmacy (PharmD) program. A critical care elective course was developed that used active-learning techniques, including cooperative learning and group presentations, to deliver content on critical care topics. Group presentations had to include a disease state overview, practice guidelines, and clinical recommendations, and were evaluated by course faculty members and peers. Students' mean scores on a 20-question critical-care competency assessment administered before and after the course improved by 11% (p < 0.05). Course evaluations and comments were positive. A critical care elective course resulted in significantly improved competency in critical care and was well-received by students.

From Innovation Clusters to Datapalooza: Accelerating Innovation in Educational Technology

ERIC Educational Resources Information Center

Culatta, Richard

2012-01-01

Education in the United States is entering a very exciting moment. For the first time, all of the digital stars are aligning n such a way that the technology is available to design truly transformational learning experiences. The ubiquity of inexpensive and powerful mobile devices is creating the potential for all students to learn at any time and…

Accelerate the Learning of 4th and 5th Graders Born into Poverty

ERIC Educational Resources Information Center

Pogrow, Stanley

2009-01-01

For students born into poverty, grades 4-5 are a boundary where their learning needs change dramatically and in ways that have been consistently misunderstood throughout the many waves of well-intentioned reform over the past century. As a result, these needs have remained unaddressed, and grades 4-5 have become the boundary line where they start…

THE STRATEGY OF THE TOTAL PHYSICAL RESPONSE--AN APPLICATION TO LEARNING JAPANESE.

ERIC Educational Resources Information Center

ASHER, JAMES J.; KUNIHIRA, SHIROU

AN EXPERIMENT WAS DEVISED TO TEST ASHER'S HYPOTHESIS OF A TOTAL PHYSICAL RESPONSE, WHICH STATES THAT LISTENING COMPREHENSION FOR A FOREIGN LANGUAGE CAN BE ACCELERATED IF STUDENTS ARE REQUIRED TO EMIT A RESPONSE WITH THE ENTIRE BODY. THE SUBJECTS WERE 88 COLLEGE STUDENTS WHO HAD NO PRIOR KNOWLEDGE OF JAPANESE, NO FLUENCY IN A LANGUAGE OTHER THAN…

CAN-Care: an innovative model of practice-based learning.

PubMed

Raines, Deborah A

2006-01-01

The "Collaborative Approach to Nursing Care" (CAN-Care) Model of practice-based education is designed to meet the unique learning needs of the accelerated nursing program student. The model is based on a synergistic partnership between the academic and service settings, the vision of which is to create an innovative practice-based learning model, resulting in a positive experience for both the student and unit-based nurse. Thus, the objectives of quality outcomes for both the college and Health Care Organization are fulfilled. Specifically, the goal is the education of nurses ready to meet the challenges of caring for persons in the complex health care environment of the 21st century.

Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students.

PubMed

Bruce-Low, S S; Burnet, S; Arber, K; Price, D; Webster, L; Stopforth, M

2013-12-01

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course (n = 28) and medical course (n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses (P < 0.001), methods (P = 0.01), and trials (P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

Towards an understanding of the attributes of simulation that enable learning in undergraduate nurse education: A grounded theory study.

PubMed

Bland, Andrew J; Tobbell, Jane

2016-09-01

Simulation has become an established feature of nurse education yet little is understood about the mechanisms that lead to learning. To explore the attributes of simulation-based education that enable student learning in undergraduate nurse education. Final year students drawn from one UK University (n=46) participated in a grounded theory study. First, nonparticipant observation and video recording of student activity was undertaken. Following initial analysis, recordings and observations were deconstructed during focus group interviews that enabled both the researcher and participants to unpack meaning. Lastly emergent findings were verified with final year students drawn from a second UK University (n=6). A staged approach to learning emerged from engagement in simulation. This began with initial hesitation as students moved through nonlinear stages to making connections and thinking like a nurse. Core findings suggest that simulation enables curiosity and intellect (main concern) through doing (core category) and interaction with others identified as social collaboration (category). This study offers a theoretical basis for understanding simulation-based education and integration of strategies that maximise the potential for learning. Additionally it offers direction for further research, particularly with regards to how the application of theory to practice is accelerated through learning by doing and working collaboratively. Copyright © 2016 Elsevier Ltd. All rights reserved.

Accelerating Decoding-Related Skills in Poor Readers Learning a Foreign Language: A Computer-Based Intervention

ERIC Educational Resources Information Center

Björn, Piia Maria; Leppänen, Paavo H. T.

2013-01-01

The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG ("n"?=?13)…

E-Learning as a Strategy to Teach English in Thailand: A Professional Development Model to Support Teacher Growth

ERIC Educational Resources Information Center

Quigley, Donna

2011-01-01

Thai school age students as young as eight years old are increasingly being immersed in the Internet world, and as a result, they are accelerating their learning and communication skills in English even without noticing. For educators, the ICT (information communication technology) revolution that has occurred in the last few decades needs to be…

Teaching Physics with Basketball

NASA Astrophysics Data System (ADS)

Chanpichai, N.; Wattanakasiwich, P.

2010-07-01

Recently, technologies and computer takes important roles in learning and teaching, including physics. Advance in technologies can help us better relating physics taught in the classroom to the real world. In this study, we developed a module on teaching a projectile motion through shooting a basketball. Students learned about physics of projectile motion, and then they took videos of their classmates shooting a basketball by using the high speed camera. Then they analyzed videos by using Tracker, a video analysis and modeling tool. While working with Tracker, students learned about the relationships between three kinematics graphs. Moreover, they learned about a real projectile motion (with an air resistance) through modeling tools. Students' abilities to interpret kinematics graphs were investigated before and after the instruction by using the Test of Understanding Graphs in Kinematics (TUG-K). The maximum normalized gain or is 0.77, which indicated students' improvement in determining displacement from the velocity-time graph. The minimum is 0.20, which indicated that most students still have difficulties interpreting the change in velocity from the acceleration-time graph. Results from evaluation questionnaires revealed that students also satisfied with the instructions that related physics contents to shooting basketball.

Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students with High-Functioning Autism

ERIC Educational Resources Information Center

Stringfield, Suzanne Griggs; Luscre, Deanna; Gast, David L.

2011-01-01

In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline…

Differentiation in Key Learning Areas for Gifted Students in Regular Classes: A Project for Primary School Teachers in Hong Kong

ERIC Educational Resources Information Center

Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.

2018-01-01

Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…

An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes

ERIC Educational Resources Information Center

Fien, Hank; Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Clarke, Ben; Baker, Scott K.

2016-01-01

The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, &…

Preferences for teaching methods in a baccalaureate nursing program: how second-degree and traditional students differ.

PubMed

Walker, Jean T; Martin, Tina M; Haynie, Lisa; Norwood, Anne; White, Jill; Grant, LaVerne

2007-01-01

Accelerated baccalaureate nursing programs are in great demand in the United States. Currently there are 197 such programs, but little research has been conducted on student characteristics and program outcomes. This quantitative study explores preferences of second-degree students and traditional generic students with regard to teaching methods and relationships with faculty. The results indicate that statistically significant differences exist between the two groups of students. Three areas of significance are ability for self-directed learning, expectations of faculty and classroom structure, and obtaining a grade that really matters.

Student knowledge and confidence in an elective clinical toxicology course using active-learning techniques.

PubMed

Thomas, Michael C; Macias-Moriarity, Liliairica Z

2014-06-17

To measure changes in students' knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program. Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic. A test instrument designed to measure students' knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students' knowledge and confidence scores increased significantly from pretest to posttest. Students' increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development.

Integrating Telepresence Robots Into Nursing Simulation.

PubMed

Rudolph, Alexandra; Vaughn, Jacqueline; Crego, Nancy; Hueckel, Remi; Kuszajewski, Michele; Molloy, Margory; Brisson, Raymond; Shaw, Ryan J

This article provides an overview of the use of telepresence robots in clinical practice and describes an evaluation of an educational project in which distance-based nurse practitioner students used telepresence robots in clinical simulations with on-campus Accelerated Bachelor of Science in Nursing students. The results of this project suggest that the incorporation of telepresence in simulation is an effective method to promote engagement, satisfaction, and self-confidence in learning.

Gaming the System: Developing an Educational Game for Securing Principles of Arterial Blood Gases.

PubMed

Boyd, Cory Ann; Warren, Jonah; Glendon, Mary Ann

2016-01-01

This article describes the development process for creating a digital educational mini game prototype designed to provide practice opportunities for learning fundamental principles of arterial blood gases. Mini games generally take less than an hour to play and focus on specific subject matter. An interdisciplinary team of faculty from two universities mentored student game developers to design a digital educational mini game prototype. Sixteen accelerated bachelor of science in nursing students collaborated with game development students and playtested the game prototype during the last semester of their senior year in nursing school. Playtesting is a form of feedback that supports an iterative design process that is critical to game development. A 10-question survey was coupled with group discussions addressing five broad themes of an archetypical digital educational mini game to yield feedback on game design, play, and content. Four rounds of playtesting and incorporating feedback supported the iterative process. Accelerated bachelor of science in nursing student playtester feedback suggests that the digital educational mini game prototype has potential for offering an engaging, playful game experience that will support securing the fundamental principles of arterial blood gases. Next steps are to test the digital educational mini game for teaching and learning effectiveness. Copyright © 2016 Elsevier Inc. All rights reserved.

Facilitating students' application of the integral and the area under the curve concepts in physics problems

NASA Astrophysics Data System (ADS)

Nguyen, Dong-Hai

This research project investigates the difficulties students encounter when solving physics problems involving the integral and the area under the curve concepts and the strategies to facilitate students learning to solve those types of problems. The research contexts of this project are calculus-based physics courses covering mechanics and electromagnetism. In phase I of the project, individual teaching/learning interviews were conducted with 20 students in mechanics and 15 students from the same cohort in electromagnetism. The students were asked to solve problems on several topics of mechanics and electromagnetism. These problems involved calculating physical quantities (e.g. velocity, acceleration, work, electric field, electric resistance, electric current) by integrating or finding the area under the curve of functions of related quantities (e.g. position, velocity, force, charge density, resistivity, current density). Verbal hints were provided when students made an error or were unable to proceed. A total number of 140 one-hour interviews were conducted in this phase, which provided insights into students' difficulties when solving the problems involving the integral and the area under the curve concepts and the hints to help students overcome those difficulties. In phase II of the project, tutorials were created to facilitate students' learning to solve physics problems involving the integral and the area under the curve concepts. Each tutorial consisted of a set of exercises and a protocol that incorporated the helpful hints to target the difficulties that students expressed in phase I of the project. Focus group learning interviews were conducted to test the effectiveness of the tutorials in comparison with standard learning materials (i.e. textbook problems and solutions). Overall results indicated that students learning with our tutorials outperformed students learning with standard materials in applying the integral and the area under the curve concepts to physics problems. The results of this project provide broader and deeper insights into students' problem solving with the integral and the area under the curve concepts and suggest strategies to facilitate students' learning to apply these concepts to physics problems. This study also has significant implications for further research, curriculum development and instruction.

Programs of 1993 Winning Teams: Pioneering Partners.

ERIC Educational Resources Information Center

1993

Pioneering Partners for Educational Technology was created to enhance learning in K-12 classrooms by accelerating the use of educational technology. This document outlines the projects of the 1993 winning teams. The Illinois programs are: "A Travel Log Via Computer"; "Weatherization Audit Training for Teachers and Students";…

Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate first-year pre-registration nursing students - a mixed method study.

PubMed

Bloomfield, Jacqueline G; Jones, Anne

2013-12-01

Clinical skills education must accommodate the different needs of nursing students, particularly in view of increasing numbers of graduate entrants. E-learning has been promoted for its ability to engage learners and customise the learning process and evidence supports its use for clinical skill acquisition. However, graduate nursing students have unique needs, and their perceptions and experiences of e-learning require exploration. The aim of the study was to explore graduate first year nursing students' perceptions and experiences of e-learning when used to supplement traditional methods to learn clinical skills. Mixed methods, employing qualitative and quantitative approaches, were used. Eighty-three (46%) participants were recruited from a cohort of graduate students (n=180) enrolled in an accelerated pre-registration nursing programme. Participants completed e-learning educational materials prior to attendance at clinical skills sessions. Focus groups (n=2) explored participants' (n=15) experiences and perceptions of e-learning and identified common issues. Discussions were transcribed verbatim and analysed using a thematic approach. Findings informed the development of a questionnaire which sought to confirm perceptions of e-learning and the perceived value for clinical skills acquisition in the larger student group. Data from questionnaires (n=83) were analysed using descriptive statistics. Students found e-learning valuable for developing clinical skills and, although they viewed it positively, they did not want to relinquish conventional teaching methods, preferring both in combination. Video clips were perceived as the most useful feature while online readings were viewed as the least useful. An underestimate of time requirements, navigational issues and technical difficulties were reported frustrations. Although limited by potential volunteer bias, findings contribute to the ongoing discourse on how e-learning can support clinical skills education and provides insights from the perspective of graduate nursing students. E-learning does not suit the needs of all learners. This must be recognised to enhance the learning experience. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Accelerating Innovation

ERIC Educational Resources Information Center

Education Week, 2012

2012-01-01

The word "innovation" seems to be in everyone's lexicon these days; it's even turning up as part of new education job titles in school districts and states. The ideas that undergird it are animating a growing movement that's spurring new policies, programs, and products that carry with them the potential to transform how students learn and how…

Innovative Case Studies of Good Practice in England.

ERIC Educational Resources Information Center

Gifted Education International, 2003

2003-01-01

Four case studies of gifted education programs in England are described, including the development of a teacher handbook based on the principles behind accelerated learning, the identification of students with musical ability and the provision of musical instrument lessons, and the development of a portable information communication technology…

The implementation of role play in education of pre-service vocational teacher

NASA Astrophysics Data System (ADS)

Hidayati, L.; Pardjono, P.

2018-01-01

This article aims to: 1) explain the enhancement of students’ understanding about models of learning through role-play approach, and 2) find out the students’ response to the implementation of role-playing. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. This is a Classroom Action Research consisting 2 cycles, held in the Apparel Pre-service Teacher Education Programs, Universitas Negeri Surabaya in 2016, in the subject of Teaching and Learning Strategy. The number of research subject is 54 students. Data collected by giving test and questionnaire. The data analyzed by descriptive analysis. The result states that:1) Role-play succeeds to improve student understanding of learning models; 2) The student’s’ response shows that the role-play is an exciting activity, provide an opportunity for students to be creative, and easy to be applied. Role-play has flexibility for implemented at the university level, accelerates the student’s understanding of learning materials, trains the students’ independence, responsibility, awareness to others as important provisions to become a teacher.

Educational area for learning of optics and technologies: union of open laboratories of ideas, methods and practices (OLIMP)

NASA Astrophysics Data System (ADS)

Ivashchenko, Maksim; Bodrov, Kirill; Tolstoba, Nadezhda

2016-09-01

The paper deals with the concept of creating the union of Open Laboratories of Ideas, Methods and Practices (OLIMP). It describes the structure designed to simplify the relationship, such as business incubators, start-up accelerators, small innovative enterprises, fabrication laboratories and student centers. We consider their advantages and disadvantages for the specific audience of students and enthusiasts who do not have funding for their own projects. The experience of interaction between the Open Laboratories of Ideas, Methods and Practices and the Student Research Laboratory for Optical Engineering shows the relative impact of structures on each other and the value of using such interaction in the learning process. The paper also addresses issues such as: the motivation of students, enthusiasm for the direction the lab participants identify and maintain the initiatives, profiling in the design, scientific, commercial, social sphere.

eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary

ERIC Educational Resources Information Center

Dalton, Bridget; Grisham, Dana L.

2011-01-01

Vocabulary knowledge is key to comprehension and expression. For students in the intermediate grades, the need for breadth and depth of vocabulary accelerates as they encounter more challenging academic texts in print and on the Internet. Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents…

Providing an Optimal School Context for Talent Development: An Extended Curriculum Program in Practice

ERIC Educational Resources Information Center

Kronborg, Leonie; Plunkett, Margaret

2015-01-01

Developing the talents of academically able students in government secondary schools in Victoria, Australia, has recently gained support through the expansion of Select Entry Accelerated Learning (SEAL) Programs. In the private sector, a similar expansion of interest in talent development has occurred through the development and implementation of…

Reading Acceleration Program: The Effect of Concentrated Practice on Reading Skills

ERIC Educational Resources Information Center

Pilotti, Maura; Martinez, Edward; Broderick, Tyler; Caballero, Sharon; LaGrange, Linda

2012-01-01

A well-established principle in the literature on learning, which maintains that variability of practice enhances long-term retention, served as the foundation of a summer program intended to ameliorate reading skills in incoming freshmen. During a 4-week period, students received reading instruction in the context of four areas: humanities,…

Extending Student Learning Opportunities in a 6-8 Middle School

ERIC Educational Resources Information Center

Waggoner, Christine; Cline, Lisa

2006-01-01

In 2004, South Charlotte Middle School (SCMS), Charlotte, North Carolina, was named "A School to Watch" by the National Forum to Accelerate Middle Grades Reform. One of the program components cited as highly successful by the visiting committee representing the Forum was the provision of an enrichment period called the ninth block. Ninth…

Empowering School Teachers for Emerging Technologies: An Action Plan

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2010-01-01

"Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

A Better Way to Motivate Achievement

ERIC Educational Resources Information Center

Parker, Dennis

2012-01-01

Many low income, minority schools in California are within 100 points of closing the achievement gap, a prize worth working for no matter how inconvenient, uncomfortable, or risky. In this article, the author describes a better way to motivate educators to try new things that will accelerate student learning and close the achievement gap. The…

Colonel Mustard in the Library with the Knife...Experiencing Virtual Teaming.

ERIC Educational Resources Information Center

Roebuck, Deborah Britt

Virtual teaming has come to stay in the fast developing world of communication as it brings more value to customers, saves costs, accelerates competence, and leverages organizational learning. Therefore, students need to be educated about this new type of team and the tools that are available to facilitate communication and to enhance…

Inertial Navigation: A Bridge between Kinematics and Calculus

ERIC Educational Resources Information Center

Sadler, Philip M.; Garfield, Eliza N.; Tremblay, Alex; Sadler, Daniel J.

2012-01-01

Those who come to Cambridge soon learn that the fastest route between Harvard and MIT is by the subway. For many students, this short ride is a quick and easy way to link physics and calculus. A simple, homemade accelerometer provides all the instrumentation necessary to produce accurate graphs of acceleration, velocity, and displacement position…

Full Time Gifted Child Education in a Boys Only Elementary School.

ERIC Educational Resources Information Center

Alston, Ken

1988-01-01

Described is a South African program in which gifted boys, aged 12-14, were combined into a single class. The program included accelerated learning; formal examinations only in English, Afrikaans, and mathematics; and development of social relationships. Questionnaires completed by 30 students, parents, and siblings identified the program's…

Creating Resiliency and Pathways to Opportunity. Strategies for Transformative Change

ERIC Educational Resources Information Center

Powell, M.; Hatch, M. A.; Fians, E.; Shinert, A.; Richie, D.

2016-01-01

Like many colleges funded by the U.S. Department of Labor's TAACCCT program, the goal of the Northeast Resiliency Consortium (NRC) (a Round Three grantee) was to enhance the capacity of colleges to accelerate learning, ensure that students attain industry-recognized credentials, foster innovative employer partnerships, use new technologies, and…

Project A+ Elementary Technology Demonstration Schools 1990-91. The First Year.

ERIC Educational Resources Information Center

Marable, Paula; Frazer, Linda

Project A+ Elementary Technology Demonstration Schools is a program made possible through grants from IBM (International Business Machines Corporation) and Apple, Inc. The primary purpose of the program is to demonstrate the educational effectiveness of technology in accelerating the learning of low achieving at-risk students and enhancing the…

Strategies for Assessing Learning Outcomes in an Online Oceanography Course

NASA Astrophysics Data System (ADS)

Reed, D. L.

2003-12-01

All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students are informed of the instructor's expectations at the beginning of the course. The level of faculty-student and student-student communication is very high, both in terms of quantity and quality, and exceeds that experienced in classroom sections. Student scores on graded assignments compare favorably to classroom sections. Overall, online courses offer a cost-effective means of addressing top priority issues, including increasing student access to learning, accelerating rates of graduation, and improving outreach to K-12 educators, especially those working on credential requirements.

Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

PubMed

Shorey, Shefaly; Siew, An Ling; Ang, Emily

2018-02-01

Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module. Copyright © 2017 Elsevier Ltd. All rights reserved.

An Annotated Bibliography of Accelerated Learning

ERIC Educational Resources Information Center

Garcia, GNA

2007-01-01

A rich narrative-style bibliography of accelerated learning (reviewing six articles published between 1995-2003). Articles reviewed include: (1) Accelerative learning and the Emerging Science of Wholeness (D. D. Beale); (2) Effective Teaching in Accelerated Learning Programs (D. Boyd); (3) A Critical Theory Perspective on Accelerated Learning (S.…

Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands.

PubMed

Hoogeveen, Lianne; van Hell, Janet G; Verhoeven, Ludo

2012-12-01

In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors. Self-concept and social contacts of accelerated (n = 148) and non-accelerated (n = 55) gifted students, aged 4 to 27 (M = 11.22, SD = 4.27) were measured. Self-concept and social contacts of accelerated and non-accelerated gifted students were measured using a questionnaire and a diary, and parents of these students evaluated their behavioural characteristics. Gender and birth order were studied as personal factors and grade, classroom, teachers' gender, teaching experience, and the quality of parent-school contact as environmental factors. The results showed minimal differences in the social-emotional characteristics of accelerated and non-accelerated gifted students. The few differences we found favoured the accelerated students. We also found that multiple grade skipping does not have negative effects on social-emotional characteristics, and that long-term effects of acceleration tend to be positive. As regards the possible modulation of personal and environmental factors, we merely found an impact of such factors in the non-accelerated group. The results of this study strongly suggest that social-emotional characteristics of accelerated gifted students and non-accelerated gifted students are largely similar. These results thus do not support worries expressed by teachers about the acceleration of gifted students. Our findings parallel the outcomes of earlier studies in the United States and Germany in that we observed that acceleration does not harm gifted students, not even in the case of multiple grade skipping. On the contrary, there is a suggestion in the data that accelerated students are more socially competent than non-accelerated students. The findings in this study can reassure those parents and teachers who worry about the social-emotional consequences of acceleration in school: If a student is gifted, acceleration seems to be a sound and, in many cases, appropriate measure in gifted education. ©2011 The British Psychological Society.

Retention of Content Utilizing a Flipped Classroom Approach.

PubMed

Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

Educating future leaders in patient safety

PubMed Central

Leotsakos, Agnès; Ardolino, Antonella; Cheung, Ronny; Zheng, Hao; Barraclough, Bruce; Walton, Merrilyn

2014-01-01

Education of health care professionals has given little attention to patient safety, resulting in limited understanding of the nature of risk in health care and the importance of strengthening systems. The World Health Organization developed the Patient Safety Curriculum Guide: Multiprofessional Edition to accelerate the incorporation of patient safety teaching into higher educational curricula. The World Health Organization Curriculum Guide uses a health system-focused, team-dependent approach, which impacts all health care professionals and students learning in an integrated way about how to operate within a culture of safety. The guide is pertinent in the context of global educational reforms and growing recognition of the need to introduce patient safety into health care professionals’ curricula. The guide helps to advance patient safety education worldwide in five ways. First, it addresses the variety of opportunities and contexts in which health care educators teach, and provides practical recommendations to learning. Second, it recommends shared learning by students of different professions, thus enhancing student capacity to work together effectively in multidisciplinary teams. Third, it provides guidance on a range of teaching methods and pedagogical activities to ensure that students understand that patient safety is a practical science teaching them to act in evidence-based ways to reduce patient risk. Fourth, it encourages supportive teaching and learning, emphasizing the need to establishing teaching environments in which students feel comfortable to learn and practice patient safety. Finally, it helps educators incorporate patient safety topics across all areas of clinical practice. PMID:25285012

Investigation of Learning Behaviors and Achievement of Vocational High School Students Using an Ubiquitous Physics Tablet PC App

NASA Astrophysics Data System (ADS)

Purba, Siska Wati Dewi; Hwang, Wu-Yuin

2017-06-01

In this study, we designed and developed an app called Ubiquitous-Physics (U-Physics) for mobile devices like tablet PC or smart phones to help students learn the principles behind a simple pendulum in Physics. The unique characteristic of U-Physics is the use of sensors on mobile devices to collect acceleration and velocity data during pendulum swings. The data collected are transformed to facilitate students' understanding of the pendulum time period. U-Physics helped students understand the effects of pendulum mass, length, and angle in relation to its time period. In addition, U-Physics was equipped with an annotation function such as textual annotation to help students interpret and understand the concepts and phenomena of the simple pendulum. U-Physics also generated graphs automatically to demonstrate the time period during which the pendulum was swinging. Results showed a significant positive correlation between interpreting graphs and applying formula. This finding indicated that the ability to interpret graphs has an important role in scientific learning. Therefore, we strongly recommend that physics teachers use graphs to enrich students' information content and understanding and negative correlation between pair coherence and interpreting graphs. It may be that most of the participants (vocational high school students) have limited skill or confidence in physics problem solving; so, they often seek help from teachers or their high-achieving peers. In addition, the findings also indicated that U-Physics can enhance students' achievement during a 3-week time period. We hope that this app can be globally used to learn physics in the future.

Switching Perspectives: From a Language Teacher to a Designer of Language Learning with New Technologies

ERIC Educational Resources Information Center

Kuure, Leena; Molin-Juustila, Tonja; Keisanen, Tiina; Riekki, Maritta; Iivari, Netta; Kinnula, Marianne

2016-01-01

Despite abundant research on educational technology and strategic input in the field, various surveys have shown that (language) teachers do not seem to embrace in their teaching the full potential of information and communication technology available in our everyday life. Language students soon entering the professional field could accelerate the…

Change Leadership: Innovation in State Education Agencies

ERIC Educational Resources Information Center

Redding, Sam

2012-01-01

This paper presents a Change Leadership Framework and applies the framework to the role of leadership in a State Education Agency (SEA) in setting the conditions for change to accelerate student learning. These conditions include the way the SEA directs its own change and the way it inspires and leads constructive change in districts and schools.…

Capture the Human Side of Learning: Data Makeover Puts Students Front and Center

ERIC Educational Resources Information Center

Sharratt, Lyn; Fullan, Michael

2013-01-01

Education is overloaded with programs and data. The growth of digital power has aided and abetted the spread of accountability-driven data--Adequate Yearly Progress, test results for every child in every grade, Common Core standards, formative and summative assessments. Technology accelerates the onslaught of data. All this information goes for…

All about Motion & Balance. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Walking on a balance beam or riding a bike both require motion and balance. This program will reveal how unbalanced forces create motion, while balanced forces keep things still. Students also learn how concepts like velocity, acceleration, and momentum fit into this puzzle. A unique hands-on activity combined with vivid imagery and graphics…

On-Line Synthesis and Analysis by Mass Spectrometry

ERIC Educational Resources Information Center

Bain, Ryan M.; Pulliam, Christopher J.; Raab, Shannon A.; Cooks, R. Graham

2015-01-01

In this laboratory experiment, students learn how to use ESI to accelerate chemical synthesis and to couple it with on-line mass spectrometry for structural analysis. The Hantzsch synthesis of symmetric 1,4-dihydropyridines is a classic example of a one-pot reaction in which multiple intermediates can serve to indicate the progress of the reaction…

Effective Teaching in Accelerated Learning Programs

ERIC Educational Resources Information Center

Boyd, Drick

2004-01-01

According to Wlodkowski (2003), "accelerated learning programs are one of the fastest growing transformations in higher education" (p. 5). The Center for the Study of Accelerated Learning at Regis University has documented at least 250 colleges or universities that offer accelerated learning programs for working adults. By definition, accelerated…

Cambodian students’ prior knowledge of projectile motion

NASA Astrophysics Data System (ADS)

Piten, S.; Rakkapao, S.; Prasitpong, S.

2017-09-01

Students always bring intuitive ideas about physics into classes, which can impact what they learn and how successful they are. To examine what Cambodian students think about projectile motion, we have developed seven open-ended questions and applied into grade 11 students before (N=124) and after (N=131) conventional classes. Results revealed several consistent misconceptions, for instance, many students believed that the direction of a velocity vector of a projectile follows the curved path at every position. They also thought the direction of an acceleration (or a force) follows the direction of motion. Observed by a pilot sitting on the plane, the falling object, dropped from a plane moving at a constant initial horizontal speed, would travel backward and land after the point of its release. The greater angle of the launched projectile creates the greater horizontal range. The hand force imparted with the ball leads the ball goes straight to hit the target. The acceleration direction points from the higher position to lower position. The misconceptions will be used as primary resources to develop instructional instruments to promote Cambodian students’ understanding of projectile motion in the following work.

Faculty to faculty: advice for educators new to teaching in accelerated second baccalaureate degree nursing programs.

PubMed

Boellaard, Melissa R; Brandt, Cheryl L; Zorn, CeCelia R

2015-06-01

Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.]. Copyright 2015, SLACK Incorporated.

Teaching advanced science concepts through Freshman Research Immersion

NASA Astrophysics Data System (ADS)

Wahila, M. J.; Amey-Proper, J.; Jones, W. E.; Stamp, N.; Piper, L. F. J.

2017-03-01

We have developed a new introductory physics/chemistry programme that teaches advanced science topics and practical laboratory skills to freshmen undergraduate students through the use of student-led, bona fide research activities. While many recent attempts to improve college-level physics education have focused on integrating interactive demonstrations and activities into traditional passive lectures, we have taken the idea of active-learning several steps further. Working in conjunction with several research faculty at Binghamton University, we have created a programme that puts undergraduate students on an accelerated path towards working in real research laboratories performing publishable research. Herein, we describe in detail the programme goals, structure, and educational content, and report on our promising initial student outcomes.

76 FR 33305 - Medicare Program; Accelerated Development Sessions for Accountable Care Organizations-June 20, 21...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-08

... as accelerated development sessions (ADSs) instead of accelerated development learning sessions... Sessions'' is corrected to read ``Accelerated Development Learning Sessions''. (2) In the SUMMARY, the... first of four accelerated development learning sessions (ADLSs) that will provide executives with the...

Protective factors at school: reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope.

PubMed

Van Ryzin, Mark J

2011-12-01

Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students' behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students' perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students' perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time.

Early Acceleration of Mathematics Students and its Effect on Growth in Self-esteem: A Longitudinal Study

NASA Astrophysics Data System (ADS)

Ma, Xin

2002-11-01

The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students.

Getting at-Risk Teens to Graduation: Blended Learning Offers a Second Chance

ERIC Educational Resources Information Center

Kronholz, June

2011-01-01

Online K-12 education made its appearance in the mid-1990s, largely as a resource for bright students who had no access to accelerated classes. It moved next into core high-school courses where districts found themselves with teacher shortages--math, science, foreign languages--and has been growing bumptiously, and in a dozen directions, ever…

Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas. NCPR Brief

ERIC Educational Resources Information Center

Barnett, Elisabeth A.; Bork, Rachel Hare; Mayer, Alexander K.; Pretlow, Joshua; Wathington, Heather D.; Weiss, Madeline Joy

2012-01-01

Across the country, a growing number of recent high school graduates are participating in summer bridge programs. These programs provide accelerated and focused learning opportunities in order to help students acquire the knowledge and skills needed for college success. The state of Texas has given particular attention to summer programs as a way…

The Retarding Force on a Fan-Cart Reversing Direction

ERIC Educational Resources Information Center

Aurora, Tarlok S.; Brunner, Bernard J.

2011-01-01

In introductory physics, students learn that an object tossed upward has a constant downward acceleration while going up, at the highest point and while falling down. To demonstrate this concept, a self-propelled fan cart system is used on a frictionless track. A quick push is given to the fan cart and it is allowed to move away on a track under…

Learning Style Differences in Adult Students' Perceptions of the Effectiveness of Classroom Techniques for Teaching Quantitative Skills

ERIC Educational Resources Information Center

Deever, Walter Thomas

2012-01-01

More than half of adults in the USA have quantitative literacy ratings at or below a basic level. This lack of literacy often becomes a barrier to employability. To overcome this barrier, adults are returning to college to improve their quantitative skills and complete an undergraduate education, often through an accelerated degree program. A…

Innovating the Experience of Peer Learning and Earth Science Education in the Field

NASA Astrophysics Data System (ADS)

Scoates, J. S.; Hanano, D. W.; Weis, D.; Bilenker, L.; Sherman, S. B.; Gilley, B.

2017-12-01

The use of active learning and collaborative strategies is widely gaining momentum at the university level and is ideally suited to field instructional settings. Peer learning, when students learn with and from each other, is based on the principle that students learn in a more profound way by explaining their ideas to others and by participating in activities in which they can learn from their peers. The Multidisciplinary Applied Geochemistry Network (MAGNET), an NSERC Collaborative Research and Training Experience (CREATE) initiative in Canada, recently experimented with this approach during its fourth annual workshop in August 2016. With a group of 25 geochemistry graduate students from universities across Canada, three remarkable field sites in Montana and Wyoming were explored: the Stillwater Complex, the Beartooth Mountains, and Yellowstone National Park. Rather than developing a rigorous teaching curriculum led by faculty, groups of students were tasked with designing and delivering half-day teaching modules that included field activities at each of the locations. Over the course of two months and with feedback from mentors, the graduate students transformed their ideas into formal lesson plans, complete with learning goals, a schedule of teaching activities, equipment lists, and plans for safety and environmental mitigation. This shift, from teacher-centered to learner-centered education, requires students to take greater initiative and responsibility for their own learning and development. We highlight the goals, structure and implementation of the workshop, as well as some of the successes and challenges. We also present the results of participant feedback taken immediately after each lesson and both pre- and post-trip surveys. The outdoor classroom and hands-on activities accelerated learning of field techniques and enhanced understanding of complex geological systems and processes. The trainee-led format facilitated peer knowledge transfer and the development of professional skills in three key areas: (1) project and time management, (2) teamwork and communication, and (3) critical thinking and problem-solving. The MAGNET experience with peer learning represents a model that can readily be adapted for future field instruction in the Earth Sciences.

The design process of a multimodal module that synthesized knowledge across nursing courses.

PubMed

Wolf, Linda; Rutar, Pamela; Delgado, Cheryl; Niederriter, Joan

2017-05-01

Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. Evaluate student satisfaction to a faculty designed multimedia teaching strategy. Cross sectional design with data collected over six semesters from six cohorts of nursing students. An urban university in the Midwest United States. 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20years to 30years in age. A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; "I liked that different aspect[s] of nursing were brought together." Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format. Copyright © 2017 Elsevier Ltd. All rights reserved.

Responding to increasing RN demand: diversity and retention trends through an accelerated LVN-to-BSN curriculum.

PubMed

Porter-Wenzlaff, Linda Jean; Froman, Robin D

2008-05-01

By providing accelerated licensed vocational nurses (LVN)-to-BSN academic mobility, our university addresses the nationwide nursing shortage, as well as concerns for retention, diversity, and career advancement. LVNs are committed to health care, are likely to remain working as nurses, and represent ethnic and racial minorities. However, LVNs differ from generic students and benefit from tailored curricula and educational strategies. Disadvantaged personal and academic backgrounds, lower grade point averages, cultural diversity, language challenges, age, life responsibilities, and learned LVN behaviors are considered in the development and implementation of this baccalaureate nursing (BSN) degree program. Strategies to build professional identity, reading comprehension, verbal and written articulation, critical thinking, and leadership skills are addressed. A combination of teaching strategies are used to address adult learner needs, including online and face-to-face projects and case studies. Mixing LVN-to-BSN and RN-to-BSN students benefits both and increases efficiency.

Learning Curves of Virtual Mastoidectomy in Distributed and Massed Practice.

PubMed

Andersen, Steven Arild Wuyts; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2015-10-01

Repeated and deliberate practice is crucial in surgical skills training, and virtual reality (VR) simulation can provide self-directed training of basic surgical skills to meet the individual needs of the trainee. Assessment of the learning curves of surgical procedures is pivotal in understanding skills acquisition and best-practice implementation and organization of training. To explore the learning curves of VR simulation training of mastoidectomy and the effects of different practice sequences with the aim of proposing the optimal organization of training. A prospective trial with a 2 × 2 design was conducted at an academic teaching hospital. Participants included 43 novice medical students. Of these, 21 students completed time-distributed practice from October 14 to November 29, 2013, and a separate group of 19 students completed massed practice on May 16, 17, or 18, 2014. Data analysis was performed from June 6, 2014, to March 3, 2015. Participants performed 12 repeated virtual mastoidectomies using a temporal bone surgical simulator in either a distributed (practice blocks spaced in time) or massed (all practice in 1 day) training program with randomization for simulator-integrated tutoring during the first 5 sessions. Performance was assessed using a modified Welling Scale for final product analysis by 2 blinded senior otologists. Compared with the 19 students in the massed practice group, the 21 students in the distributed practice group were older (mean age, 25.1 years), more often male (15 [62%]), and had slightly higher mean gaming frequency (2.3 on a 1-5 Likert scale). Learning curves were established and distributed practice was found to be superior to massed practice, reported as mean end score (95% CI) of 15.7 (14.4-17.0) in distributed practice vs. 13.0 (11.9-14.1) with massed practice (P = .002). Simulator-integrated tutoring accelerated the initial performance, with mean score for tutored sessions of 14.6 (13.9-15.2) vs. 13.4 (12.8-14.0) for corresponding nontutored sessions (P < .01) but at the cost of a drop in performance once tutoring ceased. The performance drop was less with distributed practice, suggesting a protective effect when acquired skills were consolidated over time. The mean performance of the nontutored participants in the distributed practice group plateaued on a score of 16.0 (15.3-16.7) at approximately the ninth repetition, but the individual learning curves were highly variable. Novices can acquire basic mastoidectomy competencies with self-directed VR simulation training. Training should be organized with distributed practice, and simulator-integrated tutoring can be useful to accelerate the initial learning curve. Practice should be deliberate and toward a standard set level of proficiency that remains to be defined rather than toward the mean learning curve plateau.

Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia

ERIC Educational Resources Information Center

von Hahmann, Gail; Tengbeh, Josephine F. D.

2008-01-01

Moses is entering 7th grade this semester. He is a graduate of the Accelerated Learning Program (ALP), a Liberian government initiative to assist over-age students to complete six grades of primary school in three years. He has all the interests of a typical 15-year old--fixing generators, playing football, earning money to buy a school uniform.…

Catching Up: Effect of the Talent Development Ninth-Grade Instructional Interventions in Reading and Mathematics in High-Poverty High Schools

ERIC Educational Resources Information Center

Balfanz, Robert; Legters, Nettie; Jordan, Will

2004-01-01

Little is known about the feasibility and rapidity with which the academic learning of students who enter high school multiple years behind grade level can be accelerated. This study uses multiple regression analyses of standardized test and survey data from high-poverty high schools in two large urban districts to evaluate initial effects of the…

Schools Need Good Leaders Now: State Progress in Creating a Learning-Centered School Leadership System. Challenge to Lead Series

ERIC Educational Resources Information Center

Fry, Betty; Bottoms, Gene; O'Neill, Kathy; Walker, Susan

2007-01-01

This report shows that Southern Regional Education Board (SREB) states are making progress in developing school leadership systems to ensure that every public school has a principal who can improve student performance, but states need to accelerate their efforts in order to meet their own achievement goals. The report calls for a new generation of…

Learning in the Fast Lane: Adult Learners' Persistence and Success in Accelerated College Programs. New Agenda Series[TM]. Volume 4, Number 1.

ERIC Educational Resources Information Center

Wlodkowski, Raymond J.; Mauldin, Jennifer E.; Gahn, Sandra W.

This report reviews a study to identify individual factors that affect adult learners' success and persistence in college programs. Part 1, a historical analysis, uses past records of students to analyze patterns of persistence and success. It examines how demographic variables relate to continuing enrollment, grade point average (GPA), and degree…

Naval Aerospace Medical Research Laboratory. 1993 Command History.

DTIC Science & Technology

1994-04-01

selected student naval aviators score differentially on the test battery and are their scores correlated with flight school performance? 58...Ph.D., attended 3rd Meeting of Accelerated Research Initiative, Nenral Constraints on Cognitive Architecture, Learning Research and Development...Shamma, S.E. and Stanny, R.R,, "Models of Cognitive Performance Assessment Tests," Mathematical Modeling and Scientific Compuiing, Vol. 2, pp. 240-245

Factors That Contributed to Gifted Students' Success on STEM Pathways: The Role of Race, Personal Interests, and Aspects of High School Experience

ERIC Educational Resources Information Center

Steenbergen-Hu, Saiying; Olszewski-Kubilius, Paula

2017-01-01

In this study, we conducted binary logistic regression on survey data collected from 244 past participants of a Talent Search program who attended regular high schools but supplemented their regular high school education with enriched or accelerated math and science learning activities. The participants completed an online survey 4 to 6 years…

Fast and Focused: Accelerated Degree Programs Keep Students Locked in on Learning. Lumina Foundation Focus™. Fall 2013

ERIC Educational Resources Information Center

Giegerich, Steve

2013-01-01

Employers point to a large and growing "skills gap," saying thousands of jobs are already going unfilled because applicants lack the skills and knowledge they need. Forecasters say that, by the end of this decade, two-thirds of all jobs will require some form of high-quality postsecondary credential such as a degree or certificate. The…

A Critical Theory Perspective on Accelerated Learning.

ERIC Educational Resources Information Center

Brookfield, Stephen D.

2003-01-01

Critically analyzes accelerated learning using concepts from Herbert Marcuse (rebellious subjectivity) and Erich Fromm (automaton conformity). Concludes that, by providing distance and separation, accelerated learning has more potential to stimulate critical autonomous thought. (SK)

Validating the use of smartphone-based accelerometers for performance assessment in a simulated neurosurgical task.

PubMed

Jensen Ang, Wei Jie; Hopkins, Michael Edward; Partridge, Roland; Hennessey, Iain; Brennan, Paul Martin; Fouyas, Ioannis; Hughes, Mark Antony

2014-03-01

Reductions in working hours affect training opportunities for surgeons. Surgical simulation is increasingly proposed to help bridge the resultant training gap. For simulation training to translate effectively into the operating theater, acquisition of technical proficiency must be objectively assessed. Evaluating "economy of movement" is one way to achieve this. We sought to validate a practical and economical method of assessing economy of movement during a simulated task. We hypothesized that accelerometers, found in smartphones, provide quantitative, objective feedback when attached to a neurosurgeon's wrists. Subjects (n = 25) included consultants, senior registrars, junior registrars, junior doctors, and medical students. Total resultant acceleration (TRA), average resultant acceleration, and movements with acceleration >0.6g (suprathreshold acceleration events) were recorded while subjects performed a simulated dural closure task. Students recorded an average TRA 97.0 ± 31.2 ms higher than senior registrars (P = .03) and 103 ± 31.2 ms higher than consultants (P = .02). Similarly, junior doctors accrued an average TRA 181 ± 31.2 ms higher than senior registrars (P < .001) and 187 ± 31.2 ms higher than consultants (P < .001). Significant correlations were observed between surgical outcome (as measured by quality of dural closure) and both TRA (r = .44, P < .001) and number of suprathreshold acceleration events (r = .33, P < .001). TRA (219 ± 66.6 ms; P = .01) and number of suprathreshold acceleration events (127 ± 42.5; P = .02) dropped between the first and fourth trials for junior doctors, suggesting procedural learning. TRA was 45.4 ± 17.1 ms higher in the dominant hand for students (P = .04) and 57.2 ± 17.1 ms for junior doctors (P = .005), contrasting with even TRA distribution between hands (acquired ambidexterity) in senior groups. Data from smartphone-based accelerometers show construct validity as an adjunct for assessing technical performance during simulation training.

The Importance of the Ninth Grade on High School Graduation Rates and Student Success in High School

ERIC Educational Resources Information Center

McCallumore, Kyle M.; Sparapani, Ervin F.

2010-01-01

According to the title of a Robert Fulghum book, all one really needs to know they learned in kindergarten (Fulghum, 1989). Evaluating the national high school graduation rates over the past thirty years, and noting the steady decline in these numbers, which accelerated in the 1990s (Wheelock & Miao, 2005), it would be easy to disagree with Mr.…

Smartphones as Experimental Tools: Different Methods to Determine the Gravitational Acceleration in Classroom Physics by Using Everyday Devices

ERIC Educational Resources Information Center

Kuhn, Jochen; Vogt, Patrik

2013-01-01

New media technology becomes more and more important for our daily life as well as for teaching physics. Within the scope of our N.E.T. research project we develop experiments using New Media Experimental Tools (N.E.T.) in physics education and study their influence on students learning abilities. We want to present the possibilities e.g. of…

Experience of e-learning implementation through massive open online courses

NASA Astrophysics Data System (ADS)

Ivleva, N. V.; Fibikh, E. V.

2016-04-01

E-learning is considered to be one of the most prospective directions in education development worldwide. To have a competitive advantage over other institutions offering a wide variety of educational services it is important to introduce information and communication technologies into the educational process to develop e-learning on the whole. The aim of the research is to reveal problems which prevent from full implementation of e-learning at the Reshetnev Siberian State Aerospace University (SibSAU) and to suggest ways on solving those problems through optimization of e-learning introduction process at the university by motivating students and teaching staff to participate in massive open online courses and formation of tailored platforms with the view to arrange similar courses at the premises of the university. The paper considers the introduction and development level of e-learning in Russia and at SibSAU particularly. It substantiates necessity to accelerate e-learning introduction process at an aerospace university as a base for training of highly-qualified specialists in the area of aviation, machine building, physics, info-communication technologies and also in other scientific areas within which university training is carried out. The paper covers SibSAU’s experience in e-learning implementation in the educational process through students and teaching staff participation in massive open online courses and mastering other up-to-date and trendy educational platforms and their usage in the educational process. Key words. E-learning, distance learning, online learning, massive open online course.

Reduced withdrawal and failure rates of accelerated nursing students enrolled in pharmacology is associated with a supportive intervention.

PubMed

Doggrell, Sheila Anne; Schaffer, Sally

2016-02-01

To reduce nursing shortages, accelerated nursing programs are available for domestic and international students. However, the withdrawal and failure rates from these programs may be different than for the traditional programs. The main aim of our study was to improve the retention and experience of accelerated nursing students. The academic background, age, withdrawal and failure rates of the accelerated and traditional students were determined. Data from 2009 and 2010 were collected prior to intervention. In an attempt to reduce the withdrawal of accelerated students, we set up an intervention, which was available to all students. The assessment of the intervention was a pre-post-test design with non-equivalent groups (the traditional and the accelerated students). The elements of the intervention were a) a formative website activity of some basic concepts in anatomy, physiology and pharmacology, b) a workshop addressing study skills and online resources, and c) resource lectures in anatomy/physiology and microbiology. The formative website and workshop was evaluated using questionnaires. The accelerated nursing students were five years older than the traditional students (p < 0.0001). The withdrawal rates from a pharmacology course are higher for accelerated nursing students, than for traditional students who have undertaken first year courses in anatomy and physiology (p = 0.04 in 2010). The withdrawing students were predominantly the domestic students with non-university qualifications or equivalent experience. The failure rates were also higher for this group, compared to the traditional students (p = 0.05 in 2009 and 0.03 in 2010). In contrast, the withdrawal rates for the international and domestic graduate accelerated students were very low. After the intervention, the withdrawal and failure rates in pharmacology for domestic accelerated students with non-university qualifications were not significantly different than those of traditional students. The accelerated international and domestic graduate nursing students have low withdrawal rates and high success rates in a pharmacology course. However, domestic students with non-university qualifications have higher withdrawal and failure rates than other nursing students and may be underprepared for university study in pharmacology in nursing programs. The introduction of an intervention was associated with reduced withdrawal and failure rates for these students in the pharmacology course.

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

NASA Astrophysics Data System (ADS)

Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to measure cognitive and emotional states, revealing patterns of engagement, quality of experience, and flow over the course of the instructional unit. Conceptual understanding was measured using the state persuasive writing rubric to analyze science essays in which students supported a claim with scientific evidence. The study contributes an Engagement Model of Academic Literacy for Learning (EngageALL), a Rubric for Academic Persuasive Writing (RAPW), a unique classification system for analyzing academic vocabulary, and suggestions for situated professional development around a research-based planning framework. A discussion addresses a new direction for future research that explores academic identity development.

Design and performance frameworks for constructing problem-solving simulations.

PubMed

Stevens, Ron; Palacio-Cayetano, Joycelin

2003-01-01

Rapid advancements in hardware, software, and connectivity are helping to shorten the times needed to develop computer simulations for science education. These advancements, however, have not been accompanied by corresponding theories of how best to design and use these technologies for teaching, learning, and testing. Such design frameworks ideally would be guided less by the strengths/limitations of the presentation media and more by cognitive analyses detailing the goals of the tasks, the needs and abilities of students, and the resulting decision outcomes needed by different audiences. This article describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students' strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement.

Design and Performance Frameworks for Constructing Problem-Solving Simulations

PubMed Central

Stevens, Ron; Palacio-Cayetano, Joycelin

2003-01-01

Rapid advancements in hardware, software, and connectivity are helping to shorten the times needed to develop computer simulations for science education. These advancements, however, have not been accompanied by corresponding theories of how best to design and use these technologies for teaching, learning, and testing. Such design frameworks ideally would be guided less by the strengths/limitations of the presentation media and more by cognitive analyses detailing the goals of the tasks, the needs and abilities of students, and the resulting decision outcomes needed by different audiences. This article describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students' strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement. PMID:14506505

Kinecting Physics: Conceptualization of Motion Through Visualization and Embodiment

NASA Astrophysics Data System (ADS)

Anderson, Janice L.; Wall, Steven D.

2016-04-01

The purpose of this work was to share our findings in using the Kinect technology to facilitate the understanding of basic kinematics with middle school science classrooms. This study marks the first three iterations of this design-based research that examines the pedagogical potential of using the Kinect technology. To this end, we explored the impact of using the Kinect in conjunction with an SDK Physical Virtual Graphing program on students' understanding of displacement, velocity and acceleration compared to students who conducted more traditional inquiry of the same concepts. Results of this study show that, while there may be some affordances to be gained from integrating this technology, there is a need for a scaffolded approach that helps students to understand the "messiness" of the data collected. Further, meta-cognitive activities, such as reflective opportunities, should be integrated into the inquiry experiences in order to scaffold student learning and reinforce concepts being presented. While the Kinect did work to generate large-scale visualization and embodied interactions that served as a mechanism for student understanding, this study also suggests that a complementary approach that includes both the use of hands-on inquiry and the use of the Kinect sensor, with each activity informing the other, could be a powerful technique for supporting students' learning of kinematics.

On the Way of Educational Reform: Thai High School Physics Teachers' Conceptions of the Student-Centered Approach and Their Perceptions of Their Classroom Practices

NASA Astrophysics Data System (ADS)

Chaumklang, Kawin

During the past two decades, the student-centered approach has been widely promoted and accepted by the educational community as one of the most effective instructional approaches. It has been continually developed and revised to match our current understanding of how humans learn (American Psychological Association, 1997). It is based upon the belief that students should take responsibility for their own learning. Thus, curriculum, instruction, and assessment should be carefully designed to stimulate, facilitate, and accelerate students' learning as much as possible. In order to do so, the teacher needs to take the following factors into consideration: students' cognitive structures, metacognitive and regulative skills, motivation and affective states, developmental and individual differences, and social supports. However, the term student-centered has been defined and described by researchers and scholars in many different ways. Little is known about how practicing teachers conceptualize this term and how they perceive their classroom practices in relation to these conceptions. The purpose of this study was to utilize a qualitative multiple-case study approach to investigate teachers' conceptions of the student-centered approach and their perceptions of their classroom practices. Four Thai high school physics teachers, who were considered products of the current student-centered educational reform movement in Thailand, participated in this study. Data were collected for one learning unit (three to eight weeks) through classroom observations, semi-structured interviews, and document analysis. The data analysis revealed that teachers' conceptions of student-centered curriculum, instruction, and assessment had three common characteristics: (a) students' active participation; (b) special emphasis on students' background knowledge, understanding, motivation, affective states, and learning capability; and (c) benefits to students. The results also indicated that there were some similarities and differences between teachers' conceptions of the student-centered approach and the underlying principles of the student-centered approach. Moreover, this study showed that teachers' conceptions of the student-centered approach were not always consistent with their classroom practices. In addition, these teachers used various instructional activities perceived by them as being non-student-centered, such as developing curriculum based on the national high school physics textbooks and teacher's experiences, delivering knowledge through lecture, and assessing students' understanding by using teacher-constructed test questions. Furthermore, findings from this study provide implications for researchers, teacher educators, and policy makers with regards to successfully implement the reform-based, student-centered approach in the actual science classroom.

Implementing Computer Based Laboratories

NASA Astrophysics Data System (ADS)

Peterson, David

2001-11-01

Physics students at Francis Marion University will complete several required laboratory exercises utilizing computer-based Vernier probes. The simple pendulum, the acceleration due to gravity, simple harmonic motion, radioactive half lives, and radiation inverse square law experiments will be incorporated into calculus-based and algebra-based physics courses. Assessment of student learning and faculty satisfaction will be carried out by surveys and test results. Cost effectiveness and time effectiveness assessments will be presented. Majors in Computational Physics, Health Physics, Engineering, Chemistry, Mathematics and Biology take these courses, and assessments will be categorized by major. To enhance the computer skills of students enrolled in the courses, MAPLE will be used for further analysis of the data acquired during the experiments. Assessment of these enhancement exercises will also be presented.

New Media and Models for Engaging Under-Represented Students in Science

NASA Astrophysics Data System (ADS)

Mayhew, Laurel M.; Finkelstein, Noah D.

2008-10-01

We describe the University of Colorado Partnerships for Informal Science Education in the Community (PISEC) program in which university students participate in classroom and after school science activities with local precollege children. Across several different formal and informal educational environments, we use new technological tools, such as stop action motion (SAM) movies [1] to engage children so that they may develop an understanding of science through play and "show and tell". This approach provides a complementary avenue for reaching children who are otherwise underrepresented in science and under-supported in more formal educational settings. We present the model of university community partnership and demonstrate its utility in a case study involving an African American third grade student learning about velocity and acceleration.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Huang, Zhirong; Hogan, Mark

Essentially all we know today and will learn in the future about the fundamental nature of matter is derived from probing it with directed beams of particles such as electrons, protons, neutrons, heavy ions, and photons. The resulting ability to “see” the building blocks of matter has had an immense impact on society and our standard of living. Over the last century, particle accelerators have changed the way we look at nature and the universe we live in and have become an integral part of the Nation’s technical infrastructure. Today, particle accelerators are essential tools of modern science and technology.more » The cost and capabilities of accelerators would be greatly enhanced by breakthroughs in acceleration methods and technology. For the last 32 years, the Advanced Accelerator Concepts (AAC) Workshop has acted as the focal point for discussion and development of the most promising acceleration physics and technology. It is a particularly effective forum where the discussion is leveraged and promoted by the unique and demanding feature of the AAC Workshop: the working group structure, in which participants are asked to consider their contributions in terms of even larger problems to be solved. The 16th Advanced Accelerator Concepts (AAC2014) Workshop was organized by Stanford University from July 13 - 18, 2014 at the Dolce Hays Mansion in San Jose, California. The conference had a record 282 attendees including 62 students. Attendees came from 11 countries representing 66 different institutions. The workshop format consisted of plenary sessions in the morning with topical leaders from around the world presenting the latest breakthroughs to the entire workshop. In the late morning and afternoons attendees broke out into eight different working groups for more detailed presentations and discussions that were summarized on the final day of the workshop. In addition, there were student tutorial presentations on two afternoons to provide in depth education and training for the next generation of accelerator scientists. This is the final technical report on the organization and outcome of AAC2014.« less

Psychological Adjustment in a College-Level Program of Marked Academic Acceleration.

ERIC Educational Resources Information Center

Robinson, Nancy M.; Janos, Paul M.

1986-01-01

The questionnaire responses of 24 markedly accelerated young students at the University of Washington were compared with those of 24 regular-aged university students, 23 National Merit Scholors, and 27 students who had qualified for acceleration but instead elected to participate in high school. Accelerants appeared as well adjusted as all…

Instructional Changes Adopted for an Engineering Course: Cluster Analysis on Academic Failure

PubMed Central

Álvarez-Bermejo, José A.; Belmonte-Ureña, Luis J.; Martos-Martínez, África; Barragán-Martín, Ana B.; Simón-Márquez, María M.

2016-01-01

As first year students come from diverse backgrounds, basic skills should be accessible to everyone as soon as possible. Transferring such skills to these students is challenging, especially in highly technical courses. Ensuring that essential knowledge is acquired quickly promotes the student’s self-esteem and may positively influence failure rates. Metaphors can help do this. Metaphors are used to understand the unknown. This paper shows how we made a turn in student learning at the University of Almeria. Our hypothesis assumed that metaphors accelerate the acquisition of basic knowledge so that other skills built on that foundation are easily learned. With these goals in mind, we changed the way we teach by using metaphors and abstract concepts in a computer organization course, a technical course in the first year of an information technology engineering degree. Cluster analysis of the data on collective student performance after this methodological change clearly identified two distinct groups. These two groups perfectly matched the “before and after” scenarios of the use of metaphors. The study was conducted during 11 academic years (2002/2003 to 2012/2013). The 475 observations made during this period illustrate the usefulness of this change in teaching and learning, shifting from a propositional teaching/learning model to a more dynamic model based on metaphors and abstractions. Data covering the whole period showed favorable evolution of student achievement and reduced failure rates, not only in this course, but also in many of the following more advanced courses. The paper is structured in five sections. The first gives an introduction, the second describes the methodology. The third section describes the sample and the study carried out. The fourth section presents the results and, finally, the fifth section discusses the main conclusions. PMID:27895611

Accelerated Learning Options: A Promising Strategy for States. Policy Insights

ERIC Educational Resources Information Center

Michelau, Demaree

2006-01-01

This issue of Policy Insights draws on findings from WICHE's report Accelerated Learning Options: Moving the Needle on Access and Success, to lay out some of the important policy issues that decision makers might consider when adopting new state policy related to accelerated learning or modifying policies already in existence. The publication…

Career Maturity of Students in Accelerated versus Traditional Programs

ERIC Educational Resources Information Center

Borges, Nicole J.; Richard, George V.; Duffy, Ryan D.

2007-01-01

The authors assessed the career maturity of students in accelerated versus traditional academic programs. Students in traditional programs were hypothesized to be more advanced regarding their career decision making and development when compared with students in accelerated programs. The Medical Career Development Inventory (see M. L. Savickas,…

Accelerated Reader™. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2016

2016-01-01

Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K-12. It aims to improve students' reading skills through reading practice and by providing frequent feedback on students' progress to teachers. The Accelerated Reader™ program requires students to select and read a…

Accelerated Learning: Madness with a Method.

ERIC Educational Resources Information Center

Zemke, Ron

1995-01-01

Accelerated learning methods have evolved into a variety of holistic techniques that involve participants in the learning process and overcome negative attitudes about learning. These components are part of the mix: the brain, learning environment, music, imaginative activities, suggestion, positive mental state, the arts, multiple intelligences,…

Conditions for building a community of practice in an advanced physics laboratory

NASA Astrophysics Data System (ADS)

Irving, Paul W.; Sayre, Eleanor C.

2014-06-01

We use the theory of communities of practice and the concept of accountable disciplinary knowledge to describe how a learning community develops in the context of an upper-division physics laboratory course. The change in accountable disciplinary knowledge motivates students' enculturation into a community of practice. The enculturation process is facilitated by four specific structural features of the course and supported by a primary instructional choice. The four structural features are "paucity of instructor time," "all in a room together," "long and difficult experiments," and "same experiments at different times." The instructional choice is the encouragement of the sharing and development of knowledge and understanding by the instructor. The combination of the instructional choice and structural features promotes the development of the learning community in which students engage in authentic practices of a physicist. This results in a classroom community that can provide students with the opportunity to have an accelerated trajectory towards being a more central participant of the community of a practice of physicists. We support our claims with video-based observations of laboratory classroom interactions and individual, semistructured interviews with students about their laboratory experiences and physics identity.

SU-E-E-06: Teaching Medical Physics in a Radiology Museum

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bednarek, D; Rudin, S

Purpose: To enhance the learning process in the teaching of medical physics by providing a venue to experience the historical equipment and devices of radiology. Methods: We have created a museum by assembling a large collection of equipment and artifacts related to radiology and medical physics. As part of a learning-in-context educational approach, classes for a survey course in medical physics are held in the museum so that students are able to visually and tangibly experience the implements of radiology, while related topics are discussed. The students learn how x-ray equipment and techniques evolved throughout the years and they learnmore » to appreciate the differences and similarities between current x-ray technology and that of the early days. The collection contains items dating from the era of the discovery of x-rays up to recent times and includes gas x-ray tubes, hand-held fluoroscopes, generators, spark-gap kV meters, stereoscopes, glass-plate radiographs, a photofluorographic unit, wood-interspaced grid, flat-panel detector, linear-accelerator klystron, and brachytherapy radium applicators, as well as an extensive library containing some of the seminal literature of the field so that students can delve deeper into the technology. In addition to the classes, guided tours are provided for radiologic-technology, bioengineering, physics and medical students, as well as group and individual tours for the general public. Results: Student course assessments have consistently included positive expressions of their experience in the museum. Numerous students have volunteered to assist with display preparation and have learned by researching the content. Many individuals have been attracted on a walk-in basis and have expressed a deep curiosity in the technology, with positive feedback. Conclusion: The museum and its artifacts have been invaluable in stimulating interest in the history and technology of medical physics. Students and visitors alike obtain a deeper appreciation of the contribution physics has made to medicine.« less

A collection of problems for physics teaching

NASA Astrophysics Data System (ADS)

Gröber, S.; Jodl, H.-J.

2010-07-01

Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching, project-oriented learning and the use of remote labs/web experiments. We focus on Rutherford's scattering experiment, electron diffraction, Millikan's experiment and the use of pendulums to measure the dependence of gravitational acceleration on latitude. The collection contains about 50 problems with 160 subtasks and solutions, altogether 100 pages. Structure, content, range and the added value of the problems are described. The whole collection can be downloaded for free from http://rcl.physik.uni-kl.de.

The Development of GIS Educational Resources Sharing among Central Taiwan Universities

NASA Astrophysics Data System (ADS)

Chou, T.-Y.; Yeh, M.-L.; Lai, Y.-C.

2011-09-01

Using GIS in the classroom enhance students' computer skills and explore the range of knowledge. The paper highlights GIS integration on e-learning platform and introduces a variety of abundant educational resources. This research project will demonstrate tools for e-learning environment and delivers some case studies for learning interaction from Central Taiwan Universities. Feng Chia University (FCU) obtained a remarkable academic project subsidized by Ministry of Education and developed e-learning platform for excellence in teaching/learning programs among Central Taiwan's universities. The aim of the project is to integrate the educational resources of 13 universities in central Taiwan. FCU is serving as the hub of Center University. To overcome the problem of distance, e-platforms have been established to create experiences with collaboration enhanced learning. The e-platforms provide coordination of web service access among the educational community and deliver GIS educational resources. Most of GIS related courses cover the development of GIS, principles of cartography, spatial data analysis and overlaying, terrain analysis, buffer analysis, 3D GIS application, Remote Sensing, GPS technology, and WebGIS, MobileGIS, ArcGIS manipulation. In each GIS case study, students have been taught to know geographic meaning, collect spatial data and then use ArcGIS software to analyze spatial data. On one of e-Learning platforms provide lesson plans and presentation slides. Students can learn Arc GIS online. As they analyze spatial data, they can connect to GIS hub to get data they need including satellite images, aerial photos, and vector data. Moreover, e-learning platforms provide solutions and resources. Different levels of image scales have been integrated into the systems. Multi-scale spatial development and analyses in Central Taiwan integrate academic research resources among CTTLRC partners. Thus, establish decision-making support mechanism in teaching and learning. Accelerate communication, cooperation and sharing among academic units

Teacher Attitudes toward Subject-Specific Acceleration: Instrument Development and Validation

ERIC Educational Resources Information Center

Rambo, Karen E.; McCoach, D. Betsy

2012-01-01

Despite the research supporting acceleration, some teachers are still hesitant to recommend acceleration for advanced students. The Teacher Attitudes Toward Subject-Specific Acceleration (TATSSA) instrument was designed to uncover the factors that influence teacher decisions to recommend students for subject-specific acceleration. First, we…

Mathematics and academic diversity in Japan.

PubMed

Woodward, John; Ono, Yumiko

2004-01-01

Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching mathematics, and the Third International Mathematics and Science Study has accelerated American interest in Japanese methods. Observational studies, teacher and student surveys, and analyses of classroom videotapes have provided a rich picture of how the Japanese teach the whole class. However, little has been written about how academically low-achieving math students fare in Japanese schools. This article briefly summarizes Japanese methods for teaching mathematics and describes how the educational system addresses academic diversity. It concludes with a description of a method for teaching mathematics that some Japanese mathematics educators feel has promise for students with learning disabilities.

Social-Emotional Characteristics of Gifted Accelerated and Non-Accelerated Students in the Netherlands

ERIC Educational Resources Information Center

Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo

2012-01-01

Background: In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. Aims: In this study, social-emotional characteristics of accelerated…

[Dynamics of emotional changes during education of foreign and domestic students in sports specialties].

PubMed

Ivashchenko, S N

2013-01-01

This article presents the results of a comparative analysis of the dynamics of the well-being of foreign and domestic students sporting disciplines defined by studying the performance of their emotional state at different stages of the learning process. It was found that the decrease in value of the conditional measures of psychological atmosphere of the day, as the main indicator of the emotional state of students is more pronounced in the group of foreign students. The reason for this phenomenon is a chronic emotional stress caused by the conflict between the desire of students to the successful development of training programs and the inability to effectively receive educational material due the insufficient knowledge of the terms of professional and applied value. One way of solving this problem is the use of the method of accelerated expansion of vocabulary terms of professional and practical importance in the program of preparation of foreign students to study in the higher educational institutions of Ukraine.

Human patient simulators and interactive case studies: a comparative analysis of learning outcomes and student perceptions.

PubMed

Howard, Valerie Michele; Ross, Carl; Mitchell, Ann M; Nelson, Glenn M

2010-01-01

Although human patient simulators provide an innovative teaching method for nursing students, they are quite expensive. To investigate the value of this expenditure, a quantitative, quasi-experimental, two-group pretest and posttest design was used to compare two educational interventions: human patient simulators and interactive case studies. The sample (N = 49) consisted of students from baccalaureate, accelerated baccalaureate, and diploma nursing programs. Custom-designed Health Education Systems, Inc examinations were used to measure knowledge before and after the implementation of the two educational interventions. Students in the human patient simulation group scored significantly higher than did those in the interactive case study group on the posttest Health Education Systems, Inc examination, and no significant difference was found in student scores among the three types of nursing programs that participated in the study. Data obtained from a questionnaire administered to participants indicated that students responded favorably to the use of human patient simulators as a teaching method.

From coach to colleague: adjusting pedagogical approaches and attitudes in accelerated nursing programs.

PubMed

Bowie, Bonnie H; Carr, Katherine Camacho

2013-01-01

Accelerated nursing programs are an innovative approach to training nurses and advanced practice nurses that are growing steadily in number and popularity. Although there is ample evidence to show that these programs have good outcomes, acceptance by both faculty and nurses in the community remains low. This article gives a description of the accelerated nursing student, which provides some insight as to why this student is both a challenge and a joy to mentor. In addition, an overview of pedagogical approaches that may be helpful in teaching this bright group of accelerated nursing students is provided. Accelerated nursing students enrich the nursing profession with the myriad of skills and varied backgrounds they bring to nursing. As professionals, mentors, and educators, we need to not only embrace accelerated students but also be advocates and mentors for them as they assimilate into our profession. Copyright © 2013 Elsevier Inc. All rights reserved.

A quantitative approach to evaluating caring in nursing simulation.

PubMed

Eggenberger, Terry L; Keller, Kathryn B; Chase, Susan K; Payne, Linda

2012-01-01

This study was designed to test a quantitative method of measuring caring in the simulated environment. Since competency in caring is central to nursing practice, ways of including caring concepts in designing scenarios and in evaluation of performance need to be developed. Coates' Caring Efficacy scales were adapted for simulation and named the Caring Efficacy Scale-Simulation Student Version (CES-SSV) and Caring Efficacy Scale-Simulation Faculty Version (CES-SFV). A correlational study was designed to compare student self-ratings with faculty ratings on caring efficacy during an adult acute simulation experience with traditional and accelerated baccalaureate students in a nursing program grounded in caring theory. Student self-ratings were significantly correlated with objective ratings (r = 0.345, 0.356). Both the CES-SSV and the CES-SFV were found to have excellent internal consistency and significantly correlated interrater reliability. They were useful in measuring caring in the simulated learning environment.

The Effects of Teacher-Set and Student-Set Accelerated Reader Goal Setting on Reading Comprehension and Student Attitudes towards Reading in Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Tucker, Tiffany G.

2016-01-01

The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal of this research study was to determine which type of goal setting approach influences reading growth the most as measured by the easyCBM…

Building and Deploying Remotely Operated Vehicles in the First-Year Experience

NASA Astrophysics Data System (ADS)

O'Brien-Gayes, A.; Fuss, K.; Gayes, P.

2007-12-01

Coastal Carolina University has committed to improving student retention and success in Mathematics and Science through a pilot program to engage first-year students in an applied and investigative project as part of the University's First-Year Experience (FYE). During the fall 2007 semester, five pilot sections of FYE classes, consisting of students from the College of Natural and Applied Sciences are building and deploying Remotely Operated Vehicles (ROVs). These ROV-based classes are designed to: accelerate exploration of the broad fields of science and mathematics; enlist interest in technology by engaging students in a multi-stepped, interdisciplinary problem solving experience; explore science and mathematical concepts; institute experiential learning; and build a culture of active learners to benefit student success across traditional departmental boundaries. Teams of three students (forty teams total) will build, based on the MIT Sea Perch design, and test ROVs in addition to collecting data with their ROVs. Various accessories attached to the vehicles for data collection will include temperature and light sensors, plankton nets and underwater cameras. The first-year students will then analyze the data, and the results will be documented as part of their capstone projects. Additionally, two launch days will take place on two campus ponds. Local middle and high school teachers and their students will be invited to observe this event. The teams of students with the most capable and successful ROVs will participate in a workshop held in November 2007 for regional elementary, middle and high school teachers. These students will give a presentation on the building of the ROVs and also provide a hands-on demonstration for the workshop participants. These activities will ensure an incorporation of service learning into the first semester of the freshmen experience. The desired outcomes of the ROV-based FYE classes are: increased retention at the postsecondary level in mathematics and science; increased student confidence to persevere through difficult courses by seeing the actual application of the science; greater self-esteem and self-efficacy through service learning; and engaging middle and high school students in mathematics and science. The innovative significance of the program is three fold: applying experiential learning through technology; integrating disciplines in a planned manner with consistent delivery; and creating an environment conducive to success.

MODSIM World 2007 Conference and Expo: Select Papers and Presentations from the Education and Training Track

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E. (Editor); Sullivan, Shannon (Editor); Sanchez, Alicia (Editor)

2008-01-01

This NASA Conference Publication features select papers and PowerPoint presentations from the Education and Training Track of MODSIM World 2007 Conference and Expo. Invited speakers and panelists of national and international renown, representing academia, industry and government, discussed how modeling and simulation (M&S) technology can be used to accelerate learning in the K-16 classroom, especially when using M&S technology as a tool for integrating science, technology, engineering and mathematics (STEM) classes. The presenters also addressed the application ofM&S technology to learning and training outside of the classroom. Specific sub-topics of the presentations included: learning theory; curriculum development; professional development; tools/user applications; implementation/infrastructure/issues; and workforce development. There was a session devoted to student M&S competitions in Virginia too, as well as a poster session.

Developing the Systems Engineering Experience Accelerator (SEEA) Prototype and Roadmap

DTIC Science & Technology

2011-05-31

Learning Model developed by Kolb , 1984. Figure 3: Learning Process: All Phases of Experiential Learning to be Engaged Profile building engages learners...simulation that will put the learner in an experiential , emotional state and effectively compress time and greatly accelerate the learning of a systems...Taxonomy ................................................................................. 9 2.3 Learning Theory Model and Learner Profile

Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation

ERIC Educational Resources Information Center

Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2018-01-01

This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics…

Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

ERIC Educational Resources Information Center

Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di

2015-01-01

To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…

Accelerating Technologies: Consequences for the Future Wellbeing of Students

ERIC Educational Resources Information Center

Saltinski, Ronald

2015-01-01

Today's students, K-12 and beyond, will face an ominous future unless educators quickly invest in preparing student perspectives for the accelerating technologies that will have global implications for the wellbeing of all humanity. Accelerating technologies are quietly, almost insidiously, transforming the world with little fanfare and certainly…

An elective course in aromatherapy science.

PubMed

Esposito, Emily R; Bystrek, Mary V; Klein, JoAnn S

2014-05-15

To evaluate the impact of an innovative team-taught elective course on second-year (P2) students' knowledge and skills relating to the relationship between aromatherapy and pharmacy. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines.

Journal of Accelerative Learning and Teaching, 1995.

ERIC Educational Resources Information Center

Journal of Accelerative Learning and Teaching, 1995

1995-01-01

Issues 1 and 2 (combined) of the 1995 journal contain these articles: "Accelerated Learning in a Beginning College-Level French Class at the University of Houston" (Patrice Caux); "The Psychobiology of Learning and Memory" (Don Schuster); "Do the Seeds of Accelerated Language Learning and Teaching Lie in a Behavioral…

Self-Concept and Social Status of Accelerated and Nonaccelerated Students in the First 2 Years of Secondary School in the Netherlands

ERIC Educational Resources Information Center

Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo

2009-01-01

This study examined the self-concept and social status of accelerated and nonaccelerated students in their first 2 years of secondary school in the Netherlands. In 357 students from 18 secondary schools, we measured self-concept, sociometric status, and behavior reputations at three times. Accelerated students had more positive self-concepts…

Association of hormonal responses and performance of student pilots during acceleration training on the human centrifuge

NASA Astrophysics Data System (ADS)

Wirth, D.; Rohleder, N.; Welsch, H.

2005-08-01

Prediction of student pilots' +Gz tolerance by stress hormone levels would be a useful tool in aviation medicine. The aim of the present study was to analyze the relationship between neuroendocrine parameters with performance during acceleration training on the human centrifuge (HC).We investigated 21 student pilots during self-controlled acceleration training on the HC. Adrenocorticotropic hormone (ACTH), cortisol, epinephrine, and norepinephrine were measured after individual training sessions and at rest. Performance was defined by several characteristics including maximum tolerated acceleration. ACTH and cortisol, were significantly higher 20 minutes after acceleration training compared to the resting condition. Subjects tolerated a maximal acceleration of +6.69 Gz. HPA hormone levels and responses were associated with maximum tolerated acceleration +Gz. These findings support the expectation that acceleration- induced increases in stress hormones may enable the organism to tolerate a higher acceleration and could therefore be used as predictors for acceleration tolerance.

Implementation of an Accelerated Physical Examination Course in a Doctor of Pharmacy Program

PubMed Central

Ho, Jackie; Lopes, Ingrid C.; Shah, Bijal M.; Ip, Eric J.

2014-01-01

Objective. To describe the implementation of a 1-day accelerated physical examination course for a doctor of pharmacy program and to evaluate pharmacy students’ knowledge, attitudes, and confidence in performing physical examination. Design. Using a flipped teaching approach, course coordinators collaborated with a physician faculty member to design and develop the objectives of the course. Knowledge, attitude, and confidence survey questions were administered before and after the practical laboratory. Assessment. Following the practical laboratory, knowledge improved by 8.3% (p<0.0001). Students’ perceived ability and confidence to perform a physical examination significantly improved (p<0.0001). A majority of students responded that reviewing the training video (81.3%) and reading material (67.4%) prior to the practical laboratory was helpful in learning the physical examination. Conclusion. An accelerated physical examination course using a flipped teaching approach was successful in improving students’ knowledge of, attitudes about, and confidence in using physical examination skills in pharmacy practice. PMID:25657369

The Efficacy of Academic Acceleration for Gifted Minority Students

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George

2010-01-01

This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead…

Accelerated Reader[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Accelerated Reader"[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The "Accelerated Reader"[TM] program calls for students to select and read a book and then…

Conceptualizing Concurrent Enrollment: Why High-Achieving Students Go For It

ERIC Educational Resources Information Center

Dare, Lynn; Nowicki, Elizabeth

2015-01-01

Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students' motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured…

Moving at the Speed of Potential: A Mixed-Methods Study of Accelerating Developmental Students in a California Community College

ERIC Educational Resources Information Center

Parks, Paula L.

2014-01-01

Most developmental community college students are not completing the composition sequence successfully. This mixed-methods study examined acceleration as a way to help developmental community college students complete the composition sequence more quickly and more successfully. Acceleration is a curricular redesign that includes challenging…

Physics Teacher Demonstrations for the Classroom

NASA Astrophysics Data System (ADS)

Murfee, Lee

2005-04-01

A sharing of physics and physics teaching demonstrations by Lee Murfee, a teacher of students learning physics and mathematics at Berkeley Preparatory School and the United States Military Academy for 21 years, and active member of the Florida Section of American Association of Physics Teachers (AAPT). Presentation is a fast paced array of physics and physics teaching demonstrations. Topics include who and what we teach, a successful science department philosophy, forces, acceleration, impulse, momentum, observations, pendulums, springs, friction, inclined plane, rotational motion, moment of inertia, teaching description of motion with data, equations and graphing, slope, uniform circular motion, derivatives, integrals, PASCO Data Studio sensor applications, students presenting to students, flashboards, sound, pressure, and sensitivity analysis in determining specific heat. Demonstrations apply to high school and college introductory physics teaching; handouts and some door prizes/gifts will be provided.

Lessons Learned from Accelerating Opportunity. Lessons Learned Series

ERIC Educational Resources Information Center

Wilson, Randall

2015-01-01

The Accelerating Opportunity initiative helps our nation's lowest-skilled adults earn college credentials and enter higher-wage jobs faster by combining the Adult Basic Education and career and technical training they need into one integrated curriculum. Based on four years of designing and managing Accelerating Opportunity, Jobs for the Future…

A Longitudinal Assessment of Early Acceleration of Students in Mathematics on Growth in Mathematics Achievement

ERIC Educational Resources Information Center

Ma, X.

2005-01-01

Early acceleration of students in mathematics (in the form of early access to formal abstract algebra) has been a controversial educational issue. The current study examined the rate of growth in mathematics achievement of accelerated gifted, honors, and regular students across the entire secondary years (Grades 7-12), in comparison to their…

Solidarity and conflict: aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael; Tobin, Kenneth

2010-12-01

This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means of learning to teach in inner-city schools, successful teacher-teacher collaborations are characterized by prosodic expressions that converge over time and adapt to match the prosodic parameters of students' talk. In these situations our ethnographic data provide evidence of solidarity and positive emotions among the teachers and also between students and teachers. Unsuccessful collaborations are associated with considerable differences in pitch between consecutive speakers participating in turns-at-talk, these being related to the production of negative emotions and conflicts at longer time scales. Situational conflicts are co-expressed by increases in pitch levels, speech intensities, and speech rates; and conflict resolution is accelerated by the coordination of pitch levels. Our study therefore suggests that prosodic alignment and misalignment are resources that are pragmatically deployed to manage face-to-face interactions that have solidarity and conflict as their longer-term outcomes.

A persuasive concept of research-oriented teaching in Soil Biochemistry

NASA Astrophysics Data System (ADS)

Blagodatskaya, Evgenia; Kuzyakova, Irina

2013-04-01

One of the main problems of existing bachelor programs is disconnection of basic and experimental education: even during practical training the methods learned are not related to characterization of soil field experiments and observed soil processes. We introduce a multi-level research-oriented teaching system involving Bachelor students in four-semesters active study by integration the basic knowledge, experimental techniques, statistical approaches, project design and it's realization.The novelty of research-oriented teaching system is based 1) on linkage of ongoing experiment to the study of statistical methods and 2) on self-responsibility of students for interpretation of soil chemical and biochemical characteristics obtained in the very beginning of their study by analysing the set of soil samples allowing full-factorial data treatment. This experimental data set is related to specific soil stand and is used as a backbone of the teaching system accelerating the student's interest to soil studies and motivating them for application of basic knowledge from lecture courses. The multi-level system includes: 1) basic lecture course on soil biochemistry with analysis of research questions, 2) practical training course on laboratory analytics where small groups of students are responsible for analysis of soil samples related to the specific land-use/forest type/forest age; 3) training course on biotic (e.g. respiration) - abiotic (e.g. temperature, moisture, fire etc.) interactions in the same soil samples; 4) theoretical seminars where students present and make a first attempt to explain soil characteristics of various soil stands as affected by abiotic factors (first semester); 5) lecture and seminar course on soil statistics where students apply newly learned statistical methods to prove their conclusions and to find relationships between soil characteristics obtained during first semester; 6) seminar course on project design where students develop their scientific projects to study the uncertainties revealed in soil responses to abiotic factors (second and third semesters); 7) Lecture, seminar and training courses on estimation of active microbial biomass in soil where students realize their projects applying a new knowledge to the soils from the stands they are responsible for (fourth semester). Thus, during four semesters the students continuously combine the theoretical knowledge from the lectures with their own experimental experience, compare and discuss results of various groups during seminars and obtain the skills in project design. The successful application of research-oriented teaching system in University of Göttingen allowed each student the early-stage revealing knowledge gaps, accelerated their involvement in ongoing research projects, and motivated them to begin own scientific career.

The usability of WeChat as a mobile and interactive medium in student-centered medical teaching.

PubMed

Wang, Juan; Gao, Furong; Li, Jiao; Zhang, Jieping; Li, Siguang; Xu, Guo-Tong; Xu, Lei; Chen, Jianjun; Lu, Lixia

2017-09-01

Biochemistry and cellular biology courses for medical students at Tongji University include the assessment that provides students with feedback to enhance their learning, which is a type of formative assessment. However, frequent instant feedback and guidance for students is often absent or inconsistently included in the teaching process. WeChat, the most popular Chinese social media, was introduced in biochemistry and cellular biology course. A WeChat official account (OA) was set up as an instant interactive platform. Over a period of two semesters, OA sent 73 push notifications. The components included course notices, preclass thought questions, after-class study materials, answer questions and feedback, simulation exercises, teacher-student interaction, and research progress relevant to the course. WeChat OA served as an active-learning teaching tool, provided more frequent feedback and guidance to students, and facilitated better student-centered communication in the teaching process. Using the WeChat OA in medical teaching emphasized interactive, interoperable, effective, engaging, adaptable, and more participatory teaching styles. As a new platform, WeChat OA was free, Internet-reliant, and easily managed. Using this new medium as a communication tool accelerated further advancement of instant feedback and improvement in teaching activities. Notifications and interactive feedback via the mobile social medium WeChat OA anytime and anywhere facilitated a student-centered teaching mode. Use of WeChat OA significantly increased the proportion of students interactively participating and resulted in a high degree of student satisfaction. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):421-425, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Transformative Learning: The Role of Research in Traditional Clinical Disciplines

PubMed Central

Tims, Michael

2014-01-01

One of an educator’s main tasks is to develop the intellectual openness of students that is necessary for transformative learning to take place. An initial step in removing the constraint of assumption is to employ the process of unlearning in the classroom. Unlearning in its simplest form can be described as the process through which the student learns to ask questions about a subject on which they are passionate, and through critical reflection, to construct and validate a new understanding based on observations and information generated by the original questions. Developing the ability to improvise and innovate are clear and positive indications that unlearning has occurred, and the Maryland University of Integrative Health’s (MUIH’s) educators have found that integrating research methods into class and group projects can accelerate the unlearning process. MUIH promotes students’ effort to solve interesting problems using the community found within the classroom. The natural state of relativism found in group processes lends itself to making explicit the assumptions each individual brings to the process. MUIH’s methods include engaging students in visual deconstruction of research data found in graphs, tables, and images; having students identify the end point of a line of inquiry; and evaluating a previously accumulated body of evidence to determine if it supports a product’s claims (eg, claims about general health, structure-function, or therapeutic value). The ultimate aim in asking students to take part in research embedded in coursework is to provide an assessment of their abilities that is more closely linked to discipline-specific experience. MUIH’s method of ingraining a culture of inquiry into both classroom and independent research serves to enhance students’ self-awareness about the constraints of their own a priori thinking and to nurture a deeper trust in their own informed intuition. PMID:26770105

Cloud Computing and Validated Learning for Accelerating Innovation in IoT

ERIC Educational Resources Information Center

Suciu, George; Todoran, Gyorgy; Vulpe, Alexandru; Suciu, Victor; Bulca, Cristina; Cheveresan, Romulus

2015-01-01

Innovation in Internet of Things (IoT) requires more than just creation of technology and use of cloud computing or big data platforms. It requires accelerated commercialization or aptly called go-to-market processes. To successfully accelerate, companies need a new type of product development, the so-called validated learning process.…

Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics

NASA Astrophysics Data System (ADS)

Hannah, John; James, Alex; Montelle, Clemency; Nokes, Jacqui

2011-04-01

For many years, it has been a common practice to recognize students with high potential by according them targeted privileges and opportunities. This includes the practice of allowing students to accelerate their high school programme and, in the case of New Zealand students, to take university courses during their final school years. This work assesses the wisdom of this practice of acceleration in mathematics both for the student and the tertiary institution.

The algorithm for duration acceleration of repetitive projects considering the learning effect

NASA Astrophysics Data System (ADS)

Chen, Hongtao; Wang, Keke; Du, Yang; Wang, Liwan

2018-03-01

Repetitive project optimization problem is common in project scheduling. Repetitive Scheduling Method (RSM) has many irreplaceable advantages in the field of repetitive projects. As the same or similar work is repeated, the proficiency of workers will be correspondingly low to high, and workers will gain experience and improve the efficiency of operations. This is learning effect. Learning effect is one of the important factors affecting the optimization results in repetitive project scheduling. This paper analyzes the influence of the learning effect on the controlling path in RSM from two aspects: one is that the learning effect changes the controlling path, the other is that the learning effect doesn't change the controlling path. This paper proposes corresponding methods to accelerate duration for different types of critical activities and proposes the algorithm for duration acceleration based on the learning effect in RSM. And the paper chooses graphical method to identity activities' types and considers the impacts of the learning effect on duration. The method meets the requirement of duration while ensuring the lowest acceleration cost. A concrete bridge construction project is given to verify the effectiveness of the method. The results of this study will help project managers understand the impacts of the learning effect on repetitive projects, and use the learning effect to optimize project scheduling.

Learning Information Systems: Theoretical Foundations.

ERIC Educational Resources Information Center

Paul, Terrance D.

This paper uses the conceptual framework of cybernetics to understand why learning information systems such as the "Accelerated Reader" work so successfully, and to examine how this simple yet incisive concept can be used to accelerate learning at every level and in all disciplines. The first section, "Basic Concepts,"…

How Can Medical Students Add Value? Identifying Roles, Barriers, and Strategies to Advance the Value of Undergraduate Medical Education to Patient Care and the Health System.

PubMed

Gonzalo, Jed D; Dekhtyar, Michael; Hawkins, Richard E; Wolpaw, Daniel R

2017-09-01

As health systems evolve, the education community is seeking to reimagine student roles that combine learning with meaningful contributions to patient care. The authors sought to identify potential stakeholders regarding the value of student work, and roles and tasks students could perform to add value to the health system, including key barriers and associated strategies to promote value-added roles in undergraduate medical education. In 2016, 32 U.S. medical schools in the American Medical Association's (AMA's) Accelerating Change in Education Consortium met for a two-day national meeting to explore value-added medical education; 121 educators, systems leaders, clinical mentors, AMA staff leadership and advisory board members, and medical students were included. A thematic qualitative analysis of workshop discussions and written responses was performed, which extracted key themes. In current clinical roles, students can enhance value by performing detailed patient histories to identify social determinants of health and care barriers, providing evidence-based medicine contributions at the point-of-care, and undertaking health system research projects. Novel value-added roles include students serving as patient navigators/health coaches, care transition facilitators, population health managers, and quality improvement team extenders. Six priority areas for advancing value-added roles are student engagement, skills, and assessments; balance of service versus learning; resources, logistics, and supervision; productivity/billing pressures; current health systems design and culture; and faculty factors. These findings provide a starting point for collaborative work to positively impact clinical care and medical education through the enhanced integration of value-added medical student roles into care delivery systems.

Nursing students' knowledge and beliefs about care of older adults in a shifting context of nursing education.

PubMed

Baumbusch, Jennifer; Dahlke, Sherry; Phinney, Alison

2012-11-01

  To a report a study of improvements in students' knowledge and beliefs about nursing care of older adults following completion of an introductory course with integrated adult/older adult content. Background.  Nursing schools are under pressure to provide accelerated programmes to meet growing workforce demands and provide students with the knowledge they require to care for an ageing population. Thus, stand-alone courses in gerontological nursing are being eliminated and integrated with general adult content. The effect of this approach remains poorly understood.   A one-group pretest-post-test design was used.   Data were collected between September-December 2010. Students completed the Palmore Facts on Aging Quiz, the Perceptions of Caring for Older People Scale, and open-ended questions about their experiences before and after completing a course with integrated adult/older content.   Students' knowledge and beliefs about nursing care of older adults demonstrated an important improvement following completion of the course. Qualitative findings reflected three themes: relating to older people; neglect by the system; having time to learn.   Findings from this study suggest that even when integrated with general adult content, students' knowledge and beliefs about older adult care can be positively influenced. Furthermore research is needed to examine long-term integration of students' learning about older adult care. Nursing faculty with expertise in nursing care of older adults must develop resources and supports for their colleagues to build capacity among nurse educators and integrate older adult content throughout nursing programmes to enhance nursing practice with an ageing population. © 2012 Blackwell Publishing Ltd.

Educating a Diverse Workforce: The Student of Color Experience in a Research University's Accelerated Undergraduate Nursing Program

ERIC Educational Resources Information Center

Johnson-Campbell, Tanisha

2018-01-01

This study is an investigation into a 15-month accelerated undergraduate nursing program and the minority student experience. Using a mixed methods approach, this research addressed the following questions: 1. What was the retention rate for students enrolled in the accelerated nursing bachelor's program and how did that differ by race? 2. What…

The Maiden Voyage of a Kinematics Robot

NASA Astrophysics Data System (ADS)

Greenwolfe, Matthew L.

2015-04-01

In a Montessori preschool classroom, students work independently on tasks that absorb their attention in part because the apparatus are carefully designed to make mistakes directly observable and limit exploration to one aspect or dimension. Control of error inheres in the apparatus itself, so that teacher intervention can be minimal.1 Inspired by this example, I created a robotic kinematics apparatus that also shapes the inquiry experience. Students program the robot by drawing kinematic graphs on a computer and then observe its motion. Exploration is at once limited to constant velocity and constant acceleration motion, yet open to complex multi-segment examples difficult to achieve in the lab in other ways. The robot precisely and reliably produces the motion described by the students' graphs, so that the apparatus itself provides immediate visual feedback about whether their understanding is correct as they are free to explore within the hard-coded limits. In particular, the kinematic robot enables hands-on study of multi-segment constant velocity situations, which lays a far stronger foundation for the study of accelerated motion. When correction is anonymous—just between one group of lab partners and their robot—students using the kinematic robot tend to flow right back to work because they view the correction as an integral part of the inquiry learning process. By contrast, when correction occurs by the teacher and/or in public (e.g., returning a graded assignment or pointing out student misconceptions during class), students all too often treat the event as the endpoint to inquiry. Furthermore, quantitative evidence shows a large gain from pre-test to post-test scores using the Test of Understanding Graphs in Kinematics (TUG-K).

MO-DE-BRA-02: SIMAC: A Simulation Tool for Teaching Linear Accelerator Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Carlone, M; Harnett, N; Department of Radiation Oncology, University of Toronto, Toronto, Ontario

Purpose: The first goal of this work is to develop software that can simulate the physics of linear accelerators (linac). The second goal is to show that this simulation tool is effective in teaching linac physics to medical physicists and linac service engineers. Methods: Linacs were modeled using analytical expressions that can correctly describe the physical response of a linac to parameter changes in real time. These expressions were programmed with a graphical user interface in order to produce an environment similar to that of linac service mode. The software, “SIMAC”, has been used as a learning aid in amore » professional development course 3 times (2014 – 2016) as well as in a physics graduate program. Exercises were developed to supplement the didactic components of the courses consisting of activites designed to reinforce the concepts of beam loading; the effect of steering coil currents on beam symmetry; and the relationship between beam energy and flatness. Results: SIMAC was used to teach 35 professionals (medical physicists; regulators; service engineers; 1 week course) as well as 20 graduate students (1 month project). In the student evaluations, 85% of the students rated the effectiveness of SIMAC as very good or outstanding, and 70% rated the software as the most effective part of the courses. Exercise results were collected showing that 100% of the students were able to use the software correctly. In exercises involving gross changes to linac operating points (i.e. energy changes) the majority of students were able to correctly perform these beam adjustments. Conclusion: Software simulation(SIMAC), can be used to effectively teach linac physics. In short courses, students were able to correctly make gross parameter adjustments that typically require much longer training times using conventional training methods.« less

Radical Acceleration

ERIC Educational Resources Information Center

Gross, Miraca U. M.; Van Vliet, Helen E.

2005-01-01

Research has found that teachers' objections to accelerating gifted students are mainly based on a fear that acceleration will lead to social or emotional damage. Ironically, it is the academic and emotional maturity which characterizes intellectually gifted students, coupled with their high levels of academic achievement, which makes them such…

Conception et mises a l'essai d'un environnement d'apprentissage integrant l'experimentation assistee par ordinateur et la simulation assistee par ordinateur

NASA Astrophysics Data System (ADS)

Riopel, Martin

To make science laboratory sessions more instructive, we have developed a learning environment that will allow students enrolled in a mechanics course at college or university level to engage in a scientific modelization process by combining computer-simulated experimentation and microcomputer-based laboratories. The main goal is to assist and facilitate both inductive and deductive reasoning. Within this computer application, each action can also be automatically recorded and identified while the student is using the software. The most original part of the environment is to let the student compare the simulated animation with the real video by superposing the images. We used the software with students and observed that they effectively engaged in a modelization process that included both inductive and deductive reasoning. We also observed that the students were able to use the software to produce adequate answers to questions concerning both previously taught and new theoretical concepts in physics. The students completed the experiment about twice as fast as usual and considered that using the software resulted in a better understanding of the phenomenon. We conclude that this use of the computer in science education can broaden the range of possibilities for learning and for teaching and can provide new avenues for researchers who can use it to record and study students' path of reasoning. We also believe that it would be interesting to investigate more some of the benefits associated with this environment, particularly the acceleration effect, the improvement of students' reasoning and the equilibrium between induction and deduction that we observed within this research.

New Careers in Nursing: Optimizing Diversity and Student Success for the Future of Nursing.

PubMed

DeWitty, Vernell P; Huerta, Carolina G; Downing, Christine A

2016-01-01

In 2008, the Robert Wood Johnson Foundation collaborated with the American Association of Colleges of Nursing to create the New Careers in Nursing (NCIN) scholarship program. Two goals of the program were to alleviate the nursing shortage and to increase diversity of the workforce. During this 7-year program (i.e., seven funding cycles), 130 schools of nursing in 41 states and the District of Columbia were selected as grantees, and they awarded 3,517 scholarships to second-degree accelerated nursing students who were members of groups underrepresented in nursing or who were economically disadvantaged. This article describes the demographic characteristics of the NCIN students, degree of satisfaction with their learning environment, perceptions of their mentoring experiences, and self-identified facilitators and barriers to program completion. Data sources for this article resulted from three surveys completed by scholars during their academic programs: the beginning, the midpoint, and within 6 months postgraduate. Results of analysis indicated that NCIN scholars are significantly more diverse compared with the national nurse population, and they reported high levels of satisfaction with their learning environments. Student relationships with peers and faculty improved during the period of program enrollment. Faculty support was the greatest facilitator for program completion, and competing priorities of finances and family responsibilities were the greatest challenges. Copyright © 2016 Elsevier Inc. All rights reserved.

Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula

ERIC Educational Resources Information Center

Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John

2015-01-01

High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…

Cathedral outreach: student-led workshops for school curriculum enhancement in non-traditional environments

NASA Astrophysics Data System (ADS)

Posner, Matthew T.; Jantzen, Alexander; van Putten, Lieke D.; Ravagli, Andrea; Donko, Andrei L.; Soper, Nathan; Wong, Nicholas H. L.; John, Pearl V.

2017-08-01

Universities in the United Kingdom have been driven to work with a larger pool of potential students than just the more traditional student (middle-class white male), in order to tackle the widely-accepted skills-shortage in the fields of science, technology, engineering and mathematics (STEM), whilst honoring their commitment to fair access to higher education. Student-led outreach programs have contributed significantly to this drive. Two such programs run by postgraduate students at the University of Southampton are the Lightwave Roadshow and Southampton Accelerate!, which focus on photonics and particle physics, respectively. The program ambassadors have developed activities to enhance areas of the national curriculum through presenting fundamental physical sciences and their applications to optics and photonics research. The activities have benefitted significantly from investment from international organizations, such as SPIE, OSA and the IEEE Photonics Society, and UK research councils, in conjunction with university recruitment and outreach strategies. New partnerships have been formed to expand outreach programs to work in non-traditional environments to challenge stereotypes of scientists. This paper presents two case studies of collaboration with education learning centers at Salisbury Cathedral and Winchester Cathedral. The paper outlines workshops and shows developed for pupils aged 6-14 years (UK key stages 2-4) on the electromagnetic spectrum, particle physics, telecommunications and the human eye using a combination of readily obtainable items, hand-built kits and elements from the EYEST Photonics Explorer kit. The activities are interactive to stimulate learning through active participation, complement the UK national curriculum and link the themes of science with the non-traditional setting of a cathedral. We present methods to evaluate the impact of the activity and tools to obtain qualitative feedback for continual program improvement. We also share lessons learned to assist educators emulating this format of engagement, and provide ideas and inspiration of outreach activities for student chapters to carry out.

Smartphones as Integrated Kinematic and Dynamic Sensors for Amusement Park Physics Applications

NASA Astrophysics Data System (ADS)

Peterson, Stephanie; Dennison, J. R.

2010-10-01

USU has hosted Physics Day at Lagoon and has attracted more than 120,000 secondary educators and students over 21 years. During this educational day, students explore basic physics concepts and apply their classroom content outdoors, in real world applications. As part of the event, USU's Physics Department provides curriculum to be used at Lagoon, in similar outside venues, and in the classroom. One such educational instrument, which is a primary focus of this work, is student workbooks filled with activities ranging from very simple to more advanced topics. Workbooks cover the properties of waves, relative velocity, and acceleration, topics which have historically challenged students and future topics include kinematics, energy, and forces. The topics were selected based on requests from teachers throughout the Intermountain Region and identified deficiencies in student performance on core curriculum assessments. An innovative approach is to identify physical application of iPhone and Android smartphone software technologies, which make use of dynamic and kinematic sensors. These technologies will allow students to realize their ability to do quantitative physics calculations anywhere, anytime; a smart device which is highly salable to today's teenage learners. This also provides an exciting approach to more fully engage students in learning physics concepts.

An Elective Course in Aromatherapy Science

PubMed Central

Bystrek, Mary V.; Klein, JoAnn S.

2014-01-01

Objective. To evaluate the impact of an innovative team-taught elective course on second-year (P2) students’ knowledge and skills relating to the relationship between aromatherapy and pharmacy. Design. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Assessment. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Conclusion. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines. PMID:24850941

Accelerated Reader. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

"Accelerated Reader" is a computer-based reading management system designed to complement an existing classroom literacy program for grades pre-K-12. It is designed to increase the amount of time students spend reading independently. Students choose reading-level appropriate books or short stories for which Accelerated Reader tests are…

Effects of Mathematics Acceleration on Middle School Student Achievement

ERIC Educational Resources Information Center

Boysworth, Sylvia Elaine

2010-01-01

The researcher's purpose in the study was to evaluate the effectiveness of an Accelerated Mathematics Program (AMPS) for sixth and seventh grades, using the accelerative practice of curriculum telescoping in a rural school district in North Carolina. The mathematics achievement of students served in the locally developed Accelerated Mathematics…

Graduate Student Program in Materials and Engineering Research and Development for Future Accelerators

DOE Office of Scientific and Technical Information (OSTI.GOV)

Spentzouris, Linda

The objective of the proposal was to develop graduate student training in materials and engineering research relevant to the development of particle accelerators. Many components used in today's accelerators or storage rings are at the limit of performance. The path forward in many cases requires the development of new materials or fabrication techniques, or a novel engineering approach. Often, accelerator-based laboratories find it difficult to get top-level engineers or materials experts with the motivation to work on these problems. The three years of funding provided by this grant was used to support development of accelerator components through a multidisciplinary approachmore » that cut across the disciplinary boundaries of accelerator physics, materials science, and surface chemistry. The following results were achieved: (1) significant scientific results on fabrication of novel photocathodes, (2) application of surface science and superconducting materials expertise to accelerator problems through faculty involvement, (3) development of instrumentation for fabrication and characterization of materials for accelerator components, (4) student involvement with problems at the interface of material science and accelerator physics.« less

Accelerated Learning and Retention: Literature Review and Workshop Review

DTIC Science & Technology

2011-03-01

effectiveness, and the committee found that neurolinguistic programming (NLP) had promise, but had not been shown to be effective. They also...Meier, 2000) have used accelerated learning in training programs . Table 3 provides concrete examples of some of the results offered by approaches...minute counts (as is the case in accelerated programs ), motivation is of critical importance. This is one reason why training interventions aimed to

Accelerated Reader[R]: What Are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader[R] in Elementary Grades?

ERIC Educational Resources Information Center

Pavonetti, Linda M.; Brimmer, Kathryn M.; Cipielewski, James F.

Promoted by effective advertising and disseminated by word of mouth, many schools have adopted Accelerated Reader[R] as a supplementary reading program or as their primary reading program. Accelerated Reader[R]'s philosophy is that by using the system, students are motivated to read more and better books. A study investigated whether seventh grade…

The Curriculum Customization Service: A Tool for Customizing Earth Science Instruction and Supporting Communities of Practice

NASA Astrophysics Data System (ADS)

Melhado, L. C.; Devaul, H.; Sumner, T.

2010-12-01

Accelerating demographic trends in the United States attest to the critical need to broaden access to customized learning: reports refer to the next decade as the era of “extreme diversity” in K-12 classrooms, particularly in large urban school districts. This diverse student body possesses a wide range of knowledge, skills, and abilities in addition to cultural differences. A single classroom may contain students with different levels of quantitative skills, different levels of English language proficiency, and advanced students preparing for college-level science. A uniform curriculum, no matter how well designed and implemented, cannot possibly serve the needs of such diverse learners equally well. Research has shown positive learning outcomes when pedagogical strategies that customize instruction to address specific learner needs are implemented, with under-achieving students often benefiting most. Supporting teachers in the effective adoption and use of technology to meet these instructional challenges is the underlying goal of the work to be presented here. The Curriculum Customization Service (CCS) is an integrated web-based platform for middle and high school Earth science teachers designed to facilitate teachers’ instructional planning and delivery; enhancing existing curricula with digital library resources and shared teacher-contributed materials in the context of articulated learning goals. The CCS integrates interactive resources from the Digital Library for Earth System Education (DLESE) with an inquiry-based curriculum component developed by the American Geological Institute (EarthComm and Investigating Earth Systems). The digital library resources emphasize visualizations and animations of Earth processes that often challenge students’ understanding, offering multiple representations of phenomena to address different learning styles, reading abilities, and preconceived ideas. Teachers can access these materials, as well as those created or contributed by colleagues to create personalized, annotated collections of resources best suited to address the needs of the students in their classroom. Teachers can see the resources that their colleagues are using to customize their instruction, and share their ideas about the suitability of resources for different learners or learning styles through the use of tags and annotations thus creating a community of practice in support of differentiated instruction. A field trial involving 124 middle and high school Earth science teachers in a large urban school district was conducted in the 2009-2010 academic year, accompanied by a mixed-method research and evaluation study to investigate the impact of the use of this system on teacher beliefs and practice, and student learning. This presentation will include a demonstration of the system as well as discuss the results of the research thus far.

Accelerated Desensitization and Adaptive Attitudes Interventions and Test Gains with Academic Probation Students

ERIC Educational Resources Information Center

Driscoll, Richard; Holt, Bruce; Hunter, Lori

2005-01-01

The study evaluates the test-gain benefits of an accelerated desensitization and adaptive attitudes intervention for test-anxious students. College students were screened for high test anxiety. Twenty anxious students, half of them on academic probation, were assigned to an Intervention or to a minimal treatment Control group. The Intervention was…

The Effects of Accelerated Math Utilization on Grade Equivalency Score at a Selected Elementary School

ERIC Educational Resources Information Center

Kariuki, Patrick; Gentry, Christi

2010-01-01

The purpose of this study was to examine the effects of Accelerated Math utilization on students' grade equivalency scores. Twelve students for both experimental and control groups were randomly selected from 37 students enrolled in math in grades four through six. The experimental group consisted of the students who actively participated in…

Accelerating Opportunity: A Portrait of Students and Their Program Experiences from the 2014 Student Survey

ERIC Educational Resources Information Center

Spaulding, Shayne; Martin-Caughey, Ananda

2015-01-01

This report presents findings from a survey of students enrolled in Accelerating Opportunity (AO) career pathways in spring 2014. AO provides grants to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve educational and employment…

The Last Word: An Interview with Gene Chasin, CEO of Accelerated Schools Plus

ERIC Educational Resources Information Center

Siegle, Del

2006-01-01

This article presents an interview with Gene Chasin, CEO of Accelerated Schools Plus. Chasin discusses changing schools and improving student achievement. Accelerated Schools is a national endeavor that is designed to transform whole school communities. It views the community as being much broader. It includes students, teachers, parents, other…

Stressors Experienced by Nursing Students Enrolled in Baccalaureate Second Degree Accelerated Registered Nursing Programs

ERIC Educational Resources Information Center

Bell, Charlene

2017-01-01

A mounting concern throughout the country is a current and growing nursing shortage. In order to meet the growing demand of nurses, many colleges have created baccalaureate second degree accelerated registered nursing programs. Stressors, experienced by nursing students in these accelerated programs, may affect their retention. A deeper…

The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

PubMed

Peck, Kirk; Paschal, Karen; Black, Lisa; Nelson, Kelly

2014-01-01

Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. The purpose of this paper is to (1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peer-reviewed publications, and taught in both PT and residency programs. The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physical therapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education.

Teaching experiences of second degree accelerated baccalaureate nursing faculty.

PubMed

Cangelosi, Pamela R

2013-11-19

Despite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.

Using Accelerated Reader with ESL Students.

ERIC Educational Resources Information Center

Hamilton, Betty

1997-01-01

Describes the use of Accelerated Reader, a computer program that instantly provides scored tests on a variety of books read by high school ESL (English as a Second Language) students as free voluntary reading. Topics include reading improvement programs, including writing assignments; and changes in students' reading habits. (LRW)

Developing Learning Tool of Control System Engineering Using Matrix Laboratory Software Oriented on Industrial Needs

NASA Astrophysics Data System (ADS)

Isnur Haryudo, Subuh; Imam Agung, Achmad; Firmansyah, Rifqi

2018-04-01

The purpose of this research is to develop learning media of control technique using Matrix Laboratory software with industry requirement approach. Learning media serves as a tool for creating a better and effective teaching and learning situation because it can accelerate the learning process in order to enhance the quality of learning. Control Techniques using Matrix Laboratory software can enlarge the interest and attention of students, with real experience and can grow independent attitude. This research design refers to the use of research and development (R & D) methods that have been modified by multi-disciplinary team-based researchers. This research used Computer based learning method consisting of computer and Matrix Laboratory software which was integrated with props. Matrix Laboratory has the ability to visualize the theory and analysis of the Control System which is an integration of computing, visualization and programming which is easy to use. The result of this instructional media development is to use mathematical equations using Matrix Laboratory software on control system application with DC motor plant and PID (Proportional-Integral-Derivative). Considering that manufacturing in the field of Distributed Control systems (DCSs), Programmable Controllers (PLCs), and Microcontrollers (MCUs) use PID systems in production processes are widely used in industry.

Investigation of the High Latitude Magnetosphere and its Response to the Solar Wind

NASA Technical Reports Server (NTRS)

Taylor, William W. L.

1996-01-01

INSPIRE is a non-profit scientific, educational corporation whose objective is to bring the excitement of observing natural and manmade radio waves in the audio region to high school students. Stimulating students to learn and understand science and technology is the key to them fulfilling their potential in the best interests of our society. INSPIRE also is an innovative, unique opportunity for students to actively gather data that might be used in a basic research project. INSPIRE began with a test bed project, ACTIVE/HSGS, which involved 100 high schools, with a centerpiece of making observations of 10.5 kHz transmissions from the Soviet ACTIVE satellite. A large number of ground receiving sites was needed, both to enhance the probability of receiving the radio waves from ACTIVE, and to determine the propagation paths to the ground. The second major project was support to SEPAC (Space Experiments using Particle ACcelerators), a payload on the ATLAS I Spacelab mission, flown in March/April 1992. With its electron accelerator SEPAC performed many experiments in the ionosphere, including producing an artificial aurora and the electromagnetic waves produced by pulsing the electron beam. INSPIRE/SEPAC provided more than 1000 ground stations to receive the radio waves, and, at the same time, allowed high school students the opportunity to take data that would be used in a published basic research project. The third major project is to make observations of the effects of a pulsed electron beam and plasma generator on the MIR Space Station. On request, these instruments are operated over INSPIRE observers.

Accelerated Middle Schools. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

Accelerated middle schools are self-contained academic programs designed to help middle school students who are behind grade level catch up with their age peers. If these students begin high school with other students their age, the hope is that they will be more likely to stay in school and graduate. The programs serve students who are one to two…

Comparison of Generic Accelerated Nursing Students

ERIC Educational Resources Information Center

Kaddorura, Mahmood; Williams, Collette

2012-01-01

Case study pedagogy is a teaching strategy in which teachers hope to help students develop and use critical thinking (CT) abilities. This study compared CT skills of 75 second year generic accelerated baccalaureate nursing students during their Fundamentals of Nursing course before and after being educated using case study pedagogical method.…

Linking School and Work to Accelerate Student Results.

ERIC Educational Resources Information Center

Workforce Economics, 1999

1999-01-01

This serial issue focusing on the theme of "School-to-Work." The two articles it contains describe promising practices that benefit individual students who participate. The first article, "Connecting the Dots: Linking School and Work to Accelerate Student Results," examines how schools and businesses are linking up, leading to benefits for…

Black College Student Educational Outcomes: The Protective Role of Ethnic Identity

ERIC Educational Resources Information Center

Drinkard, Shawndeeia L.

2018-01-01

Historically, special populations of students have had accelerated challenges during their pursuit for education (Russell, Toomey, Ryan, & Diaz, 2014). These accelerated challenges have included, communication barriers due to cultural differences, receiving harsher punishments than other students, and feeling out of place (Russell et al.,…

Mathematics and science acceleration in grade eight: School leaders' perceptions and satisfaction

NASA Astrophysics Data System (ADS)

Graham, Kenneth

Shifts in attitudes regarding academic program accessibility to provide the most rigorous academic opportunities to all students will not occur smoothly without departmental level leaders who believe in the potential benefits of accelerating larger numbers of students. Without the support and the belief of the department level leadership, practices such as open enrollment and universal acceleration that target school equity will be doomed to failure. This study was conducted using a questionnaire developed by the researcher called the Perceptions of Acceleration and Leadership Survey. The survey was distributed to all math and science department leaders within a suburban region of New York. The survey sought to determine how the perceptions of acceleration, job satisfaction, self-efficacy, and role longevity for the department level leaders are impacted by their personal demographics, professional characteristics, and community characteristics. The study did not reveal any statistically significant differences among department level leaders' personal, professional, and community characteristics with respect to perceptions of acceleration. There were significant differences for job satisfaction, self-efficacy, and role longevity for several intervening and independent variables within the study. Statistically significant correlations were found between beliefs in college preparation and perceptions of acceleration as well as relationships with the community and perceptions of acceleration. The results indicate the importance of hiring department leaders who recognize the potential for accelerating more students, hiring more ethnically diverse candidates for these leadership positions, affording department level leaders with significant professional development, and evaluation of administrative structures to maximize student success.

Physical activities to enhance an understanding of acceleration

NASA Astrophysics Data System (ADS)

Lee, S. A.

2006-03-01

On the basis of their everyday experiences, students have developed an understanding of many of the concepts of mechanics by the time they take their first physics course. However, an accurate understanding of acceleration remains elusive. Many students have difficulties distinguishing between velocity and acceleration. In this report, a set of physical activities to highlight the differences between acceleration and velocity are described. These activities involve running and walking on sand (such as an outdoor volleyball court).

Using a 400 kV Van de Graaff accelerator to teach physics at West Point

NASA Astrophysics Data System (ADS)

Marble, D. K.; Bruch, S. E.; Lainis, T.

1997-02-01

A small accelerator visitation laboratory is being built at the United States Military Academy using two 400 kV Van de Graaff accelerators. This laboratory will provide quality teaching experiments and increased research opportunities for both faculty and cadets as well as enhancing the department's ability to teach across the curriculum by using nuclear techniques to solve problems in environmental engineering, material science, archeology, art, etc. This training enhances a students ability to enter non-traditional fields that are becoming a large part of the physics job market. Furthermore, a small accelerator visitation laboratory for high school students can stimulate student interest in science and provide an effective means of communicating the scientific method to a general audience. A discussion of the USMA facility, class experiments and student research projects will be presented.

A Mixed Method Study of the Effectiveness of the Accelerated Reader Program on Middle School Students' Reading Achievement and Motivation

ERIC Educational Resources Information Center

Huang, SuHua

2012-01-01

The mixed-method explanatory research design was employed to investigate the effectiveness of the Accelerated Reader (AR) program on middle school students' reading achievement and motivation. A total of 211 sixth to eighth-grade students provided quantitative data by completing an AR Survey. Thirty of the 211 students were randomly selected to…

A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators.

PubMed

Wong, Florence Mei Fung

2018-06-18

Small group work is an effective teaching-learning approach in nursing education to enhance students' learning in theoretical knowledge and skill development. Despite its potential advantageous effects on learning, little is known about its actual effects on students' learning from students' and educators' perspectives. To understand students' learning through small group work from the perspectives of students and educators. A qualitative study with focus group interviews was carried out. Semi-structured interviews with open-ended questions were performed with 13 undergraduate nursing students and 10 educators. Four main themes, "initiative learning", "empowerment of interactive group dynamics", "factors for creating effective learning environment", and "barriers influencing students' learning", were derived regarding students' learning in small group work based on the perspectives of the participants. The results showed the importance of learning attitudes of students in individual and group learning. Factors for creating an effective learning environment, including preference for forming groups, effective group size, and adequacy of discussion, facilitate students' learning with the enhancement of learning engagement in small group work. The identified barriers, such as "excessive group work", "conflicts", and "passive team members" can reduce students' motivation and enjoyment of learning. Small group work is recognized as an effective teaching method for knowledge enhancement and skill development in nursing education. All identified themes are important to understand the initiatives of students and group learning, factors influencing an effective learning environment, and barriers hindering students' learning. Nurse educators should pay more attention to the factors that influence an effective learning environment and reduce students' commitment and group dynamics. Moreover, students may need further support to reduce barriers that impede students' learning motivation and enjoyment. Copyright © 2018 Elsevier Ltd. All rights reserved.

Teaching Electromagnetism to High-School Students Using Particle Accelerators

ERIC Educational Resources Information Center

Sinflorio, D. A.; Fonseca, P.; Coelho, L. F. S.; Santos, A. C. F.

2006-01-01

In this article we describe two simple experiments using an ion accelerator as an aid to the teaching of electromagnetism to high-school students. This is part of a programme developed by a Brazilian State funding agency (FAPERJ) which aims to help scientifically minded students take their first steps in research.

An Experiment in ''Less Time, More Options": A Study of Accelerated University Students.

ERIC Educational Resources Information Center

Litwin, James L.; And Others

This study investigated the characteristics and experiences of 59 college students accelerated from their freshman to their junior year. The students showed high academic performance and few social problems, but questions of personal identity remained problematic; the best single predictor of academic success was found to be freshman grade-point…

Tools for Knowledge Analysis, Synthesis, and Sharing

NASA Astrophysics Data System (ADS)

Medland, Michael B.

2007-04-01

Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically. Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning of such content will be accelerated.

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study.

PubMed

Bramble, Marguerite; Maxwell, Hazel; Einboden, Rochelle; Farington, Sally; Say, Richard; Beh, Chin Liang; Stankiewicz, Grace; Munro, Graham; Marembo, Esther; Rickard, Greg

2018-05-30

This Participatory Action Research (PAR) project aimed to engage students from an accelerated 'fast track' nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month 'mentorship partnership' intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) 'building relationships for active engagement', 2) 'voicing cultural and social hierarchies', and 3) 'enacting collegiate community'. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement.

Using "Flatland 2: Sphereland" to Help Teach Motion and Multiple Dimensions

NASA Astrophysics Data System (ADS)

Caplan, Seth; Johnson, Dano; Vondracek, Mark

2015-01-01

The 1884 book Flatland: A Romance of Many Dimensions,1 written by Edwin Abbott, has captured the interest of numerous generations, and has also been used in schools to help students learn and think about the concept of dimension in a creative, fun way. In 2007, a film was released called "Flatland: The Movie,"2 and over one million students have watched it worldwide, primarily in mathematics classes. Since then, a sequel to the "Flatland" movie was released in 2012, entitled "Flatland 2: Sphereland."3 A primary goal of this sequel is to expand the use of the movie beyond mathematics classes and into physics classes because a central premise to "Sphereland" is the notion of warped space. This latest movie provides an engaging and interesting visual way for students to think about both dimension and motion through warped space. In addition, basic motion concepts such as speed and acceleration can be studied by students in introductory physics classes, for instance, by using frame-by-frame analysis of various scenes in the movie.

Alternative Conceptions: Turning Adversity into Advantage

NASA Astrophysics Data System (ADS)

Ferreira, Annalize; Lemmer, Miriam; Gunstone, Richard

2017-08-01

While a vast body of research has identified difficulties in students' understanding about forces and acceleration and their related alternative conceptions, far less research suggests ways to use students' alternative conceptions to enhance conceptual understanding of a specific fundamental concept. This study focused on distinguishing between students' conceptual understanding of the Newtonian concept of gravitational acceleration being the same for all objects and students' alternative conception that heavy objects fall faster. A multiple choice questionnaire was distributed to first year physics students for three consecutive years at a university in South Africa. The results indicate that changing the direction of motion and the physics quantity asked in paired questions revealed practically significant inconsistencies in students' reasoning and conceptions. This research contributes to the body of knowledge in proposing how the alternative conception of mass-related gravitational acceleration can be used in instruction to enhance conceptual understanding of the force-mass-acceleration relationship. Understanding of this relationship not only promotes conceptual understanding of the basic Newtonian concepts of the laws of motion which forms the critical foundation on which more advanced physics courses are built, but also contributes towards students' perception of physics as a set of coherent ideas applicable in all contexts.

Collaborative Student Leadership Conference.

PubMed

Ward, Susan L; LaFramboise, Louise M; Cosimano, Amy J

2016-01-01

In April 2008, the New Careers in Nursing (NCIN) Program launched a collaborative initiative between the American Association of Colleges of Nursing and the Robert Wood Johnson Foundation. One of the main goals of this initiative was to provide leadership development through structured activities for NCIN scholars. In order to meet this goal, 3 participating NCIN schools came together to plan and conduct a collaborative student-focused, scholar-led leadership conference for accelerated nursing students. Admittedly, collaboration among institutions of higher education is sometimes not a standard practice. Although sharing the common goal of preparing future nurses to provide high-quality care, many schools of nursing often compete for scarce resources including recruitment of faculty and students, securing clinical placements, and new graduates and alumni compete for jobs. However, there are advantages to sharing financial and intellectual resources in order to ensure a richer educational experience for NCIN scholars and for all accelerated nursing students. Using the Robert Wood Johnson Foundation monies awarded for our Legacy Project, 3 NCIN program liaisons overseeing accelerated nursing programs in Nebraska met to discuss the advantages and disadvantages related to planning and conducting a collaborative student leadership activity for NCIN scholars and their peer-accelerated nursing students. The program liaisons wanted to establish common goals for the endeavor and ensure the use of approaches that would foster leadership development of the NCIN scholars and establish mechanisms by which the group would create a collaborative environment. Although the 3 collaborating colleges were and continue to be competitors for prospective accelerated students, the benefit of collaborating on a joint leadership development project for the NCIN scholars and their peers was clear. Program liaisons recognized that this opportunity would strengthen leadership development and provide relevant experience for the NCIN scholars and result in a conference for other accelerated nursing students. Copyright © 2016. Published by Elsevier Inc.

Roadmap for creating an accelerated three-year medical education program

PubMed Central

Leong, Shou Ling; Cangiarella, Joan; Fancher, Tonya; Dodson, Lisa; Grochowski, Colleen; Harnik, Vicky; Hustedde, Carol; Jones, Betsy; Kelly, Christina; Macerollo, Allison; Reboli, Annette C.; Rosenfeld, Melvin; Rundell, Kristen; Thompson, Tina; Whyte, Robert; Pusic, Martin

2017-01-01

ABSTRACT Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development – meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring – and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public. Abbreviations: CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education PMID:29117817

Roadmap for creating an accelerated three-year medical education program.

PubMed

Leong, Shou Ling; Cangiarella, Joan; Fancher, Tonya; Dodson, Lisa; Grochowski, Colleen; Harnik, Vicky; Hustedde, Carol; Jones, Betsy; Kelly, Christina; Macerollo, Allison; Reboli, Annette C; Rosenfeld, Melvin; Rundell, Kristen; Thompson, Tina; Whyte, Robert; Pusic, Martin

2017-01-01

Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development - meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring - and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public. CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education.

Chemical Characterization and Source Apportionment of Size Fractionated Atmospheric Aerosols, and, Evaluating Student Attitudes and Learning in Large Lecture General Chemistry Classes

NASA Astrophysics Data System (ADS)

Allen, Gregory Harold

Chemical speciation and source apportionment of size fractionated atmospheric aerosols were investigated using laser desorption time-of-flight mass spectrometry (LD TOF-MS) and source apportionment was carried out using carbon-14 accelerator mass spectrometry (14C AMS). Sample collection was carried out using the Davis Rotating-drum Unit for Monitoring impact analyzer in Davis, Colfax, and Yosemite, CA. Ambient atmospheric aerosols collected during the winter of 2010/11 and 2011/12 showed a significant difference in the types of compounds found in the small and large sized particles. The difference was due to the increase number of oxidized carbon species that were found in the small particles size ranges, but not in the large particles size ranges. Overall, the ambient atmospheric aerosols collected during the winter in Davis, CA had and average fraction modern of F14C = 0.753 +/- 0.006, indicating that the majority of the size fractionated particles originated from biogenic sources. Samples collected during the King Fire in Colfax, CA were used to determine the contribution of biomass burning (wildfire) aerosols. Factor analysis was used to reduce the ions found in the LD TOF-MS analysis of the King Fire samples. The final factor analysis generated a total of four factors that explained an overall 83% of the variance in the data set. Two of the factors correlated heavily with increased smoke events during the sample period. The increased smoke events produced a large number of highly oxidized organic aerosols (OOA2) and aromatic compounds that are indicative of biomass burning organic aerosols (WBOA). The signal intensities of the factors generated in the King Fire data were investigated in samples collected in Yosemite and Davis, CA to look at the impact of biomass burning on ambient atmospheric aerosols. In both comparison sample collections the OOA2 and WBOA factors both increased during biomass burning events located near the sampling sites. The correlation between the OOA2 and WBOA factors and smoke levels indicates that these factors can be used to identify the influence of biomass burning on ambient aerosols. The effectiveness of using the ChemWiki instead of a traditional textbook was investigated during the spring quarter of 2014. Student performance was measured using common midterms, a final, and a pre/post content exams. We also employed surveys, the Colorado Learning Attitudes about Science Survey (CLASS) for Chemistry, and a weekly time-on-task survey to quantify students' attitudes and study habits. The effectiveness of the ChemWiki compared to a traditional textbook was examined using multiple linear regression analysis with a standard non-inferiority testing framework. Results show that the performance of students in the section who were assigned readings from the ChemWiki was non-inferior to the performance of students in the section who were assigned readings from the traditional textbook, indicating that the ChemWiki does not substantially differ from the standard textbook in terms of student learning outcomes. The results from the surveys also suggest that the two classes were similar in their beliefs about chemistry and overall average time spent studying. These results indicate that the ChemWiki is a viable cost-saving alternative to traditional textbooks. The impact of using active learning techniques in a large lecture general chemistry class was investigated by assessing student performance and attitudes during the fall 2014 and winter 2015 quarters. One instructor applied active learning strategies while the remaining instructors employed more traditional lecture styles. Student performance, learning, learning environments, and attitudes were measured using a standardized pre/post exams, common final exams, classroom observations, and the CLASS chemistry instrument in large lecture general chemistry courses. Classroom observation data showed that the active learning class was the most student centered and of the other classes two instructors were transitional in their teaching style and the remaining two primarily employed traditional lecture techniques. The active learning class had the highest student performance but the difference was only statistically significant when compared to the two traditional lecture classes. Overall, our data showed a trend that student performance increased as the instructional style became more student centered. Student attitudes didn't seem to correlate with any specific instructional style and the students in the active learning class had similar attitudes to the other general students. The active learning class was successful in increasing the average time students spent studying outside of the class, a statistically significant difference of about 1.5 to 3.0 hrs/week.

Comparative Study of Learning Using E-Learning and Printed Materials on Independent Learning and Creativity

NASA Astrophysics Data System (ADS)

Wahyu Utami, Niken; Aziz Saefudin, Abdul

2018-01-01

This study aims to determine: 1) differences in students taking independent learning by using e-learning and the students who attend the learning by using the print instructional materials ; 2) differences in the creativity of students who follow learning with e-learning and the students who attend the learning by using the print instructional materials ; 3) differences in learning independence and creativity of students attend learning with e-learning and the students who attend lessons using printed teaching materials in the subject of Mathematics Instructional Media Development. This study was a quasi-experimental research design using only posttest control design. The study population was all students who take courses in Learning Mathematics Media Development, Academic Year 2014/2015 100 students and used a random sample (random sampling) is 60 students. To test the hypothesis used multivariate analysis of variance or multivariable analysis of variance (MANOVA) of the track. The results of this study indicate that 1) There is a difference in student learning independence following study using the e-learning and the students who attend lessons using printed teaching materials in the lecture PMPM ( F = 4.177, p = 0.046 < 0.05 ) ; 2 ) There is no difference in the creativity of the students who complete the learning by using e -learning and students to follow the learning using printed teaching materials in the lecture PMPM ( F = 0.470, p = 0.496 > 0.05) ; No difference learning independence and creativity of students attend learning by using e-learning and the students who attend the learning using printed teaching materials in the lecture PMPM (F = 2.452, p = 0.095 > 0.05). Based on these studies suggested that the learning using e -learning can be used to develop student creativity, while learning to use e -learning and teaching materials can be printed to use to develop students’ independence.

Learning Science and the Science of Learning. Science Educators' Essay Collection.

ERIC Educational Resources Information Center

Bybee, Rodger W., Ed.

This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…

Recruiting and Retaining African American Students for Gifted Education and Accelerated Programs in Middle School: A Qualitative Case Study

ERIC Educational Resources Information Center

Roberson, Ivory S.

2017-01-01

Recruiting and retaining African American students in middle school gifted education continues to be challenging in American schools. African American students continue to be underrepresented in middle school gifted education and accelerated programs, even when they qualify to be gifted education participants. The case study that follows focuses…

The Impact of Accelerated Reader (AR) Program on Students' MCT Reading Scores

ERIC Educational Resources Information Center

Brown, Kenyartic LeWon

2010-01-01

This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student achievement in reading. The purpose of this study was to determine if students who received reading instruction supplemented with the AR Program achieved higher reading scores as measured by the…

Student Assessment of Communication Apprehension and Self-Esteem: The Impact of Traditional and Accelerated Public Speaking Instruction.

ERIC Educational Resources Information Center

Morreale, Sherwyn P.; And Others

This paper examines the impact of traditional and accelerated public speaking instruction on undergraduate-level students' self-perceptions of communication apprehension and self-esteem. Subjects, students at the University of Colorado at Colorado Springs were enrolled in the same semester in either a 16-week traditional public speaking course…

ACCELERATION AND THE GIFTED.

ERIC Educational Resources Information Center

GIBSON, ARTHUR R.; STEPHANS, THOMAS M.

ACCELERATION OF PUPILS AND SUBJECTS IS CONSIDERED A MEANS OF EDUCATING THE ACADEMICALLY GIFTED STUDENT. FIVE INTRODUCTORY ARTICLES PROVIDE A FRAMEWORK FOR THINKING ABOUT ACCELERATION. FIVE PROJECT REPORTS OF ACCELERATED PROGRAMS IN OHIO ARE INCLUDED. ACCELERATION IS NOW BEING REGARDED MORE FAVORABLY THAN FORMERLY, BECAUSE METHODS HAVE BEEN…

The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

NASA Astrophysics Data System (ADS)

Miatun, A.; Muntazhimah

2018-01-01

The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

Medical student use of digital learning resources.

PubMed

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

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

What Can a Multifaceted Program Do for Community College Students? Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students

ERIC Educational Resources Information Center

Scrivener, Susan; Weiss, Michael J.; Sommo, Colleen

2012-01-01

In recent years, there has been unprecedented national focus on the importance of increasing the stubbornly low graduation rates of community college students. Most reforms that have been tried are short-term and address one or only a few barriers to student success. The City University of New York's (CUNY's) Accelerated Study in Associate…

Kuss Middle School: Expanding Time to Accelerate School Improvement

ERIC Educational Resources Information Center

Massachusetts 2020, 2012

2012-01-01

In 2004, Kuss Middle School became the first school declared "Chronically Underperforming" by the state of Massachusetts. But by 2010, Kuss had transformed itself into a model for schools around the country seeking a comprehensive turnaround strategy. Kuss is using increased learning time as the primary catalyst to accelerate learning,…

Accelerated Schools as Professional Learning Communities.

ERIC Educational Resources Information Center

Biddle, Julie K.

The goal of the Accelerated Schools Project (ASP) is to develop schools in which all children achieve at high levels and all members of the school community engage in developing and fulfilling the school's vision. But to fully implement the ASP model, a school must become a learning community that stresses relationships, shared values, and a…

Learner-Responsive Instructional Strategies for Adults in Accelerated Classroom Formats: Creating Inclusive Learning Environments

ERIC Educational Resources Information Center

Gupta, Kalpana

2012-01-01

This study was focused on investigating inclusive learning environments in accelerated classroom formats. Three 8-week sections of an undergraduate course at Regis University were examined. Results from observations and surveys were analyzed to determine the effectiveness and consistency of 13 inclusive strategies derived from Wlodkowski and…

DeepX: Deep Learning Accelerator for Restricted Boltzmann Machine Artificial Neural Networks.

PubMed

Kim, Lok-Won

2018-05-01

Although there have been many decades of research and commercial presence on high performance general purpose processors, there are still many applications that require fully customized hardware architectures for further computational acceleration. Recently, deep learning has been successfully used to learn in a wide variety of applications, but their heavy computation demand has considerably limited their practical applications. This paper proposes a fully pipelined acceleration architecture to alleviate high computational demand of an artificial neural network (ANN) which is restricted Boltzmann machine (RBM) ANNs. The implemented RBM ANN accelerator (integrating network size, using 128 input cases per batch, and running at a 303-MHz clock frequency) integrated in a state-of-the art field-programmable gate array (FPGA) (Xilinx Virtex 7 XC7V-2000T) provides a computational performance of 301-billion connection-updates-per-second and about 193 times higher performance than a software solution running on general purpose processors. Most importantly, the architecture enables over 4 times (12 times in batch learning) higher performance compared with a previous work when both are implemented in an FPGA device (XC2VP70).

Reasoning algebraically with IT: A cognitive perspective

NASA Astrophysics Data System (ADS)

Mok, Ida; Johnson, David

2000-12-01

The focus of this paper is on the implications of key findings and theoretical positions from social psychology and cognitive developmental psychology (Piagetian/neo-Piagetian) for the use of IT tools to support learning in algebra. Particular reference is made to the research of the UK Cognitive Acceleration through Mathematics Education (CAME) project. The feasibility of the CAME model in the exploration of mathematical relationships supported by graphics calculators was addressed in a small-scale study in Hong Kong. The research provides evidence that, with appropriate mediation, cognitive conflict can be utilised to provide valuable appropriate for students to engage in increasingly higher levels of mathematical thinking.

Systematic Study of Student Understanding of the Relationships between the Directions of Force, Velocity, and Acceleration in One Dimension

ERIC Educational Resources Information Center

Rosenblatt, Rebecca; Heckler, Andrew F.

2011-01-01

We developed an instrument to systematically investigate student conceptual understanding of the relationships between the directions of net force, velocity, and acceleration in one dimension and report on data collected on the final version of the instrument from over 650 students. Unlike previous work, we simultaneously studied all six possible…

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

ERIC Educational Resources Information Center

Braun, Donna L.; Gable, Robert K.; Billups, Felice D.; Vieira, Mary; Blasczak, Danielle

2016-01-01

A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social…

Improving Student Outcomes via Comprehensive Supports: Three-Year Outcomes from CUNY's Accelerated Study in Associate Programs (ASAP)

ERIC Educational Resources Information Center

Kolenovic, Zineta; Linderman, Donna; Karp, Melinda Mechur

2013-01-01

Community colleges are grappling with low rates of degree completion and transfer. The City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) aims to improve graduation rates by providing a range of comprehensive support services to community college students in select majors. Using student-unit record data, we…

Acceleration and Enrichment in the Junior High School; A Follow-up Study.

ERIC Educational Resources Information Center

Arends, Richard; Ford, Paul M.

To test the effectiveness of a program of acceleration and enrichment, five ninth grade classes of students (25 in each class, IQ's 120 or above) who had been in this program for 2 years were compared to two control (C) classes of academically talented students who had not had the program. All students were given a series of standardized…

An investigation into the effectiveness of smartphone experiments on students’ conceptual knowledge about acceleration

NASA Astrophysics Data System (ADS)

Mazzella, Alessandra; Testa, Italo

2016-09-01

This study is a first attempt to investigate effectiveness of smartphone-based activities on students’ conceptual understanding of acceleration. 143 secondary school students (15-16 years old) were involved in two types of activities: smartphone- and non-smartphone activities. The latter consisted in data logging and ‘cookbook’ activities. For the sake of comparison, all activities featured the same phenomena, i.e., the motion on an inclined plane and pendulum oscillations. A pre-post design was adopted, using open questionnaires as probes. Results show only weak statistical differences between the smartphone and non-smartphone groups. Students who followed smartphone activities were more able to design an experiment to measure acceleration and to correctly describe acceleration in a free fall motion. However, students of both groups had many difficulties in drawing acceleration vector along the trajectory of the studied motion. Results suggest that smartphone-based activities may be effective substitutes of traditional experimental settings and represent a valuable aid for teachers who want to implement laboratory activities at secondary school level. However, to achieve a deeper conceptual understanding of acceleration, some issues need to be addressed: what is the reference system of the built-in smartphone sensor; relationships between smartphone acceleration graphs and experimental setup; vector representation of the measured acceleration.

The operation of the LHC accelerator complex (2/2)

ScienceCinema

Redaelli, Stefano

2018-05-23

These lectures will give an overview of what happens when the LHC is in running mode. They are aimed at students working on the LHC experiments, but all those who are curious about what happens behind the scenes of the LHC are welcomed. You will learn all you always wanted to know about the LHC, and never had the courage to ask! The only pre-requisite is a basic, college-level, knowledge of EM and of the principles that allow to steer charged beams. Topics covered will include, among others: - the description of the injector chain, from the generation of the protons, to the delivery of bunches to the LHC. - the discussion of the steps required to accelerate the beams in the LHC, to bring them into collision, and to control the luminosity at the interaction points. - the description of the monitoring tools available to the LHC operators, and an explanation of the various plots and panels that can be found on the LHC web pages

The operation of the LHC accelerator complex (1/2)

ScienceCinema

Redaelli, Stefano

2018-05-23

These lectures will give an overview of what happens when the LHC is in running mode. They are aimed at students working on the LHC experiments, but all those who are curious about what happens behind the scenes of the LHC are welcomed. You will learn all you always wanted to know about the LHC, and never had the courage to ask! The only pre-requisite is a basic, college-level, knowledge of EM and of the principles that allow to steer charged beams. Topics covered will include, among others: - the description of the injector chain, from the generation of the protons, to the delivery of bunches to the LHC. - the discussion of the steps required to accelerate the beams in the LHC, to bring them into collision, and to control the luminosity at the interaction points. - the description of the monitoring tools available to the LHC operators, and an explanation of the various plots and panels that can be found on the LHC web pages.

Visualising the invisible: a network approach to reveal the informal social side of student learning.

PubMed

Hommes, J; Rienties, B; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2012-12-01

World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs-prior performance, motivation and social integration-relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students' individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students' GPA respectively. A factual knowledge test represented student' learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students' academic motivation and social integration were not associated with students' learning. Students' informal social interaction is strongly associated with students' learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.

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

ERIC Educational Resources Information Center

Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

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

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

PubMed

Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning. PMID:28861130

Student views on the role of self-regulated learning in a surgery clerkship.

PubMed

Lyons-Warren, Ariel M; Kirby, John P; Larsen, Douglas P

2016-12-01

Self-regulated learning, including student-generated learning goals and flexibility in the learning structure are increasingly being used to enhance medical education. The role of these practices in surgical education of medical students has not been studied. We administered an 18-question electronic survey to all third-year medical students at Washington University in St. Louis School of Medicine. Of the 126 students invited, 64 responded and 56 were included in the analysis. We found that third-year medical students develop learning goals at the beginning of the surgery clerkship. Although these learning goals theoretically can be a mechanism for enhanced student-faculty engagement, students are not aware of formal mechanisms for sharing these goals with faculty members. Furthermore, students report a lack of flexibility within the surgery clerkship and discomfort with requesting specific learning opportunities. Finally, students report that they believe increased flexibility could improve student engagement, learning, and the overall clerkship experience. We therefore propose that a mechanism for students to share their learning goals with faculty and an infrastructure in which student learning experiences can be tailored to fit with these individualized goals would enhance student surgical learning. Copyright © 2016 Elsevier Inc. All rights reserved.

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

PubMed

Deane, Richard P; Murphy, Deirdre J

2016-01-01

Medical students face many challenges when learning within clinical environments. How students plan to use their time and engage with learning opportunities is therefore critical, as it may be possible to highlight strategies that optimize the learning experience at an early stage in the rotation. The aim of the study was to describe the learning drivers and proposed learning strategies of medical students for a clinical rotation in obstetrics and gynecology. A descriptive study of personal learning plans completed by students at the start of their clinical rotation in obstetrics and gynecology was undertaken. Data relating to students' learning strategies were obtained from the personal learning plans completed by students. Quantitative and qualitative analyses were used. The desire to obtain a good examination result was the most significant reason why the rotation was important to students (n=67/71, 94%). Students struggled to create a specific and practical learning outcome relevant to their career interest. Target scores of students were significantly higher than their reported typical scores (P<0.01). Textbooks were rated as likely to be the most helpful learning resource during the rotation. Bedside tutorials were rated as likely to be the most useful learning activity and small group learning activities were rated as likely to be more useful than lectures. Most students intended to study the course material linked to their clinical program rather than the classroom-based tutorial program. The main learning driver for medical students was academic achievement, and the proposed learning strategy favored by medical students was linking their study plans to clinical activities. Medical educators should consider strategies that foster more intrinsic drivers of student learning and more student-oriented learning resources and activities.

The Future of Personalized Learning for Students with Disabilities

ERIC Educational Resources Information Center

Worthen, Maria

2016-01-01

Personalized learning models can give each student differentiated learning experiences based on their needs, interests, and strengths, including students with disabilities. Personalized learning can pinpoint specific gaps in student learning, identify where a student is on his or her learning pathway, and provide the appropriate interventions to…

The Professor-Student Learning Relationship in Higher Education: Wisdom from Students with Learning Disabilities

ERIC Educational Resources Information Center

Fox, Laurie; McNally, Jennifer Ceven

2018-01-01

This mixed-methods study addressed the professor-student learning relationship in higher education and perception of its helpfulness in learning among college students with diagnosed learning disabilities. The Relationship and Learning Questionnaire drew items from four previously researched instruments. Results identify students' preference for…

Accelerating Leadership Development via Immersive Learning and Cognitive Apprenticeship

ERIC Educational Resources Information Center

Backus, Clark; Keegan, Kevin; Gluck, Charles; Gulick, Lisa M. V.

2010-01-01

The authors put forward an approach to leadership development that builds on the principle of accelerated learning. They argue that leadership development, particularly in a period of recession or slow economic growth, needs to deliver results more quickly and with fewer resources. Indeed, they raise the question of whether or not this is what is…

Accelerated Learning Options: Moving the Needle on Access and Success. A Study of State and Institutional Policies and Practices

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, 2006

2006-01-01

This document was designed to inform members of the policy, education, and research communities about existing state and institutional policies and practices associated with four accelerated learning programs: Advanced Placement (AP), dual/concurrent enrollment, the International Baccalaureate (IB) Diploma Program, and Tech-Prep. This effort was…

The World of Wonder Accelerated Learning Community: A Case Study.

ERIC Educational Resources Information Center

Biddle, Julie K.

This report presents a case study of the World of Wonders Accelerated Learning Community School (WOW). A community school in Ohio is a new kind of public school-an independent public school that is nonsectarian and nondiscriminatory. The report presents three contexts for the study--historical, local and methodological--and highlights some of the…

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

PubMed

Blue, Christine M

2009-12-01

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

Approach to Learning of Sub-Degree Students in Hong Kong

ERIC Educational Resources Information Center

Chan, Yiu Man; Chan, Christine Mei Sheung

2010-01-01

The learning approaches and learning experiences of 404 sub-degree students were assessed by using a Study Process Questionnaire and a Learning Experience Questionnaire. While the learning approaches in this study meant whether students used a deep learning or surface learning approach, the learning experiences referred to students' perceptions…

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

PubMed

Everly, Marcee C

2013-02-01

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

The influence of tutor training for peer tutors in the dissection course on the learning behavior of students.

PubMed

Shiozawa, T; Hirt, B; Lammerding-Koeppel, M

2016-11-01

Student tutors in the dissection course are expected to meet high demands in their job, to fulfill these expectations they receive training. Combined tutor training is well accepted by tutors and tutees, however, it is not known how tutor training influences student learning. Deduced from the learning goals of the tutor training, a randomized, controlled, single-blinded study was set up with a quantitative cross-sectional analysis to compare student learning behavior. A total of 197 medical students, coached either by ten trained or ten untrained tutors, were enlisted in the study. To assess the students' learning behavior we employed the LIST questionnaire. A common factor analysis was calculated to extract dimensions. Factor scores of the extracted dimensions were calculated for both groups to estimate differences in learning behavior. Factor analysis of the LIST questionnaire revealed eight factors explaining 47.57% of the overall variance. The eight factors comprise: deep learning, attention, learning organization, cooperative learning, time management, learning effort, superficial learning and learning environment. Comparing the factor scores of the extracted dimensions, students coached by trained tutors learned significantly more with their fellow students (factor score in cooperative learning 0.194 vs. -0.205, p<0.05), than students trained by untrained tutors. Students coached by trained tutors also tend to be better organized in their learning (factor score in learning organization 0.115 vs. -0.122, p=0.16). The learning behavior of students coached by trained tutors differs from the learning behavior of students coached by untrained tutors. Students coached by trained tutors learn significantly more often in teams than their colleagues and are better organized. Copyright © 2016 Elsevier GmbH. All rights reserved.

The diversity of Iranian nursing students' clinical learning styles: a qualitative study.

PubMed

Baraz, Shahram; Memarian, Robabeh; Vanaki, Zohreh

2014-09-01

Numerous factors, including learning styles, affect the learning process of nursing students. Having insights about students' learning styles helps promoting the quality of education. The aim of this study was to explore the Iranian baccalaureate nursing students' learning styles in clinical settings. A qualitative design using a content analysis approach was used to collect and analyze data. Semi-structured interviews were conducted with fifteen Iranian baccalaureate nursing students selected using a purposive sample method. During data analysis, it was found that nursing students employed different clinical learning styles such as 'thoughtful observation,' 'learning by thinking,' and 'learning by doing'. Students adopt different learning strategies in clinical practice. Designing teaching strategies based on students' learning styles can promote students' learning and maximize their academic and clinical practice success. Nursing educators, curriculum designers, and students can use the findings of this study to improve the quality of nursing education in both the classroom and clinical settings. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Relationship of Learning Traits, Motivation and Performance-Learning Response Dynamics

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Chang, Chen-Bin; Chen, Gan-Jung

2004-01-01

This paper proposes a model of learning dynamics and learning energy, one that analyzes learning systems scientifically. This model makes response to the learner action by means of some equations relating to learning dynamics, learning energy, learning speed, learning force, and learning acceleration, which is analogous to the notion of Newtonian…

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

PubMed Central

Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F.

2017-01-01

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students. PMID:28559866

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

PubMed

Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F

2017-01-01

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.

Mobile Learning in Nursing Undergraduates in China: Current Status, Attitudes and Barriers.

PubMed

Xiao, Qian; Zhang, Qiannan; Wang, Lanlan; Wang, Yanling; Sun, Liu; Wu, Ying

2017-01-01

To explore the current status, attitudes and barriers of nursing undergraduates toward mobile learning, 157 nursing students were investigated. more than half of them used mobile learning frequently in past half year. The mean score of students' intention towards mobile learning was 10.5 (ranged from 6 to 15), and it related to students' gender, expected effect, ease of operation, influence of other students, self-learning management and perceived interest. Some barriers affected students' mobile learning. Therefore, students had positive attitude and perception toward mobile learning, then we should create enough conditions to promote students' mobile learning.

Simulation-Based Learning Strategies to Teach Undergraduate Students Basic Surgical Skills: A Systematic Review.

PubMed

Theodoulou, Iakovos; Nicolaides, Marios; Athanasiou, Thanos; Papalois, Apostolos; Sideris, Michail

2018-02-16

We aimed to identify and critically appraise all literature surrounding simulation-based learning (SBL) courses, to assess their relevance as tools for undergraduate surgical education, and create a design framework targeted at standardizing future SBL. We performed a systematic review of the literature using a specific keyword strategy to search at MEDLINE database. Of the 2371 potentially eligible titles, 472 were shortlisted and only 40 explored active interventions in undergraduate medical education. Of those, 20 were conducted in the United States, 9 in Europe and 11 in the rest of the world. Nineteen studies assessed the effectiveness of SBL by comparing students' attributes before and after interventions, 1 study assessed a new tool of surgical assessment and 16 studies evaluated SBL courses from the students' perspectives. Of those 40 studies, 12 used dry laboratory, 7 wet laboratory, 12 mixed, and 9 cadaveric SBL interventions. The extent to which positive results were obtained from dry, wet, mixed, and cadaveric laboratories were 75%, 57%, 92%, and 100%, respectively. Consequently, the SBL design framework was devised, providing a foundation upon which future SBL interventions can be designed such that learning outcomes are optimized. SBL is an important step in surgical education, investing in a safer and more efficient generation of surgeons. Standardization of these efforts can be accelerated with SBL design framework, a comprehensive guide to designing future interventions for basic surgical training at the undergraduate level. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Effectiveness of students worksheet based on mastery learning in genetics subject

NASA Astrophysics Data System (ADS)

Megahati, R. R. P.; Yanti, F.; Susanti, D.

2018-05-01

Genetics is one of the subjects that must be followed by students in Biology education department. Generally, students do not like the genetics subject because of genetics concepts difficult to understand and the unavailability of a practical students worksheet. Consequently, the complete learning process (mastery learning) is not fulfilled and low students learning outcomes. The aim of this study develops student worksheet based on mastery learning that practical in genetics subject. This research is a research and development using 4-D models. The data analysis technique used is the descriptive analysis that describes the results of the practicalities of students worksheets based on mastery learning by students and lecturer of the genetic subject. The result is the student worksheet based on mastery learning on genetics subject are to the criteria of 80,33% and 80,14%, which means that the students worksheet practical used by lecturer and students. Student’s worksheet based on mastery learning effective because it can increase the activity and student learning outcomes.

FreshAiR and Field Studies—Augmenting Geological Reality with Mobile Devices

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Crompton, H.; Dunleavy, M.

2014-12-01

During the last decade, mobile devices have fomented a revolution in geological mapping. Present Clinton set the stage for this revolution in the year 2000 when he ordered a cessation to Selective Availability, making reliable GPS available for civilian use. Geologists began using personal digital assistants and ruggedized tablet PCs for geolocation and data recording and the pace of change accelerated with the development of mobile apps such as Google Maps, digital notebooks, and digital compass-clinometers. Despite these changes in map-making technologies, most students continue to learn geology in the field the old-fashioned way, by following a field trip leader as a group and trying to hear and understand lecturettes at the outcrop. In this presentation, we demonstrate the potential of a new Augment Reality (AR) mobile app called "FreshAiR" to change fundamentally the way content-knowledge and learning objectives are delivered to students in the field. FreshAiR, which was developed by co-author and ODU alumnus M.D., triggers content delivery to mobile devices based on proximity. Students holding their mobile devices to the horizon see trigger points superimposed on the field of view of the device's built-in camera. When they walk towards the trigger, information about the location pops up. This can include text, images, movies, and quiz questions (multiple choice and fill-in-the-blank). Students can use the app to reinforce the field trip leader's presentations or they can visit outcrops individuals at different times. This creates the possibility for asynchronous field class, a concept that has profound implications for distance education in the geosciences.

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

PubMed Central

Siegesmund, Amy

2016-01-01

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

Force, acceleration and velocity during trampoline jumps—a challenging assignment

NASA Astrophysics Data System (ADS)

Pendrill, Ann-Marie; Ouattara, Lassana

2017-11-01

Bouncing on a trampoline lets the jumper experience the interplay between weightlessness and large forces on the body, as the motion changes between free fall and large acceleration in contact with the trampoline bed. In this work, several groups of students were asked to draw graphs of elevation, velocity and acceleration as a function of time, for two full jumps of the 2012 Olympic gold medal trampoline routine by Rosannagh MacLennan. We hoped that earlier kinaesthetic experiences of trampoline bouncing would help students make connections between the mathematical descriptions of elevation, velocity and acceleration, which is known to be challenging. However, very few of the student responses made reference to personal experiences of forces during bouncing. Most of the responses could be grouped into a few categories, which are presented and discussed in the paper. Although the time dependence of elevation was drawn relatively correctly in most cases, many of the graphs of velocity and acceleration display a lack of understanding of the relation between these different aspects of motion.

An Interprofessional Course on Substance Use Disorders for Health Professions Students.

PubMed

Muzyk, Andrew J; Tew, Chris; Thomas-Fannin, Allie; Dayal, Sanjai; Maeda, Reina; Schramm-Sapyta, Nicole; Andolsek, Kathryn M; Holmer, Shelley

2017-12-01

Substance use disorders (SUDs) affect millions of Americans. Nevertheless, there is insufficient health care resource allocation for these patients. One reason may be the lack of education and training about SUDs in health professions programs. The authors developed a required, interprofessional SUDs course for health professions students completing a one-month psychiatry clerkship within the Duke University Health System starting in November 2015. Students participated in six 1-hour class sessions led by an interdisciplinary faculty. Sessions focused on core areas in SUDs education and used either a lecture with discussion or a small-group team-based learning format. Students completed one motivational interview, attended a 12-step recovery meeting, and wrote a reflection paper. On the first and last day of the clerkship, students measured their attitudes toward individuals with SUDs using the Substance Abuse Attitude Scale (SAAS) and toward interprofessionalism using the Interprofessional Attitudes Scale (IPAS). Seventy-one students participated in the course from November 2015 to May 2016. Fifty-nine (83%) students had paired pre- and postcourse SAAS and IPAS data. On the SAAS, students showed significant improvement in their median total score and nonmoralizing, treatment optimism, and treatment intervention scores. On the IPAS, students showed significant improvement in their median score on the teamwork, roles, and responsibilities domain. The authors will continue to assess the course. Starting in academic year 2016-2017, the course will include four additional elements, and beginning in July 2016, accelerated bachelor of science in nursing students will participate in the course.

An e-learning course in medical immunology: does it improve learning outcome?

PubMed

Boye, Sondre; Moen, Torolf; Vik, Torstein

2012-01-01

E-learning is used by most medical students almost daily and several studies have shown e-learning to improve learning outcome in small-scale interventions. However, few studies have explored the effects of e-learning in immunology. To study the effect of an e-learning package in immunology on learning outcomes in a written integrated examination and to examine student satisfaction with the e-learning package. All second-year students at a Norwegian medical school were offered an animated e-learning package in basic immunology as a supplement to the regular teaching. Each student's log-on-time was recorded and linked with the student's score on multiple choice questions included in an integrated end-of-the-year written examination. Student satisfaction was assessed through a questionnaire. The intermediate-range students (interquartile range) on average scored 3.6% better on the immunology part of the examination per hour they had used the e-learning package (p = 0.0046) and log-on-time explained 17% of the variance in immunology score. The best and the less skilled students' examination outcomes were not affected by the e-learning. The e-learning was well appreciated among the students. Use of an e-learning package in immunology in addition to regular teaching improved learning outcomes for intermediate-range students.

Individualizing Science Curricula for the Gifted.

ERIC Educational Resources Information Center

Cohn, Sanford J.

Reported are methods of accelerating and individualizing science and mathematics curricula for extremely gifted junior high school students as developed by the Study of Mathematically Precocious Youth (SMPY) and the Intellectually Gifted Child Study Group. Given are examples of acceleration such as allowing the student to take more advanced…

Students' Perceptions of Long-Functioning Cooperative Teams in Accelerated Adult Degree Programs

ERIC Educational Resources Information Center

Favor, Judy

2012-01-01

This study examined 718 adult students' perceptions of long-functioning cooperative study teams in accelerated associate's, bachelor's, and master's business degree programs. Six factors were examined: attraction toward team, alignment of performance expectations, intrateam conflict, workload sharing, preference for teamwork, and impact on…

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

PubMed

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

2016-12-03

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

Using student satisfaction data to evaluate a new online accelerated nursing education program.

PubMed

Gazza, Elizabeth A; Matthias, April

2016-10-01

As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified. Copyright © 2016 Elsevier Ltd. All rights reserved.

Ideal versus School Learning: Analyzing Israeli Secondary School Students' Conceptions of Learning

ERIC Educational Resources Information Center

Hadar, Linor

2009-01-01

This study explored 130 secondary school students' conceptions of learning using an open-ended task, analyzed both qualitatively and quantitatively. Students' reality of learning comprised two separate spheres, ideal learning and school learning, which rarely interacted. Generally, students commented more about school than ideal learning. Factor…

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

ERIC Educational Resources Information Center

Al-Juda, Mefleh Qublan B.

2017-01-01

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

Student Achievement in Basic College Mathematics: Its Relationship to Learning Style and Learning Method

ERIC Educational Resources Information Center

Gunthorpe, Sydney

2006-01-01

From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more…

Higher Learning: Developing Students' Powers of Learning in Higher Education

ERIC Educational Resources Information Center

Bourner, Tom

2009-01-01

This article is about student learning, specifically the problem of what a university can do to develop its students' powers of learning. The broad approach is to discover what we can learn from the university's long experience with developing students' critical faculties and then apply the lessons to developing students' powers of learning. The…

Combining Active Learning with Service Learning: A Student-Driven Demonstration Project.

ERIC Educational Resources Information Center

Hatcher-Skeers, Mary; Aragon, Ellen

2002-01-01

Describes a project that integrates active learning into service learning targeting both college students and middle schools students wherein college students perform chemical demonstrations for middle school students. (YDS)

Towards Automatically Detecting Whether Student Learning Is Shallow

ERIC Educational Resources Information Center

Gowda, Sujith M.; Baker, Ryan S.; Corbett, Albert T.; Rossi, Lisa M.

2013-01-01

Recent research has extended student modeling to infer not just whether a student knows a skill or set of skills, but also whether the student has achieved robust learning--learning that enables the student to transfer their knowledge and prepares them for future learning (PFL). However, a student may fail to have robust learning in two fashions:…

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

ERIC Educational Resources Information Center

Daghan, Gökhan; Akkoyunlu, Buket

2012-01-01

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

Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

PubMed

Kumar, Latha Rajendra; Chacko, Thomas Vengail

2012-01-01

In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P < 0.0001) in student's self-perceptions about usefulness of knowing one's learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within the group helped students choose strategies to help overcome the handicap presented by the school's teaching methods.

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

PubMed

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learn-as-you-go acceleration of cosmological parameter estimates

NASA Astrophysics Data System (ADS)

Aslanyan, Grigor; Easther, Richard; Price, Layne C.

2015-09-01

Cosmological analyses can be accelerated by approximating slow calculations using a training set, which is either precomputed or generated dynamically. However, this approach is only safe if the approximations are well understood and controlled. This paper surveys issues associated with the use of machine-learning based emulation strategies for accelerating cosmological parameter estimation. We describe a learn-as-you-go algorithm that is implemented in the Cosmo++ code and (1) trains the emulator while simultaneously estimating posterior probabilities; (2) identifies unreliable estimates, computing the exact numerical likelihoods if necessary; and (3) progressively learns and updates the error model as the calculation progresses. We explicitly describe and model the emulation error and show how this can be propagated into the posterior probabilities. We apply these techniques to the Planck likelihood and the calculation of ΛCDM posterior probabilities. The computation is significantly accelerated without a pre-defined training set and uncertainties in the posterior probabilities are subdominant to statistical fluctuations. We have obtained a speedup factor of 6.5 for Metropolis-Hastings and 3.5 for nested sampling. Finally, we discuss the general requirements for a credible error model and show how to update them on-the-fly.

Learn-as-you-go acceleration of cosmological parameter estimates

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aslanyan, Grigor; Easther, Richard; Price, Layne C., E-mail: g.aslanyan@auckland.ac.nz, E-mail: r.easther@auckland.ac.nz, E-mail: lpri691@aucklanduni.ac.nz

2015-09-01

Cosmological analyses can be accelerated by approximating slow calculations using a training set, which is either precomputed or generated dynamically. However, this approach is only safe if the approximations are well understood and controlled. This paper surveys issues associated with the use of machine-learning based emulation strategies for accelerating cosmological parameter estimation. We describe a learn-as-you-go algorithm that is implemented in the Cosmo++ code and (1) trains the emulator while simultaneously estimating posterior probabilities; (2) identifies unreliable estimates, computing the exact numerical likelihoods if necessary; and (3) progressively learns and updates the error model as the calculation progresses. We explicitlymore » describe and model the emulation error and show how this can be propagated into the posterior probabilities. We apply these techniques to the Planck likelihood and the calculation of ΛCDM posterior probabilities. The computation is significantly accelerated without a pre-defined training set and uncertainties in the posterior probabilities are subdominant to statistical fluctuations. We have obtained a speedup factor of 6.5 for Metropolis-Hastings and 3.5 for nested sampling. Finally, we discuss the general requirements for a credible error model and show how to update them on-the-fly.« less

The Power of Fully Supporting Community College Students: The Effects of The City University of New York's Accelerated Study in Associate Programs after Six Years

ERIC Educational Resources Information Center

Gupta, Himani

2017-01-01

The Accelerated Study in Associate Programs (ASAP), developed by the City University of New York (CUNY), is an uncommonly comprehensive and long-term program designed to address low graduation rates among community college students. MDRC has been studying the effects of ASAP on low-income students with developmental (remedial) education needs at…

Fundraising for Accelerated Study for the PhD in Nursing: A Community Partnership.

PubMed

Starck, Patricia L

2015-01-01

This article describes fundraising strategies by a School of Nursing to support a post-master's accelerated (3-year) PhD degree program. A sample proposal to solicit funds is included, as well as a contract that students sign before accepting the scholarship and agreeing to teach for 3 years or repay the money. The first campaign raised $2.3 million for ten students, and the second campaign raised $1.3 million for six students. One useful marketing strategy is to show the impact of an investment in educating ten doctoral students who will become faculty and teach 100 additional students per year, who will then become professionals caring for thousands of patients during their careers. Over a 10 year period, the impact of an accelerated program is enormous, with 660 students taught who in their lifetime will care for 2.4 million patients. The article also discusses motivation and mind sets for giving to promote success in fundraising. Copyright © 2015 Elsevier Inc. All rights reserved.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, E. E.; Consiglio, D.; Rudolph, A. L.; Brissenden, G.

2011-09-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory astronomy courses (Astro 101). We report here on the analysis of how individual student characteristics affect student learning in these classes, and whether the demonstrated positive effect of interactive learning strategies on student learning differs based on these characteristics. This analysis was conducted using data from nearly 2000 students enrolled in 69 Astro 101 classes taught across the country. These students completed a 15-question demographic survey, in addition to completing the 26-question Light and Spectroscopy Concept Inventory (LSCI) pre- and post-instruction. The LSCI was used to determine student learning via a normalized gain calculated for each student. A multivariate regression analysis was conducted to determine how ascribed characteristics (personal demographic and family characteristics), obtained characteristics (academic achievement and student major), and the use of interactive learning strategies predict student learning in these classes. The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual characteristics. In addition, we find that the positive effects of interactive learning strategies are the same for strong and weak students, men and women, across ethnicities, and regardless of primary language. The research strongly suggests all students benefit from interactive learning strategies.

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

PubMed

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

2009-01-01

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

Adult student satisfaction in an accelerated RN-to-BSN program: a follow-up study.

PubMed

Boylston, Mary T; Jackson, Christina

2008-01-01

This mixed-method study revealed accelerated RN-to-BSN (bachelor of science in nursing) students' levels of satisfaction with a wide range of college services in a small university. Building on seminal research on the topic [Boylston, M. T., Peters, M. A., & Lacey, M. (2004). Adult student satisfaction in traditional and accelerated RN-to-BSN programs. Journal of Professional Nursing, 20, 23-32.], the Noel-Levitz Adult Student Priorities Survey (ASPS) and qualitative interview data revealed primary factors involved in nontraditional (adult) accelerated RN-to-BSN student satisfaction. The ASPS assesses both satisfaction with and importance of the following factors: academic advising effectiveness, academic services, admissions and financial aid effectiveness, campus climate, instructional effectiveness, registration effectiveness, safety and security, and service excellence. Of these factors, participants considered instructional effectiveness and academic advising effectiveness as most important and concomitantly gave high satisfaction ratings to each. In contrast, convenience of the bookstore, counseling services, vending machines, and computer laboratories were given low importance ratings. The participants cited convenience as a strong marketing factor. Loss of financial aid or family crisis was given as a reason for withdrawal and, for most students, would be the only reason for not completing the BSN program. Outcomes of this investigation may guide faculty, staff, and administrators in proactively creating an educational environment in which a nontraditional student can succeed.

Accelerated forgetting? An evaluation on the use of long-term forgetting rates in patients with memory problems

PubMed Central

Geurts, Sofie; van der Werf, Sieberen P.; Kessels, Roy P. C.

2015-01-01

The main focus of this review was to evaluate whether long-term forgetting rates (delayed tests, days, to weeks, after initial learning) are more sensitive measures than standard delayed recall measures to detect memory problems in various patient groups. It has been suggested that accelerated forgetting might be characteristic for epilepsy patients, but little research has been performed in other populations. Here, we identified eleven studies in a wide range of brain injured patient groups, whose long-term forgetting patterns were compared to those of healthy controls. Signs of accelerated forgetting were found in three studies. The results of eight studies showed normal forgetting over time for the patient groups. However, most of the studies used only a recognition procedure, after optimizing initial learning. Based on these results, we recommend the use of a combined recall and recognition procedure to examine accelerated forgetting and we discuss the relevance of standard and optimized learning procedures in clinical practice. PMID:26106343

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

PubMed

Feeley, Anne-Marie; Biggerstaff, Deborah L

2015-01-01

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

A Turkish study of medical student learning styles.

PubMed

Kalaca, S; Gulpinar, M

2011-12-01

A good understanding of the learning styles of students is necessary for optimizing the quality of the learning process. There are few studies in Turkey on the subject of the learning characteristics of medical students. The aim of this study was to define the learning patterns of Turkish medical students based on the Turkish version of Vermunts Inventory of Learning Styles (ILS). The Turkish version of the ILS was developed and administered to 532 medical students. Learning patterns were investigated using factor analysis. Internal consistencies of scales ranged from 0.43 to 0.80. The Turkish version of the ILS identified four learning styles among medical students. In comparing the pre-clinical and clinical phases of medical students related to mental models of learning, statistically significant differences (p < .01) were found between the two groups for the learning characteristics: lack of regulation; certificate; self-test and ambivalent orientation; intake of knowledge; and use of knowledge. The Turkish version of the ILS can be used to identify learning styles of medical students. Our findings indicate an intermediate position for our students on a teacher-regulated to student-regulated learning continuum. A variety of teaching methods and learning activities should be provided in medical schools in order to address the range of learning styles.

Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study.

PubMed

Smith, Morgan R; Grealish, Laurie; Henderson, Saras

2018-05-01

Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders. To understand undergraduate nursing students' satisfaction with learning. Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning. Two large, multi-campus, nursing schools in Australia. Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study. Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data. Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way. When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities, employers and the receivers of nursing care. Copyright © 2018 Elsevier Ltd. All rights reserved.

Exploring the use of student-led simulated practice learning in pre-registration nursing programmes.

PubMed

Brown, Jo; Collins, Guy; Gratton, Olivia

2017-09-20

Simulated practice learning is used in pre-registration nursing programmes to replicate situations that nursing students are likely to encounter in clinical practice, but in a safe and protected academic environment. However, lecturer-led simulated practice learning has been perceived as detached from contemporary nursing practice by some nursing students. Therefore, a pilot project was implemented in the authors' university to explore the use of student-led simulated practice learning and its potential benefits for nursing students. To evaluate the effectiveness of student-led simulated practice learning in pre-registration nursing programmes. The authors specifically wanted to: enhance the students' skills; improve their critical thinking and reflective strategies; and develop their leadership and management techniques. A literature review was undertaken to examine the evidence supporting student-led simulated practice learning. A skills gap analysis was then conducted with 35 third-year nursing students to identify their learning needs, from which suitable simulated practice learning scenarios and sessions were developed and undertaken. These sessions were evaluated using debriefs following each of the sessions, as well as informal discussions with the nursing students. The pilot project identified that student-led simulated learning: developed nursing students' ability to plan and facilitate colleagues' practice learning; enabled nursing students to develop their mentoring skills; reinforced the nursing students' self-awareness, which contributed to their personal development; and demonstrated the importance of peer feedback and support through the debriefs. Challenges included overcoming some students' resistance to the project and that some lecturers were initially concerned that nursing students may not have the clinical expertise to lead the simulated practice learning sessions effectively. This pilot project has demonstrated how student-led simulated practice learning sessions could be used to engage nursing students as partners in their learning, enhance their knowledge and skills, and promote self-directed learning. ©2012 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Teaching weight to explicitly address language ambiguities and conceptual difficulties

NASA Astrophysics Data System (ADS)

Taibu, Rex; Schuster, David; Rudge, David

2017-06-01

Language ambiguities in concept meanings can exacerbate student learning difficulties and conceptual understanding of physics concepts. This is especially true for the concept of "weight," which has multiple meanings in both scientific and everyday usage. The term weight has been defined in several different ways, with nuances, but in textbooks and teaching the term is almost always defined in one of two ways: operationally either as the contact force between an object and a measuring scale or as the gravitational force on an object due to some other body such as Earth. The use of the same name for different concepts leads to much confusion, especially in accelerating situations, and to conflicting notions of "weightlessness" in free fall situations. In the present paper, we share an innovative approach that initially avoids the term weight entirely while teaching the physics of each situation, and then teaches the language ambiguities explicitly. We developed an instructional module with this approach and implemented it over two terms in three sections of an introductory physics course for preservice elementary teachers. Learning gains for content understanding were assessed using pretests and post-tests. Participants achieved remarkably high gains for both static and accelerating situations. Surveys pre- and postinstruction showed substantially improved appreciation of language issues and ambiguities associated with weight, weightlessness, and free fall. Interviews with instructors teaching the module provided additional insight into the advantages and teaching demands of the new approach.

Assessing Learning Styles among Students with and without Learning Disabilities at a Distance-Learning University

ERIC Educational Resources Information Center

Heiman, Tali

2006-01-01

Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more stepwise processing, including memorizing and…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

The Adelphi Experiment: Accelerating Social Work Education.

ERIC Educational Resources Information Center

Rosenblatt, Aaron; And Others

The educational program adopted at Adelphi University School of Social Work provides students interested in obtaining the master's degree in social work with an opportunity to accelerate their professional education. As undergraduate students they can elect to major in social welfare, and if they do, some courses usually available only to graduate…

Accelerated Peer-Review Journal Usage Technique for Undergraduates

ERIC Educational Resources Information Center

Wallace, J. D.

2008-01-01

The internet has given undergraduate students ever-increasing access to academic journals via search engines and online databases. However, students typically do not have the ability to use these journals effectively. This often poses a dilemma for instructors. The accelerated peer-review journal usage (APJU) technique provides a way for…

Nontraditional Students, Accelerated Programs, Grade Expectations, and Instructor Evaluations

ERIC Educational Resources Information Center

Gershuny, Pamela; Rainey, Carolyn

2006-01-01

This article is intended as both a cautionary tale and an encouraging guide for instructors who are beginning to teach in accelerated programs designed to attract nontraditional students. This article is based, in part, on classroom action research conducted through surveys, observations, exams, and assessments, in an introductory business law…

Mathematical disposition of junior high school students viewed from learning styles

NASA Astrophysics Data System (ADS)

Putra, Arief Karunia; Budiyono, Slamet, Isnandar

2017-08-01

The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.

In real time: exploring nursing students' learning during an international experience.

PubMed

Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

2013-10-11

Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.

Constructs of Student-Centered Online Learning on Learning Satisfaction of a Diverse Online Student Body: A Structural Equation Modeling Approach

ERIC Educational Resources Information Center

Ke, Fengfeng; Kwak, Dean

2013-01-01

The present study investigated the relationships between constructs of web-based student-centered learning and the learning satisfaction of a diverse online student body. Hypotheses on the constructs of student-centered learning were tested using structural equation modeling. The results indicated that five key constructs of student-centered…

Learning to learn causal models.

PubMed

Kemp, Charles; Goodman, Noah D; Tenenbaum, Joshua B

2010-09-01

Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The schema organizes the objects into categories and specifies the causal powers and characteristic features of these categories and the characteristic causal interactions between categories. A schema of this kind allows causal models for subsequent objects to be rapidly learned, and we explore this accelerated learning in four experiments. Our results confirm that humans learn rapidly about the causal powers of novel objects, and we show that our framework accounts better for our data than alternative models of causal learning. Copyright © 2010 Cognitive Science Society, Inc.

Research report: learning styles of biomedical engineering students.

PubMed

Dee, Kay C; Nauman, Eric A; Livesay, Glen A; Rice, Janet

2002-09-01

Examining students' learning styles can yield information useful to the design of learning activities, courses, and curricula. A variety of measures have been used to characterize learning styles, but the literature contains little information specific to biomedical engineering (BMEN) students. We, therefore, utilized Felder's Index of Learning Styles to investigate the learning style preferences of BMEN students at Tulane University. Tulane BMEN students preferred to receive information visually (preferred by 88% of the student sample) rather than verbally, focus on sensory information (55%) instead of intuitive information, process information actively (66%) instead of reflectively, and understand information globally (59%) rather than sequentially. These preferences varied between cohorts (freshman, sophomore, etc.) and a significantly higher percentage of female students preferred active and sensing learning styles. Compared to other engineering student populations, our sample of Tulane BMEN students contained the highest percentage of students preferring the global learning style. Whether this is a general trend for all BMEN students or a trait specific to Tulane engineers requires further investigation. Regardless, this study confirms the existence of a range of learning styles within biomedical engineering students, and provides motivation for instructors to consider how well their teaching style engages multiple learning styles.

Student-generated e-learning for clinical education.

PubMed

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

2017-04-01

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

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

Student Buy-In to Active Learning in a College Science Course

PubMed Central

Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.

2016-01-01

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. PMID:27909026

[Influence of activation and blockade of NMDA receptors on extinction of passive avoidance response in mice with different levels of anxiety].

PubMed

Tomilenko, R A; Dubrovina, N I

2006-03-01

Influence of agonist (D-cycloserine) and antagonist (dizocilpine) N-methyl-D-aspartate receptors on learning and extinction of passive avoidance response in medium-, high-, and low-anxious mice was studied. In medium-anxious mice, D-cycloserine (30 mg/kg) although not changing learning accelerated development of extinction, whereas dizocilpine (0.15 mg/kg), while impairing passive avoidance learning, detained the extinction. In high-anxious mice with good retrieval of memory trace and absence of extinction, D-cycloserine was ineffective, whereas dizocilpine reduced learning and promoted retention of memory trace retrieval at the generated level on extinction. In low-anxious mice, D-cycloserine impaired learning and accelerated extinction, whereas dizocilpine completely blocked learning and retention of passive avoidance response.

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

PubMed

Manninen, Katri

2016-10-01

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

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study

PubMed Central

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-01-01

Objective To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. Setting A nursing course at a university in central Taiwan. Participants 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Design and methods Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a ‘preferred environment aligned with perceived learning environment’ group and a ‘preferred environment discordant with perceived learning environment’ group. Learning outcomes were analysed by group. Outcome measures Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. Conclusions As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. PMID:27207620

Student and Faculty Beliefs about Learning in Higher Education: Implications for Teaching

ERIC Educational Resources Information Center

Dandy, Kristina L.; Bendersky, Karen

2014-01-01

Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning--including the definition of learning, which most hinders learning and where learning…

Absent and Accounted For: Absenteeism and Cooperative Learning

ERIC Educational Resources Information Center

Koppenhaver, G. D.

2006-01-01

In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team…

Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education

ERIC Educational Resources Information Center

Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do…

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

ERIC Educational Resources Information Center

Cheng, Zijia; Southcott, Jane

2016-01-01

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

How Students Learn: Improving Teaching Techniques for Business Discipline Courses

ERIC Educational Resources Information Center

Cluskey, Bob; Elbeck, Matt; Hill, Kathy L.; Strupeck, Dave

2011-01-01

The focus of this paper is to familiarize business discipline faculty with cognitive psychology theories of how students learn together with teaching techniques to assist and improve student learning. Student learning can be defined as the outcome from the retrieval (free recall) of desired information. Student learning occurs in two processes.…

Natural Acceleration: Supporting Creative Trajectories

ERIC Educational Resources Information Center

Cohen, LeoNora M.

2011-01-01

"Natural acceleration" happens through an internal fire that burns to learn and may transcend school boundaries. Based on their passionate interests and connections with a domain, children who hunger for domain understandings outside school curricula require different types of acceleration, motivated by these interests. The lifeworks,…

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

NASA Astrophysics Data System (ADS)

Nurjanah; Dahlan, J. A.

2018-05-01

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

Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course

ERIC Educational Resources Information Center

Powell, Loreen M.; Wimmer, Hayden

2015-01-01

Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning in programming courses. In an attempt to foster hands-on learning and to increase student learning outcomes in a programming course, the authors conducted an exploratory study to examine student created…

Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth.

PubMed

Feltham, Christina; Foster, Julie; Davidson, Tom; Ralph, Stewart

2016-06-01

To explore the experiences of midwifery and paramedic students undertaking interprofessional learning. A one day interprofessional learning workshop incorporating peer assisted learning for undergraduate pre-registration midwifery and paramedic students was developed based on collaborative practice theory and simulation based learning. Twenty-five student midwives and thirty-one paramedic students participated in one of two identical workshops conducted over separate days. Videoed focus group sessions were held following the workshop sessions in order to obtain qualitative data around student experience. Qualitative data analysis software (ATLAS.ti) was used to collate the transcriptions from the focus group sessions and the video recordings were scrutinised. Thematic analysis was adopted. Four main themes were identified around the understanding of each other's roles and responsibilities, the value of interprofessional learning, organisation and future learning. Students appeared to benefit from a variety of learning opportunities including interprofessional learning and peer assisted learning through the adoption of both formal and informal teaching methods, including simulation based learning. A positive regard for each other's profession including professional practice, professional governing bodies, professional codes and scope of practice was apparent. Students expressed a desire to undertake similar workshops with other professional students. Interprofessional learning workshops were found to be a positive experience for the students involved. Consideration needs to be given to developing interprofessional learning with other student groups aligned with midwifery at appropriate times in relation to stage of education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Students Talking about Assessment: Insights on Program Learning Outcomes

ERIC Educational Resources Information Center

Donohue, William J.

2017-01-01

This study examines the student writer perspective of a first-year composition program's student learning outcomes. Student descriptions of learning are a valuable, yet often overlooked data source. The student voice broadens a first-year composition program's outcomes-based, student learning assessment process as program assessment data is often…

Student and faculty perceptions of problem-based learning on a family medicine clerkship.

PubMed

McGrew, M C; Skipper, B; Palley, T; Kaufman, A

1999-03-01

The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

Dental students' perceptions of an online learning.

PubMed

Asiry, Moshabab A

2017-10-01

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

Insights from Students' Private Work in Their Notebooks: How Do Students Learn from the Teacher's Examples?

ERIC Educational Resources Information Center

Yau, King Woon; Mok, Ida Ah Chee

2016-01-01

Students' seatwork plays an important part in their learning in their lessons, and very often, students record their private work in the notebooks during seatwork. The students' private work in their notebooks reflects students' learning and thinking, representing explicit learning outcomes. The students' private work in their notebooks of 14…

Validation and structural analysis of the kinematics concept test

NASA Astrophysics Data System (ADS)

Lichtenberger, A.; Wagner, C.; Hofer, S. I.; Stern, E.; Vaterlaus, A.

2017-06-01

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.

Culture and its influences on dental education.

PubMed

Chuenjitwongsa, S; Bullock, A; Oliver, R G

2018-02-01

Culture is an important factor influencing how students develop learning and how educators provide support to students. The aim of this paper is to explore a concept of national European cultures, and relationships between culture and educational practice with the intention of helping the dental profession gain a better understanding of effective teaching and learning in dentistry. Culture represents the collective behaviours, values and beliefs of people in a society. How people react to education is partly explained by culture. Students utilise different culturally based strategies to develop learning. We apply Hofstede's model to explore European cultures and implications for dental education and educational practice. Most Western students possess assimilating learning styles enabling them to learn effectively in student-centred contexts while most Eastern students have accommodating learning styles and are more familiar with teacher-centred learning. Eastern students may need to adapt their approach to learning to better benefit from student-centred learning. Culture influences students' learning and educational practice. Dental educators should be aware of such influences and provide support that acknowledges students' different cultural backgrounds. Cultural competence is fundamental for effective teaching and learning in dentistry. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

PubMed

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

2015-01-01

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

An ion accelerator for undergraduate research and teaching

NASA Astrophysics Data System (ADS)

Monce, Michael

1997-04-01

We have recently upgraded our 400kV, single beam line ion accelerator to a 1MV, multiple beam line machine. This upgrade has greatly expanded the opportunities for student involvement in the laboratory. We will describe four areas of work in which students now participate. The first is the continuing research being conducted in excitations produced in ion-molecule collisions, which recently involved the use of digital imaging. The second area of research now opened up by the new accelerator involves PIXE. We are currently beginning a cross disciplinary study of archaeological specimens using PIXE and involving students from both anthropology and physics. Finally, two beam lines from the accelerator will be used for basic work in nuclear physics: Rutherford scattering and nuclear resonances. These two nuclear physics experiments will be integrated into our sophomore-junior level, year-long course in experimental physics.

What One Hundred Years of Research Says about the Effects of Ability Grouping and Acceleration on K-12 Students' Academic Achievement: Findings of Two Second-Order Meta-Analyses

ERIC Educational Resources Information Center

Steenbergen-Hu, Saiying; Makel, Matthew C.; Olszewski-Kubilius, Paula

2016-01-01

Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K-12 students' academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 = g = 0.30), cross-grade subject grouping (g = 0.26), and special…

Accelerated Schools as Learning Organizations: Cases from the University of New Orleans Accelerated School Network.

ERIC Educational Resources Information Center

Brunner, Ilse; And Others

Organizations are the product of the ideas and interactions of those who work in them. The challenge for learning in organizations is to have a shared purpose and vision of the organization, to develop new ideas arising out of the vision and purpose, to test the ideas in the organizational reality, and to communicate that knowledge to other…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning. PMID:28232588

Learning styles of physiology students interested in the health professions.

PubMed

Breckler, Jennifer; Joun, David; Ngo, Huy

2009-03-01

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences ("unimodal"), whereas others have multiple ("multimodal") learning preferences. Although limited in scope and reliability, knowledge of student learning preferences is important for reasons of pedagogy. Teaching and student learning styles may also affect student academic success in science coursework and fulfillment of student career goals. In our study, we determined the learning preferences of upper-division students in a human physiology course during a 2-yr period at a public undergraduate institution in California. We also sought to determine the association between individual learning styles and stated career intentions. We found that the majority of students interested in the health professions have multimodal learning preferences. Furthermore, a greater percentage of premedical students had multimodal preferences compared with predental and prescientist students. When data were compared by gender, we found that more female than male students had multimodal learning preferences. We also observed some gender differences when separating student groups by career choice. For example, more premedical men had multimodal preferences compared with nonpremedical men. In contrast to men, women showed little differences in their learning style profiles whether premedical or not and also self-predicted their learning preferences more accurately. Thus, career choice may be an important consideration in determining whether or not there are gender differences among students.

Enriching Student Learning of Astronomy in Online Courses via Hybrid Texts

NASA Astrophysics Data System (ADS)

Montgomery, M.

2016-01-01

Hybrid texts such as Horizons: Exploring the Universe, Hybrid (with CengageNOW) and Universe, Hybrid (with CengageNOW) are designed for higher education learning of astronomy in undergraduate online courses. In these hybrid texts, quiz and test bank questions have been revised to minimize easy look-up of answers by students via the Internet and discussion threads have been re-designed to allow for student selection of learning and for personalized learning, for example. By establishing connections between the student and the course content, student learning is enriched, students spend more time learning the material, student copying of answers is minimized, and student social engagement on the subject matter is increased. In this presentation, we discuss how Hybrid texts in Astronomy can increase student learning in online courses.

The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

NASA Astrophysics Data System (ADS)

Makahinda, T.

2018-02-01

The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

An implementation of 7E Learning Cycle Model to Improve Student Self-esteem

NASA Astrophysics Data System (ADS)

Firdaus, F.; Priatna, N.; Suhendra, S.

2017-09-01

One of the affective factors that affect student learning outcomes is student self-esteem in mathematics, learning achievement and self-esteem influence each other. The purpose of this research is to know whether self-esteem students who get 7E learning cycle model is better than students who get conventional learning. This research method is a non-control group design. Based on the results obtained that the normal and homogeneous data so that the t test and from the test results showed there are significant differences in self-esteem students learning with 7E learning cycle model compared with students who get conventional learning. The implications of the results of this study are that students should be required to conduct many discussions, presentations and evaluations on classroom activities as these learning stages can improve students’ self-esteem especially pride in the results achieved.

Accelerated second-degree nursing students: predictors of graduation and NCLEX-RN first-time pass rates.

PubMed

Penprase, Barbara B; Harris, Margaret A

2013-01-01

It is important to understand and identify factors that affect students' academic performance before entry into a nursing program and as they progress through the program. The authors discuss a study, and its outcomes, that assessed accelerated second-degree nursing students' prenursing and core nursing grades that served to predict their success at completing the nursing program and passing NCLEX-RN on first attempt. Strategies were identified to help at-risk students to be successful in the program and with first-time passage of NCLEX-RN.

Exploring the Effects of Active Learning on High School Students' Outcomes and Teachers' Perceptions of Biotechnology and Genetics Instruction

ERIC Educational Resources Information Center

Mueller, Ashley L.; Knobloch, Neil A.; Orvis, Kathryn S.

2015-01-01

Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students'…

Student Motivation in Constructivist Learning Environment

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla

2016-01-01

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

Students Engaged in Learning

ERIC Educational Resources Information Center

Ismail, Emad A.; Groccia, James E.

2018-01-01

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

Early clinical experience: do students learn what we expect?

PubMed

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

2011-07-01

Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects of medical students' professional development are neglected in the first year of medical education. © Blackwell Publishing Ltd 2011.

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

ERIC Educational Resources Information Center

Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Student’s social interaction in mathematics learning

NASA Astrophysics Data System (ADS)

Apriliyanto, B.; Saputro, D. R. S.; Riyadi

2018-03-01

Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.

Effect of Chemistry Triangle Oriented Learning Media on Cooperative, Individual and Conventional Method on Chemistry Learning Result

NASA Astrophysics Data System (ADS)

Latisma D, L.; Kurniawan, W.; Seprima, S.; Nirbayani, E. S.; Ellizar, E.; Hardeli, H.

2018-04-01

The purpose of this study was to see which method are well used with the Chemistry Triangle-oriented learning media. This quasi experimental research involves first grade of senior high school students in six schools namely each two SMA N in Solok city, in Pasaman and two SMKN in Pariaman. The sampling technique was done by Cluster Random Sampling. Data were collected by test and analyzed by one-way anova and Kruskall Wallish test. The results showed that the high school students in Solok learning taught by cooperative method is better than the results of student learning taught by conventional and Individual methods, both for students who have high initial ability and low-ability. Research in SMK showed that the overall student learning outcomes taught by conventional method is better than the student learning outcomes taught by cooperative and individual methods. Student learning outcomes that have high initial ability taught by individual method is better than student learning outcomes that are taught by cooperative method and for students who have low initial ability, there is no difference in student learning outcomes taught by cooperative, individual and conventional methods. Learning in high school in Pasaman showed no significant difference in learning outcomes of the three methods undertaken.

Teachers' Perspectives of Whole-Class Discourse: Focusing on Effective Instruction to Improve Student Learning

ERIC Educational Resources Information Center

Bennett, Cory A.

2013-01-01

Improving student learning is a constant goal within classrooms and schools, yet decisions based on a single test score may lead to less effective learning environments. Increased student learning stems from more effective and student-centered learning situations wherein students play a fundamental role in the formulation and development of their…

Perceived benefits of the use of learning contracts to guide clinical education in respiratory care students.

PubMed

Rye, Kathy Jones-Boggs

2008-11-01

The benefits of contract learning have been identified in the literature as increased individualization to meet the student's individual needs, promotion of learner independence, and development of lifelong learning behaviors among students. I used an "action research" approach to implement the contract-learning method into a clinical course. Clinical learning contracts were designed to provide students with the opportunity to focus on any identified areas of unsatisfactory or desired practice. The learning contract specified how the learner would acquire the knowledge and attitudes relevant to their selected learning experience. The learning contract was used as a learning tool and as evidence of the student's development in the clinical experience. Twenty-four senior respiratory therapy students in the College of Health Related Professions, University of Arkansas for Medical Sciences, prepared and used learning contracts during their Clinical Practicum IV. After they had completed the clinical practicum and received their grades, I surveyed the students about their experience with the learning-contract method. The surveys were administered anonymously. Twenty-one students (88%) returned the surveys. The respondents were overall quite optimistic regarding learning contracts. They generally agreed that they could use the learning contract with confidence and that there is an increase in student autonomy and motivation in scholarship with a learning contract. The median agree/disagree ratings on the survey ranged from 1 (strongly agree) to 2 (agree). Contract learning is favorable to students' knowledge and skill acquisition and can be incorporated into clinical education of respiratory care students.

Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

NASA Astrophysics Data System (ADS)

Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

2017-06-01

This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.

Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

NASA Astrophysics Data System (ADS)

Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

What can biochemistry students learn about protein translation? Using variation theory to explore the space of learning created by some common external representations

NASA Astrophysics Data System (ADS)

Bussey, Thomas J.

Biochemistry education relies heavily on students' ability to visualize abstract cellular and molecular processes, mechanisms, and components. As such, biochemistry educators often turn to external representations to provide tangible, working models from which students' internal representations (mental models) can be constructed, evaluated, and revised. However, prior research has shown that, while potentially beneficial, external representations can also lead to alternative student conceptions. Considering the breadth of biochemical phenomena, protein translation has been identified as an essential biochemical process and can subsequently be considered a fundamental concept for biochemistry students to learn. External representations of translation range from static diagrams to dynamic animations, from simplistic, stylized illustrations to more complex, realistic presentations. In order to explore the potential for student learning about protein translation from some common external representations of translation, I used variation theory. Variation theory offers a theoretical framework from which to explore what is intended for students to learn, what is possible for students to learn, and what students actually learn about an object of learning, e.g., protein translation. The goals of this project were threefold. First, I wanted to identify instructors' intentions for student learning about protein translation. From a phenomenographic analysis of instructor interviews, I was able to determine the critical features instructors felt their students should be learning. Second, I wanted to determine which features of protein translation were possible for students to learn from some common external representations of the process. From a variation analysis of the three representations shown to students, I was able to describe the possible combinations of features enacted by the sequential viewing of pairs of representations. Third, I wanted to identify what students actually learned about protein translation by viewing these external representations. From a phenomenographic analysis of student interviews, I was able to describe changes between students prior lived object of learning and their post lived object of learning. Based on the findings from this project, I can conclude that variation can be used to cue students to notice particular features of an external representation. Additionally, students' prior knowledge and, potentially, the intended objects of learning from previous instructors can also affect what students can learn from a representation. Finally, further study is needed to identify the extent to which mode and level of abstraction of an external representation affect student learning outcomes.

Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. REL 2017-234

ERIC Educational Resources Information Center

Davis, Elisabeth; Smither, Cameron; Zhu, Bo; Stephan, Jennifer

2017-01-01

Acceleration programs are academically challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a postsecondary degree (dual credit). These programs include Advanced Placement courses, concurrent-enrollment courses, Postsecondary Enrollment Options courses (a dual-enrollment program in…

Predictors of Success in Accelerated and Enrichment Summer Mathematics Courses for Academically Talented Adolescents

ERIC Educational Resources Information Center

Young, Adena E.; Worrell, Frank C.; Gabelko, Nina H.

2011-01-01

In this study, we used logistic regression to examine how well student background and prior achievement variables predicted success among students attending accelerated and enrichment mathematics courses at a summer program (N = 459). Socioeconomic status, grade point average (GPA), and mathematics diagnostic test scores significantly predicted…

Accelerated Schools in Action: Lessons from the Field.

ERIC Educational Resources Information Center

Finnan, Christine, Ed.; And Others

This book provides insights into one of the nation's largest and most comprehensive school-restructuring movements, the Accelerated Schools Project. Since its inception in 1986, the focus of the movement has been on transforming schools with students at risk of dropping out into schools with high expectations of all students. This is accomplished,…

The Socioaffective Impact of Acceleration and Ability Grouping: Recommendations for Best Practice

ERIC Educational Resources Information Center

Neihart, Maureen

2007-01-01

Although the academic gains associated with acceleration and peer ability grouping are well documented, resistance to their use for gifted students continues because of concerns that such practices will cause social or emotional harm to students. Results from the broad research indicate that grade skipping, early school entrance, and early…

Effects of a Modified Thinking Science Program for Year 8 Students of Various Abilities

ERIC Educational Resources Information Center

Mobbs, Ellen

2016-01-01

The aim of this research was to identify whether students of various academic abilities would achieve positive gains in cognitive ability after completing a modified cognitive acceleration program based on the Cognitive Acceleration through Science Education (CASE) program. This research was quasi-experimental in design, with small samples of…

Supplementing Accelerated Reading with Classwide Interdependent Group-Oriented Contingencies

ERIC Educational Resources Information Center

Pappas, Danielle N.; Skinner, Christopher H.; Skinner, Amy L.

2010-01-01

An across-groups (classrooms), multiple-baseline design was used to investigate the effects of an interdependent group-oriented contingency on the Accelerated Reader (AR) performance of fourth-grade students. A total of 32 students in three classes participated. Before the study began, an independent group-oriented reward program was being applied…

Issues Surrounding the Deployment of a New Statewide Virtual Public School

ERIC Educational Resources Information Center

Oliver, Kevin; Osborne, Jason; Patel, Ruchi; Kleiman, Glenn

2009-01-01

The North Carolina Virtual Public School completed its first session during the summer of 2007. Evaluation results revealed differences between accelerated and credit recovery students, including a significantly higher likelihood for accelerated students to rate their courses as high quality, to express interest in taking another online course,…

Effects of competition on students' self-efficacy in vicarious learning.

PubMed

Chan, Joanne C Y; Lam, Shui-fong

2008-03-01

Vicarious learning is one of the fundamental sources of self-efficacy that is frequently employed in educational settings. However, little research has investigated the effects of competition on students' writing self-efficacy when they engage in vicarious learning. This study compared the effects of competitive and non-competitive classrooms on students' writing self-efficacy when they engaged in vicarious learning. The participants were 71 grade 7 students in Hong Kong. Using prior writing performance for stratified random sampling, students were assigned either to a competitive or a non-competitive classroom. Students learned how to compose similes and metaphors in Chinese. In the competitive classroom, students' self-efficacy decreased when they engaged in vicarious learning. In the non-competitive classroom, students' self-efficacy did not show a significant change when they engaged in vicarious learning. The findings suggested that when students engaged in vicarious learning in a competitive classroom, their self-efficacy might be threatened. Implications for efforts to design constructive context for vicarious learning are discussed.

Accelerators as Authentic Training Experiences for Nascent Entrepreneurs

ERIC Educational Resources Information Center

Miles, Morgan P.; de Vries, Huibert; Harrison, Geoff; Bliemel, Martin; de Klerk, Saskia; Kasouf, Chick J.

2017-01-01

Purpose: The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture. Design/methodology/approach: Survey data from…

Expanding Capacity With an Accelerated On-Line BSN Program.

PubMed

Lindley, Marie Kelly; Ashwill, Regina; Cipher, Daisha J; Mancini, Mary E

Colleges of nursing are challenged to identify innovative, efficient, and effective mechanisms to expand enrollment in prelicensure programs. This objective of this project was to identify whether a prelicensure nursing program that is both accelerated and on-line is as effective as a traditional face-to-face program, in terms of graduation rates and National Council Licensure Exam pass rates. This analysis of 1,064 students compared demographic and outcomes data between students in a state university's college of nursing who were enrolled in an accelerated, fully on-line bachelors of science in nursing (BSN) program and the traditional on-campus BSN program. Students significantly differed in their ethnicity, level of prior education, and graduation rates (95% vs. 89.3%). First-time National Council Licensure Exam pass rates for both groups did not significantly differ (92.5% vs. 94.5%). Results indicate that an accelerated on-line BSN program can overcome factors known to limit capacity expansion in schools of nursing and produce high-quality student outcomes. Copyright © 2016 Elsevier Inc. All rights reserved.

Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.

Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

2014-01-01

In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

Do Online Students Exhibit Different Learning Styles

ERIC Educational Resources Information Center

Hausler, Joel; Sanders, John W.; Young, Barbara

2007-01-01

We examined the relationship between learning styles and student type. This research seeks to examine if online students exhibit different learning styles from onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? Students (N = 80) were asked to complete an online survey in order…

Student Preferences for M-Learning Application Characteristics

ERIC Educational Resources Information Center

Delialioglu, Ömer; Alioon, Yasaman

2014-01-01

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

The Effect of Integrated Learning Model and Critical Thinking Skill of Science Learning Outcomes

NASA Astrophysics Data System (ADS)

Fazriyah, N.; Supriyati, Y.; Rahayu, W.

2017-02-01

This study aimed to determine the effect of integrated learning model and critical thinking skill toward science learning outcomes. The study was conducted in SDN Kemiri Muka 1 Depok in fifth grade school year 2014/2015 using cluster random sampling was done to 80 students. Retrieval of data obtained through tests and analysis by Variance (ANOVA) and two lines with the design treatment by level 2x2. The results showed that: (1) science learning outcomes students that given thematic integrated learning model is higher than in the group of students given fragmented learning model, (2) there is an interaction effect between critical thinking skills with integrated learning model, (3) for students who have high critical thinking skills, science learning outcomes students who given by thematic integrated learning model higher than fragmented learning model and (4) for students who have the ability to think critically low yield higher learning science fragmented model. The results of this study indicate that thematic learning model with critical thinking skills can improve science learning outcomes of students.

Learning Bridge: Curricular Integration of Didactic and Experiential Education

PubMed Central

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

PubMed

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-05-20

To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Occupational therapy students in the process of interprofessional collaborative learning: a grounded theory study.

PubMed

Howell, Dana

2009-01-01

The purpose of this grounded theory study was to generate a theory of the interprofessional collaborative learning process of occupational therapy (OT) students who were engaged in a collaborative learning experience with students from other allied health disciplines. Data consisted of semi-structured interviews with nine OT students from four different interprofessional collaborative learning experiences at three universities. The emergent theory explained OT students' need to build a culture of mutual respect among disciplines in order to facilitate interprofessional collaborative learning. Occupational therapy students went through a progression of learned skills that included learning how to represent the profession of OT, hold their weight within a team situation, solve problems collaboratively, work as a team, and ultimately, to work in an actual team in practice. This learning process occurred simultaneously as students also learned course content. The students had to contend with barriers and facilitators that influenced their participation and the success of their collaboration. Understanding the interprofessional learning process of OT students will help allied health faculty to design more effective, inclusive interprofessional courses.

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

PubMed

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

2015-03-11

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

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy.

PubMed

Mustafa, Ayman G; Allouh, Mohammed Z; Mustafa, Intisar G; Hoja, Ibrahim M

2013-07-01

The study aims to investigate anatomy learning styles and strategies of Jordanian and Malaysian medical students at the Jordan University of Science and Technology. The study is a cross-sectional questionnaire-based study. Students' responses for the questionnaire were numerically coded, and the results were analyzed to reveal statistically significant differences between Jordanian and Malaysian students. The results showed that Jordanian medical students were less interested in using cadavers in learning anatomy than Malaysian medical students. However, similar to their Malaysian counterparts, they prefer to employ other tools to learn anatomy like plastinated models and Internet-based resources. In addition to the aforementioned tools, Malaysian students were more interested in using cross-sectional images and making their own revision cards. Both Jordanian and Malaysian medical students were more interested in learning anatomy through clinical cases, and by system rather than by region. Moreover, it was revealed that Jordanian medical students learn anatomy more efficiently when they formulate a general view of a particular topic. Both Jordanian and Malaysian medical students also relied on reciting definitions and memorizing facts to learn anatomy. The study also reported significant differences between Jordanian and Malaysian students' perspectives on learning anatomy. The findings of the study suggest that Jordanian and Malaysian medical students posses different cultures of learning. Jordanian anatomy instructors need to consider these different learning cultures when they prepare their instructional methods and teaching materials to fulfill the educational needs of their culturally diverse students.

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

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

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

Attitudes and Perceptions of Medical Undergraduates Towards Mobile Learning (M-learning).

PubMed

Patil, Rakesh Narayan; Almale, Balaji D; Patil, Mrunal; Gujrathi, Amit; Dhakne-Palwe, Supriya; Patil, Anuradha R; Gosavi, Shriram

2016-10-01

Mobile technology is one of the latest extensions of technological innovations that can be integrated into medical education. With the aid of these devices, students learn faster outside the classroom by having quick access to the internet and easy retrieval of required health related learning resources to keep alongside of recent trend and development. In medicine practice one has to continuously update his/her medical knowledge and mobile learning will serve as a tool for self-directed learning. To explore the attitudes and perceptions of undergraduate students towards M-learning. This educational research included 90 third year MBBS students having clinical posting under the Department of Community Medicine from tertiary healthcare institute in Nashik. Students learning approach was studied with the help of pre-validated questionnaire to know whether they have deep or surface approach to learning. M-learning group was formed on mobile social app to supplement conventional teaching-learning. One subject topic (Tuberculosis, Dengue fever/DHF, Hypertension and Diabetes Mellitus etc.) per week was allotted and after conventional teaching on first day of week the learning materials for the topic chosen for that week were uploaded on the group and students could download as well as share their ideas, learning resources, ask doubts and answer questions at least twice weekly through this mobile platform anytime, anywhere. At the end of three months students attitudes and perceptions towards M-learning were studied by pre-validated structured questionnaires. A five point Likert scale was used (5= strongly agree to 1= strongly disagree) for answering each item of all three questionnaires. The score of 60% (90 out of 150) and the score of 75% (30 out of 40) for each item was considered as the measure that indicates whether or not the student had a positive attitude and perceived the importance of M-learning respectively. Utilisation of M-learning was also studied. It was found that 47 (52.2%) students had deep learning approach, 10 (11.1%) students had surface learning approach. An 80% of students had positive attitude towards M-learning and 76.7% students had perceived the importance of M-learning. A 52.2% of students were actively involved in M-learning group for learning purpose. But 57.8% students did not download (at least twice weekly) the shared reference material, 38.9% students never read and/or replied to the questions asked and 60.0% students never asked any doubts/questions related to the discussion. Students had positive attitude and perceived the importance of M-learning. But when they were provided with the opportunity, they did not show appreciable M-learning utilization. This could be because, M-learning was not implemented by all departments; also it was not the part of student's regular assessment and probably a lesser study duration.

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

PubMed

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

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

Strategies to improve learning of all students in a class

NASA Astrophysics Data System (ADS)

Suraishkumar, G. K.

2018-05-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students.

PubMed

Alotaibi, Khaled N

2016-01-01

There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. Copyright © 2015 Elsevier Ltd. All rights reserved.

Relationship between the Learning Styles Preferences and Academic Achievement

NASA Astrophysics Data System (ADS)

Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

2017-08-01

The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

Improving Mathematical Problem-Solving Ability and Self-Confidence of High School Students through Contextual Learning Model

ERIC Educational Resources Information Center

Surya, Edy; Putri, Feria Andriana; Mukhtar

2017-01-01

The purposes of this study are: (1) to know if students' mathematical problem-solving ability taught by contextual learning model is higher than students taught by expository learning, (2) to know if students' self-confidence taught by contextual learning model is higher than students taught by expository learning, (3) to know if there is…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

ERIC Educational Resources Information Center

Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

2016-01-01

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…

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

ERIC Educational Resources Information Center

Malie, Senian; Akir, Oriah

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Assessment for Learning as Support for Student Self-Regulation

ERIC Educational Resources Information Center

Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

Learning Style Preferences of Student Teachers: A Cross-Cultural Perspective

ERIC Educational Resources Information Center

Sywelem, Mohamed; Al-Harbi, Qassem; Fathema, Nafsaniath; Witte, James E.

2012-01-01

All students learn, but not all learn in the same way. Educational researchers postulate that everyone has a learning style. This article examines how cultural variability is reflected in the learning style of students in Egypt, Saudi Arabia and United States. In this study, the learning styles of over 300 students in Teacher Education…

Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

ERIC Educational Resources Information Center

Young, J. E.; Williamson, M. I.; Egan, T. G.

2016-01-01

Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

Learning Bridge Tool to Improve Student Learning, Preceptor Training, and Faculty Teamwork

PubMed Central

Cawley, Pauline; Arendt, Cassandra S.

2011-01-01

Objectives To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Design Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Assessment Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,1 the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. Conclusions The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members. PMID:21655400

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

PubMed

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

2011-04-11

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

Project-Based Learning in Programmable Logic Controller

NASA Astrophysics Data System (ADS)

Seke, F. R.; Sumilat, J. M.; Kembuan, D. R. E.; Kewas, J. C.; Muchtar, H.; Ibrahim, N.

2018-02-01

Project-based learning is a learning method that uses project activities as the core of learning and requires student creativity in completing the project. The aims of this study is to investigate the influence of project-based learning methods on students with a high level of creativity in learning the Programmable Logic Controller (PLC). This study used experimental methods with experimental class and control class consisting of 24 students, with 12 students of high creativity and 12 students of low creativity. The application of project-based learning methods into the PLC courses combined with the level of student creativity enables the students to be directly involved in the work of the PLC project which gives them experience in utilizing PLCs for the benefit of the industry. Therefore, it’s concluded that project-based learning method is one of the superior learning methods to apply on highly creative students to PLC courses. This method can be used as an effort to improve student learning outcomes and student creativity as well as to educate prospective teachers to become reliable educators in theory and practice which will be tasked to create qualified human resources candidates in order to meet future industry needs.

How Do Students Learn Theology?

ERIC Educational Resources Information Center

Saines, Don

2009-01-01

This paper explores the way students learn theology through a small qualitative research project. It is undertaken in conversation with current higher education learning theory. This learning theory suggests that it is important to discover how a student conceptualizes learning and how they perceive the teaching environment. Students interviewed…

High school student's motivation to engage in conceptual change-learning in science

NASA Astrophysics Data System (ADS)

Barlia, Lily

1999-11-01

This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding. Furthermore, students' motivation to learn was also influenced by other factors that are not directly related to the four motivational factors assessed by the MSLQ such as the teacher's unique personality had a positive influenced on student learning. The overall conclusions drawn from this study are that conceptual change instruction requires the teacher to be aware of the importance of affective aspects and motivational factors of students learning.

Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

PubMed

Turan, Sevgi; Konan, Ali

2012-01-01

Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Conceptualizing ¬the Abstractions of Earthquakes Through an Instructional Sequence Using SeisMac and the Rapid Earthquake Viewer

NASA Astrophysics Data System (ADS)

Taber, J.; Hubenthal, M.; Wysession, M.

2007-12-01

Newsworthy earthquakes provide an engaging hook for students in Earth science classes, particularly when discussing their effects on people and the landscape. However, engaging students in an analysis of earthquakes that extends beyond death and damage, is frequently hampered by the abstraction of recorded ground motion data in the form of raw seismograms and the inability of most students to personally relate to ground accelerations. To overcome these challenges, an educational sequence has been developed using two software tools: SeisMac by Daniel Griscom, and the Rapid Earthquake Viewer (REV) developed by the University of South Carolina in collaboration with IRIS and DLESE. This sequence presents a unique opportunity for Earth Science teachers to "create" foundational experiences for students as they construction a framework of understanding of abstract concepts. The first activity is designed to introduce the concept of a three-component seismogram and to directly address the very abstract nature of seismograms through a kinesthetic experience. Students first learn to take the pulse of their classroom through a guided exploration of SeisMac, which displays the output of the laptop's built-in Sudden Motion Sensor (a 3-component accelerometer). This exploration allows students to view a 3-component seismogram as they move or tap the laptop and encourages them to propose and carry out experiments to explain the meaning of the 3-component seismogram. Once completed students are then asked to apply this new knowledge to a real 3-component seismogram printed from REV. Next the activity guides students through the process of identifying P and S waves and using SeisMac to connect the physical motion of the laptop to the "wiggles" they see on the SeisMac display and then comparing those to the "wiggles" they see on their seismogram. At this point students are more fully prepared to engage in an S-P location exercise such as those included in many state standards because they have a physical sense of what the wiggles indicate. As a result students are better positioned to identify S and P arrivals within the complexity of real data available through REV rather than using the canned or artificial data normally associated with a location exercise. REV provides easy access to recent and noteworthy earthquake data via a simple Web interface. Earthquake locations and near-real time ground motion data are accessed via the IRIS Data Management System, and data are automatically processed and selected so that only events with "good" data are presented within REV. Once students have completed the learning sequence using SeisMac, they will be better able to relate the trace of a seismogram to the physical motion of the ground. This can then lead to better understanding of more advanced exercises including detecting the core and finding the Moho. Building on an understanding of the basics of a seismogram, SeisMac can next be used to help student further understand earthquakes by provide a kinesthetic experience to model how hard the Earth shakes during earthquakes. Through another guided exploration students discover that the SeisMac display is calibrated in units of acceleration and can be related to the Modified Mercalli scale. They then compare shaking during an earthquake via video clips and ground shaking maps from the USGS "Did you feel it" Web site to the shaking of personal objects and the laptop.

Evolving toward Laughter in Learning

ERIC Educational Resources Information Center

Strean, William B.

2008-01-01

Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and…

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

PubMed

Kiviniemi, Marc T

2014-03-11

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

Review of the status of learning in research on sport education: future research and practice.

PubMed

Araújo, Rui; Mesquita, Isabel; Hastie, Peter A

2014-12-01

Research concerning Sport Education's educational impact has shown unequivocal results according to students' personal and social development. Nevertheless, research is still sparse with respect to the model's impact on student learning outcomes. The goal of the present review is to therefore scrutinize what is currently known regarding students' learning during their participation in Sport Education. This research spans a variety of studies, cross various countries, school grades, the sports studied, as well as the methods applied and dimensions of student learning analyzed. While research on the impact of Sport Education on students' learning, as well as teachers' and students' perceptions about student learning has shown students' improvements during the participation in Sport Education seasons, there is still considerable variance in these results. For example, some studies report superior learning opportunities to boys and higher skill-level students while other studies have identified superior learning opportunities for girls and lower skill-level students. These inconsistent results can be explained by factors not considered in the Sport Education research, such as the effect of time on students' learning and the control of the teaching-learning process within Sport Education units. In this review directions for future research and practice are also described. Future research should define, implement, and evaluate protocols for student-coaches' preparation in order to understand the influence of this issue on students' learning as well as consider the implementation of hybrid approaches. Moreover, future studies should consider the interaction of gender and skill level and a retention test in the analysis of students' learning improvements in order to obtain a more realist and complete portrait of the impact of Sport Education. Finally, in order to reach an entirely understanding of the teaching-learning process, it is necessary to use research designs that attend to the complexity of this process. Key PointsDespite research regarding has showed students' improvements during the participation in Sport Education seasons, it remains somewhat equivocal.The studies included in this review show students' improvements on skill, knowledge and tactical development, as we as game play, during the participation in Sport Education units.Some studies report superior learning opportunities to boys and higher skill-level students while other studies exposed superior learning opportunities to girls and lower skill-level students.The effect of time on students' learning and the control of the teaching-learning process within Sport Education units can explain these equivocal results.Future research is encouraged to consider the implementation of protocols for student-coaches' preparation, hybrid models, a retention test, the interaction of gender and skill level, and use research designs that attend to the complexity of the teaching-learning process.

Modeling a student-classroom interaction in a tutorial-like system using learning automata.

PubMed

Oommen, B John; Hashem, M Khaled

2010-02-01

Almost all of the learning paradigms used in machine learning, learning automata (LA), and learning theory, in general, use the philosophy of a Student (learning mechanism) attempting to learn from a teacher. This paradigm has been generalized in a myriad of ways, including the scenario when there are multiple teachers or a hierarchy of mechanisms that collectively achieve the learning. In this paper, we consider a departure from this paradigm by allowing the Student to be a member of a classroom of Students, where, for the most part, we permit each member of the classroom not only to learn from the teacher(s) but also to "extract" information from any of his fellow Students. This paper deals with issues concerning the modeling, decision-making process, and testing of such a scenario within the LA context. The main result that we show is that a weak learner can actually benefit from this capability of utilizing the information that he gets from a superior colleague-if this information transfer is done appropriately. As far as we know, the whole concept of Students learning from both a teacher and from a classroom of Students is novel and unreported in the literature. The proposed Student-classroom interaction has been tested for numerous strategies and for different environments, including the established benchmarks, and the results show that Students can improve their learning by interacting with each other. For example, for some interaction strategies, a weak Student can improve his learning by up to 73% when interacting with a classroom of Students, which includes Students of various capabilities. In these interactions, the Student does not have a priori knowledge of the identity or characteristics of the Students who offer their assistance.

Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning

ERIC Educational Resources Information Center

Hussein-Farraj, Rania; Barak, Miri; Dori, Yehudit Judy

2012-01-01

This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: on-campus students (N=70) and DL students (N=35). These two groups…

A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

NASA Astrophysics Data System (ADS)

Esa, Suraya; Mohamed, Nurul Akmal

2017-05-01

This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

Student Attitudes toward Learning Analytics in Higher Education: "The Fitbit Version of the Learning World".

PubMed

Roberts, Lynne D; Howell, Joel A; Seaman, Kristen; Gibson, David C

2016-01-01

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups ( N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, "Uninformed and Uncertain," represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; "Help or Hindrance to Learning," "More than a Number," and "Impeding Independence"; represented students' perceptions of the likely impact of learning analytics on their learning. "Driving Inequality" and "Where Will it Stop?" represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how "personal" vs. "collective" purposes or principles can intersect with "uniform" vs. "autonomous" activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

Accelerator Generation and Thermal Separation (AGATS) of Technetium-99m

ScienceCinema

Grover, Blaine

2018-05-01

Accelerator Generation and Thermal Separation (AGATS) of Technetium-99m is a linear electron accelerator-based technology for producing medical imaging radioisotopes from a separation process that heats, vaporizes and condenses the desired radioisotope. You can learn more about INL's education programs at http://www.facebook.com/idahonationallaboratory.

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

NASA Astrophysics Data System (ADS)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

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

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

Creating the learning situation to promote student deep learning: Data analysis and application case

NASA Astrophysics Data System (ADS)

Guo, Yuanyuan; Wu, Shaoyan

2017-05-01

How to lead students to deeper learning and cultivate engineering innovative talents need to be studied for higher engineering education. In this study, through the survey data analysis and theoretical research, we discuss the correlation of teaching methods, learning motivation, and learning methods. In this research, we find that students have different motivation orientation according to the perception of teaching methods in the process of engineering education, and this affects their choice of learning methods. As a result, creating situations is critical to lead students to deeper learning. Finally, we analyze the process of learning situational creation in the teaching process of «bidding and contract management workshops». In this creation process, teachers use the student-centered teaching to lead students to deeper study. Through the study of influence factors of deep learning process, and building the teaching situation for the purpose of promoting deep learning, this thesis provide a meaningful reference for enhancing students' learning quality, teachers' teaching quality and the quality of innovation talent.

Two Stages Cooperative Learning by Ability Indicators

ERIC Educational Resources Information Center

Wu, YuLung

2013-01-01

The teaching system in Taiwan is currently based on large classes where teachers cannot control student situations totally. In E-Learning System, a teacher who reviews a student's learning situation must examine the students' learning records according to different items, and further organize and define the students' current learning situations,…

Learning Styles and Student Performance in Introductory Economics

ERIC Educational Resources Information Center

Brunton, Bruce

2015-01-01

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

Executive Functioning and Figurative Language Comprehension in Learning Disabilities

ERIC Educational Resources Information Center

Bishara, Saied; Kaplan, Shani

2016-01-01

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

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

PubMed

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

2016-09-04

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

Exploding Stars and the Accelerating Universe

NASA Astrophysics Data System (ADS)

Kirshner, Robert P.

2012-01-01

Supernovae are exceptionally interesting astronomical objects: they punctuate the end of stellar evolution, create the heavy elements, and blast the interstellar gas with energetic shock waves. By studying supernovae, we can learn how these important aspects of cosmic evolution take place. Over the decades, we have learned that some supernovae are produced by gravitational collapse, and others by thermonuclear explosions. By understanding what supernovae are, or at least learning how they behave, supernovae explosions have been harnessed for the problem of measuring cosmic distances with some astonishing results. Carefully calibrated supernovae provide the best extragalactic distance indicators to probe the distances to galaxies and to measure the Hubble constant. Even more interesting is the evidence from supernovae that cosmic expansion has been speeding up over the last 5 billion years. We attribute this acceleration to a mysterious dark energy whose effects are clear, but whose nature is obscure. Combining the cosmic expansion history traced by supernovae with clues from galaxy clustering and cosmic geometry from the microwave background has produced today's standard, but peculiar, picture of a universe that is mostly dark energy, braked (with diminishing effect) by dark matter, and illuminated by a pinch of luminous baryons. In this talk, I will show how the attempt to understand supernovae, facilitated by ever-improving instruments, has led to the ability to measure the properties of dark energy. Looking ahead, the properties of supernovae as measured at infrared wavelengths seem to hold the best promise for more precise and accurate distances to help us understand the puzzle of dark energy. My own contribution to this work has been carried out in joyful collaboration with many excellent students, postdocs, and colleagues and with generous support from the places I have worked, the National Science Foundation, and from NASA.

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

PubMed

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.

How clinical medical students perceive others to influence their self-regulated learning.

PubMed

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

2017-03-01

Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context. Therefore, in this study we were interested in how others in a clinical environment influence clinical students' self-regulated learning. We conducted a qualitative study borrowing methods from grounded theory methodology, using semi-structured interviews facilitated by the visual Pictor technique. Fourteen medical students were purposively sampled based on age, gender, experience and current clerkship to ensure maximum variety in the data. The interviews were transcribed verbatim and were, together with the Pictor charts, analysed iteratively, using constant comparison and open, axial and interpretive coding. Others could influence students' self-regulated learning through role clarification, goal setting, learning opportunities, self-reflection and coping with emotions. We found large differences in students' self-regulated learning and their perceptions of the roles of peers, supervisors and other hospital staff. Novice students require others, mainly residents and peers, to actively help them to navigate and understand their new learning environment. Experienced students who feel settled in a clinical environment are less susceptible to the influence of others and are better able to use others to their advantage. Undergraduate medical students' self-regulated learning requires context-specific support. This is especially important for more novice students learning in a clinical environment. Their learning is influenced most heavily by peers and residents. Supporting novice students' self-regulated learning may be improved by better equipping residents and peers for this role. © 2016 The Authors. Medical Education Published by John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

NASA Astrophysics Data System (ADS)

Brauer, Heike; Wilde, Matthias

2018-02-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.

Student Motivation, Attitude, and Approach to Learning: Notes from a Novice Teacher.

ERIC Educational Resources Information Center

Vivaldo-Lima, Eduardo

2001-01-01

Describes what young professors can do considering student motivation, learning styles, and instructional effectiveness to improve student learning. Lists recommendations from experts on how to improve student learning. Includes 25 references. (Author/YDS)

Professional development of undergraduates in wildlife ecology and management

USGS Publications Warehouse

Moen, A.N.; Boomer, G.S.; Runge, M.C.

2000-01-01

This paper describes a cooperative learning environment and a course continuum in wildlife ecology and management which promote the professional development of undergraduates. Students learn about functional relationships in ecology and management in lecture periods that focus on concepts, with participation by students in active learning exercises. Laboratory periods are designed around learning groups, which consist of freshmen through graduate students who focus on a common theme as they work together, while each student is responsible for his or her own research. Undergraduate teaching assistants and senior wildlife management students coordinate the activities of the learning groups and supervise the student research, learning about personnel management by active participation in leadership roles. Publication of research results on a wildlife ecology and management information system in the department's Cooperative Learning Center enables students to share what they learn with their peers and with students who follow in later years.

Plan of Work 2010: Towards True Student-Centered Learning

ERIC Educational Resources Information Center

European Students' Union (NJ1), 2010

2010-01-01

The European Students' Union's (ESU's) vision regarding the Student Centered Learning concept stems from the fundamental belief that the learning process should have at its core learning objectives as they are prioritized by each individual students, also that each (potential) student should be empowered to define those objectives and progress…

Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

ERIC Educational Resources Information Center

Stetter, Maria Earman; Hughes, Marie Tejero

2011-01-01

Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…