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Sample records for achieve learning objectives

  1. Object Oriented Learning Objects

    ERIC Educational Resources Information Center

    Morris, Ed

    2005-01-01

    We apply the object oriented software engineering (OOSE) design methodology for software objects (SOs) to learning objects (LOs). OOSE extends and refines design principles for authoring dynamic reusable LOs. Our learning object class (LOC) is a template from which individualised LOs can be dynamically created for, or by, students. The properties…

  2. An Achievement Degree Analysis Approach to Identifying Learning Problems in Object-Oriented Programming

    ERIC Educational Resources Information Center

    Allinjawi, Arwa A.; Al-Nuaim, Hana A.; Krause, Paul

    2014-01-01

    Students often face difficulties while learning object-oriented programming (OOP) concepts. Many papers have presented various assessment methods for diagnosing learning problems to improve the teaching of programming in computer science (CS) higher education. The research presented in this article illustrates that although max-min composition is…

  3. Achieving Course Objectives and Student Learning Outcomes: Seeking Student Feedback on Their Progress

    ERIC Educational Resources Information Center

    Song, Danni; Loyle-Langholz, Anne; Higbee, Jeanne L.; Zhou, Zhou

    2013-01-01

    Most postsecondary faculty in the United States include course goals or objectives as key components of their syllabi. In addition to individual course objectives, many institutions have identified institution-wide student learning outcomes (SLOs). This paper describes one faculty member's attempts to elicit feedback from students regarding their…

  4. Effect of Varied Elaborated Hypertext Strategies in Facilitating Students' Achievement of Different Learning Objectives

    ERIC Educational Resources Information Center

    Chen, Wei-Fan; Dwyer, Francis

    2006-01-01

    Hypertext learning materials have been employed as major components for designing and implementing educational and training learning environments. However, the design and development of hypertext materials are still heavily based on technical issues or simply designed by intuition. To overcome these deficiencies in hypermedia research, one of the…

  5. Effects of Podcasts in Higher Education on the Achievement of Learning Objectives

    ERIC Educational Resources Information Center

    Evans-Waughen, Kristen

    2012-01-01

    Technology resources such as podcasts allow users to connect to the World Wide Web to download audio files to listen to anytime and anywhere and are slowly being introduced in classrooms as an educational tool and as a resource in the e-learning environment. Past studies have examined the relationship between the use of technology as a teaching…

  6. Using Student e-Portfolios to Facilitate Learning Objective Achievements in an Outcome-Based University

    ERIC Educational Resources Information Center

    Tubaishat, Abdallah; Lansari, Azzedine

    2013-01-01

    Several researchers define e-portfolios as a digital collection of students' work accomplished throughout their time of studies in an academic program (Buzzetto-More, 2006; Love, McKean and Gathercoal, 2004; Paulson, Paulson, & Meyer, 1991; Siemens, 2004). E-portfolios can be a rich resource for students and faculty. Students learn to…

  7. Learning Object Repositories

    ERIC Educational Resources Information Center

    Lehman, Rosemary

    2007-01-01

    This chapter looks at the development and nature of learning objects, meta-tagging standards and taxonomies, learning object repositories, learning object repository characteristics, and types of learning object repositories, with type examples. (Contains 1 table.)

  8. Integrating Service Learning into the Classroom: Examining the Extent to Which Students Achieve Course Objectives and a Sense of Civic Responsibility by Engaging in Service Learning

    ERIC Educational Resources Information Center

    Phillips, Julie M.

    2011-01-01

    The growing interest in service learning in higher education is connected to the idea that it helps students achieve course objectives and develop a sense of civic responsibility. Thus, it ties into broader goals within the institution of engagement of students and outreach to communities. This research examines students' perceptions of service…

  9. Learning Objects and Gerontology

    ERIC Educational Resources Information Center

    Weinreich, Donna M.; Tompkins, Catherine J.

    2006-01-01

    Virtual AGE (vAGE) is an asynchronous educational environment that utilizes learning objects focused on gerontology and a learning anytime/anywhere philosophy. This paper discusses the benefits of asynchronous instruction and the process of creating learning objects. Learning objects are "small, reusable chunks of instructional media" Wiley…

  10. Using reusable learning objects.

    PubMed

    Billings, Diane M

    2010-02-01

    Reusable learning objects (RLOs) are predeveloped digital learning activities that can be integrated into lessons, modules, and courses. Several repositories have nursing-specific RLOs waiting to be used by nurse educators.

  11. Learning objectives for NDE education

    NASA Astrophysics Data System (ADS)

    Thompson, R. B.

    2001-04-01

    A brainstorming session regarding learning objectives or desired outcomes for NDE education, held on Thursday afternoon, July 20, 2000 at the Review of Progress in Quantitative Nondestructive Evaluation, is discussed. Primary attention is paid to undergraduate education with some discussion of graduate education. The proposed learning objectives are first presented, as formulated by an international group of NDE educators representing the World Federation of NDE Centers. This is followed by a summary of the discussions of those objectives by a group of educators, industrialists and government employees who participated in the brainstorming session. Viewpoints were wide ranging and a unanimous consensus position was not reached in all cases. Nevertheless, some important trends emerged in the discussions and a number of issues were framed more clearly than in the past. These are documented to provide a basis of continued discussions in the future. Generally speaking, the proposed learning objectives were believed to be appropriate but further discussion is required to define the appropriate title to associate with an individual who has achieved those objectives.

  12. The Effect of General Objectives Defined by Behavioral Objectives on Achievement in a College Zoology Course.

    ERIC Educational Resources Information Center

    Rushin, John W.; Baller, William

    1981-01-01

    Tests the effect of developmental level objectives on student achievement and efficiency in a zoology course. These objectives were found to have no significant effect on achievement, but they did significantly increase student efficiency in learning the content material of the module. (Author)

  13. Self Regulated Learning of High Achievers

    ERIC Educational Resources Information Center

    Rathod, Ami

    2010-01-01

    The study was conducted on high achievers of Senior Secondary school. Main objectives were to identify the self regulated learners among the high achievers, to find out dominant components and characteristics operative in self regulated learners and to compare self regulated learning of learners with respect to their subject (science and non…

  14. Learning Objects: Conditions for Viability

    ERIC Educational Resources Information Center

    Liber, O.

    2005-01-01

    This article elaborates the factors that have led to the emergence of the concept of learning objects as the predominant model for digital learning materials, examining the problems that they address. It suggests that while there do appear to be real benefits, for a learning object model to be successful there needs to be a thriving learning…

  15. Evaluating the Learning in Learning Objects

    ERIC Educational Resources Information Center

    Kay, Robin H.; Knaack, Liesel

    2007-01-01

    A comprehensive review of the literature on the evaluation of learning objects revealed a number of problem areas, including emphasizing technology ahead of learning, an absence of reliability and validity estimates, over-reliance on informal descriptive data, a tendency to embrace general impressions of learning objects rather than focusing on…

  16. ACHIEVE LEARNING OBJECTIVES, PAPERS PREPARED ESPECIALLY FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR YOUNG ENGINEERING TEACHERS (PENNSYLVANIA STATE UNIVERSITY, AUGUST 28 THROUGH SEPTEMBER 3, 1960).

    ERIC Educational Resources Information Center

    LANCASTER, OTIS E.

    PAPERS PREPARED FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR TEACHERS OF ENGINEERING SUBJECTS ARE CONTAINED IN THIS CONFERENCE REPORT. GENERAL SUBJECT AREAS DISCUSSED ARE--(1) EDUCATIONAL OBJECTIVES IN ENGINEERING EDUCATION, (2) LEARNING THEORY AND ITS APPLICATION TO CLASSROOM TEACHING, (3) LECTURE, DISCUSSION, AND LECTURE-DISCUSSION METHODS…

  17. Building Interoperable Learning Objects Using Reduced Learning Object Metadata

    ERIC Educational Resources Information Center

    Saleh, Mostafa S.

    2005-01-01

    The new e-learning generation depends on Semantic Web technology to produce learning objects. As the production of these components is very costly, they should be produced and registered once, and reused and adapted in the same context or in other contexts as often as possible. To produce those components, developers should use learning standards…

  18. Intelligent Discovery for Learning Objects Using Semantic Web Technologies

    ERIC Educational Resources Information Center

    Hsu, I-Ching

    2012-01-01

    The concept of learning objects has been applied in the e-learning field to promote the accessibility, reusability, and interoperability of learning content. Learning Object Metadata (LOM) was developed to achieve these goals by describing learning objects in order to provide meaningful metadata. Unfortunately, the conventional LOM lacks the…

  19. Evaluating Learning Objects for Schools

    ERIC Educational Resources Information Center

    Haughey, Margaret; Muirhead, Bill

    2005-01-01

    In the K-12 education sector, learning objects are seen as important in providing quality resources for teachers and learners but there has been little formal research on the assessment of learning objects based on the qualities that would be important for K-12 teachers. In this paper we describe the developments in the K-12 sector, the arguments…

  20. I Object! Moving beyond Learning Objects to Learning Components.

    ERIC Educational Resources Information Center

    Anderson, Thor A.

    2003-01-01

    Explores why "learning" and "object" have been combined in the field of instructional technology. Examines why current definitions of these terms are lacking when looked at from a standards and interoperability point of view. Suggests a new definition with a rationale to satisfy needs of technologists for precise, practical software development…

  1. Proposed Learning Objectives for Environmental Education.

    ERIC Educational Resources Information Center

    Cook, Don

    This document lists proposed environmental concepts for the high school education level of achievement. These concepts were developed by the Federal Interagency Committee on Education (FICE) for consideration by students, teachers, and others in the education community. These objectives are intended to cover the learning needed by an individual to…

  2. Learning Objects and Instructional Design

    ERIC Educational Resources Information Center

    Harvey, Brian

    2005-01-01

    Reusable learning objects are an approach that is receiving a significant amount of attention in distance-based and online education (see Reports # 11, 40, and 46 in this series). They have the potential to provide cost-effective, personalised instruction with a short development time. Instructional design principles, however, must play an…

  3. Learners' Use of Learning Objects

    ERIC Educational Resources Information Center

    Ally, Mohamed; Cleveland-Innes, Martha; Boskic, Natasha; Larwill, Sandra

    2006-01-01

    This article reports findings from a study exploring the generativity (Gibbons, Nelson, & Richards, 2000; Parrish, 2004) and discoverability (Friesen, 2001) of learning objects in the hands of the learner. Through the convergence of two separate pilot projects--the Canadian EduSource initiative through Athabasca University, and the researchers'…

  4. Learning objectives in resident training. Objectives in clinical chemistry.

    PubMed

    Barrett, D A

    1976-06-01

    The use of learning objectives has recently found extensive application in the evolution of medical school curricula; however, they have not been utilized systematically in the education of pathology residents. In attempting to define the end-point behavior or objectives of a resident during a rotation in clinical biochemistry, 567 midwestern pathologists, clinical chemists and medical technologists working in chemistry sections rated proposed objectives as essentail, desirable but not essential, or not needed. Twenty-four of 52 objectives were considered essential for the resident to achieve by 75% or more of the respondents. These included 10 of 33 related to technical knowledge, 5 to 10 related to business and supervisory skills, 5 of 5 related to investigative problem solving, and 4 of 4 related to communicating with persons outside of the laboratory. In general, respondents considered knowledge of principles more important than technical skills. Management, business and communicative skills were highly rated.

  5. Professional Learning Communities Impact on Student Achievement

    ERIC Educational Resources Information Center

    Hamilton, Jan L.

    2013-01-01

    This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools…

  6. CLIL Learning: Achievement Levels and Affective Factors

    ERIC Educational Resources Information Center

    Seikkula-Leino, Jaana

    2007-01-01

    The aim of the study was to investigate how successfully pupils had learned content in content and language integrated learning (CLIL) and to assess pupils' affective learning factors, such as motivation and self-esteem, in CLIL. Learning was presented in terms of achievement level, which was described as the relationship between measured levels…

  7. Behavioural Objectives in Second-Language Learning

    ERIC Educational Resources Information Center

    Laws, Peter

    1976-01-01

    Behavioral objectives are discussed in relation to second language learning. They are broken down into cognitive and affective objectives, and difficulties in setting such objectives are discussed. (RM)

  8. Mobile Learning and Achievement Goal Orientation Profiles

    ERIC Educational Resources Information Center

    Asplund, Minna

    2014-01-01

    Students with different achievement goal orientations have different approaches towards learning and studying. There is a widespread interest to find an easy access into learning spaces for those students who have low motivation with fear of failure and academic withdrawal. Mobile learning offers an easily accessible chance with low threshold to…

  9. Progressive Inquiry Learning Object Templates (PILOT)

    ERIC Educational Resources Information Center

    Poldoja, Hans; Leinonen, Teemu; Valjataga, Terje; Ellonen, Antti; Priha, Marjo

    2006-01-01

    In most cases digital learning objects are used for individual learning (reading, looking, playing, quizzes) or by teachers in their class-room or online teaching (presentations). In PILOT project we argue that learning objects should be designed and presented in a special way in order to promote truly social constructivist learning. The project…

  10. Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems

    ERIC Educational Resources Information Center

    Mason, Robert T.

    2011-01-01

    An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM)…

  11. Using Weblog in Cooperative Learning to Improve the Achievement of History Learning

    ERIC Educational Resources Information Center

    Leng, Lim Hooi; Leng, Chin Hai; Abedalaziz, Nabeel

    2013-01-01

    This research investigates the use of Weblog in Cooperative Learning to enhance students' learning of History. The main issues of this study were the lack of interest and low achievement scores in History learning. The objectives of this study are to explore the incorporation of Weblog in Cooperative Learning within the teaching and learning…

  12. Towards a Useful Classification of Learning Objects

    ERIC Educational Resources Information Center

    Churchill, Daniel

    2007-01-01

    The learning object remains an ill-defined concept, despite numerous and extensive discussion in the literature. This paper attempts to address this problem by providing a classification that potentially brings together various perspectives of what a learning object may be. Six unique types of learning objects are proposed and discussed:…

  13. Knowledge Enriched Learning by Converging Knowledge Object & Learning Object

    ERIC Educational Resources Information Center

    Sabitha, Sai; Mehrotra, Deepti; Bansal, Abhay

    2015-01-01

    The most important dimension of learning is the content, and a Learning Management System (LMS) suffices this to a certain extent. The present day LMS are designed to primarily address issues like ease of use, search, content and performance. Many surveys had been conducted to identify the essential features required for the improvement of LMS,…

  14. Is There a Learning Orientation in Learning Objects?

    ERIC Educational Resources Information Center

    Jonassen, David; Churchill, Daniel

    2004-01-01

    Based on contemporary theories of learning, this article takes a critical view of the concept of learning objects. Learning objects decompose content into granular pieces of information that can be stored, retrieved, and reused in instruction. Current conceptualizations of learning objects support traditional, objectivist forms of instruction.…

  15. Personality Traits, Learning and Academic Achievements

    ERIC Educational Resources Information Center

    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  16. The International Learning Object Metadata Survey

    ERIC Educational Resources Information Center

    Friesen, Norm

    2004-01-01

    A wide range of projects and organizations is currently making digital learning resources (learning objects) available to instructors, students, and designers via systematic, standards-based infrastructures. One standard that is central to many of these efforts and infrastructures is known as Learning Object Metadata (IEEE 1484.12.1-2002, or LOM).…

  17. Implementing Infrastructures for Managing Learning Objects

    ERIC Educational Resources Information Center

    Klemke, Roland; Ternier, Stefaan; Kalz, Marco; Specht, Marcus

    2010-01-01

    Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentplus programme. This paper analyses standards and protocols relevant for making learning objects accessible in distributed data…

  18. Learning Objects--Instructional Metadata and Sequencing.

    ERIC Educational Resources Information Center

    Redeker, Giselher

    The main focus of current discussions within the standardization process of learning technology is on economical opportunities and technical aspects of learning objects. There has been little discussion about the instructional or didactical issues. The purpose of this paper is to conceptualize a taxonomy of learning objects for the facilitation of…

  19. Teaching psychotherapy. Learning objectives in individual psychotherapy.

    PubMed

    Watters, W W; Rubenstein, J S; Bellissimo, A

    1980-03-01

    This paper constitutes an initial attempt to establish specific end-point objectives for the teaching (and learning) of individual psychotherapy skills. A working framework for teaching psychotherapy, which includes intrapsychic as well as interactional phenomena, is articulated. The framework also tries to achieve an integration of basic concepts of psychotherapy and specific skills for clinical practice. It draws on concepts derived from communication theory, psychoanalytic theory, adaptational theory (ego theory), learning theory, and transactional theory. In presenting these objectives three classes of skills are articulated: perceptual, conceptual, and executive. The end-point objectives are discribed for the following categories: 1) therapeutic stance, 2) history and mental status, 3) models and concepts, 4) communication channels, 5) patient's affect, 6) therapist's affect, 7) acceptance of affect, 8) interpretation, 9) transactions and 10) reinforcement and adaptation. This framework is truly eclectic in nature and effects a healthy compromise between the technique oriented "ABC's of psychotherapy" school and proponents of the view that psychotherapy is an art that cannot be taught. By drawing from more than one model it encourages the student to recognize early the distinction between theoretical formulation and ideological commitment in psychotherapy. It presents these objectives in the form of an instrument that can, with continuous refinement and testing, be used to evaluate student's progress in a psychotherapy training program.

  20. Automatically Producing Accessible Learning Objects

    ERIC Educational Resources Information Center

    Di Iorio, Angelo; Feliziani, Antonio Angelo; Mirri, Silvia; Salomoni, Paola; Vitali, Fabio

    2006-01-01

    The "Anywhere, Anytime, Anyway" slogan is frequently associated to e-learning with the aim to emphasize the wide access offered by on-line education. Otherwise, learning materials are currently created to be used with a specific technology or configuration, leaving out from the virtual classroom students who have limited access capabilities and,…

  1. Design, Development, and Validation of Learning Objects

    ERIC Educational Resources Information Center

    Nugent, Gwen; Soh, Leen-Kiat; Samal, Ashok

    2006-01-01

    A learning object is a small, stand-alone, mediated content resource that can be reused in multiple instructional contexts. In this article, we describe our approach to design, develop, and validate Shareable Content Object Reference Model (SCORM) compliant learning objects for undergraduate computer science education. We discuss the advantages of…

  2. Learned Helplessness in Normally Achieving and Learning Disabled Girls.

    ERIC Educational Resources Information Center

    Wilgosh, L.

    1984-01-01

    A study involving 30 learning disabled and 30 normally achieving grade four girls suggested that helplessness effects may be stronger for learning disabled than for normally achieving children. Comparison to an earlier study with grade four boys suggested the possibility of sex differences regarding effectiveness of helplessness alleviation…

  3. Instructional Objectives, Learner Personality and Prediction of Academic Achievement.

    ERIC Educational Resources Information Center

    Kelley, Russell Victor, Jr.

    This study investigated three questions: the relationship between the use of stated instructional objectives and achievement in audio-tutorial (A-T) instruction, the relationship of learner personality and achievement under conditions of A-T, as well as determining the power of selected batteries of intellective and personality variables to…

  4. Evaluation Primary School Students' Achievement of Objectives in English Lessons

    ERIC Educational Resources Information Center

    Erkan, Senem Seda Sahenk

    2015-01-01

    The problem statement of this survey is "How far are the specific objectives of English courses achieved by the primary students (4-5 grades) recently in Istanbul?" "Does the first stage state primary school students' achievement level of the specific English courses differ according to students' personal characteristics? Survey…

  5. Connectivist Learning Objects and Learning Styles

    ERIC Educational Resources Information Center

    del Moral, M. Esther; Cernea, Ana; Villalustre, Lourdes

    2013-01-01

    The Web 2.0 brought in the use of social tools at a large scale in every area: a transformation which led to redefining the teaching-learning process. In this new context knowledge is distributed over network connections in an uncontrolled way - thus learning consists of recognizing relevant information patterns and constructing new connections.…

  6. A Model for Predicting Learning Flow and Achievement in Corporate e-Learning

    ERIC Educational Resources Information Center

    Joo, Young Ju; Lim, Kyu Yon; Kim, Su Mi

    2012-01-01

    The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners' motivational factors, while perceived usefulness and ease of use were also selected as learning environmental factors. Learning flow was…

  7. Overcoming the Limitations of Learning Objects

    ERIC Educational Resources Information Center

    Wiley, David; Waters, Sandie; Dawson, Deonne; Lambert, Brent; Barclay, Matthew; Wade, David; Nelson, Laurie

    2004-01-01

    There are a number of issues that face individuals who would use learning objects for instructional purposes. These issues include problems with decontextualization, enabling meaningful reusability, and overcoming biases toward didactic approaches in the use of learning objects. We discuss these problems in some detail, and present a project-based…

  8. Transformative Power of the Learning Object Debate

    ERIC Educational Resources Information Center

    Bennett, Kathy; McGee, Patricia

    2005-01-01

    This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of "data", "information" and "learning objects" helps us move beyond a fixation on…

  9. Bloom's taxonomy of cognitive learning objectives.

    PubMed

    Adams, Nancy E

    2015-07-01

    Information professionals who train or instruct others can use Bloom's taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and demonstrate. Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.

  10. Improving Achievement through Problem-Based Learning

    ERIC Educational Resources Information Center

    Sungur, Semra; Tekkaya, Ceren; Geban, Omer

    2006-01-01

    In this study, the effect of problem-based learning on students' academic achievement and performance skills in a unit on the human excretory system was investigated. Sixty-one 10th grade students, from two full classes instructed by the same biology teacher, were involved in the study. Classes were randomly assigned as either the experimental or…

  11. Active Learning Strategies and Vocabulary Achievement

    ERIC Educational Resources Information Center

    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  12. Designing of Student Learning Achievement Evaluation

    ERIC Educational Resources Information Center

    Savickiene, Izabela

    2011-01-01

    This article aims to solve the following problematic issue: how the most essential elements of student learning achievement evaluation should be properly designed? The answers are pursued by the validation of identification of evaluation types, formulation of evaluation criteria and choice of assessment methods. Designing of the most essential…

  13. Learning Objects and Virtual Learning Environments Technical Evaluation Criteria

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Dagiene, Valentina

    2009-01-01

    The main scientific problems investigated in this article deal with technical evaluation of quality attributes of the main components of e-Learning systems (referred here as DLEs--Digital Libraries of Educational Resources and Services), i.e., Learning Objects (LOs) and Virtual Learning Environments (VLEs). The main research object of the work is…

  14. Learning Objects, Learning Design, and Adoption through Succession

    ERIC Educational Resources Information Center

    Weller, Martin

    2007-01-01

    This paper examines the concept of learning objects, the advantages they offer, and related issues. Learning objects focus on content, while the Learning Design specification addresses pedagogy. Underlying both of these approaches is the motivation to reuse, which has cost and quality benefits. Despite these benefits, adoption of the two…

  15. Learning Objects in Practice: The Integration of Reusable Learning Objects in Primary Education

    ERIC Educational Resources Information Center

    Cameron, Tiffani; Bennett, Sue

    2010-01-01

    The study described in this paper investigated the use of "The Le@rning Federation's" learning objects by students in primary school education. The study focused on how students engaged with and responded to the learning objects and how the objects supported student learning. A collective case study design allowed the researchers to investigate…

  16. A Multi-Component Model for Assessing Learning Objects: The Learning Object Evaluation Metric (LOEM)

    ERIC Educational Resources Information Center

    Kay, Robin H.; Knaack, Liesel

    2008-01-01

    While discussion of the criteria needed to assess learning objects has been extensive, a formal, systematic model for evaluation has yet to be thoroughly tested. The purpose of the following study was to develop and assess a multi-component model for evaluating learning objects. The Learning Object Evaluation Metric (LOEM) was developed from a…

  17. Objective Academic Achievement and Subjective Personal Well-Being

    ERIC Educational Resources Information Center

    McDonald, Betty

    2012-01-01

    This paper examines the relationship between objective academic achievement (OAA) and subjective well-being (SWB). Using a sample of 515 adolescents from ten different high schools across a small country, semi-structured interviews, academic records and observations provided relevant data for the study. OAA was measured from examination results…

  18. Predictable Locations Aid Early Object Name Learning

    ERIC Educational Resources Information Center

    Benitez, Viridiana L.; Smith, Linda B.

    2012-01-01

    Expectancy-based localized attention has been shown to promote the formation and retrieval of multisensory memories in adults. Three experiments show that these processes also characterize attention and learning in 16- to 18-month old infants and, moreover, that these processes may play a critical role in supporting early object name learning. The…

  19. Quantifying the Reuse of Learning Objects

    ERIC Educational Resources Information Center

    Elliott, Kristine; Sweeney, Kevin

    2008-01-01

    This paper reports the findings of one case study from a larger project, which aims to quantify the claimed efficiencies of reusing learning objects to develop e-learning resources. The case study describes how an online inquiry project "Diabetes: A waste of energy" was developed by searching for, evaluating, modifying and then integrating as many…

  20. Actively learning object names across ambiguous situations.

    PubMed

    Kachergis, George; Yu, Chen; Shiffrin, Richard M

    2013-01-01

    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. Using a novel active learning paradigm in which learners choose which four objects they would like to see named on each successive trial, this study asks whether active learning is superior to passive learning in a cross-situational word learning context. Finding that learners perform better in active learning, we investigate the strategies and discover that most learners use immediate repetition to disambiguate pairings. Unexpectedly, we find that learners who repeat only one pair per trial--an easy way to infer this pair-perform worse than those who repeat multiple pairs per trial. Using a working memory extension to an associative model of word learning with uncertainty and familiarity biases, we investigate individual differences that correlate with these assorted strategies. PMID:23335580

  1. Understanding Learner Acceptance of Learning Objects: The Roles of Learning Object Characteristics and Individual Differences

    ERIC Educational Resources Information Center

    Lau, Siong-Hoe; Woods, Peter C.

    2009-01-01

    Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the…

  2. Student objectives and learning experiences in a global health elective.

    PubMed

    Holmes, David; Zayas, Luis E; Koyfman, Alex

    2012-10-01

    International health electives offer unique experiences for medical students to develop clinical skills and cultural competencies in unique and diverse environments. Medical students have been increasingly pursuing these learning opportunities despite the challenges. However, their goals in pursuing these opportunities and the relation between their learning objectives and actual experiences have not been studied adequately. It is important to assess these programs based on student objectives and whether those objectives are met. Thirty-seven medical students from five cohorts at a US medical school completed pre-post questionnaires regarding their global health elective objectives and learning experiences. The questionnaires included mostly open-ended questions and a Likert-scale rating of their overall experience. Qualitative thematic analysis involved inductive coding and followed a content-driven immersion-crystallization approach. Quantitative program evaluation measures yielded descriptive statistics. Five general objectives and four types of learning experiences were identified. Student objectives were: (1) to observe the practice and organization of health care in another country; (2) improve medical/surgical skills; (3) improve language skills; (4) learn about another culture; and (5) deepen knowledge of infectious diseases. All of their objectives were achieved. Moreover, one learning theme, "self-reflection and personal growth," was not a student objective. Quantitative assessment showed that most students had a favorable elective experience. Program challenges were also identified. Students in a global health elective were able to fulfill self-identified learning objectives, while also gaining other unexpected yet important lessons. Students' learning objectives also should be considered in evaluating learning experiences in international health electives.

  3. Multimedia Learning Systems Based on IEEE Learning Object Metadata (LOM).

    ERIC Educational Resources Information Center

    Holzinger, Andreas; Kleinberger, Thomas; Muller, Paul

    One of the "hottest" topics in recent information systems and computer science is metadata. Learning Object Metadata (LOM) appears to be a very powerful mechanism for representing metadata, because of the great variety of LOM Objects. This is on of the reasons why the LOM standard is repeatedly cited in projects in the field of eLearning Systems.…

  4. Using Learning Objects to Teach Programming Languages

    ERIC Educational Resources Information Center

    Cavus, Nadire; Ibrahim, Dogan

    2004-01-01

    The idea of using "Learning Objects" in teaching has become very popular in the last few years. Although the concept of using objects in teaching is not new, the power of the computer technology and the Internet gives educators large opportunities and endless combination of possibilities in applying new theories to web-based education. This paper…

  5. Improving International Research with Clinical Specimens: 5 Achievable Objectives

    PubMed Central

    LaBaer, Joshua

    2012-01-01

    Our increased interest in translational research has created a large demand for blood, tissue and other clinical samples, which find use in a broad variety of research including genomics, proteomics, and metabolomics. Hundreds of millions of dollars have been invested internationally on the collection, storage and distribution of samples. Nevertheless, many researchers complain in frustration about their inability to obtain relevant and/or useful samples for their research. Lack of access to samples, poor condition of samples, and unavailability of appropriate control samples have slowed our progress in the study of diseases and biomarkers. In this editorial, I focus on five major challenges that thwart clinical sample use for translational research and propose near term objectives to address them. They include: (1) defining our biobanking needs; (2) increasing the use of and access to standard operating procedures; (3) mapping inter-observer differences for use in normalizing diagnoses; (4) identifying natural internal protein controls; and (5) redefining the clinical sample paradigm by building partnerships with the public. In each case, I believe that we have the tools at hand required to achieve the objective within 5 years. Potential paths to achieve these objectives are explored. However we solve these problems, the future of proteomics depends on access to high quality clinical samples, collected under standardized conditions, accurately annotated and shared under conditions that promote the research we need to do. PMID:22998582

  6. Student's objectives and achievement strategies for laborataory work

    NASA Astrophysics Data System (ADS)

    Owings, Taylor M.

    In this study, we look at students' objectives and strategies for completing their objectives for undergraduate labs. Students across two universities and three levels of chemistry were surveyed at the beginning of the semester in the fall of 2012 using an open ended survey to identify the goals students had for the course. The students responses were coded and used to create a survey that went out to the same courses at the end of the fall semester. Using data from the fall of 2012, the survey was modified and data was collected in the fall of 2013 at one university in two different general chemistry classes. Data and analysis indicate that students focus primarily on earning a good grade over other goals and use achievement strategies that align with this goal which aligned with the expectations of the research team as well as Edmondson and Novak (1993).

  7. Learning Objects and the E-Learning Cost Dilemma

    ERIC Educational Resources Information Center

    Weller, Martin

    2004-01-01

    The creation of quality e-learning material creates a cost dilemma for many institutions, since it has both high variable and high fixed costs. This cost dilemma means that economies of scale are difficult to achieve, which may result in a consequent reduction in the quality of the learning material. Based on the experience of creating a masters…

  8. Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

    PubMed Central

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  9. Teacher Trainees as Learning Object Designers: Problems and Issues in Learning Object Development Process

    ERIC Educational Resources Information Center

    Guler, Cetin; Altun, Arif

    2010-01-01

    Learning objects (LOs) can be defined as resources that are reusable, digital with the aim of fulfilling learning objectives (or expectations). Educators, both at the individual and institutional levels, are cautioned about the fact that LOs are to be processed through a proper development process. Who should be involved in the LO development…

  10. Clearly Communicating the Learning Objective Matters!

    ERIC Educational Resources Information Center

    Reed, Deborah K.

    2012-01-01

    Explicitly communicating objectives is a tenet of effective instruction for students with learning difficulties, yet the practice is often overlooked in research. This case study of a novice middle school geography teacher illustrates how the qualitative and quantitative differences in the ways a teacher communicates the learner expectation can…

  11. Improving Learning Object Quality: Moodle HEODAR Implementation

    ERIC Educational Resources Information Center

    Munoz, Carlos; Garcia-Penalvo, Francisco J.; Morales, Erla Mariela; Conde, Miguel Angel; Seoane, Antonio M.

    2012-01-01

    Automation toward efficiency is the aim of most intelligent systems in an educational context in which results calculation automation that allows experts to spend most of their time on important tasks, not on retrieving, ordering, and interpreting information. In this paper, the authors provide a tool that easily evaluates Learning Objects quality…

  12. Dogs' Body Language Relevant to Learning Achievement.

    PubMed

    Hasegawa, Masashi; Ohtani, Nobuyo; Ohta, Mitsuaki

    2014-01-01

    The facial expressions and body postures of dogs can give helpful information about their moods and emotional states. People can more effectively obedience train their dogs if we can identify the mannerisms associated with learning in dogs. The aim of this study was to clarify the dog's body language during operant conditioning to predict achievement in the test that followed by measuring the duration of behaviors. Forty-six untrained dogs (17 males and 26 females) of various breeds were used. Each session consisted of 5 minutes of training with a treat reward followed by 3 minutes of rest and finally an operant conditioning test that consisted of 20 "hand motion" cues. The operant tests were conducted a total of nine times over three consecutive days, and the success numbers were counted. The duration of the dog's behavior, focusing on the dog's eyes, mouth, ears, tail and tail-wagging, was recorded during the operant conditioning sessions before the test. Particular behaviors, including wide-eyes, closed mouth, erect ears, and forward and high tail carriage, without wagging or with short and quick wagging, related to high achievement results. It is concluded that dogs' body language during operant conditioning was related to their success rate.

  13. Learning Object Models and an E-Learning Service Infrastructure

    ERIC Educational Resources Information Center

    Lee, Gilliean; Su, Stanley Y. W.

    2006-01-01

    Multimedia data and application systems accessible over the Web are valuable assets for developing instructional materials for teaching, training, problem solving, and decision support. These assets can be used to construct learning objects, each of which is a reusable granule of instruction designed to meet a specific instructional objective. In…

  14. Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S)

    ERIC Educational Resources Information Center

    Kay, Robin H.; Knaack, Liesel

    2009-01-01

    Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation…

  15. Checklist for Evaluating SREB-SCORE Learning Objects

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2007

    2007-01-01

    This checklist is based on "Evaluation Criteria for SREB-SCORE Learning Objects" and is designed to help schools and colleges determine the quality and effectiveness of learning objects. It is suggested that each learning object be rated to the extent to which it meets the criteria and the SREB-SCORE definition of a learning object. A learning…

  16. Dynamic Learning Objects to Teach Java Programming Language

    ERIC Educational Resources Information Center

    Narasimhamurthy, Uma; Al Shawkani, Khuloud

    2010-01-01

    This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

  17. Evaluating the Use of Learning Objects for Secondary School Science

    ERIC Educational Resources Information Center

    Kay, Robin; Knaack, Liesel

    2007-01-01

    A learning object is an interactive web-based tool that supports learning by enhancing, amplifying, and guiding the cognitive processes of a learner. To date, no formal research has been done on the use of learning objects in secondary school science classrooms. The purpose of this study was to evaluate the use of learning objects developed for…

  18. A Systematic Evaluation of Learning Objects for Secondary School Students

    ERIC Educational Resources Information Center

    Kay, Robin

    2007-01-01

    Empirical research evaluating the effectiveness of learning objects is noticeably absent. No formal research has been done on the use of learning objects in secondary schools. The purpose of this study was to evaluate the use of learning objects by high school students. The evaluation metric used to assess benefits and quality of learning objects…

  19. An Exploratory Study into the Efficacy of Learning Objects

    ERIC Educational Resources Information Center

    Farha, Nicholas W.

    2009-01-01

    Learning objects have quickly become a widely accepted approach to instructional technology, particularly in on-line and computer-based learning environments. While there is a substantial body of literature concerning learning objects, very little of it verifies their efficacy. This research investigated the effectiveness of learning objects by…

  20. Achieving Quality Learning in Higher Education.

    ERIC Educational Resources Information Center

    Nightingale, Peggy; O'Neil, Mike

    This volume on quality learning in higher education discusses issues of good practice particularly action learning and Total Quality Management (TQM)-type strategies and illustrates them with seven case studies in Australia and the United Kingdom. Chapter 1 discusses issues and problems in defining quality in higher education. Chapter 2 looks at…

  1. Language Learning Strategy Use and Reading Achievement

    ERIC Educational Resources Information Center

    Ghafournia, Narjes

    2014-01-01

    The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their…

  2. Achieving Sustainability in Learning and Teaching Initiatives

    ERIC Educational Resources Information Center

    Brew, Angela; Cahir, Jayde

    2014-01-01

    Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one…

  3. Grouping and Achievement in Cooperative Learning

    ERIC Educational Resources Information Center

    Baer, John

    2003-01-01

    Colleges typically group students homogeneously in classes by means of both admission requirements and course prerequisites, but when professors form cooperative learning groups within classes they generally use heterogeneous grouping. Authors compared heterogeneously and homogeneously grouped cooperative learning groups in six paired classes,…

  4. Learning object models from few examples

    NASA Astrophysics Data System (ADS)

    Misra, Ishan; Wang, Yuxiong; Hebert, Martial

    2016-05-01

    Current computer vision systems rely primarily on fixed models learned in a supervised fashion, i.e., with extensive manually labelled data. This is appropriate in scenarios in which the information about all the possible visual queries can be anticipated in advance, but it does not scale to scenarios in which new objects need to be added during the operation of the system, as in dynamic interaction with UGVs. For example, the user might have found a new type of object of interest, e.g., a particular vehicle, which needs to be added to the system right away. The supervised approach is not practical to acquire extensive data and to annotate it. In this paper, we describe techniques for rapidly updating or creating models using sparsely labelled data. The techniques address scenarios in which only a few annotated training samples are available and need to be used to generate models suitable for recognition. These approaches are crucial for on-the-fly insertion of models by users and on-line learning.

  5. The Power of Objectives: Moving beyond Learning Objectives

    ERIC Educational Resources Information Center

    Phillips, Jack J.; Phillips, Patti P.

    2010-01-01

    Although the need for project objectives is obvious, their value and role are much broader than most think. In this article, we explore the need for higher levels of objectives, along with tips and techniques to develop them properly. More important, we examine the benefits of objectives from many perspectives. In today's competitive environment,…

  6. Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

    ERIC Educational Resources Information Center

    Kablan, Zeynel; Kaya, Sibel

    2013-01-01

    Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

  7. Learning to Appraise the Quality of Qualitative Research Articles: A Contextualized Learning Object for Constructing Knowledge

    ERIC Educational Resources Information Center

    Chenail, Ronald J.

    2011-01-01

    Helping beginning qualitative researchers critically appraise qualitative research articles is a common learning objective for introductory methodology courses. To aid students in achieving competency in appraising the quality of qualitative research articles, a multi-part activity incorporating the Critical Appraisal Skills Programme's (CASP)…

  8. Using Conceptual Lattices to Represent Fine Granular Learning Objects through SCORM Meta-Objects

    ERIC Educational Resources Information Center

    Silva, Luciano; Mustaro, Pollyana N.; Stringhini, Denise; Silveira, Ismar F.

    2006-01-01

    Ideally, learning resources should be built over a shared pool of fine reusable granular learning objects. However, in order to avoid contextual lacks, dynamic creation of such resources would mostly rely on the conceptual relationships among learning objects inside a repository. These conceptual relationships, as well as the learning objects…

  9. Hybrid Multiagent System for Automatic Object Learning Classification

    NASA Astrophysics Data System (ADS)

    Gil, Ana; de La Prieta, Fernando; López, Vivian F.

    The rapid evolution within the context of e-learning is closely linked to international efforts on the standardization of learning object metadata, which provides learners in a web-based educational system with ubiquitous access to multiple distributed repositories. This article presents a hybrid agent-based architecture that enables the recovery of learning objects tagged in Learning Object Metadata (LOM) and provides individualized help with selecting learning materials to make the most suitable choice among many alternatives.

  10. Comparability of Educational Achievement and Learning Attitudes across Nations

    ERIC Educational Resources Information Center

    Taht, Karin; Must, Olev

    2013-01-01

    We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N = 354,203). The…

  11. The Impact of Professional Learning Communities on Student Achievement

    ERIC Educational Resources Information Center

    DiNardo, Lynne M.

    2010-01-01

    Professional learning communities (PLC) are one strategy aimed at facilitating teacher professional development, with a focus on increasing student achievement. This mixed methods study investigated the impact of professional learning on student achievement. A total of 6 teachers and 121 students recruited from the third and fifth grades of a…

  12. Learning Styles and High School Students' Chemistry Achievement

    ERIC Educational Resources Information Center

    Uzuntiryaki, Esen

    2007-01-01

    The aim of the present study was to investigate the effects of students' learning styles on their chemistry achievement, and whether matching between teaching and learning styles also affects students' chemistry achievement. Two hundred and sixty-five tenth-grade students enrolled in a chemistry course and seven chemistry teachers participated in…

  13. Temperament-based learning styles as moderators of academic achievement.

    PubMed

    Horton, C B; Oakland, T

    1997-01-01

    Considerable interest in applications of temperament theory has led to proposals of four temperament-related learning styles. The hypothesis that achievement is higher when instructional strategies utilize methods consistent with students' preferred learning styles was tested using 417 seventh graders, the majority of whom were from minority and low SES families. The hypothesis was not supported; instead, student achievement was significantly higher with instructional strategies designed to promote personalized learning. The need to extend temperament-based learning styles by considering additional qualities that are important to learning is discussed. PMID:9105497

  14. A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

    Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…

  15. Achieving Teaching and Learning Excellence with Technology

    ERIC Educational Resources Information Center

    Marcoux, Elizabeth; Loertscher, David V.

    2009-01-01

    Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people…

  16. Close the Achievement Gap with Summer Learning

    ERIC Educational Resources Information Center

    Huggins, Gary

    2012-01-01

    Summer vacation from school can bring afternoons at the swimming pool, family vacations, and maybe a spirit-filled summer camp that ignites a passion for art or rock climbing. But for many children, summer also means setbacks in learning that take a tremendous toll on teaching and student performance over time. PTA leaders can make a vital…

  17. Patterns of Learning Object Reuse in the Connexions Repository

    ERIC Educational Resources Information Center

    Duncan, S. M.

    2009-01-01

    Since the term "learning object" was first published, there has been either an explicit or implicit expectation of reuse. There has also been a lot of speculation about why learning objects are, or are not, reused. This study quantitatively examined the actual amount and type of learning object use, to include reuse, modification, and translation,…

  18. A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements

    ERIC Educational Resources Information Center

    Su, C-H.; Cheng, C-H.

    2015-01-01

    This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and…

  19. An Investigation on the Correlation of Learner Styles and Learning Objects Characteristics in a Proposed Learning Objects Management Model (LOMM)

    ERIC Educational Resources Information Center

    Wanapu, Supachanun; Fung, Chun Che; Kerdprasop, Nittaya; Chamnongsri, Nisachol; Niwattanakul, Suphakit

    2016-01-01

    The issues of accessibility, management, storage and organization of Learning Objects (LOs) in education systems are a high priority of the Thai Government. Incorporating personalized learning or learning styles in a learning object management system to improve the accessibility of LOs has been addressed continuously in the Thai education system.…

  20. Teaching and Assessing Ethics as a Learning Objective: One School's Journey

    ERIC Educational Resources Information Center

    Templin, Carl R.; Christensen, David

    2009-01-01

    This paper reports the results of a ten-year effort to establish ethics as a learning objective for all business students, to assess the effectiveness in achieving that learning objective and to incorporate ethical conduct as a part of the school's organizational culture. First, it addresses the importance of ethics instruction for all business…

  1. Busted Butte: Achieving the Objectives and Numerical Modeling Results

    SciTech Connect

    W.E. Soll; M. Kearney; P. Stauffer; P. Tseng; H.J. Turin; Z. Lu

    2002-10-07

    The Unsaturated Zone Transport Test (UZTT) at Busted Butte is a mesoscale field/laboratory/modeling investigation designed to address uncertainties associated with flow and transport in the UZ site-process models for Yucca Mountain. The UZTT test facility is located approximately 8 km southeast of the potential Yucca Mountain repository area. The UZTT was designed in two phases, to address five specific objectives in the UZ: the effect of heterogeneities, flow and transport (F&T) behavior at permeability contrast boundaries, migration of colloids , transport models of sorbing tracers, and scaling issues in moving from laboratory scale to field scale. Phase 1A was designed to assess the influence of permeability contrast boundaries in the hydrologic Calico Hills. Visualization of fluorescein movement , mineback rock analyses, and comparison with numerical models demonstrated that F&T are capillary dominated with permeability contrast boundaries distorting the capillary flow. Phase 1B was designed to assess the influence of fractures on F&T and colloid movement. The injector in Phase 1B was located at a fracture, while the collector, 30 cm below, was placed at what was assumed to be the same fracture. Numerical simulations of nonreactive (Br) and reactive (Li) tracers show the experimental data are best explained by a combination of molecular diffusion and advective flux. For Phase 2, a numerical model with homogeneous unit descriptions was able to qualitatively capture the general characteristics of the system. Numerical simulations and field observations revealed a capillary dominated flow field. Although the tracers showed heterogeneity in the test block, simulation using heterogeneous fields did not significantly improve the data fit over homogeneous field simulations. In terms of scaling, simulations of field tracer data indicate a hydraulic conductivity two orders of magnitude higher than measured in the laboratory. Simulations of Li, a weakly sorbing tracer

  2. Improving Student Achievement Using Expert Learning Systems

    ERIC Educational Resources Information Center

    Green, Ronny; Smith, Bob; Leech, Don

    2004-01-01

    Both educators and the public are demanding improvements in student achievement and school performance. However, students meeting the highest college admission standards are increasingly selecting fields of study other than teaching. How can we increase teacher competence when many of our brightest teacher prospects are going into other fields?…

  3. Grading and Learning: Practices that Support Student Achievement

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2011-01-01

    Grades should reflect and help motivate learning. This book illustrates ways teachers can shift their practices to conduct accurate, constructive assessments that not only maintain the integrity of essential education objectives, but also motivate students and enhance learning. Through detailed strategies, educators will learn how to grade…

  4. Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart

    ERIC Educational Resources Information Center

    Sipos, Yona; Battisti, Bryce; Grimm, Kurt

    2008-01-01

    Purpose: The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re-envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and…

  5. Student Team Achievement Divisions (STAD) Technique through the Moodle to Enhance Learning Achievement

    ERIC Educational Resources Information Center

    Tiantong, Monchai; Teemuangsai, Sanit

    2013-01-01

    One of the benefits of using collaborative learning is enhancing learning achievement and increasing social skills, and the second benefits is as the more students work together in collaborative groups, the more they understand, retain, and feel better about themselves and their peers, moreover working together in a collaborative environment…

  6. Object Movement in Preschool Children's Word Learning

    ERIC Educational Resources Information Center

    Scofield, Jason; Miller, Andrea; Hartin, Travis

    2011-01-01

    Two studies examined whether preschool children preferred to select a moving object over stationary objects when determining the referent of a novel word. In both studies three- and four-year-olds observed three novel objects, one moving object and two stationary objects. In Study 1, children (n=44) were asked to select the object that best…

  7. Learning Warps Object Representations in the Ventral Temporal Cortex.

    PubMed

    Clarke, Alex; Pell, Philip J; Ranganath, Charan; Tyler, Lorraine K

    2016-07-01

    The human ventral temporal cortex (VTC) plays a critical role in object recognition. Although it is well established that visual experience shapes VTC object representations, the impact of semantic and contextual learning is unclear. In this study, we tracked changes in representations of novel visual objects that emerged after learning meaningful information about each object. Over multiple training sessions, participants learned to associate semantic features (e.g., "made of wood," "floats") and spatial contextual associations (e.g., "found in gardens") with novel objects. fMRI was used to examine VTC activity for objects before and after learning. Multivariate pattern similarity analyses revealed that, after learning, VTC activity patterns carried information about the learned contextual associations of the objects, such that objects with contextual associations exhibited higher pattern similarity after learning. Furthermore, these learning-induced increases in pattern information about contextual associations were correlated with reductions in pattern information about the object's visual features. In a second experiment, we validated that these contextual effects translated to real-life objects. Our findings demonstrate that visual object representations in VTC are shaped by the knowledge we have about objects and show that object representations can flexibly adapt as a consequence of learning with the changes related to the specific kind of newly acquired information. PMID:26967942

  8. What Is to Be Learned? Teachers' Collective Inquiry into the Object of Learning

    ERIC Educational Resources Information Center

    Kullberg, Angelika; Mårtensson, Pernilla; Runesson, Ulla

    2016-01-01

    Within the phenomenographic research tradition, the "object of learning" depicts the capability that is to be learned by the learner. It has been argued that the object of learning cannot be fully known in advance since what is to be learned depends on the learners as well as on the content taught. The object of learning and its nature…

  9. Participative Knowledge Production of Learning Objects for E-Books.

    ERIC Educational Resources Information Center

    Dodero, Juan Manuel; Aedo, Ignacio; Diaz, Paloma

    2002-01-01

    Defines a learning object as any digital resource that can be reused to support learning and thus considers electronic books as learning objects. Highlights include knowledge management; participative knowledge production, i.e. authoring electronic books by a distributed group of authors; participative knowledge production architecture; and…

  10. Factors Affecting the Development and Use of Learning Objects

    ERIC Educational Resources Information Center

    Moisey, Susan D.; Ally, Mohamed; Spencer, Bob

    2006-01-01

    This study explored barriers and facilitating factors affecting the development and use of learning objects in developing instructional materials and their use in supporting individualized learning. Over a two-month period, students in a graduate-level instructional design course developed instructional materials incorporating learning objects or…

  11. Developing Interactive Learning Objects for a Computing Mathematics Module

    ERIC Educational Resources Information Center

    Lim, Cher Ping; Lee, Siew Lie; Richards, Cameron

    2006-01-01

    Based on a case study of the online component of a Computing Mathematics module at a local polytechnic in Singapore, this article provides a descriptive account of the development and employment of interactive learning objects to enhance the learning experiences of the students in the course. The experimented learning objects were branded as…

  12. Aberrant Learning Achievement Detection Based on Person-Fit Statistics in Personalized e-Learning Systems

    ERIC Educational Resources Information Center

    Liu, Ming-Tsung; Yu, Pao-Ta

    2011-01-01

    A personalized e-learning service provides learning content to fit learners' individual differences. Learning achievements are influenced by cognitive as well as non-cognitive factors such as mood, motivation, interest, and personal styles. This paper proposes the Learning Caution Indexes (LCI) to detect aberrant learning patterns. The philosophy…

  13. Mobile Authoring of Open Educational Resources as Reusable Learning Objects

    ERIC Educational Resources Information Center

    Kinshuk; Jesse, Ryan

    2013-01-01

    E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO) for several years. Effective mobile learning requires similar functionality at both design time and runtime. Mobile devices can play RLO using applications like SMILE, mobile access to a learning management system (LMS), or other systems…

  14. Throw out Learning Objectives! In Support of a New Taxonomy

    ERIC Educational Resources Information Center

    Gander, Sharon L.

    2006-01-01

    In the right hands, learning objectives are great tools for clarifying thinking, breaking down learning into component parts, creating a logical order to learning, and demonstrating that a learning intervention is successful. Mostly, however, they have become cliches. With the industry's tendency to use them as pro forma media bites, they tend to…

  15. Object Familiarity Facilitates Foreign Word Learning in Preschoolers

    ERIC Educational Resources Information Center

    Sera, Maria D.; Cole, Caitlin A.; Oromendia, Mercedes; Koenig, Melissa A.

    2014-01-01

    Studying how children learn words in a foreign language can shed light on how language learning changes with development. In one experiment, we examined whether three-, four-, and five-year-olds could learn and remember words for familiar and unfamiliar objects in their native English and a foreign language. All age groups could learn and remember…

  16. Learning Environment, Motivation, and Achievement in High School Science.

    ERIC Educational Resources Information Center

    Nolen, Susan Bobbitt

    2003-01-01

    Examines the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement. Discusses the focus of shared perceptions and instruction and indicates that shared perceptions focused on understanding and independent thinking positively predicted students'…

  17. Effect of Cooperative Learning on Academic Achievement of Physics Course

    ERIC Educational Resources Information Center

    Keramati, Mohammadreza

    2010-01-01

    This paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics course. Cooperative learning was employed to experimental group and conventional teaching method was used for control group. Sampling of the study consists of 15-16 years old 220 students at high school in Iran. The progress…

  18. Professional Development Schools and Student Learning and Achievement

    ERIC Educational Resources Information Center

    Wong, Pia Lindquist; Glass, Ronald David

    2011-01-01

    A central commitment for professional development schools (PDSs) is to link preservice teacher preparation and in-service teacher professional development with improved learning outcomes for pupils. PDSs are expected to improve student achievement in two primary ways: (1) by enriching and intensifying the learning environment through professional…

  19. On the Effect of Learning Style on Scholastic Achievement

    ERIC Educational Resources Information Center

    Bhatti, Rahmatullah; Bart, William M.

    2013-01-01

    The present study was designed to explore the influence of learning styles on scholastic achievement levels. The participants in this study were undergraduate students studying social sciences at a Division 1 research university. The frequencies of the participants in the four learning style categories are the following: Convergent ("n"…

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

    ERIC Educational Resources Information Center

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

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

  1. Learning User Preferences for Sets of Objects

    NASA Technical Reports Server (NTRS)

    desJardins, Marie; Eaton, Eric; Wagstaff, Kiri L.

    2006-01-01

    Most work on preference learning has focused on pairwise preferences or rankings over individual items. In this paper, we present a method for learning preferences over sets of items. Our learning method takes as input a collection of positive examples--that is, one or more sets that have been identified by a user as desirable. Kernel density estimation is used to estimate the value function for individual items, and the desired set diversity is estimated from the average set diversity observed in the collection. Since this is a new learning problem, we introduce a new evaluation methodology and evaluate the learning method on two data collections: synthetic blocks-world data and a new real-world music data collection that we have gathered.

  2. Spatiotemporal information during unsupervised learning enhances viewpoint invariant object recognition.

    PubMed

    Tian, Moqian; Grill-Spector, Kalanit

    2015-01-01

    Recognizing objects is difficult because it requires both linking views of an object that can be different and distinguishing objects with similar appearance. Interestingly, people can learn to recognize objects across views in an unsupervised way, without feedback, just from the natural viewing statistics. However, there is intense debate regarding what information during unsupervised learning is used to link among object views. Specifically, researchers argue whether temporal proximity, motion, or spatiotemporal continuity among object views during unsupervised learning is beneficial. Here, we untangled the role of each of these factors in unsupervised learning of novel three-dimensional (3-D) objects. We found that after unsupervised training with 24 object views spanning a 180° view space, participants showed significant improvement in their ability to recognize 3-D objects across rotation. Surprisingly, there was no advantage to unsupervised learning with spatiotemporal continuity or motion information than training with temporal proximity. However, we discovered that when participants were trained with just a third of the views spanning the same view space, unsupervised learning via spatiotemporal continuity yielded significantly better recognition performance on novel views than learning via temporal proximity. These results suggest that while it is possible to obtain view-invariant recognition just from observing many views of an object presented in temporal proximity, spatiotemporal information enhances performance by producing representations with broader view tuning than learning via temporal association. Our findings have important implications for theories of object recognition and for the development of computational algorithms that learn from examples.

  3. Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy

    ERIC Educational Resources Information Center

    Kidwell, Linda A.; Fisher, Dann G.; Braun, Robert L.; Swanson, Diane L.

    2013-01-01

    The purpose of our article is to offer a set of core knowledge learning objectives for accounting ethics education. Using Bloom's taxonomy of educational objectives, we develop learning objectives in six content areas: codes of ethical conduct, corporate governance, the accounting profession, moral development, classical ethics theories, and…

  4. Utopia2000: An Online Learning-Object Management Tool.

    ERIC Educational Resources Information Center

    Aspillaga, Macarena

    2002-01-01

    Describes Utopia2002, a database that contains learning objects that enables faculty to design and develop interactive Web-based instruction. Topics include advanced distributed learning; sharable content objects (SCOs) and sharable content object reference model (SCORM); instructional systems design process; templates; and quality assurance. (LRW)

  5. The Relationship between Professional Learning Communities and Student Achievement

    ERIC Educational Resources Information Center

    Smith, Kishawn L.

    2010-01-01

    A local concern has been the effectiveness of school improvement efforts such as professional learning communities (PLCs) on student achievement. The results of this study are necessary as policy makers, school districts, administrators, and teachers aim to increase student achievement and the effectiveness of PLCs. The purpose of this study was…

  6. Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Judge, Sharon; Watson, Silvana M. R.

    2011-01-01

    Using longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), the authors examined mathematics achievement and growth trajectories by learning disability (LD) subgroups. The 2-level (time-student) growth curve model showed that lower levels of mathematics achievement were already evident at…

  7. Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Fincham, Frank D.; And Others

    1989-01-01

    Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

  8. Chemistry Teachers' Estimations of Their Students' Learning Achievement

    ERIC Educational Resources Information Center

    Huann-Shyang, Lin; Sung, Tao Lee; Treagust, David

    2005-01-01

    A study was conducted to assess junior and high school students learning achievement in the topic of stoichiometry by using The Student Conceptual Understanding Test (SCUT). The low student achievement on the SCUT test deserves special attention from chemistry teachers, and it is stated that effective teaching strategies to promote student…

  9. The Impact of Learning Time on Academic Achievement

    ERIC Educational Resources Information Center

    Jez, Su Jin; Wassmer, Robert W.

    2015-01-01

    As schools aim to raise student academic achievement levels and districts wrangle with decreased funding, it is essential to understand the relationship between learning time and academic achievement. Using regression analysis and a data set drawn from California's elementary school sites, we find a statistically significant and positive…

  10. A Federated Authorization Service for Bridging Learning Object Distribution Models

    NASA Astrophysics Data System (ADS)

    Colin, Jean-Noël; Le, Tien-Dung; Massart, David

    In a large federation of commercial learning object repositories, customers might be confronted to different access control procedures put in place by different content providers to enforce their respective distribution models. This paper proposes a federated authorization service that provides a uniform access to learning objects protected by different authorization protocols. This service is based on a learning object broker that mediates different distribution models.

  11. Achievement as a Function of Time Spent in Learning and Time Needed for Learning.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth

    1984-01-01

    The causal effects of time spent in learning (TSL) and time needed for learning (TTL) on the reading and spelling achievement of 171 fourth and fifth grade students were investigated. TTL contributed significantly to achievement, and its direct effect was greater than TSL. Results also support a Carroll's learning model. (Author/BS)

  12. Liberating Learning Object Design from the Learning Style of Student Instructional Designers

    ERIC Educational Resources Information Center

    Akpinar, Yavuz

    2007-01-01

    Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

  13. Flexibility for Fairness: Crafting Business Rules for Student Learning Objectives. Ask the Team

    ERIC Educational Resources Information Center

    Potemski, Amy

    2013-01-01

    Across the United States, a wide cross-section of administrators and teachers are learning the ins and outs of setting, assessing, and scoring student learning objectives (SLOs). An SLO is a set of goals that measures an educator's progress in achieving student growth targets. SLOs are particularly helpful for teachers in nontested subjects and…

  14. Providing Author-Defined State Data Storage to Learning Objects

    ERIC Educational Resources Information Center

    Kassahun, Ayalew; Beulens, Adrie; Hartog, Rob

    2006-01-01

    Two major trends in eLearning are the shift from presentational towards activating learning objects and the shift from proprietary towards SCORM conformant delivery systems. In a large program on the design, development and use of digital learning material for food and biotechnology in higher education, a large amount of experience has been gained…

  15. Creating and Using Learning Objects in Qualitative Research Education

    ERIC Educational Resources Information Center

    Chenail, Ronald J.; Spong, Jennifer L.; Chenail, Jan; Liscio, Michele; McLean, Lenworth G.; Cox, Holly G.; Shepherd, Brenda; Mowzoon, Nura C.

    2006-01-01

    Based upon the lessons learned and the educational materials generated from a doctoral course on qualitative data analysis, a group of doctoral students, their professor, and a linguistics consultant launched an on-going project to create a series of reusable learning objects designed to help other groups of students and professors learn how to…

  16. Form over Substance: Learning Objectives in the Business Core

    ERIC Educational Resources Information Center

    Stokes, Leonard; Rosetti, Joseph L.; King, Michelle

    2010-01-01

    While members of the business faculty community have been advocating active learning in the classroom, it appears that textbooks encourage learning from a passive perspective. A review of learning objectives from 16 textbooks used in Financial Accounting, Managerial Accounting, Finance, and Marketing demonstrates a focus on basically the same set…

  17. Learning by Creating and Exchanging Objects: The SCY Experience

    ERIC Educational Resources Information Center

    De Jong, Ton; Van Joolingen, Wouter R.; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich; Kindermann, Jorg; Kluge, Anders; Lazonder, Ard W.; Vold, Vibeke; Weinberger, Armin; Weinbrenner, Stefan; Wichmann, Astrid; Anjewierden, Anjo; Bodin, Marjolaine; Bollen, Lars; D'Ham, Cedric; Dolonen, Jan; Engler, Jan; Geraedts, Caspar; Grosskreutz, Henrik; Hovardas, Tasos; Julien, Rachel; Lechner, Judith; Ludvigsen, Sten; Matteman, Yuri; Meistadt, Oyvind; Naess, Bjorge; Ney, Muriel; Pedaste, Margus; Perritano, Anthony; Rinket, Marieke; Von Schlanbusch, Henrik; Sarapuu, Tago; Schulz, Florian; Sikken, Jakob; Slotta, Jim; Toussaint, Jeremy; Verkade, Alex; Wajeman, Claire; Wasson, Barbara; Zacharia, Zacharias C.; Van Der Zanden, Martine

    2010-01-01

    Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called "emerging learning objects" (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on "missions" that are guided…

  18. EduSource: A Pan-Canadian Learning Object Repository.

    ERIC Educational Resources Information Center

    McGreal, Rory; Anderson, T.; Friesen, N.; Sosteric, M.; Hewitt, Ken; Ring, Janelle; MacLeod, Douglas; Richards, Griff; Hatala, Marek; Calvert, Tom; Chiasson, Margot; Roberts, Toni; Carey, Tom; Harrigan, Kevin; Paquette, Gilbert; Downes, Stephen

    As more and more institutions and companies in Canada develop online learning content, the importance of learning objects and the metadata used to describe them becomes clear. EduSource has brought together Canada's leading experts, researchers and practitioners in the field of e-learning for the purpose of defining and testing a world-class…

  19. A Methodology for Developing Learning Objects for Web Course Delivery

    ERIC Educational Resources Information Center

    Stauffer, Karen; Lin, Fuhua; Koole, Marguerite

    2008-01-01

    This article presents a methodology for developing learning objects for web-based courses using the IMS Learning Design (IMS LD) specification. We first investigated the IMS LD specification, determining how to use it with online courses and the student delivery model, and then applied this to a Unit of Learning (UOL) for online computer science…

  20. FORUM: Affective Learning. Pursuing and Measuring Affective Learning Objectives

    ERIC Educational Resources Information Center

    Witt, Paul L.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  1. Learned filters for object detection in multi-object visual tracking

    NASA Astrophysics Data System (ADS)

    Stamatescu, Victor; Wong, Sebastien; McDonnell, Mark D.; Kearney, David

    2016-05-01

    We investigate the application of learned convolutional filters in multi-object visual tracking. The filters were learned in both a supervised and unsupervised manner from image data using artificial neural networks. This work follows recent results in the field of machine learning that demonstrate the use learned filters for enhanced object detection and classification. Here we employ a track-before-detect approach to multi-object tracking, where tracking guides the detection process. The object detection provides a probabilistic input image calculated by selecting from features obtained using banks of generative or discriminative learned filters. We present a systematic evaluation of these convolutional filters using a real-world data set that examines their performance as generic object detectors.

  2. Learning environment, motivation, and achievement in high school science

    NASA Astrophysics Data System (ADS)

    Bobbitt Nolen, Susan

    2003-04-01

    In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth-grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast-paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum-linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self-reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed.

  3. The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

    NASA Astrophysics Data System (ADS)

    Sezgin Selçuk, Gamze; Sahin, Mehmet; Açıkgöz, Kamile Ün

    2011-01-01

    This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers ( n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

  4. The Open Learning Object Model to Promote Open Educational Resources

    ERIC Educational Resources Information Center

    Fulantelli, Giovanni; Gentile, Manuel; Taibi, Davide; Allegra, Mario

    2008-01-01

    In this paper we present the results of research work, that forms part of the activities of the EU-funded project SLOOP: Sharing Learning Objects in an Open Perspective, aimed at encouraging the definition, development and management of Open Educational Resources based on the Learning Object paradigm (Wiley, 2000). We present a model of Open…

  5. Learning Objects Update: Review and Critical Approach to Content Aggregation

    ERIC Educational Resources Information Center

    Balatsoukas, Panos; Morris, Anne; O'Brien, Ann

    2008-01-01

    The structure and composite nature of a learning object is still open to interpretation. Although several theoretical studies advocate integrated approaches to the structure and aggregation level of learning objects, in practice, many content specifications, such as SCORM, IMS Content Packaging, and course authoring tools, do not explicitly state…

  6. Searching for and Positioning of Contextualized Learning Objects

    ERIC Educational Resources Information Center

    Baldiris, Silvia; Graf, Sabine; Fabregat, Ramon; Mendez, Nestor Dario Duque

    2012-01-01

    Learning object economies are marketplaces for the sharing and reuse of learning objects (LO). There are many motivations for stimulating the development of the LO economy. The main reason is the possibility of providing the right content, at the right time, to the right learner according to adequate quality standards in the context of a lifelong…

  7. Guide to good practices for developing learning objectives. DOE Handbook

    SciTech Connect

    1992-07-01

    This guide to good practices provides information and guidance on the types of and development of learning objectives in a systematic approach to training program. This document can serve as a reference during the development of new learning objectives or refinement of existing ones.

  8. Learning Objects for Educational Applications via PDA Technology

    ERIC Educational Resources Information Center

    Churchill, Daniel

    2008-01-01

    This article discusses an ongoing study into issues relevant to the design of learning objects for educational applications via portable digital assistant (PDA) technology. The specific areas of inquiry in this study are: the kinds of learning objects that are effective for PDA delivery; contexts for their effective educational applications; and…

  9. Learning Objects, Type II Applications, and Embedded Pedagogical Models

    ERIC Educational Resources Information Center

    Gadanidis, George; Schindler, Karen

    2006-01-01

    In this paper we consider the extent to which learning objects that focus on higher level thinking might be seen as Type II applications, as defined by Maddux, Johnson, and Willis (2001). We conclude that learning objects are at best hybrid applications, with some Type I and some Type II characteristics. We also consider whether the educational…

  10. The Effects of Using Learning Objects in Two Different Settings

    ERIC Educational Resources Information Center

    Cakiroglu, Unal; Baki, Adnan; Akkan, Yasar

    2012-01-01

    The study compared the effects of Learning Objects (LOs) within different applications; in classroom and in extracurricular activities. So in this study, firstly a Learning Object Repository (LOR) has been designed in parallel with 9th grade school mathematics curriculum. One of the two treatment groups was named as "classroom group" (n = 24) used…

  11. A Formative Analysis of Instructional Strategies for Using Learning Objects

    ERIC Educational Resources Information Center

    Kay, Robin; Knaack, Liesel; Muirhead, Bill

    2009-01-01

    To date, limited research has been done examining and evaluating the instructional wrap for using learning objects effectively. The current study examined instructional strategies used by 15 teachers to integrate learning objects into 30 secondary school classrooms (510 students). Four key areas were examined: preparation time, purpose for using a…

  12. Evaluating Learning Objects across Boundaries: The Semantics of Localization

    ERIC Educational Resources Information Center

    Li, Jerry Z.; Nesbit, John C.; Richards, Griff

    2006-01-01

    Learning object repositories and evaluation tools have the potential to serve as sites for interaction among different cultures and communities of practice. This article outlines Web-based learning object evaluation tools that we have developed, describes our current efforts to extend those tools to a wider range of user communities, and considers…

  13. Achieving Learning Objectives through E-Voting Case Studies

    SciTech Connect

    Bishop, Matt; Frincke, Deb

    2007-01-01

    The recent explosion in the use of electronic voting machines provides a wonderful opportunity to teach students about computer security. Because voting is the cornerstone of any democracy or republic, the need for secure voting systems is obvious. Further, students are familiar with how to vote. But the complexity of mapping a traditional process of voting using secret ballots to an electronic environment shows the difficulties of implementing secure processes and systems. In this article, we show a high level mapping from selected security and privacy education outcomes into a target ‘case study’ of developing electronic voting machines intended for traditional secret ballot elections. Our intent is to motivate both a set of lessons specifically involving e-voting, as well as illustrating the usefulness of having a mapping from outcomes to simplified case studies.

  14. The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum

    ERIC Educational Resources Information Center

    Fan, Kuo-Kuang; Xiao, Peng-wei; Su, Chung-Ho

    2015-01-01

    This study aims to discuss the correlations among learning styles, meaningful learning, and learning achievement. Directed at the rather difficult to comprehend human blood circulation unit in the biology materials for junior high school students, a Mobile Meaningful Blood Circulation Learning System, called MMBCLS gamification learning, was…

  15. Things to Say: Future Applications of Smart Objects in Learning

    ERIC Educational Resources Information Center

    Preis, Kevin

    2008-01-01

    Smart object technology allows users to know something in real time about the physical objects in their presence. Each object, from cereal boxes to skyscrapers, becomes a source of information with which users can interact. Through a series of usage scenarios, the article explores the potential impact of smart objects on learning in formal and…

  16. The Intricate Relationship between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors

    ERIC Educational Resources Information Center

    Rotgans, Jerome I.; Schmidt, Henk G.

    2012-01-01

    The objective of the present study was to examine how motivation is related to academic achievement. The "Motivated Strategies for Learning Questionnaire" (MSLQ) was administered to 1,166 students at a polytechnic in Singapore as a measure for motivational beliefs and self-regulated learning strategies. In addition, students' prior knowledge,…

  17. Two Models of Learning and Achievement: An Explanation for the Achievement Gap?

    ERIC Educational Resources Information Center

    Yeh, Stuart S.

    2015-01-01

    Background/Context: Despite decades of research, the persistence of the gap in student achievement between disadvantaged minority students and their middle-class peers remains unexplained. Purpose/Objective: The purpose of the current article is to propose a new model of the achievement gap. Research Design: Data were analyzed from three…

  18. Layered Learning Design: Towards an Integration of Learning Design and Learning Object Perspectives

    ERIC Educational Resources Information Center

    Boyle, Tom

    2010-01-01

    The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be…

  19. Creating an e-learning module from learning objects using a commentary or 'personal learning assistant'.

    PubMed

    Harden, R M; Gessner, I H; Gunn, M; Issenberg, S B; Pringle, S D; Stewart, A

    2011-01-01

    The use of learning objects (LOs), small chunks of learning stored digitally and reused or referenced to support learning, was described as a promising approach to the creation of e-learning modules or programmes. In practice, however, the early enthusiasm has waned and the approach has not been widely adopted. It is argued that this was due, at least in part, to a neglect of the pedagogy and an emphasis on the technical aspects of interoperability and reusability. This article describes a practical approach to constructing a learning module using LOs where a commentary links LOs selected for inclusion in the programme. The commentary tells the story of the e-learning module and provides the learner with a context for an LO. It can be viewed as a 'personal learning assistant' that advises students about the management of their learning and relates the e-learning module to the overall learning outcomes for the curriculum. The commentary also allows the lecturer to comment on LOs selected for inclusion in the programme which otherwise might have to be adapted or excluded when the programme was constructed. The use of a commentary to link and introduce LOs has been successfully adopted in the development of e-learning programmes. Teachers are encouraged to consider the approach and to look again at the use of LOs to create e-learning resources.

  20. [The relationship between the contents and the level of achievement of objectives in an occupational health nursing practicum].

    PubMed

    Nakatani, Junko; Hara, Yoshiko; Ikeda, Tomoko; Ishihara, Itsuko

    2010-03-01

    The purpose of this study was to evaluate the program and teaching methods of the occupational health nursing practicum in order to enforce students' learning experience in the clinical practice. Self-evaluation sheets graded from levels 1 to 4 were from 63 students, and statistical analysis was performed in relation to their performance levels. The results of the analysis of 63 students' performance sheets indicated that the students achieved 3 points above average in all 14 course objectives. Scales analysis of the students' evaluation sheets also revealed that students' achievement levels were lower at the Industrial Health Organization in comparison with those at the industrial enterprises. To make students' practice more valuable, students' assessment skills of the workers and working environment should be emphasized in the classroom teaching and experience of learning at the laboratory. Moreover, the course objectives should be sufficiently linked to the practice areas in order to differentiate between the features of the Health organizations and enterprises.

  1. Unsupervised learning of probabilistic object models (POMs) for object classification, segmentation, and recognition using knowledge propagation.

    PubMed

    Chen, Yuanhao; Zhu, Long Leo; Yuille, Alan; Zhang, Hongjiang

    2009-10-01

    We present a method to learn probabilistic object models (POMs) with minimal supervision, which exploit different visual cues and perform tasks such as classification, segmentation, and recognition. We formulate this as a structure induction and learning task and our strategy is to learn and combine elementary POMs that make use of complementary image cues. We describe a novel structure induction procedure, which uses knowledge propagation to enable POMs to provide information to other POMs and "teach them" (which greatly reduces the amount of supervision required for training and speeds up the inference). In particular, we learn a POM-IP defined on Interest Points using weak supervision [1], [2] and use this to train a POM-mask, defined on regional features, which yields a combined POM that performs segmentation/localization. This combined model can be used to train POM-edgelets, defined on edgelets, which gives a full POM with improved performance on classification. We give detailed experimental analysis on large data sets for classification and segmentation with comparison to other methods. Inference takes five seconds while learning takes approximately four hours. In addition, we show that the full POM is invariant to scale and rotation of the object (for learning and inference) and can learn hybrid objects classes (i.e., when there are several objects and the identity of the object in each image is unknown). Finally, we show that POMs can be used to match between different objects of the same category, and hence, enable objects recognition. PMID:19696447

  2. A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

    ERIC Educational Resources Information Center

    Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

    2004-01-01

    This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

  3. Design and Development of Learning Objects for Health Professionals.

    PubMed

    Cilene Ferreira Pacheco, Katia; Schenk de Azambuja, Marcelo

    2016-01-01

    Infectious diseases have been re-emerging in developed and underdeveloped countries. In Brazil, the increasing incidence of communicable diseases is ongoing. This new reality generates the need to update the professionals of the sector, in order to make them capable of dealing with such important problem of public health. Educational actions through the usage of the learning objects can contribute to a review and an adoption of effective and safer public health practices. Thus, this scenario leads to the proposal to disseminate knowledge based on the development of learning objects concerning surveillance and prevention of communicable diseases to primary care providers, specifically community health agents. Learning Objects are interactive tools based on web which support specific learning conceptions enhancing, expanding and guiding the learners cognitive process, and when they are combined with other objects may create an efficient and flexible learning environment. PMID:27332447

  4. Self-Regulated Learning and a Sense of Achievement in MOOCs among High School Science and Technology Students

    ERIC Educational Resources Information Center

    Cohen, Lizi; Magen-Nagar, Noga

    2016-01-01

    This study, conducted in Israel, examined how learning strategies and motivational orientations contributed to high school students' sense of achievement in a massive open online course. The objective was to integrate an innovative teaching-learning strategy into the educational system that is based on online learning for students in subjects that…

  5. Curriculum Alignment: Exploring Student Perception of Learning Achievement Measures

    ERIC Educational Resources Information Center

    Kuhn, Kerri-Ann L.; Rundle-Thiele, Sharyn R.

    2009-01-01

    The importance of constructively aligned curriculum is well understood in higher education. Based on the principles of constructive alignment, this research considers whether student perception of learning achievement measures can be used to gain insights into how course activities and pedagogy are assisting or hindering students in accomplishing…

  6. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    ERIC Educational Resources Information Center

    Peters, Erica

    2013-01-01

    Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

  7. Achieving Inclusion through CLAD: Collaborative Learning Assessment through Dialogue

    ERIC Educational Resources Information Center

    Fitch, E. Frank; Hulgin, Kathleen M.

    2008-01-01

    This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their…

  8. Behind the Pine Curtain: Lessons Learned on School Achievement

    ERIC Educational Resources Information Center

    Lacina, Jan; Newman, Tara

    2005-01-01

    East Texas, home to a large English language learner (ELL) population, is the setting for a successful program that offers students support for both language development and subject-matter learning. In this article, the authors examine why East Texas is so successful in closing the achievement gap of its minority students. The authors also…

  9. Relationship Between Learning Styles and Academic Achievement. Final Report.

    ERIC Educational Resources Information Center

    McKinney, James D.; And Others

    This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF);…

  10. Effects of Teacher Professional Learning Activities on Student Achievement Growth

    ERIC Educational Resources Information Center

    Akiba, Motoko; Liang, Guodong

    2016-01-01

    The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The…

  11. Introverts, Extroverts, and Achievement in a Distance Learning Environment

    ERIC Educational Resources Information Center

    Offir, Baruch; Bezalel, Rachel; Barth, Ingrid

    2007-01-01

    Although difficulties that characterize distance learning (DL) clearly have differential effects on different learners, links between barrier research and individual differences remain relatively unexplored. This study examined the relationship between cognitive style, based on Jung's (1971) theory, and achievement levels among 77 university…

  12. Professional Learning Communities That Initiate Improvement in Student Achievement

    ERIC Educational Resources Information Center

    Royer, Suzanne M.

    2012-01-01

    Quality teaching requires a strong practice of collaboration, an essential building block for educators to improve student achievement. Researchers have theorized that the implementation of a professional learning community (PLC) with resultant collaborative practices among teachers sustains academic improvement. The problem addressed specifically…

  13. Relationship between the learning style preferences of medical students and academic achievement

    PubMed Central

    Almigbal, Turky H.

    2015-01-01

    Objectives: To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. Methods: A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Results: The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student’s academic achievements, marital status, residency, or study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies’ variables, the learning style preferences were not related to GPA. Conclusion: Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students’ learning styles. PMID:25737179

  14. MEG Correlates of Learning Novel Objects Properties in Children

    PubMed Central

    Urbain, Charline; Bourguignon, Mathieu; Op de Beeck, Marc; Schmitz, Rémy; Galer, Sophie; Wens, Vincent; Marty, Brice; De Tiège, Xavier; Van Bogaert, Patrick; Peigneux, Philippe

    2013-01-01

    Learning the functional properties of objects is a core mechanism in the development of conceptual, cognitive and linguistic knowledge in children. The cerebral processes underlying these learning mechanisms remain unclear in adults and unexplored in children. Here, we investigated the neurophysiological patterns underpinning the learning of functions for novel objects in 10-year-old healthy children. Event-related fields (ERFs) were recorded using magnetoencephalography (MEG) during a picture-definition task. Two MEG sessions were administered, separated by a behavioral verbal learning session during which children learned short definitions about the “magical” function of 50 unknown non-objects. Additionally, 50 familiar real objects and 50 other unknown non-objects for which no functions were taught were presented at both MEG sessions. Children learned at least 75% of the 50 proposed definitions in less than one hour, illustrating children's powerful ability to rapidly map new functional meanings to novel objects. Pre- and post-learning ERFs differences were analyzed first in sensor then in source space. Results in sensor space disclosed a learning-dependent modulation of ERFs for newly learned non-objects, developing 500–800 msec after stimulus onset. Analyses in the source space windowed over this late temporal component of interest disclosed underlying activity in right parietal, bilateral orbito-frontal and right temporal regions. Altogether, our results suggest that learning-related evolution in late ERF components over those regions may support the challenging task of rapidly creating new semantic representations supporting the processing of the meaning and functions of novel objects in children. PMID:23936082

  15. A Case of Web-Based Inquiry Learning Model Using Learning Objects

    ERIC Educational Resources Information Center

    Al Musawi, A.; Asan, A.; Abdelraheem, A.; Osman, M.

    2012-01-01

    This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a well-designed learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course…

  16. Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability

    ERIC Educational Resources Information Center

    Rattanatumma, Tawachai; Puncreobutr, Vichian

    2016-01-01

    The objective of this study was to compare the effectiveness of teaching methods in improving Mathematics Learning Achievement and Problem solving ability of students at an international college. This is a Quasi-Experimental Research which was done the study with the first year students who have registered to study Mathematics subject at St.…

  17. Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities

    ERIC Educational Resources Information Center

    Taymans, Juliana M.; Swanson, H. Lee; Schwarz, Robin L.; Gregg, Noel; Hock, Michael; Gerber, Paul J.

    2009-01-01

    Findings from "Learning to Achieve: A Review of the Research Literature on Serving Adults With Learning Disabilities" will inform a new professional development program to be offered to practitioners and others working with adults with learning disabilities (LD). The six topics covered in the review--assessment, English language learners,…

  18. Hierarchical image segmentation for learning object priors

    SciTech Connect

    Prasad, Lakshman; Yang, Xingwei; Latecki, Longin J; Li, Nan

    2010-11-10

    The proposed segmentation approach naturally combines experience based and image based information. The experience based information is obtained by training a classifier for each object class. For a given test image, the result of each classifier is represented as a probability map. The final segmentation is obtained with a hierarchial image segmentation algorithm that considers both the probability maps and the image features such as color and edge strength. We also utilize image region hierarchy to obtain not only local but also semi-global features as input to the classifiers. Moreover, to get robust probability maps, we take into account the region context information by averaging the probability maps over different levels of the hierarchical segmentation algorithm. The obtained segmentation results are superior to the state-of-the-art supervised image segmentation algorithms.

  19. POOLkits: Applying Object Oriented Principles from Software Engineering to Physics Object Oriented Learning -- Preliminary Concepts

    NASA Astrophysics Data System (ADS)

    Kassebaum, Thomas; Aubrecht, Gordon

    2012-04-01

    Object-oriented development depends upon the creation of generic pieces that can be built into more complex parts. In physics, we begin teaching basic principles and then develop more complex systems, a fertile environment to develop learning objects. Each learning object consists of observable quantities, such as the physical properties of a block of wood, and operators that act on the object, such as force. Additionally, each object can also include an assessment operator that evaluates the impact of the learning object on student comprehension. The physics object-oriented learning kits (POOLkits) will be developed to enhance student understanding of physics concepts, as well as, build a framework for developing a software object based on the physics concept. A POOLkit can be extended, similar to the concept of extending classes in object-oriented programming, as physics knowledge expands. The expectation for these POOLkits would be to provide physics students with a solid foundation in the first principles to be able to derive more complex formulae and have the understanding of the process with a secondary benefit of enhancing the object-oriented programming capabilities of physics students.

  20. An OWL Ontology for Metadata of Interactive Learning Objects

    ERIC Educational Resources Information Center

    Luz, Bruno N.; Santos, Rafael; Alves, Bruno; Areão, Andreza S.; Yokoyama, Marcos H.; Guimarães, Marcelo P.

    2015-01-01

    The main purpose of this paper is to present the importance of Interactive Learning Objects (ILO) to improve the teaching-learning process by assuring a constant interaction among teachers and students, which in turn, allows students to be constantly supported by the teacher. The paper describes the ontology that defines the ILO available on the…

  1. ICT Competence-Based Learning Object Recommendations for Teachers

    ERIC Educational Resources Information Center

    Sergis, Stylianos; Zervas, Panagiotis; Sampson, Demetrios G.

    2014-01-01

    Recommender Systems (RS) have been applied in the Technology enhanced Learning (TeL) field for facilitating, among others, Learning Object (LO) selection and retrieval. Most of the existing approaches, however, aim at accommodating the needs of learners and teacher-oriented RS are still an under-investigated field. Moreover, the systems that focus…

  2. Methodology for Evaluating Quality and Reusability of Learning Objects

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Bireniene, Virginija; Serikoviene, Silvija

    2011-01-01

    The aim of the paper is to present the scientific model and several methods for the expert evaluation of quality of learning objects (LOs) paying especial attention to LOs reusability level. The activities of eQNet Quality Network for a European Learning Resource Exchange (LRE) aimed to improve reusability of LOs of European Schoolnet's LRE…

  3. Speckle-learning-based object recognition through scattering media.

    PubMed

    Ando, Takamasa; Horisaki, Ryoichi; Tanida, Jun

    2015-12-28

    We experimentally demonstrated object recognition through scattering media based on direct machine learning of a number of speckle intensity images. In the experiments, speckle intensity images of amplitude or phase objects on a spatial light modulator between scattering plates were captured by a camera. We used the support vector machine for binary classification of the captured speckle intensity images of face and non-face data. The experimental results showed that speckles are sufficient for machine learning. PMID:26832049

  4. Learning Objects: Supporting Flexible Delivery of Online Learning.

    ERIC Educational Resources Information Center

    Oliver, Ron

    There are now many educational organizations and institutions that have decided to pursue flexible delivery and online learning as strategies. While many educators value online delivery of programs for the flexibility and opportunities offered, the environment offers far more than these outcomes alone. Online delivery supports and encourages very…

  5. Managing and learning with multiple models: Objectives and optimization algorithms

    USGS Publications Warehouse

    Probert, William J. M.; Hauser, C.E.; McDonald-Madden, E.; Runge, M.C.; Baxter, P.W.J.; Possingham, H.P.

    2011-01-01

    The quality of environmental decisions should be gauged according to managers' objectives. Management objectives generally seek to maximize quantifiable measures of system benefit, for instance population growth rate. Reaching these goals often requires a certain degree of learning about the system. Learning can occur by using management action in combination with a monitoring system. Furthermore, actions can be chosen strategically to obtain specific kinds of information. Formal decision making tools can choose actions to favor such learning in two ways: implicitly via the optimization algorithm that is used when there is a management objective (for instance, when using adaptive management), or explicitly by quantifying knowledge and using it as the fundamental project objective, an approach new to conservation.This paper outlines three conservation project objectives - a pure management objective, a pure learning objective, and an objective that is a weighted mixture of these two. We use eight optimization algorithms to choose actions that meet project objectives and illustrate them in a simulated conservation project. The algorithms provide a taxonomy of decision making tools in conservation management when there is uncertainty surrounding competing models of system function. The algorithms build upon each other such that their differences are highlighted and practitioners may see where their decision making tools can be improved. ?? 2010 Elsevier Ltd.

  6. Mechanisms of object recognition: what we have learned from pigeons

    PubMed Central

    Soto, Fabian A.; Wasserman, Edward A.

    2014-01-01

    Behavioral studies of object recognition in pigeons have been conducted for 50 years, yielding a large body of data. Recent work has been directed toward synthesizing this evidence and understanding the visual, associative, and cognitive mechanisms that are involved. The outcome is that pigeons are likely to be the non-primate species for which the computational mechanisms of object recognition are best understood. Here, we review this research and suggest that a core set of mechanisms for object recognition might be present in all vertebrates, including pigeons and people, making pigeons an excellent candidate model to study the neural mechanisms of object recognition. Behavioral and computational evidence suggests that error-driven learning participates in object category learning by pigeons and people, and recent neuroscientific research suggests that the basal ganglia, which are homologous in these species, may implement error-driven learning of stimulus-response associations. Furthermore, learning of abstract category representations can be observed in pigeons and other vertebrates. Finally, there is evidence that feedforward visual processing, a central mechanism in models of object recognition in the primate ventral stream, plays a role in object recognition by pigeons. We also highlight differences between pigeons and people in object recognition abilities, and propose candidate adaptive specializations which may explain them, such as holistic face processing and rule-based category learning in primates. From a modern comparative perspective, such specializations are to be expected regardless of the model species under study. The fact that we have a good idea of which aspects of object recognition differ in people and pigeons should be seen as an advantage over other animal models. From this perspective, we suggest that there is much to learn about human object recognition from studying the “simple” brains of pigeons. PMID:25352784

  7. Quality in Learning Objects: Evaluating Compliance with Metadata Standards

    NASA Astrophysics Data System (ADS)

    Vidal, C. Christian; Segura, N. Alejandra; Campos, S. Pedro; Sánchez-Alonso, Salvador

    Ensuring a certain level of quality of learning objects used in e-learning is crucial to increase the chances of success of automated systems in recommending or finding these resources. This paper aims to present a proposal for implementation of a quality model for learning objects based on ISO 9126 international standard for the evaluation of software quality. Features indicators associated with the conformance sub-characteristic are defined. Some instruments for feature evaluation are advised, which allow collecting expert opinion on evaluation items. Other quality model features are evaluated using only the information from its metadata using semantic web technologies. Finally, we propose an ontology-based application that allows automatic evaluation of a quality feature. IEEE LOM metadata standard was used in experimentation, and the results shown that most of learning objects analyzed do not complain the standard.

  8. Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning

    ERIC Educational Resources Information Center

    Halverson, Richard; Wolfenstein, Moses; Williams, Caroline C.; Rockman, Charles

    2009-01-01

    This article describes how the design of digital learning objects can spark professional learning. The challenge was to build learning objects that would help experienced special education teachers, who had been teaching in math classes, to demonstrate their proficiency in middle and secondary school mathematics on the PRAXIS examination. While…

  9. The Analysis of the Relationship between Primary Learning Styles and Learning Objects in an Online Environment

    ERIC Educational Resources Information Center

    Özdemir, Muzaffer

    2016-01-01

    This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of…

  10. A Case Study: Developing Learning Objects with an Explicit Learning Design

    ERIC Educational Resources Information Center

    Watson, Julie

    2010-01-01

    In learning object design an emphasis on visual attractiveness and high technological impact has seemed to persist while content frequently reflects a lack of clear pedagogical basis for the application of learning objects for online learning. Most apparent is the absence of supportive scaffolding for the student user; interactivity built on an…

  11. Emerging Technologies: Learning Objects--Scorn or SCORM?

    ERIC Educational Resources Information Center

    Godwin-Jones, Robert

    2004-01-01

    In the communities dealing with the design and implementation of on-line teaching and training (higher education, government, industry), SCORM is a hot topic these days. The "Sharable Content Object Reference Model" is a standard for the packaging and deployment of Web-based "learning objects," defined by Bob Banks as "a relatively small, reusable…

  12. Physical Development and Health, Grades 3, 6, 8, 10, 12. State Goals for Learning and Sample Learning Objectives.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield.

    This document sets forth the state goals for learning in the area of physical development and health for elementary and secondary students in Illinois. The final objective of this schooling is to provide students with the knowledge and attitudes to achieve healthful living throughout their lives and to acquire physical fitness, coordination, and…

  13. Reinforcement active learning in the vibrissae system: optimal object localization.

    PubMed

    Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

    2013-01-01

    Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment. PMID:22789551

  14. Reinforcement active learning in the vibrissae system: optimal object localization.

    PubMed

    Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

    2013-01-01

    Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment.

  15. Learning local objective functions for robust face model fitting.

    PubMed

    Wimmer, Matthias; Stulp, Freek; Pietzsch, Sylvia; Radig, Bernd

    2008-08-01

    Model-based techniques have proven to be successful in interpreting the large amount of information contained in images. Associated fitting algorithms search for the global optimum of an objective function, which should correspond to the best model fit in a given image. Although fitting algorithms have been the subject of intensive research and evaluation, the objective function is usually designed ad hoc, based on implicit and domain-dependent knowledge. In this article, we address the root of the problem by learning more robust objective functions. First, we formulate a set of desirable properties for objective functions and give a concrete example function that has these properties. Then, we propose a novel approach that learns an objective function from training data generated by manual image annotations and this ideal objective function. In this approach, critical decisions such as feature selection are automated, and the remaining manual steps hardly require domain-dependent knowledge. Furthermore, an extensive empirical evaluation demonstrates that the obtained objective functions yield more robustness. Learned objective functions enable fitting algorithms to determine the best model fit more accurately than with designed objective functions. PMID:18566491

  16. Learning while Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to Learn

    ERIC Educational Resources Information Center

    Goldstein, Michael H.; Schwade, Jennifer; Briesch, Jacquelyn; Syal, Supriya

    2010-01-01

    Two studies illustrate the functional significance of a new category of prelinguistic vocalizing--object-directed vocalizations (ODVs)--and show that these sounds are connected to learning about words and objects. Experiment 1 tested 12-month-old infants' perceptual learning of objects that elicited ODVs. Fourteen infants' vocalizations were…

  17. Exploring the Complex Relations between Achievement Emotions and Self-Regulated Learning Behaviors in Online Learning

    ERIC Educational Resources Information Center

    Artino, Anthony R., Jr.; Jones, Kenneth D., II

    2012-01-01

    Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by exploring the relations between several discrete achievement-related emotions (boredom, frustration, and enjoyment) and self-regulated learning behaviors…

  18. Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-Based Learning

    ERIC Educational Resources Information Center

    Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C.

    2006-01-01

    The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three…

  19. Evoked Prior Learning Experience and Approach to Learning as Predictors of Academic Achievement

    ERIC Educational Resources Information Center

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

    2013-01-01

    Background: In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is…

  20. A hybrid learning approach for better recognition of visual objects

    SciTech Connect

    Imam, I.F.; Gutta, S.

    1996-12-31

    Real world images often contain similar objects but with different rotations, noise, or other visual alterations. Vision systems should be able to recognize objects regardless of these visual alterations. This paper presents a novel approach for learning optimized structures of classifiers for recognizing visual objects regardless of certain types of visual alterations. The approach consists of two phases. The first phase is concerned with learning classifications of a set of standard and altered objects. The second phase is concerned with discovering an optimized structure of classifiers for recognizing objects from unseen images. This paper presents an application of this approach to a domain of 15 classes of hand gestures. The experimental results show significant improvement in the recognition rate rather than using a single classifier or multiple classifiers with thresholds.

  1. Conversation and Object Manipulation Influence Children's Learning in a Museum.

    PubMed

    Jant, Erin A; Haden, Catherine A; Uttal, David H; Babcock, Elizabeth

    2014-01-01

    The effects of parent-child conversation and object manipulation on children's learning, transfer of knowledge, and memory were examined in two museum exhibits and conversations recorded at home. Seventy-eight children (Mage  = 4.9) and their parents were randomly assigned to receive conversation cards featuring elaborative questions about exhibit objects, the physical objects themselves, both, or neither, before their exhibit visits. Dyads who received the cards engaged in more elaborative talk and joint nonverbal activities with objects in the first exhibit than those who did not. Dyads who received objects engaged in the most parent-child joint talk. Results also illustrate transfer of information across exhibits and from museum to home. Implications for understanding mechanisms of informal learning and transfer are discussed.

  2. Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Lovett, Benjamin J.

    2013-01-01

    This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…

  3. Specialized Mathematics Courses, Secondary Level: Learning Objectives, Scope and Sequence.

    ERIC Educational Resources Information Center

    Lehigh County Community Coll., Schnecksville, PA.

    In this document, detailed objectives for the following courses are listed: Algebra I, Algebra II, Geometry, Trigonometry, Analytic Geometry, Advanced Mathematics, Personal Business Mathematics, and Business Mathematics. Each objective is keyed to an expected level of achievement: awareness, knowledge, application, mastery, reinforcement, and…

  4. Active Structured Learning for High-Speed Object Detection

    NASA Astrophysics Data System (ADS)

    Lampert, Christoph H.; Peters, Jan

    High-speed smooth and accurate visual tracking of objects in arbitrary, unstructured environments is essential for robotics and human motion analysis. However, building a system that can adapt to arbitrary objects and a wide range of lighting conditions is a challenging problem, especially if hard real-time constraints apply like in robotics scenarios. In this work, we introduce a method for learning a discriminative object tracking system based on the recent structured regression framework for object localization. Using a kernel function that allows fast evaluation on the GPU, the resulting system can process video streams at speed of 100 frames per second or more.

  5. Infants' learning about words and sounds in relation to objects.

    PubMed

    Woodward, A L; Hoyne, K L

    1999-01-01

    In acquiring language, babies learn not only that people can communicate about objects and events, but also that they typically use a particular kind of act as the communicative signal. The current studies asked whether 1-year-olds' learning of names during joint attention is guided by the expectation that names will be in the form of spoken words. In the first study, 13-month-olds were introduced to either a novel word or a novel sound-producing action (using a small noisemaker). Both the word and the sound were produced by a researcher as she showed the baby a new toy during a joint attention episode. The baby's memory for the link between the word or sound and the object was tested in a multiple choice procedure. Thirteen-month-olds learned both the word-object and sound-object correspondences, as evidenced by their choosing the target reliably in response to hearing the word or sound on test trials, but not on control trials when no word or sound was present. In the second study, 13-month-olds, but not 20-month-olds, learned a new sound-object correspondence. These results indicate that infants initially accept a broad range of signals in communicative contexts and narrow the range with development. PMID:10191515

  6. Infants’ Learning about Words and Sounds in Relation to Objects

    PubMed Central

    Woodward, Amanda L.; Hoyne, Karen L.

    2014-01-01

    In acquiring language, babies learn not only that people can communicate about objects and events, but also that they typically use a particular kind of act as the communicative signal. The current studies asked whether 1-year-olds’ learning of names during joint attention is guided by the expectation that names will be in the form of spoken words. In the first study, 13-month-olds were introduced to either a novel word or a novel sound-producing action (using a small noisemaker). Both the word and the sound were produced by a researcher as she showed the baby a new toy during a joint attention episode. The baby’s memory for the link between the word or sound and the object was tested in a multiple choice procedure. Thirteen-month-olds learned both the word–object and sound–object correspondences, as evidenced by their choosing the target reliably in response to hearing the word or sound on test trials, but not on control trials when no word or sound was present. In the second study, 13-month-olds, but not 20-month-olds, learned a new sound–object correspondence. These results indicate that infants initially accept a broad range of signals in communicative contexts and narrow the range with development. PMID:10191515

  7. Functional Requirements: 2014 No Child Left Behind--Annual Measurable Achievement Objectives

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2014

    2014-01-01

    This document describes the Minnesota No Child Left Behind (NCLB) calculation as it relates to measuring Title III districts for Annual Measurable Achievement Objectives (AMAO). In 2012, a new assessment was used to measure language proficiency skills for English Learners. New AMAO targets were created, and new values for determining individual…

  8. Development and assessment of learning objects about intramuscular medication administration

    PubMed Central

    Tamashiro, Lilian Mayumi Chinen; Peres, Heloisa Helena Ciqueto

    2014-01-01

    OBJECTIVES: to develop and assess a learning object about intramuscular medication administration for nursing undergraduates and nurses. METHOD: a random, intentional and non-probabilistic sample was selected of nurses from a Brazilian social network of nursing and students from the Undergraduate Program at the University of São Paulo School of Nursing to serve as research subjects and assess the object. RESULTS: the participants, 8 nurses and 8 students, studied the object and answered an assessment instrument that included the following criteria: educational aspects (relevance of the theme, objectives and texts/hypertexts), interface of the environment (navigation, accessibility and screen design) and didactic resources (interactivity and presentation of resources). In total, 128 significant answers were obtained, 124 (97%) of which were positive, assessed as excellent and satisfactory, considered as a flexible, dynamic, objective resources that is appropriate to the nursing learning process. CONCLUSION: the educational technology shows a clear and easily understandable language and the teaching method could be applied in other themes, contributing to the education and training of nursing professionals, positively affecting nursing teaching, stimulating the knowledge, autonomous and independent learning, aligned with the new professional education requirements. PMID:25493665

  9. Exploring Characterizations of Learning Object Repositories Using Data Mining Techniques

    NASA Astrophysics Data System (ADS)

    Segura, Alejandra; Vidal, Christian; Menendez, Victor; Zapata, Alfredo; Prieto, Manuel

    Learning object repositories provide a platform for the sharing of Web-based educational resources. As these repositories evolve independently, it is difficult for users to have a clear picture of the kind of contents they give access to. Metadata can be used to automatically extract a characterization of these resources by using machine learning techniques. This paper presents an exploratory study carried out in the contents of four public repositories that uses clustering and association rule mining algorithms to extract characterizations of repository contents. The results of the analysis include potential relationships between different attributes of learning objects that may be useful to gain an understanding of the kind of resources available and eventually develop search mechanisms that consider repository descriptions as a criteria in federated search.

  10. An Approach to Metadata Generation for Learning Objects

    NASA Astrophysics Data System (ADS)

    Menendez D., Victor; Zapata G., Alfredo; Vidal C., Christian; Segura N., Alejandra; Prieto M., Manuel

    Metadata describe instructional resources and define their nature and use. Metadata are required to guarantee reusability and interchange of instructional resources into e-Learning systems. However, fulfilment of large metadata attributes is a hard and complex task for almost all LO developers. As a consequence many mistakes are made. This can cause the impoverishment of data quality in indexing, searching and recovering process. We propose a methodology to build Learning Objects from digital resources. The first phase includes automatic preprocessing of resources using techniques from information retrieval. Initial metadata obtained in this first phase are then used to search similar LO to propose missed metadata. The second phase considers assisted activities that merge computer advice with human decisions. Suggestions are based on metadata of similar Learning Object using fuzzy logic theory.

  11. Transforming Clinical Imaging Data for Virtual Reality Learning Objects

    ERIC Educational Resources Information Center

    Trelease, Robert B.; Rosset, Antoine

    2008-01-01

    Advances in anatomical informatics, three-dimensional (3D) modeling, and virtual reality (VR) methods have made computer-based structural visualization a practical tool for education. In this article, the authors describe streamlined methods for producing VR "learning objects," standardized interactive software modules for anatomical sciences…

  12. A Practice-Oriented Review of Learning Objects

    ERIC Educational Resources Information Center

    Sinclair, J.; Joy, M.; Yau, J. Y.-K.; Hagan, S.

    2013-01-01

    Reusable learning objects support packaging of educational materials allowing their discovery and reuse. Open educational resources emphasize the need for open licensing and promote sharing and community involvement. For both teachers and learners, finding appropriate tried and tested resources on a topic of interest and being able to incorporate…

  13. Indexing Learning Objects: Vocabularies and Empirical Investigation of Consistency

    ERIC Educational Resources Information Center

    Kabel, Suzanne; De Hoog, Robert; Wielinga, Bob; Anjewierden, Anjo

    2004-01-01

    In addition to the LOM standard and instructional design specifications, as well as domain specific indexing vocabularies, a structured indexing vocabulary for the more elementary learning objects is advisable in order to support retrieval tasks of developers. Furthermore, because semantic indexing is seen as a difficult task, three issues…

  14. An Investigation of User Perceptions and Attitudes towards Learning Objects

    ERIC Educational Resources Information Center

    Lau, Siong-Hoe; Woods, Peter C.

    2008-01-01

    This study empirically evaluates the technology acceptance model drawn from Information Systems (IS) literature to investigate how user beliefs and attitudes influence learning-object use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude, behavioural intentions and actual…

  15. Learning Object Design Considerations for Small-Screen Handheld Devices

    ERIC Educational Resources Information Center

    Churchill, Daniel; Hedberg, John

    2008-01-01

    The key limitation of handheld technology for the delivery of learning objects is the small screen that is available for effective display. The smallness of the screen not only adversely affects the clarity, but it also negatively impacts on the acceptance and integration of this potentially useful technology in education. Handheld devices are…

  16. Semantic Linking of Learning Object Repositories to DBpedia

    ERIC Educational Resources Information Center

    Lama, Manuel; Vidal, Juan C.; Otero-Garcia, Estefania; Bugarin, Alberto; Barro, Senen

    2012-01-01

    Large-sized repositories of learning objects (LOs) are difficult to create and also to maintain. In this paper we propose a way to reduce this drawback by improving the classification mechanisms of the LO repositories. Specifically, we present a solution to automate the LO classification of the Universia repository, a collection of more than 15…

  17. Case Studies of Learning Objects Used in School Settings

    ERIC Educational Resources Information Center

    Ilomaki, Liisa; Lakkala, Minna; Paavola, Sami

    2006-01-01

    The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student-centeredness, process orientation and collaborative inquiry. The case study approach enabled the investigation of concrete practices in using…

  18. Evaluating the Use of Learning Objects for Improving Calculus Readiness

    ERIC Educational Resources Information Center

    Kay, Robin; Kletskin, Ilona

    2010-01-01

    Pre-calculus concepts such as working with functions and solving equations are essential for students to explore limits, rates of change, and integrals. Yet many students have a weak understanding of these key concepts which impedes performance in their first year university Calculus course. A series of online learning objects was developed to…

  19. Ontology-Based Annotation of Learning Object Content

    ERIC Educational Resources Information Center

    Gasevic, Dragan; Jovanovic, Jelena; Devedzic, Vladan

    2007-01-01

    The paper proposes a framework for building ontology-aware learning object (LO) content. Previously ontologies were exclusively employed for enriching LOs' metadata. Although such an approach is useful, as it improves retrieval of relevant LOs from LO repositories, it does not enable one to reuse components of a LO, nor to incorporate an explicit…

  20. Medical students' perspectives on biomedical informatics learning objectives

    PubMed Central

    Richardson, Stephanie J.; Sheng, Xiaoming; Mitchell, Joyce A.

    2013-01-01

    Objectives: To explore medical student perspectives regarding the importance of biomedical informatics learning objectives to career development, and the amount of emphasis that should be placed on content associated with these objectives in the curriculum. Methods A Web-based survey was e-mailed to 405 students enrolled at the University of Utah, School of Medicine in spring 2008. Respondents rated the importance of biomedical informatics learning objectives using a five-point Likert-type scale, and indicated whether this content should be given a minimal, moderate or large amount of emphasis. ANOVA and the Kruskal-Wallis test were conducted to determine differences in perceived importance and desired emphasis by academic year. Results A total of 259 medical students submitted a survey for an overall response rate of 63.9%. Learning objectives associated with the physician role of Clinician received the highest overall rating (mean = 3.29 ± 0.47). Objectives for the physician roles of Clinician, Life-long Learner and Manager received higher ratings than the Educator/Communicator and Researcher roles in terms of both perceived importance and amount of emphasis. Student ratings of importance varied significantly by academic year, with third-year students consistently assigning lower ratings to learning objectives for the Educator/Communicator, Researcher and Manager roles compared to students in some other years. Conclusions Study results suggest that biomedical informatics content is desired by medical students at the University of Utah. Study findings are being used to inform efforts to integrate biomedical informatics content into the curriculum and may assist other medical schools seeking to incorporate similar content.

  1. Consequences, Characteristics, and Causes of Mathematical Learning Disabilities and Persistent Low Achievement in Mathematics

    PubMed Central

    Geary, David C.

    2011-01-01

    Objective The goals of the review are threefold; a) to highlight the educational and employment consequences of poorly developed mathematical competencies; b) overview the characteristics of the children with persistently low achievement in mathematics; and c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Method Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Results Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, about 7% of children and adolescents have a mathematical learning disability (MLD) and another 10% show persistent low achievement (LA) in mathematics despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence, but are related to working memory deficits for children with MLD, but not LA children. Interventions that target these cognitive deficits are in development and preliminary results are promising. Conclusion Mathematical learning disabilities and learning difficulties associated with persistent low achievement in mathematics are common and not attributable to intelligence. These individuals have identifiable number and memory delays and deficits that appear to be specific to mathematics learning. The most promising interventions are those that target these specific deficits and, in addition, for children with MLD interventions that target their low

  2. Assigning Students in Cooperative and Individual Learning Environments According to Cognitive Styles: Achievement and Perceptions in Computer Technology Learning

    ERIC Educational Resources Information Center

    Bai, Hua

    2009-01-01

    This study explored the achievement of teacher education students in computer technology learning and their perceptions on learning experiences according to cognitive styles in learning environments. It was found that independent students in individual learning environment had significantly higher achievement than field-dependent students in…

  3. Large-scale weakly supervised object localization via latent category learning.

    PubMed

    Chong Wang; Kaiqi Huang; Weiqiang Ren; Junge Zhang; Maybank, Steve

    2015-04-01

    Localizing objects in cluttered backgrounds is challenging under large-scale weakly supervised conditions. Due to the cluttered image condition, objects usually have large ambiguity with backgrounds. Besides, there is also a lack of effective algorithm for large-scale weakly supervised localization in cluttered backgrounds. However, backgrounds contain useful latent information, e.g., the sky in the aeroplane class. If this latent information can be learned, object-background ambiguity can be largely reduced and background can be suppressed effectively. In this paper, we propose the latent category learning (LCL) in large-scale cluttered conditions. LCL is an unsupervised learning method which requires only image-level class labels. First, we use the latent semantic analysis with semantic object representation to learn the latent categories, which represent objects, object parts or backgrounds. Second, to determine which category contains the target object, we propose a category selection strategy by evaluating each category's discrimination. Finally, we propose the online LCL for use in large-scale conditions. Evaluation on the challenging PASCAL Visual Object Class (VOC) 2007 and the large-scale imagenet large-scale visual recognition challenge 2013 detection data sets shows that the method can improve the annotation precision by 10% over previous methods. More importantly, we achieve the detection precision which outperforms previous results by a large margin and can be competitive to the supervised deformable part model 5.0 baseline on both data sets. PMID:25643405

  4. Applying CIPP Model for Learning-Object Management

    NASA Astrophysics Data System (ADS)

    Morgado, Erla M. Morales; Peñalvo, Francisco J. García; Martín, Carlos Muñoz; Gonzalez, Miguel Ángel Conde

    Although knowledge management process needs to receive some evaluation in order to determine their suitable functionality. There is not a clear definition about the stages where LOs need to be evaluated and the specific metrics to continuously promote their quality. This paper presents a proposal for LOs evaluation during their management for e-learning systems. To achieve this, we suggest specific steps for LOs design, implementation and evaluation into the four stages proposed by CIPP model (Context, Input, Process, Product).

  5. Accessibility and Adaptability of Learning Objects: Responding to Metadata, Learning Patterns and Profiles of Needs and Preferences

    ERIC Educational Resources Information Center

    Green, Steve; Jones, Ray; Pearson, Elaine; Gkatzidou, Stavroula

    2006-01-01

    The case for learning patterns as a design method for accessible and adaptable learning objects is explored. Patterns and templates for the design of learning objects can be derived from successful existing learning resources. These patterns can then be reused in the design of new learning objects. We argue that by attending to criteria for reuse…

  6. An Analysis on Usage Preferences of Learning Objects and Learning Object Repositories among Pre-Service Teachers

    ERIC Educational Resources Information Center

    Yeni, Sabiha; Ozdener, Nesrin

    2014-01-01

    The purpose of the study is to investigate how pre-service teachers benefit from learning objects repositories while preparing course content. Qualitative and quantitative data collection methods were used in a mixed methods approach. This study was carried out with 74 teachers from the Faculty of Education. In the first phase of the study,…

  7. Effects of Semantic Web Based Learning on Pre-Service Teachers' ICT Learning Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Karalar, Halit; Korucu, Agah Tugrul

    2016-01-01

    Although the Semantic Web offers many opportunities for learners, effects of it in the classroom is not well known. Therefore, in this study explanations have been stated as how the learning objects defined by means of using the terminology in a developed ontology and kept in objects repository should be presented to learners with the aim of…

  8. Roles of Parents and Annotation Sharing in Children's Learning Behavior and Achievement Using E-Readers

    ERIC Educational Resources Information Center

    Hwang, Wu-Yuin; Liu, Yi-Fan; Chen, Hon-Ren; Huang, Jian-Wun; Li, Jin-Yi

    2015-01-01

    Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using ebooks after school, and…

  9. Aversive learning modulates cortical representations of object categories.

    PubMed

    Dunsmoor, Joseph E; Kragel, Philip A; Martin, Alex; LaBar, Kevin S

    2014-11-01

    Experimental studies of conditioned learning reveal activity changes in the amygdala and unimodal sensory cortex underlying fear acquisition to simple stimuli. However, real-world fears typically involve complex stimuli represented at the category level. A consequence of category-level representations of threat is that aversive experiences with particular category members may lead one to infer that related exemplars likewise pose a threat, despite variations in physical form. Here, we examined the effect of category-level representations of threat on human brain activation using 2 superordinate categories (animals and tools) as conditioned stimuli. Hemodynamic activity in the amygdala and category-selective cortex was modulated by the reinforcement contingency, leading to widespread fear of different exemplars from the reinforced category. Multivariate representational similarity analyses revealed that activity patterns in the amygdala and object-selective cortex were more similar among exemplars from the threat versus safe category. Learning to fear animate objects was additionally characterized by enhanced functional coupling between the amygdala and fusiform gyrus. Finally, hippocampal activity co-varied with object typicality and amygdala activation early during training. These findings provide novel evidence that aversive learning can modulate category-level representations of object concepts, thereby enabling individuals to express fear to a range of related stimuli.

  10. Aversive Learning Modulates Cortical Representations of Object Categories

    PubMed Central

    Dunsmoor, Joseph E.; Kragel, Philip A.; Martin, Alex; LaBar, Kevin S.

    2014-01-01

    Experimental studies of conditioned learning reveal activity changes in the amygdala and unimodal sensory cortex underlying fear acquisition to simple stimuli. However, real-world fears typically involve complex stimuli represented at the category level. A consequence of category-level representations of threat is that aversive experiences with particular category members may lead one to infer that related exemplars likewise pose a threat, despite variations in physical form. Here, we examined the effect of category-level representations of threat on human brain activation using 2 superordinate categories (animals and tools) as conditioned stimuli. Hemodynamic activity in the amygdala and category-selective cortex was modulated by the reinforcement contingency, leading to widespread fear of different exemplars from the reinforced category. Multivariate representational similarity analyses revealed that activity patterns in the amygdala and object-selective cortex were more similar among exemplars from the threat versus safe category. Learning to fear animate objects was additionally characterized by enhanced functional coupling between the amygdala and fusiform gyrus. Finally, hippocampal activity co-varied with object typicality and amygdala activation early during training. These findings provide novel evidence that aversive learning can modulate category-level representations of object concepts, thereby enabling individuals to express fear to a range of related stimuli. PMID:23709642

  11. Effective Learning: A Case Study of the Learning Strategies Used by a Gifted High Achiever in Learning Science

    ERIC Educational Resources Information Center

    Stott, Angela; Hobden, Paul A.

    2016-01-01

    This article describes a case study of a gifted high achiever in learning science. This learner was selected on the assumption that drawing attention to the characteristics of a successful learner may improve learning effectiveness of less successful learners. The first author taught the gifted learner and collected data through participant…

  12. Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load.

    PubMed

    Küçük, Sevda; Kapakin, Samet; Göktaş, Yüksel

    2016-10-01

    Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists.

  13. Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load.

    PubMed

    Küçük, Sevda; Kapakin, Samet; Göktaş, Yüksel

    2016-10-01

    Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists. PMID:26950521

  14. The Transfer of Object Learning after Training with Multiple Exemplars

    PubMed Central

    Baeck, Annelies; Maes, Karen; Meel, Chayenne Van; Op de Beeck, Hans P.

    2016-01-01

    Object recognition improves with training. This training effect only partially generalizes to untrained images of the trained objects (new exemplars, orientation,…). The aim of this study is to investigate whether and to what extent the learning transfer improves when participants are trained with more exemplars of an object. Participants were trained to recognize two sets of stimuli using a backward masking paradigm. During training with the first set, only one exemplar of each object was presented. The second set was trained using four exemplars of each object. After 3 days of training, participants were tested on all the trained exemplars and a completely new exemplar of the same objects. In addition, recognition performance was compared to a set of completely new objects. For the objects of which four exemplars were used during training, participants showed more generalization toward new exemplars compared to when they were only trained with one exemplar. Part of the generalization effect extended to completely new objects. In conclusion, more variation during training leads to more generalization toward new visual stimuli. PMID:27708596

  15. A Comparison of the Effects of an Advanced Organizer and/or Behavioral Objectives on the Achievement of Disadvantaged Biology Students.

    ERIC Educational Resources Information Center

    Kahle, Jane Butler

    The use of an advanced organizer (a generalizable, encompassing concept) prior to an individualized instructional sequence in a self-paced, audiotutorial learning format was accompanied by gains in individual unit achievement and in retention by disadvantaged biology students. Although behavioral objectives generally were shown to make no…

  16. Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

    ERIC Educational Resources Information Center

    Sun, Jerry Chih-Yuan; Wu, Yu-Ting

    2016-01-01

    This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

  17. Stopped object detection by learning foreground model in videos.

    PubMed

    Maddalena, Lucia; Petrosino, Alfredo

    2013-05-01

    The automatic detection of objects that are abandoned or removed in a video scene is an interesting area of computer vision, with key applications in video surveillance. Forgotten or stolen luggage in train and airport stations and irregularly parked vehicles are examples that concern significant issues, such as the fight against terrorism and crime, and public safety. Both issues involve the basic task of detecting static regions in the scene. We address this problem by introducing a model-based framework to segment static foreground objects against moving foreground objects in single view sequences taken from stationary cameras. An image sequence model, obtained by learning in a self-organizing neural network image sequence variations, seen as trajectories of pixels in time, is adopted within the model-based framework. Experimental results on real video sequences and comparisons with existing approaches show the accuracy of the proposed stopped object detection approach.

  18. Stopped object detection by learning foreground model in videos.

    PubMed

    Maddalena, Lucia; Petrosino, Alfredo

    2013-05-01

    The automatic detection of objects that are abandoned or removed in a video scene is an interesting area of computer vision, with key applications in video surveillance. Forgotten or stolen luggage in train and airport stations and irregularly parked vehicles are examples that concern significant issues, such as the fight against terrorism and crime, and public safety. Both issues involve the basic task of detecting static regions in the scene. We address this problem by introducing a model-based framework to segment static foreground objects against moving foreground objects in single view sequences taken from stationary cameras. An image sequence model, obtained by learning in a self-organizing neural network image sequence variations, seen as trajectories of pixels in time, is adopted within the model-based framework. Experimental results on real video sequences and comparisons with existing approaches show the accuracy of the proposed stopped object detection approach. PMID:24808423

  19. Classroom Learning and Achievement: How the Complexity of Classroom Interaction Impacts Students' Learning

    ERIC Educational Resources Information Center

    Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

    2016-01-01

    Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of…

  20. A Knowledge-Based Approach to Describe and Adapt Learning Objects

    ERIC Educational Resources Information Center

    Bouzeghoub, Amel; Defude, Bruno; Duitama, John Freddy; Lecocq, Claire

    2006-01-01

    Our claim is that semantic metadata are required to allow a real reusing and assembling of learning objects. Our system is based on three models used to describe the domain, learners, and learning objects. The learning object model is inspired from knowledge representation proposals. A learning object can be reused directly or can be combined with…

  1. Testing Theories of Learning: Effects on High School Achievement.

    ERIC Educational Resources Information Center

    Keith, Timothy Z.; Cool, Valerie A.

    Theories of school learning consistently point to variables such as ability, time (e.g., homework), quality of instruction, motivation, and academic coursework as important influences on learning. In this study, path analysis was used to test the direct and indirect effects of these variables on high school learning, with learning measured by both…

  2. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  3. Detect2Rank: Combining Object Detectors Using Learning to Rank.

    PubMed

    Karaoglu, Sezer; Yang Liu; Gevers, Theo

    2016-01-01

    Object detection is an important research area in the field of computer vision. Many detection algorithms have been proposed. However, each object detector relies on specific assumptions of the object appearance and imaging conditions. As a consequence, no algorithm can be considered universal. With the large variety of object detectors, the subsequent question is how to select and combine them. In this paper, we propose a framework to learn how to combine object detectors. The proposed method uses (single) detectors like Deformable Part Models, Color Names and Ensemble of Exemplar-SVMs, and exploits their correlation by high-level contextual features to yield a combined detection list. Experiments on the PASCAL VOC07 and VOC10 data sets show that the proposed method significantly outperforms single object detectors, DPM (8.4%), CN (6.8%) and EES (17.0%) on VOC07 and DPM (6.5%), CN (5.5%) and EES (16.2%) on VOC10. We show with an experiment that there are no constraints on the type of the detector. The proposed method outperforms (2.4%) the state-of-the-art object detector (RCNN) on VOC07 when Regions with Convolutional Neural Network is combined with other detectors used in this paper. PMID:26571528

  4. Learning Objects and Learning Content Management Systems in Engineering Education: Implications of New Trends

    ERIC Educational Resources Information Center

    Sjoer, Ellen; Dopper, Sofia

    2006-01-01

    Learning objects and learning content management systems are considered to be "the next wave in engineering education". The results of experiments with these new trends in ICT in engineering education are described in this paper. The prospects were examined and the concepts of reusability of content for teachers and for personalized education…

  5. An Ontological Representation of Learning Objects and Learning Designs as Codified Knowledge

    ERIC Educational Resources Information Center

    Sanchez-Alonso, Salvador; Frosch-Wilke, Dirk

    2005-01-01

    Purpose: The aim of this paper is discussing about the similarities between the life cycle of knowledge management and the processes in which learning objects are created, evaluated and used. Design/methodology/approach: The paper describes LO and learning designs and depicts their integration into the knowledge life cycle (KLC) of the KMCI,…

  6. Development and Implementation of a Learning Object Repository for French Teaching and Learning: Issues and Promises

    ERIC Educational Resources Information Center

    Caws, Catherine

    2008-01-01

    This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into…

  7. From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

    ERIC Educational Resources Information Center

    Yu, Shengquan; Yang, Xianmin; Cheng, Gang; Wang, Minjuan

    2015-01-01

    This paper presents a new model for organizing learning resources: Learning Cell. This model is open, evolving, cohesive, social, and context-aware. By introducing a time dimension into the organization of learning resources, Learning Cell supports the dynamic evolution of learning resources while they are being used. In addition, by introducing a…

  8. Machine learning approach for objective inpainting quality assessment

    NASA Astrophysics Data System (ADS)

    Frantc, V. A.; Voronin, V. V.; Marchuk, V. I.; Sherstobitov, A. I.; Agaian, S.; Egiazarian, K.

    2014-05-01

    This paper focuses on a machine learning approach for objective inpainting quality assessment. Inpainting has received a lot of attention in recent years and quality assessment is an important task to evaluate different image reconstruction approaches. Quantitative metrics for successful image inpainting currently do not exist; researchers instead are relying upon qualitative human comparisons in order to evaluate their methodologies and techniques. We present an approach for objective inpainting quality assessment based on natural image statistics and machine learning techniques. Our method is based on observation that when images are properly normalized or transferred to a transform domain, local descriptors can be modeled by some parametric distributions. The shapes of these distributions are different for noninpainted and inpainted images. Approach permits to obtain a feature vector strongly correlated with a subjective image perception by a human visual system. Next, we use a support vector regression learned on assessed by human images to predict perceived quality of inpainted images. We demonstrate how our predicted quality value repeatably correlates with a qualitative opinion in a human observer study.

  9. Harnessing collaborative technology to accelerate achievement of chronic disease management objectives for Canada.

    PubMed

    Thompson, Leslee J; Healey, Lindsay; Falk, Will

    2007-01-01

    Morgan and colleagues put forth a call to action for the transformation of the Canadian healthcare system through the adoption of a national chronic disease prevention and management (CDPM) strategy. They offer examples of best practices and national solutions including investment in clinical information technologies to help support improved care and outcomes. Although we acknowledge that the authors propose CDPM solutions that are headed in the right direction, more rapid deployment of solutions that harness the potential of advanced collaborative technologies is required. We provide examples of how technologies that exist today can help to accelerate the achievement of some key CDPM objectives.

  10. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  11. Algorithms for Learning Preferences for Sets of Objects

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri L.; desJardins, Marie; Eaton, Eric

    2010-01-01

    A method is being developed that provides for an artificial-intelligence system to learn a user's preferences for sets of objects and to thereafter automatically select subsets of objects according to those preferences. The method was originally intended to enable automated selection, from among large sets of images acquired by instruments aboard spacecraft, of image subsets considered to be scientifically valuable enough to justify use of limited communication resources for transmission to Earth. The method is also applicable to other sets of objects: examples of sets of objects considered in the development of the method include food menus, radio-station music playlists, and assortments of colored blocks for creating mosaics. The method does not require the user to perform the often-difficult task of quantitatively specifying preferences; instead, the user provides examples of preferred sets of objects. This method goes beyond related prior artificial-intelligence methods for learning which individual items are preferred by the user: this method supports a concept of setbased preferences, which include not only preferences for individual items but also preferences regarding types and degrees of diversity of items in a set. Consideration of diversity in this method involves recognition that members of a set may interact with each other in the sense that when considered together, they may be regarded as being complementary, redundant, or incompatible to various degrees. The effects of such interactions are loosely summarized in the term portfolio effect. The learning method relies on a preference representation language, denoted DD-PREF, to express set-based preferences. In DD-PREF, a preference is represented by a tuple that includes quality (depth) functions to estimate how desired a specific value is, weights for each feature preference, the desired diversity of feature values, and the relative importance of diversity versus depth. The system applies statistical

  12. The Effects of Controversy, Concurrence Seeking, and Individualistic Learning on Achievement and Attitude Change.

    ERIC Educational Resources Information Center

    Johnson, Roger; And Others

    1985-01-01

    Compared effects of cooperative learning activities (with and without structured controversy) and individualistic learning activities on the achievement and attitudes of fifth graders (N=84) toward wolves. Results show that cooperative-controversy resulted in the highest achievement, greatest motivation to learn about wolves, and more positive…

  13. Students' Expectations of, and Experiences in E-Learning: Their Relation to Learning Achievements and Course Satisfaction

    ERIC Educational Resources Information Center

    Paechter, Manuela; Maier, Brigitte; Macher, Daniel

    2010-01-01

    Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least "sometimes" or "frequently" (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course…

  14. A Data Mining Approach to Improve Re-Accessibility and Delivery of Learning Knowledge Objects

    ERIC Educational Resources Information Center

    Sabitha, Sai; Mehrotra, Deepti; Bansal, Abhay

    2014-01-01

    Today Learning Management Systems (LMS) have become an integral part of learning mechanism of both learning institutes and industry. A Learning Object (LO) can be one of the atomic components of LMS. A large amount of research is conducted into identifying benchmarks for creating Learning Objects. Some of the major concerns associated with LO are…

  15. From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

    ERIC Educational Resources Information Center

    Yu, Shengquan; Yang, Xianmin; Cheng, Gang

    2013-01-01

    The key to implementing ubiquitous learning is the construction and organization of learning resources. While current research on ubiquitous learning has primarily focused on concept models, supportive environments and small-scale empirical research, exploring ways to organize learning resources to make them available anywhere on-demand is also…

  16. Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning

    ERIC Educational Resources Information Center

    You, Ji Won

    2015-01-01

    This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late…

  17. An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

    PubMed

    Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

    2012-03-01

    As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement. PMID:22379697

  18. An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

    PubMed

    Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

    2012-03-01

    As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

  19. An Innovative Approach to Scheme Learning Map Considering Tradeoff Multiple Objectives

    ERIC Educational Resources Information Center

    Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

    2016-01-01

    An important issue in personalized learning is to provide learners with customized learning according to their learning characteristics. This paper focused attention on scheming learning map as follows. The learning goal can be achieved via different pathways based on alternative materials, which have the relationships of prerequisite, dependence,…

  20. Design and Implementation of an Object Oriented Learning Activity System

    ERIC Educational Resources Information Center

    Lin, Huan-Yu; Tseng, Shian-Shyong; Weng, Jui-Feng; Su, Jun-Ming

    2009-01-01

    With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance.…

  1. Teacher Mathematics Learning and Middle School Student Achievement

    ERIC Educational Resources Information Center

    Mascia, Sally Marie

    2010-01-01

    United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student…

  2. Effects of Learning Style Accommodation on Achievement of Second Graders.

    ERIC Educational Resources Information Center

    Knight, Carol Bugg

    The purpose of this study was to devise an instructional model accommodating students' learning styles in the following areas: sound, light, temperature, design, and mobility. Specifically, this study determined if students in an experimental group with environmental accommodations to their preferred modes of learning differed from students in a…

  3. Deep Learning in Distance Education: Are We Achieving the Goal?

    ERIC Educational Resources Information Center

    Shearer, Rick L.; Gregg, Andrea; Joo, K. P.

    2015-01-01

    As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning…

  4. Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age

    2007-01-01

    Students' evaluation and perception of the learning environment are considered to be important predictors of students' approaches to learning. These variables may also account for variance in academic outcome, such as in examination grades, but previous research has rarely included a comparison between all of these variables. This article…

  5. Achieving diversity in nursing through multicontextual learning environments.

    PubMed

    Giddens, Jean Foret

    2008-01-01

    Attempts to increase diversity within the nursing profession have resulted in the admission of more ethnically diverse students into nursing education programs. However, traditional curricular and pedagogical practices seen in many nursing programs do not accommodate the learning needs of diverse learners. Nurse educators are encouraged to adopt learner-centered pedagogical approaches and embrace multicontextual learning environments. The purpose of this article is to describe the concept of multicontextuality and to introduce an exemplar of a multicontextual learning environment that has been recently developed and implemented in an undergraduate nursing program. The virtual community, known as The Neighborhood, presents nursing concepts in a rich personal and community context through stories and supplemental multimedia. The perceived benefit is enhancement of conceptual learning in a student-oriented learning environment.

  6. Assessing Program Learning Objectives to Improve Undergraduate Physics Education

    NASA Astrophysics Data System (ADS)

    Menke, Carrie

    2014-03-01

    Our physics undergraduate program has five program learning objectives (PLOs) focusing on (1) physical principles, (2) mathematical expertise, (3) experimental technique, (4) communication and teamwork, and (5) research proficiency. One PLO is assessed each year, with the results guiding modifications in our curriculum and future assessment practices; we have just completed our first cycle of assessing all PLOs. Our approach strives to maximize the ease and applicability of our assessment practices while maintaining faculty's flexibility in course design and delivery. Objectives are mapped onto our core curriculum with identified coursework collected as direct evidence. We've utilized mostly descriptive rubrics, applying them at the course and program levels as well as sharing them with the students. This has resulted in more efficient assessment that is also applicable to reaccreditation efforts, higher inter-rater reliability than with other rubric types, and higher quality capstone projects. We've also found that the varied quality of student writing can interfere with our assessment of other objectives. This poster outlines our processes, resources, and how we have used PLO assessment to strengthen our undergraduate program.

  7. The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load

    ERIC Educational Resources Information Center

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min; Liu, Tzu-Yu

    2015-01-01

    We designed activities for learning English as a foreign language in a mobile learning environment with familiar authentic support for this study. Students learned at school and then applied their newly gained knowledge to solve daily life problems by first using a tablet to take pictures of objects they wished to learn about, then describing them…

  8. A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

    NASA Astrophysics Data System (ADS)

    Mueanploy, Wannapa

    2016-04-01

    This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.

  9. Discriminative object tracking via sparse representation and online dictionary learning.

    PubMed

    Xie, Yuan; Zhang, Wensheng; Li, Cuihua; Lin, Shuyang; Qu, Yanyun; Zhang, Yinghua

    2014-04-01

    We propose a robust tracking algorithm based on local sparse coding with discriminative dictionary learning and new keypoint matching schema. This algorithm consists of two parts: the local sparse coding with online updated discriminative dictionary for tracking (SOD part), and the keypoint matching refinement for enhancing the tracking performance (KP part). In the SOD part, the local image patches of the target object and background are represented by their sparse codes using an over-complete discriminative dictionary. Such discriminative dictionary, which encodes the information of both the foreground and the background, may provide more discriminative power. Furthermore, in order to adapt the dictionary to the variation of the foreground and background during the tracking, an online learning method is employed to update the dictionary. The KP part utilizes refined keypoint matching schema to improve the performance of the SOD. With the help of sparse representation and online updated discriminative dictionary, the KP part are more robust than the traditional method to reject the incorrect matches and eliminate the outliers. The proposed method is embedded into a Bayesian inference framework for visual tracking. Experimental results on several challenging video sequences demonstrate the effectiveness and robustness of our approach.

  10. Problem-Based Learning Environment in Basic Computer Course: Pre-Service Teachers' Achievement and Key Factors for Learning

    ERIC Educational Resources Information Center

    Efendioglu, Akin

    2015-01-01

    This experimental study aims to determine pre-service teachers' achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than…

  11. Early Adolescents' Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement

    ERIC Educational Resources Information Center

    Hagenauer, Gerda; Hascher, Tina

    2014-01-01

    While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of…

  12. Learning Object to Enhance Introductory Programming Understanding: Does the Size Really Matter?

    ERIC Educational Resources Information Center

    Matthews, Reginamary; Hin, Hew Soon; Choo, Koo Ah

    2014-01-01

    Learning Object (LO) is the breakdown of larger content into smaller pieces of information that accomplishes a single learning outcome. The smaller piece of content is incorporated with multimedia elements to promote meaningful learning. The prevailing focus on learning objects for introductory programming promising in terms of enhancing the…

  13. Personalized Learning Objects Recommendation Based on the Semantic-Aware Discovery and the Learner Preference Pattern

    ERIC Educational Resources Information Center

    Wang, Tzone I; Tsai, Kun Hua; Lee, Ming Che; Chiu, Ti Kai

    2007-01-01

    With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future,…

  14. An Object Oriented Approach to Improve the Precision of Learning Object Retrieval in a Self Learning Environment

    ERIC Educational Resources Information Center

    Raghuveer, V. R.; Tripathy, B. K.

    2012-01-01

    With the advancements in the WWW and ICT, the e-learning domain has developed very fast. Even many educational institutions these days have shifted their focus towards the e-learning and mobile learning environments. However, from the quality of learning point of view, which is measured in terms of "active learning" taking place, the…

  15. Structuring feedback and debriefing to achieve mastery learning goals.

    PubMed

    Eppich, Walter J; Hunt, Elizabeth A; Duval-Arnould, Jordan M; Siddall, Viva Jo; Cheng, Adam

    2015-11-01

    Mastery learning is a powerful educational strategy in which learners gain knowledge and skills that are rigorously measured against predetermined mastery standards with different learners needing variable time to reach uniform outcomes. Central to mastery learning are repetitive deliberate practice and robust feedback that promote performance improvement. Traditional health care simulation involves a simulation exercise followed by a facilitated postevent debriefing in which learners discuss what went well and what they should do differently next time, usually without additional opportunities to apply the specific new knowledge. Mastery learning approaches enable learners to "try again" until they master the skill in question. Despite the growing body of health care simulation literature documenting the efficacy of mastery learning models, to date insufficient details have been reported on how to design and implement the feedback and debriefing components of deliberate-practice-based educational interventions. Using simulation-based training for adult and pediatric advanced life support as case studies, this article focuses on how to prepare learners for feedback and debriefing by establishing a supportive yet challenging learning environment; how to implement educational interventions that maximize opportunities for deliberate practice with feedback and reflection during debriefing; describing the role of within-event debriefing or "microdebriefing" (i.e., during a pause in the simulation scenario or during ongoing case management without interruption), as a strategy to promote performance improvement; and highlighting directions for future research in feedback and debriefing for mastery learning.

  16. Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama-Sniezek's Review.

    ERIC Educational Resources Information Center

    McMaster, Kristen Nyman; Fuchs, Douglas

    2002-01-01

    This article reviews 15 research studies published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. Despite design problems, the review finds that cooperative learning strategies that incorporate individual accountability and group rewards are likely to…

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

    ERIC Educational Resources Information Center

    Chu, Hui-Chun; Hung, Chun-Ming

    2015-01-01

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

  18. The Use of a Mobile Learning Management System at an Online University and Its Effect on Learning Satisfaction and Achievement

    ERIC Educational Resources Information Center

    Shin, Won Sug; Kang, Minseok

    2015-01-01

    This study investigates online students' acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning's acceptance, and…

  19. The Effects of Mastery Learning and Cooperative, Competitive and Individualistic Learning Environment Organizations on Achievement and Attitudes in Mathematics

    ERIC Educational Resources Information Center

    Yildiran, Guzver; Aydin, Emin

    2005-01-01

    Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but…

  20. Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning

    NASA Astrophysics Data System (ADS)

    Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

    2016-05-01

    Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it. Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students' and teachers' class contributions have on students' learning outcomes. Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students. Design and methods: Students' and teachers' verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students' learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain. Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students' achievement. Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students' level of competency.

  1. From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control.

    PubMed

    Grossberg, Stephen

    2015-09-24

    This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex; learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation; and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. This article is part of a Special Issue entitled SI: Brain and Memory. PMID

  2. From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control.

    PubMed

    Grossberg, Stephen

    2015-09-24

    This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex; learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation; and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. This article is part of a Special Issue entitled SI: Brain and Memory.

  3. Relationship of constructivist learning environment to student attitudes and achievement in high school mathematics and science

    NASA Astrophysics Data System (ADS)

    Dethlefs, Theresa Marie

    This study investigated the relationship of constructivist learning environment and standards-based teaching practices to student achievement and attitudes (self-efficacy, intrinsic value, and learning strategies) in Algebra and Biology. Further, these relationships were examined as a function of student gender and prior achievement. A purposive sample of 804 high school students enrolled in Biology I, Algebra I, or Advanced Algebra was selected for inclusion in this study. Although the dimensions of constructivist learning environment that contributed to predicting student achievement and attitudes varied by content area and criterion, the results of the present study generally provide strong support for a positive relationship between constructivist learning environment and student attitudes, but little support for a direct relationship to student achievement. Teacher reports of overall constructivist learning environment were not correlated with achievement or attitudes. Observer reports of constructivist learning environment were correlated with student intrinsic value and learning strategies. Student reports of constructivist learning environment were correlated with all three attitude measures. Multiple regression findings showed that neither overall constructivist learning environment nor standards-based teaching practices predicted achievement in any of the content areas. Overall constructivist learning environment and standards-based teaching practices were significant positive predictors of student intrinsic value and learning strategies in all three content areas, after controlling for student and classroom demographic variables. Overall constructivist learning environment and standards-based teaching practices were also significant positive predictors of self-efficacy in Algebra 1. In addition, standards-based teaching practices was a significant positive predictor of student self-efficacy in Biology. No specific dimensions of constructivist learning

  4. Formative Evaluation of the Student Achievement Initiative "Learning Year"

    ERIC Educational Resources Information Center

    Jenkins, Davis; Ellwein, Todd; Boswell, Katherine

    2009-01-01

    In September 2007, the Washington State Board for Community and Technical Colleges (SBCTC) officially launched the Student Achievement Initiative, a system-wide policy to reward colleges for improvements in student achievement. Developed by a task force comprised of State Board members, college trustees, presidents, and faculty representatives,…

  5. Achievement and Self-Concept of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Moller, Jens; Streblow, Lilian; Pohlmann, Britta

    2009-01-01

    The internal/external frame of reference (I/E) model by Marsh ("Am Educ Res J" 23:129-149, 1986) assumes that, besides social comparisons with their classmates, students engage in intraindividual, dimensional comparisons, comparing their own achievement in one subject with their achievement in other subjects. These dimensional comparison processes…

  6. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    PubMed

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

  7. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

    PubMed Central

    Ruffing, Stephanie; Wach, F. -Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

  8. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    PubMed

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

  9. Embedded or Linked Learning Objects: Implications for Content Development, Course Design and Classroom Use

    ERIC Educational Resources Information Center

    Kopp, Gail; Crichton, Susan

    2007-01-01

    This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific…

  10. Investigating Elementary Students' Learning Approaches, Motivational Goals, and Achievement in Science

    ERIC Educational Resources Information Center

    Hacieminoglu, Esme; Yilmaz-Tuzun, Ozgul; Ertepinar, Hamide

    2009-01-01

    This study examined the relationships among students' learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students' learning approaches, motivational goals, and their science achievement for the…

  11. Gender and Ethnicity Differences Manifested in Chemistry Achievement and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Veloo, Arsaythamby; Hong, Lee Hooi; Lee, Seung Chun

    2015-01-01

    The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia. The result of students' midterm chemistry exam was used as the measure of chemistry achievement. The information of self-regulated learning was…

  12. Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation

    ERIC Educational Resources Information Center

    Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

    2015-01-01

    The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and…

  13. EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

    ERIC Educational Resources Information Center

    Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

    2016-01-01

    This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

  14. Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

    ERIC Educational Resources Information Center

    Kaminskiene, Lina; Stasiunaitiene, Egle

    2013-01-01

    The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

  15. The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

    ERIC Educational Resources Information Center

    Nath, Samir Ranjan

    2012-01-01

    This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

  16. Technology Enhanced Learning Environments for Closing the Gap in Student Achievement between Regions: Does It Work?

    ERIC Educational Resources Information Center

    Cakir, Hasan; Delialioglu, Omer; Dennis, Alan; Duffy, Thomas

    2009-01-01

    Student achievement gap between urban and suburban regions are a major issue in U.S. schools. Technology enhanced learning environments that support teaching and learning process with advanced technology may close this achievement gap. This paper examines the impact of student and school factors with an emphasis on schools' geographic location on…

  17. Applying perceptual learning to achieve practical changes in vision

    PubMed Central

    Deveau, Jenni; Seitz, Aaron R.

    2014-01-01

    Research of visual perceptual learning has illuminated the flexibility of processing in the visual system and provides insights into therapeutic approaches to remediating some components of low vision. A key observation from research of perceptual learning is that effects of training are often highly specific to the attributes of the trained stimuli. This observation has been a blessing to basic research, providing important constraints to models of learning, but is a curse to translational research, which has the goal of creating therapies that generalize widely across visual tasks and stimuli. Here we suggest that the curse of specificity can be overcome by adopting a different experimental framework than is standard in the field. Namely, translational studies should integrate many approaches together and sacrifice mechanistic understanding to gain clinical relevance. To validate this argument, we review research from our lab and others, and also present new data, that together shows how perceptual learning on basic stimuli can lead to improvements on standard vision tests as well as real world vision use such as improved reading and even improved sports performance. Furthermore, we show evidence that this integrative approach to perceptual learning can ameliorate effects of presbyopia and provides promise to improve visual function for individuals suffering from low vision. PMID:25360128

  18. Applying perceptual learning to achieve practical changes in vision.

    PubMed

    Deveau, Jenni; Seitz, Aaron R

    2014-01-01

    Research of visual perceptual learning has illuminated the flexibility of processing in the visual system and provides insights into therapeutic approaches to remediating some components of low vision. A key observation from research of perceptual learning is that effects of training are often highly specific to the attributes of the trained stimuli. This observation has been a blessing to basic research, providing important constraints to models of learning, but is a curse to translational research, which has the goal of creating therapies that generalize widely across visual tasks and stimuli. Here we suggest that the curse of specificity can be overcome by adopting a different experimental framework than is standard in the field. Namely, translational studies should integrate many approaches together and sacrifice mechanistic understanding to gain clinical relevance. To validate this argument, we review research from our lab and others, and also present new data, that together shows how perceptual learning on basic stimuli can lead to improvements on standard vision tests as well as real world vision use such as improved reading and even improved sports performance. Furthermore, we show evidence that this integrative approach to perceptual learning can ameliorate effects of presbyopia and provides promise to improve visual function for individuals suffering from low vision.

  19. The Effect of Cooperative Learning on Students' Achievement and Views on the Science and Technology Course

    ERIC Educational Resources Information Center

    Altun, Sertel

    2015-01-01

    The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students' achievement and their views regarding the "Systems in Our Body" unit of the 6th grade Science and Technology lesson.…

  20. The Effects of Multimedia and Learning Style on Student Achievement in Online Electronics Course

    ERIC Educational Resources Information Center

    Surjono, Herman Dwi

    2015-01-01

    This experimental study investigated the effects of multimedia preferences and learning styles on undergraduate student achievement in an adaptive e-learning system for electronics course at the Yogyakarta State University Indonesia. The findings showed that students in which their multimedia preferences and learning style matched with the way the…

  1. An Investigation of Learning Styles Influencing Mathematics Achievement of Seventh-Grade Students

    ERIC Educational Resources Information Center

    Sriphai, Sunan; Damrongpanit, Suntonrapot; Sakulku, Jaruwan

    2011-01-01

    This study aims to investigate the effect of learning styles, as well as compare the effect of two different variable structure models of learning styles on factors influencing mathematics achievement. The research sample was made up of 508 seventh-grade students. The findings were that the model including learning styles as factors influencing…

  2. Understanding Community College Students' Learning Styles and the Link to Academic Achievement

    ERIC Educational Resources Information Center

    Peters, Kathleen

    2012-01-01

    Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…

  3. A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

    ERIC Educational Resources Information Center

    Lamberg, Catherine Denise

    2012-01-01

    Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

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

    ERIC Educational Resources Information Center

    Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

    2016-01-01

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

  5. Activities Joining Learning Objectives to Assessments in Introductory Astronomy

    NASA Astrophysics Data System (ADS)

    Palen, Stacy E.; Larson, Ana M.

    2015-01-01

    In recent years, accreditation boards and other governing bodies have been pushing hard for explicit learning goals and quantitative measures of assessment for general education courses such as Astronomy 101. This added assessment burden can be problematic, especially for harried adjuncts teaching multiple courses at multiple institutions. It would be helpful to have a field-tested set of combined hands-on activities and assessment tools that help instructors meet these assessment requirements. The authors have produced just such a set. We have been using hands-on activities in our classrooms for more than 15 years. These activities require no special equipment or preparation and can be completed within an hour by most students working in groups of two or three. The sections of each activity are arranged in steps, guiding the students from initial knowledge-level questions or practice to a final evaluation or synthesis of what they have just accomplished. Students thus get practice thinking at higher cognitive levels. A recent addition to these activities is the inclusion of formalized learning objectives and accompanying pre- and post-activity questions. The pre-activity questions address common misconceptions, relate familiar analogous terrestrial examples to the activity, and act as a brief refresher meta-concepts like scale factors, measurements, and basic mathematics review. The post-activity questions review the most important concepts introduced in the activity. We present a number of examples as well as a summary as to how we have initiated their use in a large lecture setting of 300 students, in smaller classrooms of 15 students, and in a community college online course.

  6. Internal Accountability and District Achievement: How Superintendents Affect Student Learning

    ERIC Educational Resources Information Center

    Hough, Kimberly L.

    2014-01-01

    This quantitative survey study was designed to determine whether superintendent accountability behaviors or agreement about accountability behaviors between superintendents and their subordinate central office administrators predicted district student achievement. Hierarchical multiple regression and analyses of covariance were employed,…

  7. Effects of Learning Style Accommodation on Achievement of Second Graders.

    ERIC Educational Resources Information Center

    Knight, Carol Bugg; Halpin, Gerald; Halpin, Glennelle

    1996-01-01

    Whether grades earned in reading, mathematics, and language by 158 second graders when learning environmental accommodations were made in the areas of light, sound, temperature, design, and mobility differed from grades of control group students without these accommodations was studied. Control group students had higher mathematics and language…

  8. Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement

    ERIC Educational Resources Information Center

    Johnson, David W.; Johnson, Roger T.; Roseth, Cary

    2010-01-01

    When students enter middle school, they face 2 major challenges, one involving the biological, cognitive, and socioemotional changes they are going through, and another involving the transition from elementary to middle school. Peer learning has considerable influence on how well they manage these challenges. The research that exists on peer…

  9. Closing the Achievement Gap: Lessons Learned and Challenges Ahead.

    ERIC Educational Resources Information Center

    Green, R. Stephen

    2001-01-01

    Chronic disparities exist between the performance of minority and nonminority students on high-stakes standardized tests. Similar disparities exist on college admission. The College Board's Equity 2000 Project, implemented in 1990, gathered information on closing the gaps. Seven lessons learned from Equity 2000 emphasize the importance of such…

  10. Success and Interactive Learning: Sailing toward Student Achievement

    ERIC Educational Resources Information Center

    Midcap, Richard; Seitzer, Joan; Holliday, Randy; Childs, Amy; Bowser, Dana

    2008-01-01

    Success and Interactive Learning's (SAIL) front-loaded retention activities and unique financial incentives have combined to improve retention, persistence, and success of first-time college students. Its effectiveness has been validated through a comparison of retention rates and aggregate quality-point averages of SAIL cohorts with those rates…

  11. Teaching Behaviors, Academic Learning Time, and Student Achievement: An Overview

    ERIC Educational Resources Information Center

    Fisher, Charles; Berliner, David; Filby, Nikola; Marliave, Richard; Cahen, Leonard; Dishaw, Marilyn

    2015-01-01

    The purpose of the Beginning Teacher Evaluation Study (BTES) was to identify teaching activities and classroom conditions that foster student learning in elementary schools. The study focused on instruction in reading and mathematics at grades two and five. During the multi-year series of substudies comprising BTES, a variety of issues were…

  12. Achieving Digital Literacy through Game Development: An Authentic Learning Experience

    ERIC Educational Resources Information Center

    Frydenberg, Mark

    2015-01-01

    Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

  13. Test Scores and Learning Styles: Understanding Student Achievement

    ERIC Educational Resources Information Center

    Wade, Patricia A.; Schuh, Kathy L.

    2006-01-01

    This two-year study explored the academic lives of three boys in a combined fifth-sixth grade classroom. As these case studies illustrate, viewing students' academic worlds from multiple perspectives can lead to more accurate, comprehensive evaluations and efficacious adaptations of students' learning environments. Richard Snow's aptitude theory…

  14. Adaptive Cognitive-Based Selection of Learning Objects

    ERIC Educational Resources Information Center

    Karampiperis, Pythagoras; Lin, Taiyu; Sampson, Demetrios G.; Kinshuk

    2006-01-01

    Adaptive cognitive-based selection is recognized as among the most significant open issues in adaptive web-based learning systems. In order to adaptively select learning resources, the definition of adaptation rules according to the cognitive style or learning preferences of the learners is required. Although some efforts have been reported in…

  15. The Audiographic Learning Facility: Objectives and Design. Research Report.

    ERIC Educational Resources Information Center

    Slamecka, Vladimir; Jensen, Alton P.

    Details are provided about the Audiographic Learning Facility, a pilot system for remote conversational instruction and learning developed by the School of Information and Computer Science at Georgia Institute of Technology. The report describes how learning materials, stored and reproduced in the form of a graphically supported…

  16. Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog

    ERIC Educational Resources Information Center

    Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.

    2008-01-01

    MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free multidisciplinary catalog of digital learning materials, peer reviews, learning assignments, and member comments designed to facilitate faculty instruction. The catalog's goal is to expand the quantity and quality of peer-reviewed online teaching materials. We…

  17. Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

    ERIC Educational Resources Information Center

    Casey, Ashley; Goodyear, Victoria A.

    2015-01-01

    Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

  18. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

    ERIC Educational Resources Information Center

    Özerem, Aysen; Akkoyunlu, Buket

    2015-01-01

    Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

  19. Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability

    ERIC Educational Resources Information Center

    Geary, David C.; Hoard, Mary K.; Bailey, Drew H.

    2012-01-01

    Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…

  20. An Examination of Achievement Goals in Learning: A Quasi-Quantitative Approach

    ERIC Educational Resources Information Center

    Phan, Huy P.

    2012-01-01

    Introduction: The achievement goals framework has been researched and used to explain and account for individuals' learning and academic achievements. Over the past three decades, progress has been made in the conceptualizations and research development of different possible theoretical models of achievement goals. Notably, in this study, we…

  1. Assessing Goal Intent and Achievement of University Learning Community Students

    ERIC Educational Resources Information Center

    Pfeffer-Lachs, Carole F.

    2013-01-01

    The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

  2. The Effect of Metacognitive Scaffolds on Low Achievers' Laboratory Learning

    ERIC Educational Resources Information Center

    Chen, Sufen; Huang, Chih-Chi; Chou, Te-Lien

    2016-01-01

    This study explored the influence of experimental goal setting and planning on the attitudes toward science, self-efficacy, inquiry performance, and achievement of students with low academic performance. A total of 71 students aged 16-18 were randomly divided into a treatment group (with goal setting and planning) and a control group (without goal…

  3. Variables of Classroom Achievement in Second Language Learning.

    ERIC Educational Resources Information Center

    Bialystok, Ellen; Frohlich, Maria

    1978-01-01

    Examines the effects of aptitude, field independence, attitude, and strategy use upon four areas of language achievement: formal/oral, formal/written, functional/oral, and functional/written. Test results indicated that aptitude and field independence are related, as are strategy use and attitude; only aptitude and strategy use, however, affect…

  4. Modeled Importance of Learning Strategies and Children's Achievement Behaviors.

    ERIC Educational Resources Information Center

    Schunk, Dale H.; Gunn, Trisha Phelps

    This experiment explored how incorporating the importance of task strategy use and positive achievement beliefs into cognitive modeling affected self-efficacy and skill acquisition. Students deficient in division skills received cognitive modeling of division solution strategies and practice opportunities. For one group of students the cognitive…

  5. Considerations in Using Learning Progressions to Inform Achievement Level Descriptions

    ERIC Educational Resources Information Center

    Alonzo, Alicia C.

    2010-01-01

    In their article "Innovations in Setting Performance Standards for K-12 Test-Based Accountability," Kristen Huff and Barbara S. Plake (2010) lay out three preconditions for continued investment in standard-setting methodology and practice, all focused on the sound development and use of achievement level descriptors (ALDs). Among these…

  6. Incremental Structured Dictionary Learning for Video Sensor-Based Object Tracking

    PubMed Central

    Xue, Ming; Yang, Hua; Zheng, Shibao; Zhou, Yi; Yu, Zhenghua

    2014-01-01

    To tackle robust object tracking for video sensor-based applications, an online discriminative algorithm based on incremental discriminative structured dictionary learning (IDSDL-VT) is presented. In our framework, a discriminative dictionary combining both positive, negative and trivial patches is designed to sparsely represent the overlapped target patches. Then, a local update (LU) strategy is proposed for sparse coefficient learning. To formulate the training and classification process, a multiple linear classifier group based on a K-combined voting (KCV) function is proposed. As the dictionary evolves, the models are also trained to timely adapt the target appearance variation. Qualitative and quantitative evaluations on challenging image sequences compared with state-of-the-art algorithms demonstrate that the proposed tracking algorithm achieves a more favorable performance. We also illustrate its relay application in visual sensor networks. PMID:24549252

  7. Teaching Business Simulation Games: Comparing Achievements Frontal Teaching vs. eLearning

    NASA Astrophysics Data System (ADS)

    Bregman, David; Keinan, Gila; Korman, Arik; Raanan, Yossi

    This paper addresses the issue of comparing results achieved by students taught the same course but in two drastically different - a regular, frontal method and an eLearning method. The subject taught required intensive communications among the students, thus making the eLearning students, a priori, less likely to do well in it. The research, comparing the achievements of students in a business simulation game over three semesters, shows that the use of eLearning method did not result in any differences in performance, grades or cooperation, thus strengthening the case for using eLearning in this type of course.

  8. MODeLeR: A Virtual Constructivist Learning Environment and Methodology for Object-Oriented Design

    ERIC Educational Resources Information Center

    Coffey, John W.; Koonce, Robert

    2008-01-01

    This article contains a description of the organization and method of use of an active learning environment named MODeLeR, (Multimedia Object Design Learning Resource), a tool designed to facilitate the learning of concepts pertaining to object modeling with the Unified Modeling Language (UML). MODeLeR was created to provide an authentic,…

  9. Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage

    ERIC Educational Resources Information Center

    Mestre, Lori S.; Baures, Lisa; Niedbala, Mona; Bishop, Corinne; Cantrell, Sarah; Perez, Alice; Silfen, Kate

    2011-01-01

    Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section's Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the…

  10. Learning from Objects: A Future for 21st Century Urban Arts Education

    ERIC Educational Resources Information Center

    Lasky, Dorothea

    2009-01-01

    In this technological age, where mind and body are increasingly disconnected in the classroom, object-based learning--along with strong museum-school partnerships--provide many benefits for student learning. In this article, the author first outlines some of the special mind-body connections that object-based learning in museums affords learners…

  11. Whole versus Part Presentations of the Interactive 3D Graphics Learning Objects

    ERIC Educational Resources Information Center

    Azmy, Nabil Gad; Ismaeel, Dina Ahmed

    2010-01-01

    The purpose of this study is to present an analysis of how the structure and design of the Interactive 3D Graphics Learning Objects can be effective and efficient in terms of Performance, Time on task, and Learning Efficiency. The study explored two treatments, namely whole versus Part Presentations of the Interactive 3D Graphics Learning Objects,…

  12. A Rule-Based System for Hybrid Search and Delivery of Learning Objects to Learners

    ERIC Educational Resources Information Center

    Biletskiy, Yevgen; Baghi, Hamidreza; Steele, Jarrett; Vovk, Ruslan

    2012-01-01

    Purpose: Presently, searching the internet for learning material relevant to ones own interest continues to be a time-consuming task. Systems that can suggest learning material (learning objects) to a learner would reduce time spent searching for material, and enable the learner to spend more time for actual learning. The purpose of this paper is…

  13. 45 CFR 261.20 - How will we hold a State accountable for achieving the work objectives of TANF?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... the work objectives of TANF? 261.20 Section 261.20 Public Welfare Regulations Relating to Public..., DEPARTMENT OF HEALTH AND HUMAN SERVICES ENSURING THAT RECIPIENTS WORK What Are the Provisions Addressing State Accountability? § 261.20 How will we hold a State accountable for achieving the work objectives...

  14. Achieving Success in Administration--Learning from Experience.

    ERIC Educational Resources Information Center

    Troisi, Nicholas F.; Kidd, David J.

    1990-01-01

    Few administrators fail to become leaders because they lack technical skills. The problem is lack of people skills and inability to exercise good judgment. Administrators can minimize failure by valuing honesty, objectivity, delegation, and feedback and by respecting chain of command and the limitations of power. Other potential pitfalls are…

  15. Academic Impact of Learning Objects: The Case of Electric Circuits

    ERIC Educational Resources Information Center

    Jaakkola, Tomi; Nurmi, Sami

    2004-01-01

    Electricity is an important and challenging science topic at all school levels. Learners often have many difficulties in learning electricity. Previous attempts to overcome these difficulties have been rather one-sided, leaning only on one method at the time, and thus ineffective. As a solution, a learning environment which combines the strengths…

  16. Effects of Cooperative Learning on Learning Achievement and Group Working Behavior of Junior Students in Modern French Literature Course

    ERIC Educational Resources Information Center

    Orprayoon, Soudaya

    2014-01-01

    This study reported on the results of a quasi-experimental research to explore the effectiveness of using a cooperative learning method on students' academic achievement, their group working behavior and their perception and opinions towards cooperative learning in a Modern French Literature course. The sample included twelve junior students…

  17. The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

    ERIC Educational Resources Information Center

    Duman, Bilal

    2010-01-01

    The purpose of the present study is to investigate the effects of Brain-based learning (BBL) on the academic achievement of students with different learning styles. The study group consists of students from the department of Social Sciences Teacher Education in the Faculty of Education at Mugla University (N=68). In the study, a pre-test-post-test…

  18. The Effects of Problem-Based Active Learning in Science Education on Students' Academic Achievement, Attitude and Concept Learning

    ERIC Educational Resources Information Center

    Akinoglu, Orhan; Tandogan, Ruhan Özkardes

    2007-01-01

    The aim of this study was to determine the effects of problem-based active learning in science education on students' academic achievement and concept learning. In the study, both quantitative and qualitative research methods were utilized. Quantitative data were obtained via the pre/post-test, treatment-control groups test model. Qualitative data…

  19. Neural mechanisms of infant learning: differences in frontal theta activity during object exploration modulate subsequent object recognition

    PubMed Central

    Begus, Katarina; Southgate, Victoria; Gliga, Teodora

    2015-01-01

    Investigating learning mechanisms in infancy relies largely on behavioural measures like visual attention, which often fail to predict whether stimuli would be encoded successfully. This study explored EEG activity in the theta frequency band, previously shown to predict successful learning in adults, to directly study infants' cognitive engagement, beyond visual attention. We tested 11-month-old infants (N = 23) and demonstrated that differences in frontal theta-band oscillations, recorded during infants' object exploration, predicted differential subsequent recognition of these objects in a preferential-looking test. Given that theta activity is modulated by motivation to learn in adults, these findings set the ground for future investigation into the drivers of infant learning. PMID:26018832

  20. Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

    SciTech Connect

    Prowell, Stacy J; Symons, Christopher T

    2015-01-01

    Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

  1. Proposal of a Framework for Internet Based Licensing of Learning Objects

    ERIC Educational Resources Information Center

    Santos, Osvaldo A.; Ramos, Fernando M. S.

    2004-01-01

    This paper presents a proposal of a framework whose main objective is to manage the delivery and rendering of learning objects in a digital rights controlled environment. The framework is based on a digital licensing scheme that requires each learning object to have the proper license in order to be rendered by a trusted player. A conceptual model…

  2. How Category Learning Affects Object Representations: Not All Morphspaces Stretch Alike

    ERIC Educational Resources Information Center

    Folstein, Jonathan R.; Gauthier, Isabel; Palmeri, Thomas J.

    2012-01-01

    How does learning to categorize objects affect how people visually perceive them? Behavioral, neurophysiological, and neuroimaging studies have tested the degree to which category learning influences object representations, with conflicting results. Some studies have found that objects become more visually discriminable along dimensions relevant…

  3. Situational Interest and Academic Achievement in the Active-Learning Classroom

    ERIC Educational Resources Information Center

    Rotgans, Jerome I.; Schmidt, Henk G.

    2011-01-01

    The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…

  4. Blended Learning Approach Using Moodle and Student's Achievement at Sultan Qaboos University in Oman

    ERIC Educational Resources Information Center

    Al-Ani, Wajeha Thabit

    2013-01-01

    This study attempts to identify factors behind the usage of a blended learning approach that could have an effect on students' achievement, motivation, collaboration and communication as perceived by students. It also aims to analyze obstacles faced by students in using Moodle in blended learning. A sample of 283-students from all colleges at…

  5. Relationships between Preferred Learning and Clinical Achievement of Baccalaureate Nursing Students.

    ERIC Educational Resources Information Center

    Wilkerson, Norma Neahr

    Paper presented at the Regional achievement in a nursing course in an integrated curriculum were studied. The theoretical framework was based on Kolb's model of experiential learning, which posited four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb's Learning Style Inventory was…

  6. Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Barrocas, Lisa; Cramer, Elizabeth D.

    2014-01-01

    This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

  7. Implications of Task Structure on Self-Regulated Learning and Achievement

    ERIC Educational Resources Information Center

    Lodewyk, Ken R.; Winne, Philip H.; Jamieson-Noel, Dianne L.

    2009-01-01

    School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth-grade science…

  8. Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Mary

    2012-01-01

    The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of elementary-age students in terms of academic achievement. This study examined potential relationships between the degree of match (as determined by comparing learning style preferences of students with…

  9. Problem-Based Learning in Communication Systems: Student Perceptions and Achievement

    ERIC Educational Resources Information Center

    Mitchell, John E.; Canavan, Brian; Smith, Jan

    2010-01-01

    The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended learning outcomes and assessing the students' achievements. (Contains 2 figures and 4 tables.)

  10. SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes

    ERIC Educational Resources Information Center

    Katz, Yaacov J.

    2013-01-01

    SMS delivery platforms are being increasingly used at the university level to enhance student achievement as well as traits and attitudes related to the learning process. SMS delivery provides access to learning materials without being limited by space or time and sophisticated technological advances in SMS delivery have led to enhanced learner…

  11. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  12. The Effects of Students' Predispositions toward Communication, Learning Styles, and Sex on Academic Achievement

    ERIC Educational Resources Information Center

    Allen, Jerry L.; Long, Kathleen M.; O'Mara, Joan; Judd, Ben B.

    2007-01-01

    The purpose of this study was to examine the relationships among students' biological sex, communication avoidance behaviors, individual learning styles, and classroom achievement. Additionally, the relationship of instructors' gender to students' perceptions of immediacy and learning outcomes was examined. Communication apprehension and nonverbal…

  13. The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles

    ERIC Educational Resources Information Center

    Kablan, Zeynel

    2016-01-01

    The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…

  14. Study Procrastination, Achievement, and Academic Motivation in Web-Based and Blended Distance Learning

    ERIC Educational Resources Information Center

    Romano, Jeanine; Wallace, Tary L.; Helmick, Ina J.; Carey, Lou M.; Adkins, Lisa

    2005-01-01

    Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict…

  15. Student Perceptions and Achievement in a University Blended Learning Strategic Initiative

    ERIC Educational Resources Information Center

    Owston, Ron; York, Dennis; Murtha, Susan

    2013-01-01

    Examined in this study is the relationship between student perceptions in blended learning courses and their in-course achievement. The research was conducted at a large urban university that embarked on a major initiative to scale-up blended learning across its campus. Student perceptions (N = 577) were assessed in four areas deemed important to…

  16. Effect of Blended Learning Environment Model on High School Students' Academic Achievement

    ERIC Educational Resources Information Center

    Kazu, Ibrahim Yasar; Demirkol, Mehmet

    2014-01-01

    This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir…

  17. Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

    ERIC Educational Resources Information Center

    Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan

    2016-01-01

    This study was designed as a preliminary study (N = 33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students' learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely positive (PosD), neutral (NeuD) and negative…

  18. Sense of Community, Perceived Learning, and Achievement Relationships in an Online Graduate Course

    ERIC Educational Resources Information Center

    Trespalacios, Jesus; Perkins, Ross

    2016-01-01

    The ubiquity of online programs in higher education requires continued focus on designing instructional environments that improve students' learning. We examine students' perceptions of sense of community and learning, as well as academic achievement, using grades obtained from a final project and participation in asynchronous discussion forums.…

  19. An Analysis of Learning Tools and Their Relationship to Achievement in Volleyball.

    ERIC Educational Resources Information Center

    Brock, Marilyn; And Others

    1991-01-01

    Discusses a study of the relationship between learning trials and achievement for four volleyball skills (set, forearm pass, serve, and spike) in college volleyball. Results suggest structuring the learning environment to improve the probability of more correct trials for all skills. (SM)

  20. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  1. A Study of Professional Learning Communities and Science Achievement in Large High Schools

    ERIC Educational Resources Information Center

    Kincannon, Susan D.

    2010-01-01

    The purpose of this study was to compare the science achievement and high school completion rates of students in a large high school implementing professional learning community concepts and practices with two large high schools not participating in professional learning community concepts and practices. The primary methodology employed was a…

  2. The Effect of Mobile Learning on Students' Achievement and Conversational Skills

    ERIC Educational Resources Information Center

    Elfeky, Abdellah Ibrahim Mohammed; Masadeh, Thouqan Saleem Yakoub

    2016-01-01

    The present study aimed to examine the effect of Mobile Learning, which is a kind of E-learning that uses mobile devices, on the development of the academic achievement and conversational skills of English language specialty students at Najran University. The study used the quasi-experimental approach. Participants consisted of (50) students who…

  3. Test of the definition of learning disability based on the difference between IQ and achievement.

    PubMed

    Mayes, Susan Dickerson; Calhoun, Susan L

    2005-08-01

    A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8-16 years, M= 10, SD=2) with normal intelligence. Learning disability was defined as a significant discrepancy (p<.05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems.

  4. Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

    NASA Astrophysics Data System (ADS)

    Lin, Shu-Fen; Lin, Huann-shyang

    2016-05-01

    Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract high-school students to learn science. A mixed-method quasi-experimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students' lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers' science learning.

  5. Another Objective to Achieve: A Study of Educationally Disadvantaged Veterans Enrolled in a College Preparatory Program.

    ERIC Educational Resources Information Center

    Berry, Gordon L.; Vivell, Susan

    The Veterans Special Educational Program (VSEP) at the University of California, Los Angeles is a program for recently discharged servicemen and women whose educational achievement would not normally be acceptable for admission into an institution of higher education and economic background has not encouraged them to seek higher education. The…

  6. 3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

    ERIC Educational Resources Information Center

    Su,Chung-Ho; Cheng, Ching-Hsue

    2013-01-01

    The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning…

  7. Learning Presence as a Predictor of Achievement and Satisfaction in Online Learning Environments

    ERIC Educational Resources Information Center

    Kang, Myunghee; Liew, BaoYng Teresa; Kim, Jiyoon; Park, Young

    2014-01-01

    Previous research has indicated the possible impact of learning presence, which consists of cognitive, emotional and social presences, on online learning outcomes. However, the data-driven evidence in actual learning situations is notably lacking. This study, therefore, investigated the viability of the three domains of learning presence to…

  8. The Effects of Achievement Goals and Self-Regulated Learning Behaviors on Reading Comprehension in Technology-Enhanced Learning Environments

    ERIC Educational Resources Information Center

    Bernacki, Matthew L.; Byrnes, James P.; Cromley, Jennifer G.

    2012-01-01

    Studies examining students' achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the…

  9. Objective and subjective measures of cross-situational learning.

    PubMed

    Franco, Ana; Cleeremans, Axel; Destrebecqz, Arnaud

    2016-03-01

    Statistical learning is often considered to be automatic and implicit, but little is known about the extent to which the resulting representations are available to conscious awareness. In the present study, we focus on whether the knowledge acquired in statistical learning of word-referent pairs is available to conscious control. Using a cross-situational learning paradigm, adult participants were first exposed to a set of pictures associated with auditorily presented words. Immediately thereafter, they were exposed to a second set of word-picture pairs. After the exposure phase, learning and conscious accessibility to the acquired knowledge were measured by using an adaptation of the Process Dissociation Procedure (Jacoby, 1991): two recognition tasks that only differed by instructions. In the Inclusion task, participants were instructed to accept all the correct associations (either from the first or the second set) and reject all the incorrect associations. In the Exclusion task, they had to accept all the correct associations from one of the sets and reject both the correct associations from the other set as well as all incorrect associations. Moreover, binary confidence judgments were recorded after each trial. Results show that participants were able to control the acquired knowledge. However, confidence judgments revealed that participants correctly identified the learned associations even when they claimed to guess, suggesting that cross-situational learning involves a mixture of both conscious and unconscious influences. PMID:26891464

  10. Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

    NASA Astrophysics Data System (ADS)

    Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

    2007-04-01

    Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

  11. Will international emissions trading help achieve the objectives of the Paris Agreement?

    NASA Astrophysics Data System (ADS)

    Fujimori, Shinichiro; Kubota, Izumi; Dai, Hancheng; Takahashi, Kiyoshi; Hasegawa, Tomoko; Liu, Jing-Yu; Hijioka, Yasuaki; Masui, Toshihiko; Takimi, Maho

    2016-10-01

    Under the Paris Agreement, parties set and implement their own emissions targets as nationally determined contributions (NDCs) to tackle climate change. International carbon emissions trading is expected to reduce global mitigation costs. Here, we show the benefit of emissions trading under both NDCs and a more ambitious reduction scenario consistent with the 2 °C goal. The results show that the global welfare loss, which was measured based on estimated household consumption change in 2030, decreased by 75% (from 0.47% to 0.16%), as a consequence of achieving NDCs through emissions trading. Furthermore, achieving the 2 °C targets without emissions trading led to a global welfare loss of 1.4%–3.4%, depending on the burden-sharing scheme used, whereas emissions trading reduced the loss to around 1.5% (from 1.4% to 1.7%). These results indicate that emissions trading is a valuable option for the international system, enabling NDCs and more ambitious targets to be achieved in a cost-effective manner.

  12. A Study of the Relationship between Learning Belief and English Achievement of Chinese English Major College Students

    ERIC Educational Resources Information Center

    Ren, Hulin; Bai, Yulian

    2016-01-01

    It is generally accepted that learning belief has great effect on learning, however, few studies examine the extent to which learning belief affects related achievement. This paper mainly discusses the study of relationship between learning belief and English achievement of Chinese English major students in College. Through the data analysis of…

  13. Effects of Cooperative Learning on Achievement and Attitude among Students of Color.

    ERIC Educational Resources Information Center

    Vaughan, Winston

    2002-01-01

    Investigated the effects of cooperative learning on achievement in and attitudes toward mathematics among fifth graders of color in a culture different from that of the United States (Bermuda). Participants completed parts of the California Achievement Test and Penelope Peterson's Attitude Toward Mathematics Scale. Pre-test and post-test data…

  14. Theories of Intelligence, Achievement Goals and Learning Strategies of Chinese Students.

    ERIC Educational Resources Information Center

    Hau, Kit-Tai; Hui, Hing-fai

    It has been suggested that students' belief of whether intelligence is malleable and flexible would affect their purpose of achievement (achievement goals). This might, in turn, influence their learning strategies. The present study examined the above relationships among 194 Grade 7 Chinese students in Hong Kong. Structural equation modeling…

  15. Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.

  16. The Relationship between Mathematics Homework and Learning in Middle-School Students: Impact on Achievement

    ERIC Educational Resources Information Center

    Thelen, Shelly L.O.

    2008-01-01

    The relationship between mathematics homework and learning in middle-school students and the impact on achievement is the focus of this paper. A review of the literature reveals mixed results. Studies support both positive and a negative impacts of mathematics homework on student achievement or no impact at all. The purpose of this paper is two…

  17. Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom.

    ERIC Educational Resources Information Center

    Rayneri, Letty J.; Gerber, Brian L.; Wiley, Larry P.

    2003-01-01

    A study involving 62 gifted students (grades 6-8) found many low-achievers (n=16) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent. (Contains references.)…

  18. Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

    ERIC Educational Resources Information Center

    Youse, Keith Edward

    2012-01-01

    The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

  19. Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level

    ERIC Educational Resources Information Center

    Parveen, Qaisara; Batool, Sadia

    2012-01-01

    The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest…

  20. Effectiveness of Computer-Assisted STAD Cooperative Learning Strategy on Physics Problem Solving, Achievement and Retention

    ERIC Educational Resources Information Center

    Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

    2015-01-01

    This study investigated the effectiveness of computer-assisted Students' Team Achievement Division (STAD) cooperative learning strategy on physics problem solving, students' achievement and retention. It also examined if the student performance would vary with gender. Purposive sampling technique was used to select two senior secondary schools…

  1. Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses

    ERIC Educational Resources Information Center

    DiBenedetto, Maria K.; Bembenutty, Hefer

    2011-01-01

    The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do…

  2. Incremental Validity of Thinking Styles in Predicting Academic Achievements: An Experimental Study in Hypermedia Learning Environments

    ERIC Educational Resources Information Center

    Fan, Weiqiao; Zhang, Li-Fang; Watkins, David

    2010-01-01

    The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia-based learning environment. Seventy-two Chinese college students from Shanghai, the People's Republic of China, took part in this instructional experiment. The…

  3. Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary

    ERIC Educational Resources Information Center

    Welch-Ross, Melissa

    2010-01-01

    The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for…

  4. White Working Class Achievement: An Ethnographic Study of Barriers to Learning in Schools

    ERIC Educational Resources Information Center

    Demie, Feyisa; Lewis, Kirstin

    2011-01-01

    This study aims to examine the key barriers to learning to raise achievement of White British pupils with low-income backgrounds. The main findings suggest that the worryingly low-achievement levels of many White working class pupils have been masked by the middle class success in the English school system and government statistics that fail to…

  5. Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Wilkins, Stephen; Martin, Susan; Walker, Ian

    2010-01-01

    This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated…

  6. To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

    ERIC Educational Resources Information Center

    Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

    2013-01-01

    Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

  7. Do Performance Goals Promote Learning? A Pattern Analysis of Singapore Students' Achievement Goals

    ERIC Educational Resources Information Center

    Luo, Wenshu; Paris, Scott G.; Hogan, David; Luo, Zhiqiang

    2011-01-01

    This study investigated how achievement goals are combined to affect students' learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four…

  8. Exploring the Effect of a Non-Residential Learning Community on Academic Achievement and Institutional Persistence

    ERIC Educational Resources Information Center

    Heaton, Patrick Michael

    2011-01-01

    The purpose of this study was to examine what effect the Freshmen Interest Group (FIG) program, a variation of a non-residential learning community had on academic achievement scores and institutional rates of persistence. Study variables included: gender; race; pre-collegiate academic achievement (GPA scores); educational preferences (major…

  9. K-12 Virtual Students: Relationships between Student Demographics, Virtual Learning Experience, and Academic Achievement

    ERIC Educational Resources Information Center

    Whitinger, Jamie Hilton

    2013-01-01

    The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined…

  10. Identifying Pedagogy and Teaching Strategies for Achieving Nationally Prescribed Learning Outcomes

    ERIC Educational Resources Information Center

    Delany, Clare; Kosta, Lauren; Ewen, Shaun; Nicholson, Patricia; Remedios, Louisa; Harms, Louise

    2016-01-01

    With the globalisation of university education, national frameworks are commonly used to prescribe standardised learning outcomes and achieve accountability. However, these frameworks are generally not accompanied by guiding pedagogy to support academics in adjusting their teaching practices to achieve the set outcomes. This paper reports the…

  11. "Active" and "passive" learning of three-dimensional object structure within an immersive virtual reality environment.

    PubMed

    James, K H; Humphrey, G K; Vilis, T; Corrie, B; Baddour, R; Goodale, M A

    2002-08-01

    We used a fully immersive virtual reality environment to study whether actively interacting with objects would effect subsequent recognition, when compared with passively observing the same objects. We found that when participants learned object structure by actively rotating the objects, the objects were recognized faster during a subsequent recognition task than when object structure was learned through passive observation. We also found that participants focused their study time during active exploration on a limited number of object views, while ignoring other views. Overall, our results suggest that allowing active exploration of an object during initial learning can facilitate recognition of that object, perhaps owing to the control that the participant has over the object views upon which they can focus. The virtual reality environment is ideal for studying such processes, allowing realistic interaction with objects while maintaining experimenter control. PMID:12395554

  12. A Comparison of Emotional-Motivational (A-R-D Theory) Personality Characteristics in Learning Disabled, Normal Achieving, and High Achieving Children.

    ERIC Educational Resources Information Center

    Hufano, Linda D.

    The study examined emotional-motivational personality characteristics of 15 learning disabled, 15 normal achieving, and 15 high achieving students (grades 3-5). The study tested the hypothesis derived from the A-R-D (attitude-reinforcer-discriminative) theory of motivation that learning disabled (LD) children differ from normal and high achieving…

  13. An analysis of the learning curve to achieve competency at colonoscopy using the JETS database

    PubMed Central

    Ward, Stephen Thomas; Mohammed, Mohammed A; Walt, Robert; Valori, Roland; Ismail, Tariq; Dunckley, Paul

    2014-01-01

    Objective The number of colonoscopies required to reach competency is not well established. The primary aim of this study was to determine the number of colonoscopies trainees need to perform to attain competency, defined by a caecal intubation rate (CIR) ≥90%. As competency depends on completion, we also investigated trainee factors that were associated with colonoscopy completion. Design The Joint Advisory Group on GI Endoscopy in the UK has developed a trainee e-portfolio from which colonoscopy data were retrieved. Inclusion criteria were all trainees who had performed a total of ≥20 colonoscopies and had performed ≤50 colonoscopies prior to submission of data to the e-portfolio. The primary outcome measure was colonoscopy completion. The number of colonoscopies required to achieve CIR ≥90% was calculated by the moving average method and learning curve cumulative summation (LC-Cusum) analysis. To determine factors which determine colonoscopy completion, a mixed effect logistic regression model was developed which allowed for nesting of patients within trainees and nesting of patients within hospitals, with various patient, trainee and training factors entered as fixed effects. Results 297 trainees undertook 36 730 colonoscopies. By moving average analysis, the cohort of trainees reached a CIR of 90% at 233 procedures. By LC-Cusum analysis, 41% of trainees were competent after 200 procedures. Of the trainee factors, the number of colonoscopies, intensity of training and previous flexible sigmoidoscopy experience were significant factors associated with colonoscopy completion. Conclusions This is the largest study to date investigating the number of procedures required to achieve competency in colonoscopy. The current training certification benchmark in the UK of 200 procedures does not appear to be an inappropriate minimum requirement. The LC-Cusum chart provides real time feedback on individual learning curves for trainees. The association of training

  14. Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

    PubMed

    Abd-El-Fattah, Sabry M

    2010-11-01

    In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed. PMID:20977009

  15. Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

    PubMed

    Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

    2016-04-01

    This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.

  16. Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

    PubMed

    Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

    2016-04-01

    This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice. PMID:27037450

  17. The relationship between learning style preference and achievement in the adult student in a multicultural college

    NASA Astrophysics Data System (ADS)

    Roig, Matilde E.

    Minority college students have varied learning styles and process information from distinct background and cultural perspectives, which influences their learning. Accordingly, the way faculty approach teaching affects student achievement. Few minorities are in scientific fields, with a shortage of scientists predicted. A problem exists in understanding the relationship between learning style preferences and achievement of minority college students. The purpose of the study was to investigate this relationship in adult minority students in a South Florida college's biology courses. Research questions pertained to relationships between learning style preferences, race, ethnicity and grades. This quantitative study used the online Felder-Soloman Inventory of Learning Styles with a 73% response comprised of 162 White, Black-African American, Hispanic, and Asian students. Variables included grades, race, ethnicity, and learning styles. Relative frequency analysis revealed students preferred sensing, visual and sequential learning. ANOVA analysis showed no significant differences between learning style preference and achievement, nor between race-ethnicity and grades. Chi-square analysis revealed a significant relationship between Black-African Americans and Hispanics for sensing, visual and sequential learning, but not for visual. Black-African American students had the lowest passing rate in biology courses, with Asians having the highest. Increased educator and advisor knowledge of learning styles could result in social change and educational reform from this study, through the adoption of best methods for teaching minority groups enrolled in science courses. Knowing the potential shortage of minorities in the sciences, increased achievement in science courses might encourage these students to enter into scientific careers.

  18. OAEditor--A Framework for Editing Adaptive Learning Objects

    ERIC Educational Resources Information Center

    Pereira, Joao Carlos Rodrigues; Cabral, Lucidio dos Anjos Formiga; Oiveira, Ronei dos Santos; Bezerra, Lucimar Leandro; de Melo, Nisston Moraes Tavares

    2012-01-01

    Distance Learning supported by the WEB is a reality which is growing fast and, like any technological or empirical innovation, it reveals positive and negative aspects. An important aspect is in relation to the monitoring of the activities done by the students since an accurate online assessment of the knowledge acquired is an open and, therefore,…

  19. Preceptors’ Self-Assessment of Their Ability to Perform the Learning Objectives of an Experiential Program

    PubMed Central

    2012-01-01

    Objective. To evaluate preceptors’ perception of their ability to perform the Structured Practical Experiences in Pharmacy (SPEP) learning objectives through a self-assessment activity. Methods. A self-assessment instrument consisting of 28 learning objectives associated with clinic, community, and hospital pharmacy practice experiences were developed. Preceptors rated their performance ability for each of the learning objectives using a 3-point Likert scale. Results. Of the 116 preceptors, 89 (77%) completed the self-assessment survey instrument. The overall preceptor responses to the items on performance of the 28 SPEP learning objectives ranged from good to excellent. Years of experience, practice experience setting, and involvement as a SPEP or SPEP and PharmD preceptor had no influence on their self-reported capabilities. Conclusion. Most preceptors rated their ability to perform the learning objectives for the structured practical experiences in pharmacy as high. Competency areas requiring further preceptor development were identified. PMID:23193333

  20. Learning Increases the Survival of Newborn Neurons Provided that Learning Is Difficult to Achieve and Successful

    ERIC Educational Resources Information Center

    Curlik, Daniel M., II; Shors, Tracey J.

    2011-01-01

    Learning increases neurogenesis by increasing the survival of new cells generated in the adult hippocampal formation [Shors, T. J. Saving new brain cells. "Scientific American," 300, 46-52, 2009]. However, only some types of learning are effective. Recent studies demonstrate that animals that learn the conditioned response (CR) but require more…

  1. Effects of Learning Analytics Dashboard: Analyzing the Relations among Dashboard Utilization, Satisfaction, and Learning Achievement

    ERIC Educational Resources Information Center

    Kim, Jeonghyun; Jo, Il-Hyun; Park, Yeonjeong

    2016-01-01

    The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to empirically validate the effects of LAD. An experimental study was…

  2. Analyzing the Quality of Students Interaction in a Distance Learning Object-Oriented Programming Discipline

    ERIC Educational Resources Information Center

    Carvalho, Elizabeth Simão

    2015-01-01

    Teaching object-oriented programming to students in an in-classroom environment demands well-thought didactic and pedagogical strategies in order to guarantee a good level of apprenticeship. To teach it on a completely distance learning environment (e-learning) imposes possibly other strategies, besides those that the e-learning model of Open…

  3. The Perceptual Effects of Learning Object Categories That Predict Perceptual Goals

    ERIC Educational Resources Information Center

    Van Gulick, Ana E.; Gauthier, Isabel

    2014-01-01

    In classic category learning studies, subjects typically learn to assign items to 1 of 2 categories, with no further distinction between how items on each side of the category boundary should be treated. In real life, however, we often learn categories that dictate further processing goals, for instance, with objects in only 1 category requiring…

  4. Learning New Names for New Objects: Cortical Effects as Measured by Magnetoencephalography

    ERIC Educational Resources Information Center

    Cornelissen, Katri; Laine, Matti; Renvall, Kati; Saarinen, Timo; Martin, Nadine; Salmelin, Riitta

    2004-01-01

    We tracked the evolvement of naming-related cortical dynamics with magnetoencephalography when five normal adults successfully learned names and/or meanings of unfamiliar objects. In all subjects, the learning of new names was associated with pronounced cortical effects. The learning effect was of long latency and emerged as a change of activation…

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

    ERIC Educational Resources Information Center

    Thota, Neena; Whitfield, Richard

    2010-01-01

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

  6. A Workflow for Learning Objects Lifecycle and Reuse: Towards Evaluating Cost Effective Reuse

    ERIC Educational Resources Information Center

    Sampson, Demetrios G.; Zervas, Panagiotis

    2011-01-01

    Over the last decade Learning Objects (LOs) have gained a lot of attention as a common format for developing and sharing digital educational content in the field of technology-enhanced learning. The main advantage of LOs is considered to be their potential for component-based reuse in different learning settings supporting different learning…

  7. Twelve-Month-Olds Learn Novel Word-Object Pairings Differing Only in Stress Pattern

    ERIC Educational Resources Information Center

    Curtin, Suzanne

    2009-01-01

    Infants at 1;2 demonstrate difficulty in accessing subtle phonetic information about newly learned word-object pairings (Stager & Werker, 1997). In this study, we examined whether or not infants can access subtle prosodic information such as lexical stress in a word learning task. We tested infants younger than 1;2 to see if they could learn two…

  8. Memory for Object Locations: Priority Effect and Sex Differences in Associative Spatial Learning

    ERIC Educational Resources Information Center

    Cinan, Sevtap; Atalay, Deniz; Sisman, Simge; Basbug, Gokce; Dervent-Ozbek, Sevinc; Teoman, Dalga D.; Karagoz, Ayca; Karadeniz, A. Yezdan; Beykurt, Sinem; Suleyman, Hediye; Memis, H. Ozge; Yurtsever, Ozgur D.

    2007-01-01

    This paper reports two experiments conducted to examine priority effects and sex differences in object location memory. A new task of paired position-learning was designed, based on the A-B A-C paradigm, which was used in paired word learning. There were three different paired position-learning conditions: (1) positions of several different…

  9. The Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education

    ERIC Educational Resources Information Center

    Zitter, Ilya; de Bruijn, Elly; Simons, Robert-Jan; ten Cate, Olle

    2012-01-01

    We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects…

  10. An Evaluation of Learning Objects in Singapore Primary Education: A Case Study Approach

    ERIC Educational Resources Information Center

    Grace, Tay Pei Lyn; Suan, Ng Peck; Wanzhen, Liaw

    2008-01-01

    Purpose: The purpose of this paper is to evaluate the usability and interface design of e-learning portal developed for primary schools in Singapore. Design/methodology/approach: Using Singapore-based learning EDvantage (LEAD) portal as a case study, this paper reviews and analyses the usability and usefulness of embedded learning objects (LOs)…

  11. Geothermal Field Development in the European Community Objectives, Achievements and Problem Areas

    SciTech Connect

    Ungemach, Pierre

    1983-12-15

    Achievements and problem areas are reviewed with respect to various engineering implications of geothermal field development in the European Community (EC). Current and furture development goals address three resource settings. (a) low enthalpy sources (30-150{degrees}C), an outlook common to all Member states as a result of hot water aquifers flowing in large sedimentary units with normal heat flow, widespread thoughout the EC; (b) high enthalpy sources (<150{degrees}C) in areas of high heat flow which, as a consequence of the geodynamics of the Eurasian plate, are limited to Central and South-West Italy and to Eastern Greece; (c) hot dry rocks (HDR), whose potential for Europe, and also the difficulties in implementing the heat mining concept, are enormous. A large scale experiment conducted at medium depth in Cornwall (UK) proves encouraging though. It has provided the right sort of scientific inputs to the understanding of the mechanics of anisotropic brittle basement rocks.

  12. Evocative Objects: Reflections on Teaching, Learning, and Living in between

    ERIC Educational Resources Information Center

    Hesse, Doug; Sommers, Nancy; Yancey, Kathleen Blake

    2012-01-01

    Objects are rich sources of inquiry; they invite individuals to observe closely, pose questions, forge connections, and anchor ideas in the concrete. By examining a son's craft project, a family photograph, and an image of tectonic plates, the authors demonstrate how objects can elicit rhetorical invention. While this venture started as a writing…

  13. Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

    ERIC Educational Resources Information Center

    Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

  14. Cognitive Task Analysis of Experts in Designing Multimedia Learning Object Guideline (M-LOG)

    ERIC Educational Resources Information Center

    Razak, Rafiza Abdul; Palanisamy, Punithavathy

    2013-01-01

    The purpose of this study was to design and develop a set of guidelines for multimedia learning objects to inform instructional designers (IDs) about the procedures involved in the process of content analysis. This study was motivated by the absence of standardized procedures in the beginning phase of the multimedia learning object design which is…

  15. An Assistant for Loading Learning Object Metadata: An Ontology Based Approach

    ERIC Educational Resources Information Center

    Casali, Ana; Deco, Claudia; Romano, Agustín; Tomé, Guillermo

    2013-01-01

    In the last years, the development of different Repositories of Learning Objects has been increased. Users can retrieve these resources for reuse and personalization through searches in web repositories. The importance of high quality metadata is key for a successful retrieval. Learning Objects are described with metadata usually in the standard…

  16. The Challenges of Teaching Qualitative Coding: Can a Learning Object Help?

    ERIC Educational Resources Information Center

    Raddon, Mary-Beth; Raby, Rebecca; Sharpe, Erin

    2009-01-01

    Challenged by some of the inherent difficulties in teaching qualitative data analysis, three instructors created an interactive digital learning object entitled "Sleuthing the Layered Text: Investigating Coding." In this paper we assess the effectiveness of that learning object as a tool for teaching qualitative coding. On the face of it, learning…

  17. Ontology Mapping and Merging through OntoDNA for Learning Object Reusability

    ERIC Educational Resources Information Center

    Kiu, Ching-Chieh; Lee, Chien-Sing

    2006-01-01

    The issue of structural and semantic interoperability among learning objects and other resources on the Internet is increasingly pointing towards Semantic Web technologies in general and ontology in particular as a solution provider. Ontology defines an explicit formal specification of domains to learning objects. However, the effectiveness to…

  18. Differences in How Monolingual and Bilingual Children Learn Second Labels for Familiar Objects

    ERIC Educational Resources Information Center

    Rowe, Lindsey; Jacobson, Rebecca; Saylor, Megan M.

    2015-01-01

    Monolingual children sometimes resist learning second labels for familiar objects. One explanation is that they are guided by word learning constraints that lead to the assumption that objects have only one name. It is less clear whether bilingual children observe this constraint. In the current study, we test the hypothesis that bilingual…

  19. APA's Learning Objectives for Research Methods and Statistics in Practice: A Multimethod Analysis

    ERIC Educational Resources Information Center

    Tomcho, Thomas J.; Rice, Diana; Foels, Rob; Folmsbee, Leah; Vladescu, Jason; Lissman, Rachel; Matulewicz, Ryan; Bopp, Kara

    2009-01-01

    Research methods and statistics courses constitute a core undergraduate psychology requirement. We analyzed course syllabi and faculty self-reported coverage of both research methods and statistics course learning objectives to assess the concordance with APA's learning objectives (American Psychological Association, 2007). We obtained a sample of…

  20. Learning and Forgetting New Names and Objects in MCI and AD

    ERIC Educational Resources Information Center

    Gronholm-Nyman, Petra; Rinne, Juha O.; Laine, Matti

    2010-01-01

    We studied how subjects with mild cognitive impairment (MCI), early Alzheimer's disease (AD) and age-matched controls learned and maintained the names of unfamiliar objects that were trained with or without semantic support (object definitions). Naming performance, phonological cueing, incidental learning of the definitions and recognition of the…

  1. Learning the 3-D structure of objects from 2-D views depends on shape, not format

    PubMed Central

    Tian, Moqian; Yamins, Daniel; Grill-Spector, Kalanit

    2016-01-01

    Humans can learn to recognize new objects just from observing example views. However, it is unknown what structural information enables this learning. To address this question, we manipulated the amount of structural information given to subjects during unsupervised learning by varying the format of the trained views. We then tested how format affected participants' ability to discriminate similar objects across views that were rotated 90° apart. We found that, after training, participants' performance increased and generalized to new views in the same format. Surprisingly, the improvement was similar across line drawings, shape from shading, and shape from shading + stereo even though the latter two formats provide richer depth information compared to line drawings. In contrast, participants' improvement was significantly lower when training used silhouettes, suggesting that silhouettes do not have enough information to generate a robust 3-D structure. To test whether the learned object representations were format-specific or format-invariant, we examined if learning novel objects from example views transfers across formats. We found that learning objects from example line drawings transferred to shape from shading and vice versa. These results have important implications for theories of object recognition because they suggest that (a) learning the 3-D structure of objects does not require rich structural cues during training as long as shape information of internal and external features is provided and (b) learning generates shape-based object representations independent of the training format. PMID:27153196

  2. The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning

    ERIC Educational Resources Information Center

    Laumakis, Mark; Graham, Charles; Dziuban, Chuck

    2009-01-01

    The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide…

  3. ELO-Tool: Taking Action in the Challenge of Assembling Learning Objects

    ERIC Educational Resources Information Center

    Santacruz-Valencia, Liliana Patricia; Navarro, Antonio; Kloos, Carlos Delgado; Aedo, Ignacio

    2008-01-01

    Nowadays, a wide range of initiatives are focused on providing solutions relating to the integration and reuse of different types of learning objects. This paper deals with the assembly of learning objects, one of the most difficult components for reuse. Our proposal takes into account the requirements and competencies defined for each learning…

  4. Visualizing Knowledge in New Educational Environments: A Course on Learning Objects

    ERIC Educational Resources Information Center

    Metros, Susan E.

    2005-01-01

    This article describes the learning objectives, the course activities, experiences and outcomes of a graduate level course on learning object design. The course was developed and taught at The Ohio State University by the author during the Spring Quarter of 2003. Students from the visual design and education disciplines partnered to work on a…

  5. Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms: A Formative Analysis

    ERIC Educational Resources Information Center

    Kay, Robin H.; Knaack, Liesel

    2008-01-01

    The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measures of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics. The results…

  6. Learning Objects and Engagement of Students in Australian and New Zealand Schools

    ERIC Educational Resources Information Center

    Lowe, Kate; Lee, Libby; Schibeci, Renato; Cummings, Rick; Phillips, Rob; Lake, David

    2010-01-01

    This paper reports on a completed field study that examined the usability and effectiveness of learning objects designed for Australian and New Zealand primary and secondary schools. It focuses on student engagement by observing the ways students interacted with learning objects and by listening to what they said about them. Questions that guided…

  7. Examining Factors that Influence the Effectiveness of Learning Objects in Mathematics Classrooms

    ERIC Educational Resources Information Center

    Kay, Robin H.

    2012-01-01

    Learning objects are interactive online tools that support the acquisition of specific concepts. Limited research has been conducted on factors that affect the use of learning objects in K-12 mathematics classrooms. The current study examines the influence of student characteristics (gender, age, computer comfort level, subject comfort level, and…

  8. An Examination of the Impact of Learning Objects in Secondary School

    ERIC Educational Resources Information Center

    Kay, R. H.; Knaack, L.

    2008-01-01

    Very few studies have systematically evaluated the effect of learning objects in secondary school classrooms. The vast majority of studies have focussed on higher education. The current study examined the impact of learning objects from the perspective of 850 students and 27 teachers (50 classrooms) of science, mathematics, or social science. The…

  9. [Competency-based medical education: National Catalogue of Learning Objectives in surgery].

    PubMed

    Kadmon, M; Bender, M J; Adili, F; Arbab, D; Heinemann, M K; Hofmann, H S; König, S; Küper, M A; Obertacke, U; Rennekampff, H-O; Rolle, U; Rücker, M; Sader, R; Tingart, M; Tolksdorf, M M; Tronnier, V; Will, B; Walcher, F

    2013-04-01

    Competency-based medical education is a prerequisite to prepare students for the medical profession. A mandatory professional qualification framework is a milestone towards this aim. The National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) of the German Medical Faculty Association (MFT) and the German Medical Association will constitute a basis for a core curriculum of undergraduate medical training. The Surgical Working Group on Medical Education (CAL) of the German Association of Surgeons (DGCH) aims at formulating a competency-based catalogue of learning objectives for surgical undergraduate training to bridge the gap between the NKLM and the learning objectives of individual medical faculties. This is intended to enhance the prominence and visibility of the surgical discipline in the context of medical education. On the basis of different faculty catalogues of learning objectives, the catalogue of learning objectives of the German Association of Orthopedics and Orthopedic Surgery and the Swiss Catalogue of Learning Objectives representatives of all German Surgical Associations cooperated towards a structured selection process of learning objectives and the definition of levels and areas of competencies. After completion the catalogue of learning objectives will be available online on the webpage of the DGCH.

  10. Cortical Dynamics of Contextually Cued Attentive Visual Learning and Search: Spatial and Object Evidence Accumulation

    ERIC Educational Resources Information Center

    Huang, Tsung-Ren; Grossberg, Stephen

    2010-01-01

    How do humans use target-predictive contextual information to facilitate visual search? How are consistently paired scenic objects and positions learned and used to more efficiently guide search in familiar scenes? For example, humans can learn that a certain combination of objects may define a context for a kitchen and trigger a more efficient…

  11. Robot soccer anywhere: achieving persistent autonomous navigation, mapping, and object vision tracking in dynamic environments

    NASA Astrophysics Data System (ADS)

    Dragone, Mauro; O'Donoghue, Ruadhan; Leonard, John J.; O'Hare, Gregory; Duffy, Brian; Patrikalakis, Andrew; Leederkerken, Jacques

    2005-06-01

    The paper describes an ongoing effort to enable autonomous mobile robots to play soccer in unstructured, everyday environments. Unlike conventional robot soccer competitions that are usually held on purpose-built robot soccer "fields", in our work we seek to develop the capability for robots to demonstrate aspects of soccer-playing in more diverse environments, such as schools, hospitals, or shopping malls, with static obstacles (furniture) and dynamic natural obstacles (people). This problem of "Soccer Anywhere" presents numerous research challenges including: (1) Simultaneous Localization and Mapping (SLAM) in dynamic, unstructured environments, (2) software control architectures for decentralized, distributed control of mobile agents, (3) integration of vision-based object tracking with dynamic control, and (4) social interaction with human participants. In addition to the intrinsic research merit of these topics, we believe that this capability would prove useful for outreach activities, in demonstrating robotics technology to primary and secondary school students, to motivate them to pursue careers in science and engineering.

  12. PBL triggers in relation to students’ generated learning issues and predetermined faculty objectives: Study in a Malaysian public university

    PubMed Central

    Ruslai, Nurul Hidayati; Salam, Abdus

    2016-01-01

    Objectives: Foundational elements of problem based learning (PBL) are triggers, tutors and students. Ineffective triggers are important issues for students’ inability to generate appropriate learning issues. The objective of this study was to evaluate PBL triggers and to determine similarities of students’ generated learning issues with predetermined faculty objectives. Methods: It was a retrospective study conducted in 2014 analyzing all 24 PBL-triggers used at Centre for Foundation Studies, International Islamic University Malaysia, in four semesters during two consecutive years 2011 and 2012. Triggers were used as textual and illustration format equally in each semester. Total 16 PBL-triggers with highest and lowest achieving similarities of learning issues with predetermined faculty objectives were selected equally from each semester and format. The trigger quality and learning issues related to predetermine faculty objectives were analyzed and presented as mean and percent distribution. Results: Mean similarities score of students’ generated learning issues were 3.4 over 5 predetermined faculty objectives which was 68%, varied from 58% to 79%. More than 70% similarities were generated from five textual and four illustrated triggers, while <70% similarities observed from four illustrated and three textual triggers. Conclusion: Whatever the trigger formats in PBL, it is the designing considering influential variables that influence higher outcomes. Triggers should have planned clues that lead students to generate issues correlate with faculty objectives. Educational institution should emphasize on training needs of faculty at regular interval to develop and re-in force teachers’ skills in trigger design, thereby to promote a sustainable educational and organizational development. PMID:27182232

  13. Brazilian Proposal for Agent-Based Learning Objects Metadata Standard - OBAA

    NASA Astrophysics Data System (ADS)

    Vicari, Rosa Maria; Ribeiro, Alexandre; da Silva, Júlia Marques Carvalho; Santos, Elder Rizzon; Primo, Tiago; Bez, Marta

    This paper presents the Agent Based Learning Objects - OBAA standard proposal. The main goal of the research was to establish a standardized specification of the technical and functional requirements of interoperable learning objects. In our context, interoperability regards the operation of the content inside Web, Digital TV and mobile environments, supporting accessibility and pedagogical issues. In this proposal it has been explored the convergence among the multi-agent systems, learning object and ubiquitous computing technologies, allowing the authoring, storage and recovery of learning object in varied contexts and through different digital platforms. The result of this research was the definition of the OBAA proposal containing the requirements, specifications and architectures that will compose the Brazilian standard for the management, transmission, storage, search, editing and use of interoperable learning object.

  14. Learning Objects and the FATIH Project: Proposal of a Model

    ERIC Educational Resources Information Center

    Eryilmaz, Selami

    2014-01-01

    Globalization together with new information and communication technologies (ICTs) and accelerated changes in society affect the economic and social life to a great extent. In order to achieve the goals mentioned in the strategy document, the necessary arrangements were made and FATIH (Increasing the opportunities and Technology Improvement…

  15. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    PubMed

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. PMID:21700421

  16. The Role of Self-Efficacy, Task Value, and Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and Achievement Outcome

    ERIC Educational Resources Information Center

    Liem, Arief Darmanegara; Lau, Shun; Nie, Youyan

    2008-01-01

    Adopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students' learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model…

  17. Achieving diverse and monoallelic olfactory receptor selection through dual-objective optimization design.

    PubMed

    Tian, Xiao-Jun; Zhang, Hang; Sannerud, Jens; Xing, Jianhua

    2016-05-24

    Multiple-objective optimization is common in biological systems. In the mammalian olfactory system, each sensory neuron stochastically expresses only one out of up to thousands of olfactory receptor (OR) gene alleles; at the organism level, the types of expressed ORs need to be maximized. Existing models focus only on monoallele activation, and cannot explain recent observations in mutants, especially the reduced global diversity of expressed ORs in G9a/GLP knockouts. In this work we integrated existing information on OR expression, and constructed a comprehensive model that has all its components based on physical interactions. Analyzing the model reveals an evolutionarily optimized three-layer regulation mechanism, which includes zonal segregation, epigenetic barrier crossing coupled to a negative feedback loop that mechanistically differs from previous theoretical proposals, and a previously unidentified enhancer competition step. This model not only recapitulates monoallelic OR expression, but also elucidates how the olfactory system maximizes and maintains the diversity of OR expression, and has multiple predictions validated by existing experimental results. Through making an analogy to a physical system with thermally activated barrier crossing and comparative reverse engineering analyses, the study reveals that the olfactory receptor selection system is optimally designed, and particularly underscores cooperativity and synergy as a general design principle for multiobjective optimization in biology.

  18. Achieving diverse and monoallelic olfactory receptor selection through dual-objective optimization design.

    PubMed

    Tian, Xiao-Jun; Zhang, Hang; Sannerud, Jens; Xing, Jianhua

    2016-05-24

    Multiple-objective optimization is common in biological systems. In the mammalian olfactory system, each sensory neuron stochastically expresses only one out of up to thousands of olfactory receptor (OR) gene alleles; at the organism level, the types of expressed ORs need to be maximized. Existing models focus only on monoallele activation, and cannot explain recent observations in mutants, especially the reduced global diversity of expressed ORs in G9a/GLP knockouts. In this work we integrated existing information on OR expression, and constructed a comprehensive model that has all its components based on physical interactions. Analyzing the model reveals an evolutionarily optimized three-layer regulation mechanism, which includes zonal segregation, epigenetic barrier crossing coupled to a negative feedback loop that mechanistically differs from previous theoretical proposals, and a previously unidentified enhancer competition step. This model not only recapitulates monoallelic OR expression, but also elucidates how the olfactory system maximizes and maintains the diversity of OR expression, and has multiple predictions validated by existing experimental results. Through making an analogy to a physical system with thermally activated barrier crossing and comparative reverse engineering analyses, the study reveals that the olfactory receptor selection system is optimally designed, and particularly underscores cooperativity and synergy as a general design principle for multiobjective optimization in biology. PMID:27162367

  19. Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

    ERIC Educational Resources Information Center

    Prayekti

    2016-01-01

    "Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

  20. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    NASA Astrophysics Data System (ADS)

    Hong, Zuway-R.

    2010-10-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.

  1. Effects of cooperative, competitive, and individualistic learning on students' achievement in science class

    NASA Astrophysics Data System (ADS)

    Humphreys, Barbara; Johnson, Roger T.; Johnson, David W.

    The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.

  2. Learning Objects in the Study of Mathematical Topics

    NASA Astrophysics Data System (ADS)

    Macedo, Josué Antunes de; Nunes, Taise Costa de Souza; Voelzke, Marcos Rincon

    2015-12-01

    This work is the result of a survey that aimed to produce Applets(animations) using the GeoGebra software applied to the study of trigonometric functions. We opted for the choice of this software, because of its easy usability, have nice interface and is very didactic, allowing the realization of a simple graphic to complex constructions. The choice of the contents of trigonometric functions, was due to the concern of many students want to learn the appropriate behavior involving these functions, because in practice beyond the calculations, the students require two-dimensional images to construct the graphics, Therefore, the use of the GeoGebra software can assist in building and viewing these charts. We used a metodology qualiquantitative to collection and data analysis, based on the application of questionnaires and observations having as use of didactic engineering for the formulation of didactic sequences. To the application of this methodology, a minicurs was given, with twenty hours, to the Mathematic and Physic students at the Federal Institute of Education, Science and Technology in the North of Minas Gerais (IFNMG), Campus Januária. The results were found satisfactory, since the use of GeoGebra software provided a significant learning for the academics.

  3. Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

    NASA Astrophysics Data System (ADS)

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

    2013-11-01

    Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

  4. International Service and Public Health Learning Objectives for Medical Students

    ERIC Educational Resources Information Center

    Block, Robert C.; Duron, Vincent; Creigh, Peter; McIntosh, Scott

    2013-01-01

    Objective: We aimed to improve the education of medical students involved in a longitudinal perinatal health improvement project in Gowa, Malawi. Design: We conducted qualitative interviews with students who participated in the project, reviewed their quantitative reports, and assessed the application of methodologies consonant with the learning…

  5. The effects of controversy, concurrence seeking, and individualistic learning on achievement and attitude change

    NASA Astrophysics Data System (ADS)

    Johnson, Roger; Brooker, Charlotte; Stutzman, James; Hultman, Donald; Johnson, David W.

    The effects of cooperative-controversy, cooperative-concurrence seeking, and individualistic learning were compared on motivation, achievement, and attitudes toward the science subject being studied. Eighty-four fifth-grade students were assigned to conditions on a stratified random basis controlling for sex and reading ability. In all three conditions students studied whether wolves should or should not be a protected species. The results indicate that cooperative-controversy resulted in the highest achievement, greatest motivation to learn more about wolves, more positive attitudes toward the wolf, and more positive attitudes toward controversy.

  6. A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

    ERIC Educational Resources Information Center

    Shieh, Chich-Jen; Yu, Lean

    2016-01-01

    In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

  7. A Game-Based Learning Approach to Improving Students' Learning Achievements in a Nutrition Course

    ERIC Educational Resources Information Center

    Yien, Jui-Mei; Hung, Chun-Ming; Hwang, Gwo-Jen; Lin, Yueh-Chiao

    2011-01-01

    The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be…

  8. Action Learning and Executive Education: Achieving Credible Personal, Practitioner and Organisational Learning

    ERIC Educational Resources Information Center

    Stephens, Simon; Margey, Michael

    2015-01-01

    Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in…

  9. The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

    ERIC Educational Resources Information Center

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-01-01

    Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with…

  10. Learning Achieved in Structured Online Debates: Levels of Learning and Types of Postings

    ERIC Educational Resources Information Center

    Jin, Li; Jeong, Allan

    2013-01-01

    The purpose of this study was to examine the learning process exhibited in restrained online debates in terms of to what extent each of Bloom's six levels of cognitive learning were exhibited among four types of message (argument, critique, evidence, and explanation). Thirty-three graduate students enrolled in an online entry-level course in…

  11. Incremental online object learning in a vehicular radar-vision fusion framework

    SciTech Connect

    Ji, Zhengping; Weng, Juyang; Luciw, Matthew; Zeng, Shuqing

    2010-10-19

    In this paper, we propose an object learning system that incorporates sensory information from an automotive radar system and a video camera. The radar system provides a coarse attention for the focus of visual analysis on relatively small areas within the image plane. The attended visual areas are coded and learned by a 3-layer neural network utilizing what is called in-place learning, where every neuron is responsible for the learning of its own signal processing characteristics within its connected network environment, through inhibitory and excitatory connections with other neurons. The modeled bottom-up, lateral, and top-down connections in the network enable sensory sparse coding, unsupervised learning and supervised learning to occur concurrently. The presented work is applied to learn two types of encountered objects in multiple outdoor driving settings. Cross validation results show the overall recognition accuracy above 95% for the radar-attended window images. In comparison with the uncoded representation and purely unsupervised learning (without top-down connection), the proposed network improves the recognition rate by 15.93% and 6.35% respectively. The proposed system is also compared with other learning algorithms favorably. The result indicates that our learning system is the only one to fit all the challenging criteria for the development of an incremental and online object learning system.

  12. Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

    PubMed

    Goldman, S R; Hasselbring, T S

    1997-01-01

    In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.

  13. Using the Learning Together Strategy to Affect Student Achievement in Physical Science

    NASA Astrophysics Data System (ADS)

    Campbell, Manda D.

    Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

  14. Multiple instance dictionary learning for subsurface object detection using handheld EMI

    NASA Astrophysics Data System (ADS)

    Zare, Alina; Cook, Matthew; Alvey, Brendan; Ho, Dominic K.

    2015-05-01

    A dictionary learning approach for subsurface object detection using handheld electromagnetic induction (EMI) data is presented. A large number of unsupervised and supervised dictionary learning methods have been developed in the literature. However, the majority of these methods require data point-specific labels during training. In the application to subsurface object detection, often the specific training data samples that correspond to target and non-target are not known and difficult to determine manually. In this paper, a dictionary learning method that addresses this issue using the multiple instance learning techniques is presented. Results are shown on real EMI data sets.

  15. Long-term object tracking combined offline with online learning

    NASA Astrophysics Data System (ADS)

    Hu, Mengjie; Wei, Zhenzhong; Zhang, Guangjun

    2016-04-01

    We propose a simple yet effective method for long-term object tracking. Different from the traditional visual tracking method, which mainly depends on frame-to-frame correspondence, we combine high-level semantic information with low-level correspondences. Our framework is formulated in a confidence selection framework, which allows our system to recover from drift and partly deal with occlusion. To summarize, our algorithm can be roughly decomposed into an initialization stage and a tracking stage. In the initialization stage, an offline detector is trained to get the object appearance information at the category level, which is used for detecting the potential target and initializing the tracking stage. The tracking stage consists of three modules: the online tracking module, detection module, and decision module. A pretrained detector is used for maintaining drift of the online tracker, while the online tracker is used for filtering out false positive detections. A confidence selection mechanism is proposed to optimize the object location based on the online tracker and detection. If the target is lost, the pretrained detector is utilized to reinitialize the whole algorithm when the target is relocated. During experiments, we evaluate our method on several challenging video sequences, and it demonstrates huge improvement compared with detection and online tracking only.

  16. Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng

    2006-01-01

    This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the…

  17. Self-regulated learning and science achievement in a community college

    NASA Astrophysics Data System (ADS)

    Maslin, (Louisa) Lin-Yi L.

    Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

  18. Can achievement emotions be used to better understand motivation, learning, and performance in medical education?

    PubMed

    Artino, Anthony R; Holmboe, Eric S; Durning, Steven J

    2012-01-01

    In this article, we consider an emergent theory of human emotion. The overarching purpose of the article is to introduce medical education researchers to the notion of achievement emotions and provide a brief overview of how this work can inform the theory, research, and practice of medical education. First, we define achievement emotions and describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun R. 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18:315-341.). Next, we distinguish between different types of achievement emotions, their proximal causes, and their consequences for motivation, learning, and performance, and we discuss several implications for educational practice. Finally, we end with a call for more research on achievement emotions in medical education to facilitate our understanding of emotions and their impact on important educational outcomes.

  19. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  20. The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

    PubMed

    Lee, Ying Li; Chien, Tsai Feng; Kuo, Ming Chuan; Chang, Polun

    2014-01-01

    This study aims to understand the relationship between participating nurses' motivation, achievement and satisfaction before and after they learned to program in Excel Visual Basic for Applications (Excel VBA). We held a workshop to train nurses in developing simple Excel VBA information systems to support their clinical or administrative practices. Before and after the workshop, the participants were evaluated on their knowledge of Excel VBA, and a questionnaire was given to survey their learning motivation and satisfaction. Statistics softwares Winsteps and SPSS were used for data analysis. Results show that the participants are more knowledgeable about VBA as well as more motivated in learning VBA after the workshop. Participants were highly satisfied with the overall arrangement of the workshop and instructors, but didn't have enough confidence in promoting the application of Excel VBA themselves. In addition, we were unable to predict the participants' achievement by their demographic characteristics or pre-test motivation level.

  1. Different Modes of Digital Learning Object Use in School Settings: Do We Design for Individual or Collaborative Learning?

    ERIC Educational Resources Information Center

    Akpinar, Yavuz

    2014-01-01

    The aim of the studies reported in this paper is to gain classroom based empirical evidence on the learning effectiveness of learning objects used in two types of study settings: Collaborative and individual. A total of 127 seventh and ninth grade students participated in the experiments. They were assigned into one of the study modes and worked…

  2. It’s all connected: Pathways in visual object recognition and early noun learning

    PubMed Central

    Smith, Linda B.

    2013-01-01

    A developmental pathway may be defined as the route, or chain of events, through which a new structure or function forms. For many human behaviors, including object name learning and visual object recognition, these pathways are often complex, multi-causal and include unexpected dependencies. This paper presents three principles of development that suggest the value of a developmental psychology that explicitly seeks to trace these pathways and uses empirical evidence on developmental dependencies between motor development, action on objects, visual object recognition and object name learning in 12 to 24 month old infants to make the case. The paper concludes with a consideration of the theoretical implications of this approach. PMID:24320634

  3. Effect of tDCS on task relevant and irrelevant perceptual learning of complex objects.

    PubMed

    Van Meel, Chayenne; Daniels, Nicky; de Beeck, Hans Op; Baeck, Annelies

    2016-01-01

    During perceptual learning the visual representations in the brain are altered, but these changes' causal role has not yet been fully characterized. We used transcranial direct current stimulation (tDCS) to investigate the role of higher visual regions in lateral occipital cortex (LO) in perceptual learning with complex objects. We also investigated whether object learning is dependent on the relevance of the objects for the learning task. Participants were trained in two tasks: object recognition using a backward masking paradigm and an orientation judgment task. During both tasks, an object with a red line on top of it were presented in each trial. The crucial difference between both tasks was the relevance of the object: the object was relevant for the object recognition task, but not for the orientation judgment task. During training, half of the participants received anodal tDCS stimulation targeted at the lateral occipital cortex (LO). Afterwards, participants were tested on how well they recognized the trained objects, the irrelevant objects presented during the orientation judgment task and a set of completely new objects. Participants stimulated with tDCS during training showed larger improvements of performance compared to participants in the sham condition. No learning effect was found for the objects presented during the orientation judgment task. To conclude, this study suggests a causal role of LO in relevant object learning, but given the rather low spatial resolution of tDCS, more research on the specificity of this effect is needed. Further, mere exposure is not sufficient to train object recognition in our paradigm. PMID:27096945

  4. Effect of tDCS on task relevant and irrelevant perceptual learning of complex objects.

    PubMed

    Van Meel, Chayenne; Daniels, Nicky; de Beeck, Hans Op; Baeck, Annelies

    2016-01-01

    During perceptual learning the visual representations in the brain are altered, but these changes' causal role has not yet been fully characterized. We used transcranial direct current stimulation (tDCS) to investigate the role of higher visual regions in lateral occipital cortex (LO) in perceptual learning with complex objects. We also investigated whether object learning is dependent on the relevance of the objects for the learning task. Participants were trained in two tasks: object recognition using a backward masking paradigm and an orientation judgment task. During both tasks, an object with a red line on top of it were presented in each trial. The crucial difference between both tasks was the relevance of the object: the object was relevant for the object recognition task, but not for the orientation judgment task. During training, half of the participants received anodal tDCS stimulation targeted at the lateral occipital cortex (LO). Afterwards, participants were tested on how well they recognized the trained objects, the irrelevant objects presented during the orientation judgment task and a set of completely new objects. Participants stimulated with tDCS during training showed larger improvements of performance compared to participants in the sham condition. No learning effect was found for the objects presented during the orientation judgment task. To conclude, this study suggests a causal role of LO in relevant object learning, but given the rather low spatial resolution of tDCS, more research on the specificity of this effect is needed. Further, mere exposure is not sufficient to train object recognition in our paradigm.

  5. Learning Achievement Improvement Efforts Course Learn and Learning Using the Jigsaw Method and Card Media in STKIP PGRI Ngawi 2014/2015 Academic Year

    ERIC Educational Resources Information Center

    Haryono

    2015-01-01

    Subject Teaching and Learning is a basic educational courses that must be taken by all student teachers. Class Action Research aims to improve student achievement Teaching and Learning course by applying Jigsaw and media cards. Research procedures using Classroom Action Research (CAR) with multiple cycles. Each cycle includes four phases:…

  6. Virtual Workshop Environment (VWE): A Taxonomy and Service Oriented Architecture (SOA) Framework for Modularized Virtual Learning Environments (VLE)--Applying the Learning Object Concept to the VLE

    ERIC Educational Resources Information Center

    Paulsson, Fredrik; Naeve, Ambjorn

    2006-01-01

    Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to transfer the modularized concept of Learning Objects to modularized Virtual Learning Environments. The taxonomy and SOA-framework exposes a need for a clearer…

  7. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    ERIC Educational Resources Information Center

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

  8. Contingent Teaching to Low-Achieving Students in Mathematics: Challenges and Potential for Scaffolding Meaningful Learning

    ERIC Educational Resources Information Center

    Broza, Orit; Kolikant, Yifat Ben-David

    2015-01-01

    The study set out to discover what characterizes the meaningful learning of mathematics among low-achieving students (LAS) and to highlight the challenges their characteristics pose for scaffolding, in particular for its adaptive core: contingent teaching. The setting was an extracurricular program for teaching meaningful mathematics to LAS…

  9. Correlation Study of Physics Achievement, Learning Strategy, Attitude and Gender in an Introductory Physics Course

    ERIC Educational Resources Information Center

    Sezgin Selcuk, Gamze

    2010-01-01

    This study investigates the relationship between multiple predictors of physics achievement including reported use of four learning strategy clusters (elaboration, organization, comprehension monitoring and rehearsal), attitudes towards physics (sense of care and sense of interest) and a demographic variable (gender) in order to determine the…

  10. Methods Used to Estimate Achievement Effects in Personalized Learning Schools. Working Paper WR-1061-BMGF

    ERIC Educational Resources Information Center

    Pane, John F.; Baird, Matthew

    2014-01-01

    The purpose of this document is to describe the methods RAND used to analyze achievement for 23 personalized learning (PL) schools for the 2012-13 through 2013-14 academic years. This work was performed at the request of the Bill & Melinda Gates Foundation (BMGF), as part of a multi-year evaluation contract. The 23 schools were selected from a…

  11. It Takes a School: Exploring the Relationship between Professional Learning Communities and Student Achievement

    ERIC Educational Resources Information Center

    Nadelson, Louis S.; Harm, Eian; Croft, Glen; McClay, Kerry; Ennis, Kimberly; Winslow, Rob

    2012-01-01

    Professional learning communities (PLCs) are a widespread phenomenon in K-12 education, as they are perceived as a mechanism for enhancing teacher effectiveness and, therefore, student achievement. However, there is a dearth of empirical research on PLCs--particularly, the primary focus that the communities take, teachers' perceptions and…

  12. The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

    ERIC Educational Resources Information Center

    Tran, Van Dat

    2014-01-01

    This experimental study investigated the effects of cooperative learning on the achievement and knowledge retention of 110 first-year primary education students toward the psychology subject over the eight weeks of instruction at An Giang University. These tertiary students were divided into two matched groups of 55 to be taught by the same…

  13. The Effect of Cooperative Learning Strategies on Elementary Students' Science Achievement and Social Skills in Kuwait

    ERIC Educational Resources Information Center

    Ebrahim, Ali

    2012-01-01

    This study compares the effects of two methods of teaching--teacher-centered and cooperative learning--on students' science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4…

  14. The Effects of Color vs. Black and White Learning Materials on Academic Achievement.

    ERIC Educational Resources Information Center

    Peterson, Verletta M.

    This paper examines and summarizes the findings of recent research literature on the effects of color versus black and white learning materials on academic achievement in order to determine if the effect of the color variable is significant enough to warrant the added expense of purchasing colored instructional materials for primary school…

  15. Intelligent Preference Selection Model Based on NRE for Evaluating Student Learning Achievement

    ERIC Educational Resources Information Center

    Chen, Yao-Hsien; Cheng, Ching-Hsue; Liu, Jing-Wei

    2010-01-01

    In order to evaluate student learning achievement, several aspects should be considered, such as exercises, examinations, and observations. Traditionally, such an evaluation calculates a final score using a weighted average method after awarding numerical scores, and then determines a grade according to a set of established crisp criteria.…

  16. Enhancing Inquiry, Understanding, and Achievement in an Astronomy Multimedia Learning Environment

    ERIC Educational Resources Information Center

    Taasoobshirazi, Gita; Zuiker, Steven J.; Anderson, Kate T.; Hickey, Daniel T.

    2006-01-01

    As an example of design-based research, this study refined an assessment strategy for simultaneously enhancing inquiry-based learning and supporting achievement on conventional assessment measures. "Astronomy Village[R]: Investigating the Universe[TM]" is a software program designed to engage secondary science students in authentic and…

  17. Effect of Problem-Based Learning on Senior Secondary School Students' Achievements in Further Mathematics

    ERIC Educational Resources Information Center

    Fatade, Alfred Olufemi; Mogari, David; Arigbabu, Abayomi Adelaja

    2013-01-01

    The study investigated the effect of Problem-based learning (PBL) on senior secondary school students' achievements in Further Mathematics (FM) in Nigeria within the blueprint of pretest-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the…

  18. Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Yapici, I. Ümit

    2016-01-01

    The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

  19. Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research

    ERIC Educational Resources Information Center

    Capar, Gulfer; Tarim, Kamuran

    2015-01-01

    This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve isbirlikli ögrenme,…

  20. Investigating Grit and Its Relations with College Students' Self-Regulated Learning and Academic Achievement

    ERIC Educational Resources Information Center

    Wolters, Christopher A.; Hussain, Maryam

    2015-01-01

    We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…

  1. Achieving Gender Equity in Science Class: Shift from Competition to Cooperative Learning

    ERIC Educational Resources Information Center

    Esiobu, G. O.

    2011-01-01

    Purpose: This study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development. Design/methodology/approach: The study sample comprised 56 SSS 2 students in one public…

  2. Follow-Up Study of Reading Achievement in Learning Disabled Children.

    ERIC Educational Resources Information Center

    Gottesman, Ruth L.

    Forty-three learning disabled children referred initially between ages 7 and 14 years to a medical outpatient clinic for developmentally disabled children were evaluated and followed for a period of 5 to 7 years after which their level of academic achievement was reassessed. Initial evaluation included pediatric, neurological and developmental…

  3. Reading Achievement, Mastery, and Performance Goal Structures among Students with Learning Disabilities: A Nonlinear Perspective

    ERIC Educational Resources Information Center

    Sideridis, Georgios D.; Stamovlasis, Dimitrios; Antoniou, Faye

    2016-01-01

    The purpose of the present study was to examine the hypothesis that a nonlinear relationship exists between a performance-classroom climate and the reading achievement of adolescent students with learning disabilities (LD). Participants were 62 students with LD (Grades 5-9) from public elementary schools in northern Greece. Classroom climate was…

  4. The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study

    ERIC Educational Resources Information Center

    Gozuyesil, Eda; Dikici, Ayhan

    2014-01-01

    This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and…

  5. The Achievement Gap, Revisited: An Empirical Assessment of What We Can Learn from East Asian Education

    ERIC Educational Resources Information Center

    Czehut, Katherine Jessica Drake

    2012-01-01

    International mathematics assessments have established students in East Asia as among the best in the world and their U.S. counterparts as mediocre. What is not clear is why this "achievement gap" exists. The last major study to address this question, Stevenson and Stigler's (1992) "The Learning Gap," was published prior…

  6. Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics

    ERIC Educational Resources Information Center

    Nasser-Abu Alhija, Fadia; Amasha, Marcel

    2012-01-01

    This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…

  7. An Analysis of Freshmen Learning Styles and Their Relationship to Academic Achievement

    ERIC Educational Resources Information Center

    Cutolo, Angela; Rochford, Regina A.

    2007-01-01

    Although postsecondary education and advanced skills are critical for a better quality of life and greater earning potential, a large percentage of college students fail to earn degrees. In an attempt to understand this problem and improve student achievement and retention, this study identified the relationship between learning-style preferences…

  8. Cooperative Learning Instruction: Effects of Wanting or Not Wanting To Participate on Mathematics Achievement.

    ERIC Educational Resources Information Center

    Cushing, Katherine S.; Kerrins, Judith A.

    This study was designed to investigate differential achievement effects of cooperative learning instruction in mathematics on students who seek group membership and on those who do not. The study was conducted in a suburban school district in Colorado. Participants were 3 classes of 5th-grade students (N=56) along with teachers who had received…

  9. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  10. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  11. The Effects of Learning Strategies on Mathematical Literacy: A Comparison between Lower and Higher Achieving Countries

    ERIC Educational Resources Information Center

    Magen-Nagar, Noga

    2016-01-01

    The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics,…

  12. Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry

    ERIC Educational Resources Information Center

    Akcay, Hüsamettin; Durmaz, Asli; Tüysüz, Cengiz; Feyzioglu, Burak

    2006-01-01

    The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control…

  13. Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science

    ERIC Educational Resources Information Center

    Nwafor, Chika E.; Obodo, Abigail Chikaodinaka; Okafor, Gabriel

    2015-01-01

    This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was…

  14. Effects of Eclectic Learning Approach on Students' Academic Achievement and Retention in English at Elementary Level

    ERIC Educational Resources Information Center

    Suleman, Qaiser; Hussain, Ishtiaq

    2016-01-01

    The purpose of the research paper was to investigate the effect of eclectic learning approach on the academic achievement and retention of students in English at elementary level. A sample of forty students of 8th grade randomly selected from Government Boys High School Khurram District Karak was used. It was an experimental study and that's why…

  15. Learning Nanotechnology with Texts and Comics: The Impacts on Students of Different Achievement Levels

    ERIC Educational Resources Information Center

    Lin, Shu-Fen; Lin, Huann-shyang

    2016-01-01

    Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two…

  16. The Relationship between Epistemological Beliefs, Learning Strategies and Achievement in Higher Education

    ERIC Educational Resources Information Center

    Mc Beth, Maureen

    2010-01-01

    This study provides important insights into the relationship between the epistemological beliefs of community college students, the selection of learning strategies, and academic achievement. This study employed a quantitative survey design. Data were collected by surveying students at a community college during the spring semester of 2010. The…

  17. Attendance and Achievement in Problem-Based Learning: The Value of Scaffolding

    ERIC Educational Resources Information Center

    Smith, Mike; Cook, Kathryn

    2012-01-01

    The impact of problem-based learning (PBL) in improving academic achievement comparedwith other forms of teaching is equivocal. This paper argues that poor tutorial preparation and vague reporting of the brainstorming stage of PBL are major contributing factors. To address these issues this study incorporated a scaffolding mechanism into the…

  18. Student Conscientiousness, Self-Regulated Learning, and Science Achievement: An Explorative Field Study

    ERIC Educational Resources Information Center

    Eilam, Billie; Zeidner, Moshe; Aharon, Irit

    2009-01-01

    This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade…

  19. Does Constructivist Approach Applicable through Concept Maps to Achieve Meaningful Learning in Science?

    ERIC Educational Resources Information Center

    Jena, Ananta Kumar

    2012-01-01

    This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and…

  20. Predicting Learned Helplessness and Achievement: The Role of Locus on Control and Motivational Orientation.

    ERIC Educational Resources Information Center

    Early, Diane; Barrett, Marty

    This 2-year study examined the relative potency of locus of control (LOC) and motivational orientation (MO) as predictors of standardized achievement scores and learned helplessness. Also tested was the prediction that children with an extrinsic MO would be prone to adopt an external LOC over time. In the first year of the study, subjects were 158…