Effectiveness of a Learner-Directed Model for e-Learning

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

An efficient and effective teaching model for ambulatory education.

PubMed

Regan-Smith, Martha; Young, William W; Keller, Adam M

2002-07-01

Teaching and learning in the ambulatory setting have been described as inefficient, variable, and unpredictable. A model of ambulatory teaching that was piloted in three settings (1973-1981 in a university-affiliated outpatient clinic in Portland, Oregon, 1996-2000 in a community outpatient clinic, and 2000-2001 in an outpatient clinic serving Dartmouth Medical School's teaching hospital) that combines a system of education and a system of patient care is presented. Fully integrating learners into the office practice using creative scheduling, pre-rotation learning, and learner competence certification enabled the learners to provide care in roles traditionally fulfilled by physicians and nurses. Practice redesign made learners active members of the patient care team by involving them in such tasks as patient intake, histories and physicals, patient education, and monitoring of patient progress between visits. So that learners can be active members of the patient care team on the first day of clinic, pre-training is provided by the clerkship or residency so that they are able to competently provide care in the time available. To assure effective education, teaching and learning times are explicitly scheduled by parallel booking of patients for the learner and the preceptor at the same time. In the pilot settings this teaching model maintained or improved preceptor productivity and on-time efficiency compared with these outcomes of traditional scheduling. The time spent alone with patients, in direct observation by preceptors, and for scheduled case discussion was appreciated by learners. Increased satisfaction was enjoyed by learners, teachers, clinic staff, and patients. Barriers to implementation include too few examining rooms, inability to manipulate patient appointment schedules, and learners' not being present in a teaching clinic all the time.

An Investigation of Software Scaffolds Supporting Modeling Practices

NASA Astrophysics Data System (ADS)

Fretz, Eric B.; Wu, Hsin-Kai; Zhang, Baohui; Davis, Elizabeth A.; Krajcik, Joseph S.; Soloway, Elliot

2002-08-01

Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even more complex models. One way of bringing the design of models within reach is through the use of scaffolds. Scaffolds are intentional assistance provided to learners from a variety of sources, allowing them to complete tasks that would otherwise be out of reach. Currently, our understanding of how scaffolds in software tools assist learners is incomplete. In this paper the scaffolds designed into a dynamic modeling software tool called Model-It are assessed in terms of their ability to support learners' use of modeling practices. Four pairs of middle school students were video-taped as they used the modeling software for three hours, spread over a two week time frame. Detailed analysis of coded videotape transcripts provided evidence of the importance of scaffolds in supporting the use of modeling practices. Learners used a variety of modeling practices, the majority of which occurred in conjunction with scaffolds. The use of three tool scaffolds was assessed as directly as possible, and these scaffolds were seen to support a variety of modeling practices. An argument is made for the continued empirical validation of types and instances of tool scaffolds, and further investigation of the important role of teacher and peer scaffolding in the use of scaffolded tools.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Motivation Classification and Grade Prediction for MOOCs Learners

PubMed Central

Xu, Bin; Yang, Dan

2016-01-01

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

Motivation Classification and Grade Prediction for MOOCs Learners.

PubMed

Xu, Bin; Yang, Dan

2016-01-01

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

How Object, Situation and Personality Shape Human Attitude in Learning: An Activity Perspective and a Multilevel Modeling Approach

ERIC Educational Resources Information Center

Sun, Jun

2009-01-01

Based on Activity Theory, this article examines attitude formation in human learning as shaped by the experiences of individual learners with various learning objects in particular learning contexts. It hypothesizes that a learner's object-related perceptions, personality traits and situational perceptions may have different relationships with the…

Turkish Foreign Language Learners' Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

ERIC Educational Resources Information Center

Ozbek, Cigdem; Comoglu, Irem; Baran, Bahar

2017-01-01

This study aims to design of the two activities "introducing an innovation" and "role playing" in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner's roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive…

Modeling and Simulation of An Adaptive Neuro-Fuzzy Inference System (ANFIS) for Mobile Learning

ERIC Educational Resources Information Center

Al-Hmouz, A.; Shen, Jun; Al-Hmouz, R.; Yan, Jun

2012-01-01

With recent advances in mobile learning (m-learning), it is becoming possible for learning activities to occur everywhere. The learner model presented in our earlier work was partitioned into smaller elements in the form of learner profiles, which collectively represent the entire learning process. This paper presents an Adaptive Neuro-Fuzzy…

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

ERIC Educational Resources Information Center

Astall, Chris; Bruce, Warren

2010-01-01

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

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

PubMed

Williams, Joshua T; Newman, Sharlene D

2017-02-01

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

Epistemic Gameplay and Discovery in Computational Model-Based Inquiry Activities

ERIC Educational Resources Information Center

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

2018-01-01

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

Facilitating Trust in Privacy-Preserving E-Learning Environments

ERIC Educational Resources Information Center

Anwar, M.; Greer, J.

2012-01-01

This research explores a new model for facilitating trust in online e-learning activities. We begin by protecting the privacy of learners through identity management (IM), where personal information can be protected through some degree of participant anonymity or pseudonymity. In order to expect learners to trust other pseudonymous participants,…

Age of acquisition modulates neural activity for both regular and irregular syntactic functions

PubMed Central

Hernandez, Arturo E.; Hofmann, Juliane; Kotz, Sonja A.

2007-01-01

Studies have found that neural activity is greater for irregular grammatical items than regular items. Findings with monolingual Spanish speakers have revealed a similar effect when making gender decisions for visually presented nouns. The current study extended previous studies by looking at the role of regularity in modulating differences in groups that differ in the age of acquisition of a language. Early and late learners of Spanish matched on measures of language proficiency were asked to make gender decisions to regular (-o for masculine and –a for feminine) and irregular items (which can end in e,l,n,r,s,t and z). Results revealed increased activity in left BA 44 for irregular compared to regular items in separate comparisons for both early and late learners. In addition, within group-comparisons revealed that neural activity for irregulars extended into left BA 47 for late learners and into left BA 6 for early learners. Direct comparisons between-groups revealed increased activity in left BA 44/45 for irregular items indicating the need for more extensive syntactic processing in late learners. The results revealed that processing of irregular grammatical gender leads to increased activity in left BA 44 and adjacent areas in the left IFG regardless of when a language is learned. Furthermore, these findings suggest differential recruitment of brain areas associated with grammatical processing in late learners. The results are discussed with regard to a model which considers L2 learning as emerging from the competitive interplay between two languages. PMID:17490895

Adults as Learners. Increasing Participation and Facilitating Learning.

ERIC Educational Resources Information Center

Cross, K. Patricia

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

The ESP Instruction: A Study Based on the Pattern of Autonomous Inquiry

ERIC Educational Resources Information Center

Zhang, Jianfeng

2013-01-01

Autonomous inquiry learning is a kind of learning model, which relies mainly on learners and emphasizes that learners should inquire knowledge actively; moreover, ESP, which emphasizes the combination of language learning and specific purposes learning, is a goal-oriented and well targeted instruction system. Therefore, ESP and autonomous inquiry…

A Semantic Basis for Meaning Construction in Constructivist Interactions

ERIC Educational Resources Information Center

Badie, Farshad

2015-01-01

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

Model Eliciting Activities: Fostering 21st Century Learners

ERIC Educational Resources Information Center

Stohlmann, Micah

2013-01-01

Real world mathematical modeling activities can develop needed and valuable 21st century skills. The knowledge and skills to become adept at mathematical modeling need to develop over time and students in the elementary grades should have experiences with mathematical modeling. For this to occur elementary teachers need to have positive…

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

NASA Astrophysics Data System (ADS)

Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

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

Integrating Motivational Activities into Instruction: A Developmental Model.

ERIC Educational Resources Information Center

Brawer, Michael P.

A model for integrating motivational activities into instruction and the problem with motivational activities in the classroom for the disadvantaged learner are examined. Eight basic learning processes are identified that the teacher should understand in preparation for presenting information to students: attention/reception, selective perception,…

Learning through Intermediate Problems in Creating Cognitive Models

ERIC Educational Resources Information Center

Miwa, Kazuhisa; Morita, Junya; Nakaike, Ryuichi; Terai, Hitoshi

2014-01-01

Cognitive modelling is one of the representative research methods in cognitive science. It is believed that creating cognitive models promotes learners' meta-cognitive activities such as self-monitoring and reflecting on their own cognitive processing. Preceding studies have confirmed that such meta-cognitive activities actually promote learning…

Exploring Affiliation Network Models as a Collaborative Filtering Mechanism in E-Learning

ERIC Educational Resources Information Center

Rodriguez, Daniel; Sicilia, Miguel Angel; Sanchez-Alonso, Salvador; Lezcano, Leonardo; Garcia-Barriocanal, Elena

2011-01-01

The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning…

Changing Mental Representations Using Related Physical Models: The Effects of Analyzing Number Lines on Learner Internal Scale of Numerical Magnitude

ERIC Educational Resources Information Center

Bengtson, Barbara J.

2013-01-01

Understanding the linear relationship of numbers is essential for doing practical and abstract mathematics throughout education and everyday life. There is evidence that number line activities increase learners' number sense, improving the linearity of mental number line representations (Siegler & Ramani, 2009). Mental representations of…

Modelling Typical Online Language Learning Activity

ERIC Educational Resources Information Center

Montoro, Carlos; Hampel, Regine; Stickler, Ursula

2014-01-01

This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to…

Cross-domain active learning for video concept detection

NASA Astrophysics Data System (ADS)

Li, Huan; Li, Chao; Shi, Yuan; Xiong, Zhang; Hauptmann, Alexander G.

2011-08-01

As video data from a variety of different domains (e.g., news, documentaries, entertainment) have distinctive data distributions, cross-domain video concept detection becomes an important task, in which one can reuse the labeled data of one domain to benefit the learning task in another domain with insufficient labeled data. In this paper, we approach this problem by proposing a cross-domain active learning method which iteratively queries labels of the most informative samples in the target domain. Traditional active learning assumes that the training (source domain) and test data (target domain) are from the same distribution. However, it may fail when the two domains have different distributions because querying informative samples according to a base learner that initially learned from source domain may no longer be helpful for the target domain. In our paper, we use the Gaussian random field model as the base learner which has the advantage of exploring the distributions in both domains, and adopt uncertainty sampling as the query strategy. Additionally, we present an instance weighting trick to accelerate the adaptability of the base learner, and develop an efficient model updating method which can significantly speed up the active learning process. Experimental results on TRECVID collections highlight the effectiveness.

"Metamorphosis": A Collaborative Leadership Model to Promote Educational Change

ERIC Educational Resources Information Center

Gialamas, Stefanos; Pelonis, Peggy; Medeiros, Steven

2014-01-01

A school that holds as a central belief that knowledge is individually and socially constructed by learners who are active observers of the world, active questioners, agile problem posers and critical and creative problem solvers must evolve leadership models and organizational patterns that mirror this model of genuine and meaningful learning as…

Facilitating Transfer in College Reading Programs.

ERIC Educational Resources Information Center

Nist, Sherrie; Simpson, Michele L.

1987-01-01

Gives three activities--journal writing, microteaching partners, and the PLAE model (planning, listing, activating, and evaluating)--that can facilitate learner independence and transfer of efficient and effective study strategies in college developmental reading programs. (NKA)

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

PubMed

Chabeli, M M

2006-08-01

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

Historical Text Comprehension Reflective Tutorial Dialogue System

ERIC Educational Resources Information Center

Grigoriadou, Maria; Tsaganou, Grammatiki; Cavoura, Theodora

2005-01-01

The Reflective Tutorial Dialogue System (ReTuDiS) is a system for learner modelling historical text comprehension through reflective dialogue. The system infers learners' cognitive profiles and constructs their learner models. Based on the learner model the system plans the appropriate--personalized for learners--reflective tutorial dialogue in…

Ubiquitous learning model using interactive internet messenger group (IIMG) to improve engagement and behavior for smart campus

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-01-01

The recent popularity of internet messenger based smartphone technologies has motivated some university lecturers to use them for educational activities. These technologies have enormous potential to enhance the teaching and ubiquitous learning experience for smart campus development. However, the design ubiquitous learning model using interactive internet messenger group (IIMG) and empirical evidence that would favor a broad application of mobile and ubiquitous learning in smart campus settings to improve engagement and behavior is still limited. In addition, the expectation that mobile learning could improve engagement and behavior on smart campus cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present ubiquitous learning model design and showing learners’ experiences in improved engagement and behavior using IIMG for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous learning and realize the impressions of learners and lecturers about engagement and behavior aspect, and its contribution to learning.

A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools

ERIC Educational Resources Information Center

Fransen, Shelly Lynette

2013-01-01

High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been devised to encourage teachers to develop student engagement activities that result in high achievement. The Reading First Model initiative was introduced as a part of the No Child…

Toward Modeling the Learner's Personality Using Educational Games

ERIC Educational Resources Information Center

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

2017-01-01

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

The Implementation of Integrated Natural Science Textbook of Junior High School be Charged on Character-based Shared Models to Improve the Competence of Learners' Knowledge

NASA Astrophysics Data System (ADS)

Rahmiwati, S.; Ratnawulan; Yohandri

2018-04-01

The process of science learning can take place if there is an attempt to create an active learning atmosphere and can improve the knowledge competence of learners. One of the efforts made is to use learning resources. Textbooks are a learning resource used by learners. This study aims to describe the increase of knowledge’s competence of learners with integrated Natural Science (IPA) textbook of Junior High School (SMP) be charged on character-based shared model. The method used pre-test, post-test design with one group using the class as a research subject. Pre-test was given before treatment to measure student’s initial understanding of the problem, while the post-test was given to measure student’s final understanding.The subject of this research is students of class VII SMP N 13 Padang. Result of gain score is 0,73. The result showed competence student’s knowledge increased significantly and high categorized.

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

ERIC Educational Resources Information Center

McDonough, Darlene

2014-01-01

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

Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons

NASA Astrophysics Data System (ADS)

Kim, Mi Song

2015-10-01

Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal learning environment. Our design-based research co-designs and develops engaging, immersive, and interactive informal learning activities called "Embodied Modeling-Mediated Activities" (EMMA) to support not only Singaporean learners' deep learning of astronomy but also the capacity of teachers. As part of the research on EMMA, this case study describes two prospective teachers' co-design processes involving multimodal models for teaching and learning the concept of the seasons in a technology-rich informal learning setting. Our study uncovers four prominent themes emerging from our data concerning the contextualized nature of learning and teaching involving multimodal models in informal learning contexts: (1) promoting communication and emerging questions, (2) offering affordances through limitations, (3) explaining one concept involving multiple concepts, and (4) integrating teaching and learning experiences. This study has an implication for the development of a pedagogical framework for teaching and learning in technology-enhanced learning environments—that is empowering teachers to become active sense-makers using multimodal models.

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

ERIC Educational Resources Information Center

Altunay, Dilek

2013-01-01

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

A New Perspective of Negotiation-Based Dialog to Enhance Metacognitive Skills in the Context of Open Learner Models

ERIC Educational Resources Information Center

Suleman, Raja M.; Mizoguchi, Riichiro; Ikeda, Mitsuru

2016-01-01

Negotiation mechanism using conversational agents (chatbots) has been used in Open Learner Models (OLM) to enhance learner model accuracy and provide opportunities for learner reflection. Using chatbots that allow for natural language discussions has shown positive learning gains in students. Traditional OLMs assume a learner to be able to manage…

Multidimensional Learner Model In Intelligent Learning System

NASA Astrophysics Data System (ADS)

Deliyska, B.; Rozeva, A.

2009-11-01

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

The healthy learner model for student chronic condition management--part I.

PubMed

Erickson, Cecelia DuPlessis; Splett, Patricia L; Mullett, Sara Stoltzfus; Heiman, Mary Bielski

2006-12-01

A significant number of children have chronic health conditions that interfere with normal activities, including school attendance and active participation in the learning process. Management of students' chronic conditions is complex and requires an integrated system. Models to improve chronic disease management have been developed for the medical system and public health. Programs that address specific chronic disease management or coordinate school health services have been implemented in schools. Lacking is a comprehensive, integrated model that links schools, students, parents, health care, and other community providers. The Healthy Learner Model for chronic condition management identifies seven elements for creating, implementing, and sustaining an efficient and effective, comprehensive community-based system for improving the management of chronic conditions for school children. It has provided the framework for successful chronic condition management in an urban school district and is proposed for replication in other districts and communities.

Model Learner Outcomes for Service Occupations.

ERIC Educational Resources Information Center

Grote, Audrey M.

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

Strategies for Improving Learner Metacognition in Health Professional Education

PubMed Central

Medina, Melissa S.; Castleberry, Ashley N.

2017-01-01

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

Differences in Active Avoidance Conditioning in Male and Female Rats with Experimental Anxiety-Depressive Disorder.

PubMed

Khlebnikova, N N; Krupina, N A; Kushnareva, E Yu; Orlova, I N

2015-07-01

Using rat model of experimental anxiety-depressive disorder caused by postnatal administration of methionyl-2(S)-cyanopyrrolidine, an inhibitor of dipeptidyl peptidase IV, we compared conditioned active avoidance response and memory retention in males and females. In experimental males and females, conditioning was impaired in comparison with the control. In experimental groups, females were worse learners than males, while in control groups, females were better learners than males. Memory retention in experimental animals did not differ from that in controls 24 h after learning. Two months after learning, control females demonstrated better retention than control males.

The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation.

PubMed

Wetzels, Sandra A J; Kester, Liesbeth; van Merriënboer, Jeroen J G; Broers, Nick J

2011-06-01

Prior knowledge activation facilitates learning. Note taking during prior knowledge activation (i.e., note taking directed at retrieving information from memory) might facilitate the activation process by enabling learners to build an external representation of their prior knowledge. However, taking notes might be less effective in supporting prior knowledge activation if available prior knowledge is limited. This study investigates the effects of the retrieval-directed function of note taking depending on learners' level of prior knowledge. It is hypothesized that the effectiveness of note taking is influenced by the amount of prior knowledge learners already possess. Sixty-one high school students participated in this study. A prior knowledge test was used to ascertain differences in level of prior knowledge and assign participants to a low or a high prior knowledge group. A 2×2 factorial design was used to investigate the effects of note taking during prior knowledge activation (yes, no) depending on learners' level of prior knowledge (low, high) on mental effort, performance, and mental efficiency. Note taking during prior knowledge activation lowered mental effort and increased mental efficiency for high prior knowledge learners. For low prior knowledge learners, note taking had the opposite effect on mental effort and mental efficiency. The effects of the retrieval-directed function of note taking are influenced by learners' level of prior knowledge. Learners with high prior knowledge benefit from taking notes while activating prior knowledge, whereas note taking has no beneficial effects for learners with limited prior knowledge. ©2010 The British Psychological Society.

Bringing Chatbots into education: Towards Natural Language Negotiation of Open Learner Models

NASA Astrophysics Data System (ADS)

Kerlyl, Alice; Hall, Phil; Bull, Susan

There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the individual learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system's adaptivity by improving the accuracy of the underlying learner model. Open Learner Modelling, where the system's model of the user's knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the learner model can be obtained by the student and system jointly negotiating the learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.

An Open Learner Model for Trainee Pilots

ERIC Educational Resources Information Center

Gakhal, Inderdip; Bull, Susan

2008-01-01

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

From Interactive Open Learner Modelling to Intelligent Mentoring: STyLE-OLM and Beyond

ERIC Educational Resources Information Center

Dimitrova, Vania; Brna, Paul

2016-01-01

STyLE-OLM (Dimitrova 2003 "International Journal of Artificial Intelligence in Education," 13, 35-78) presented a framework for interactive open learner modelling which entails the development of the means by which learners can "inspect," "discuss" and "alter" the learner model that has been jointly…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Model-It: A Case Study of Learner-Centered Software Design for Supporting Model Building.

ERIC Educational Resources Information Center

Jackson, Shari L.; Stratford, Steven J.; Krajcik, Joseph S.; Soloway, Elliot

Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in order to support the unique needs of learners: growth, diversity and motivation. This paper presents a framework for LCSD and describes a case study of its application to the ScienceWare Model-It, a learner-centered tool to support scientific modeling and…

Does the sequence of instruction matter during simulation?

PubMed

Stefaniak, Jill E; Turkelson, Carman L

2014-02-01

Instructional strategies must be balanced when subjecting students to full-immersion simulation so as not to discourage learning and increase cognitive overload. The purpose of this study was to determine if participating in a simulation exercise before lecture yielded better performance outcomes among novice learners. Twenty-nine participants were divided into 2 groups as follows: group 1 participated in simulation exercises followed by a didactic lecture and group 2 participated in the same learning activities presented in the opposite order. Participants were administered a multiple-choice cognitive assessment upon completion of a workshop. Learners who participated in the simulated exercises followed by the didactic lecture performed better on postassessments as compared with those who participated in the simulation after the lecture. A repeated-measures or nested analysis of variance generated statistically significant results in terms of model fit F (α=0.05; 4.54)=176.07 with a P<0.0001. Despite their higher levels of increased performance, 76% of those who participated in simulation activities first indicated that they would have preferred to participate in a lecture first. The findings of this study suggest that differences occur among learners when the sequencing of instructional components is altered. Learners who participated in simulation before lecture demonstrated increased knowledge compared with learners who participated in simulation after a lecture.

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

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2016-01-01

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

SMILI?: A Framework for Interfaces to Learning Data in Open Learner Models, Learning Analytics and Related Fields

ERIC Educational Resources Information Center

Bull, Susan; Kay, Judy

2016-01-01

The SMILI? (Student Models that Invite the Learner In) Open Learner Model Framework was created to provide a coherent picture of the many and diverse forms of Open Learner Models (OLMs). The aim was for SMILI? to provide researchers with a systematic way to describe, compare and critique OLMs. We expected it to highlight those areas where there…

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

ERIC Educational Resources Information Center

Karimi, Mehrnoosh; Hamzavi, Raouf

2017-01-01

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

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

NASA Astrophysics Data System (ADS)

Arendse, Gillian J.

2009-04-01

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

Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons

ERIC Educational Resources Information Center

Kim, Mi Song

2015-01-01

Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal…

Tetrahedral Models of Learning: Application to College Reading.

ERIC Educational Resources Information Center

Nist, Sherrie L.

J. D. Bransford's tetrahedral model of learning considers four variables: (1) learning activities, (2) characteristics of the learner, (3) criterial tasks, and (4) the nature of the materials. Bransford's model provides a research-based theoretical framework that can be used to teach, model, and have students apply a variety of study strategies to…

Simple and Inexpensive 3D Printed Filter Fluorometer Designs: User-Friendly Instrument Models for Laboratory Learning and Outreach Activities

ERIC Educational Resources Information Center

Porter, Lon A., Jr.; Chapman, Cole A.; Alaniz, Jacob A.

2017-01-01

In this work, a versatile and user-friendly selection of stereolithography (STL) files and computer-aided design (CAD) models are shared to assist educators and students in the production of simple and inexpensive 3D printed filter fluorometer instruments. These devices are effective resources for supporting active learners in the exploration of…

Channeling Children's Energy through Vocabulary Activities

ERIC Educational Resources Information Center

Schindler, Andrea

2006-01-01

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

The NTeQ ISD Model: A Tech-Driven Model for Digital Natives (DNs)

ERIC Educational Resources Information Center

Williams, C.; Anekwe, J. U.

2017-01-01

Integrating Technology for enquiry (NTeQ) instructional development model (ISD), is believed to be a technology-driven model. The authors x-rayed the ten-step model to reaffirm the ICT knowledge demand of the learner and the educator; hence computer-based activities at various stages of the model are core elements. The model also is conscious of…

Processing of action- but not stimulus-related prediction errors differs between active and observational feedback learning.

PubMed

Kobza, Stefan; Bellebaum, Christian

2015-01-01

Learning of stimulus-response-outcome associations is driven by outcome prediction errors (PEs). Previous studies have shown larger PE-dependent activity in the striatum for learning from own as compared to observed actions and the following outcomes despite comparable learning rates. We hypothesised that this finding relates primarily to a stronger integration of action and outcome information in active learners. Using functional magnetic resonance imaging, we investigated brain activations related to action-dependent PEs, reflecting the deviation between action values and obtained outcomes, and action-independent PEs, reflecting the deviation between subjective values of response-preceding cues and obtained outcomes. To this end, 16 active and 15 observational learners engaged in a probabilistic learning card-guessing paradigm. On each trial, active learners saw one out of five cues and pressed either a left or right response button to receive feedback (monetary win or loss). Each observational learner observed exactly those cues, responses and outcomes of one active learner. Learning performance was assessed in active test trials without feedback and did not differ between groups. For both types of PEs, activations were found in the globus pallidus, putamen, cerebellum, and insula in active learners. However, only for action-dependent PEs, activations in these structures and the anterior cingulate were increased in active relative to observational learners. Thus, PE-related activity in the reward system is not generally enhanced in active relative to observational learning but only for action-dependent PEs. For the cerebellum, additional activations were found across groups for cue-related uncertainty, thereby emphasising the cerebellum's role in stimulus-outcome learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Study Partners Recommendation for xMOOCs Learners

PubMed Central

Xu, Bin; Yang, Dan

2015-01-01

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

Exploratory qualitative case study of lab-type activity interactions in an online graduate geoscience course

NASA Astrophysics Data System (ADS)

Ciavarella, Veronica C.

This exploratory qualitative case study investigated the use of lab-type activities in an online graduate geoscience course. Constructivism is the theoretical framework used to explain how learning happens in lab-type activity, and provided the goals to which successful learning in lab-type activity is compared. This study focused on the learner-instructor, learner-learner, and perceptions of the learner-content interactions that occurred related to lab-type activities in an online graduate geoscience course to determine: if the instructor appeared as a facilitator of the learning process in the interactions over the activities; if students engaged in discussion and reflection about the activities; if students perceived the activities as meaningful and authentic; and if students perceived using higher order thinking and prior knowledge while interacting with the content. Ten graduate students from three offerings of the course participated in this study, as well as the instructor and designer of the course content and lab-type activities. Data were collected through interviews, and observation and analysis of the lab-type activities, instructor feedback to students in their graded activities, and discussion that occurred between the instructor and students and among students about the lab-type activities in discussion forums. The nature of the instructor's interactions in discussion forums, in feedback to students on graded activities, and reported by students' in interviews supported that, in the learner-instructor interactions, the instructor of this course was a facilitator who guided and scaffolded the students towards successfully completing the activities. Students engaged in discussion and reflected on the activities, but most learner-learner interactions in discussion forums about the lab-type activities appeared to occur for the purpose of comparison of results, support, and empathy. Students' success at higher order thinking type questions in lab-type activities and their perceptions reported in interviews of using higher order thinking in their interactions with the lab-type activities supported that the learner-content interactions involved higher order thinking. Students also reported finding the activities realistic, meaningful and authentic, and this increased their interest with the activities, and the activities aided their understanding of the content.

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

ERIC Educational Resources Information Center

Sattes, Beth; Walsh, Jackie; Hickman, Mickey

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

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

PubMed

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge.

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

PubMed Central

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge. PMID:25853629

A New Model for the World of Instructional Design: A New Model

ERIC Educational Resources Information Center

Isman, Aytekin; Caglar, Mehmet; Dabaj, Fahme; Ersozlu, Hatice

2005-01-01

Like all models, the new model is also based on a theoretical foundation; constructivism, which emphasis is placed on the learner or the student rather than the teacher or the instructor. Students learn by fitting new information together with what they already know. People learn best when they actively construct their own understanding. The new…

Building Pre-Service Teaching Efficacy: A Comparison of Instructional Models

ERIC Educational Resources Information Center

Cohen, Rona; Zach, Sima

2013-01-01

Background: Cooperative Learning (CL) is an inclusive name for various models of teaching/learning methods, all of which emphasize the fundamental of meaningful collaboration among learners during their learning activities. Purpose: The purpose of this study was to examine whether the CL teaching model contributed to the teaching efficacy and…

Interprofessional education in academic family medicine teaching units: a functional program and culture.

PubMed

Price, David; Howard, Michelle; Hilts, Linda; Dolovich, Lisa; McCarthy, Lisa; Walsh, Allyn E; Dykeman, Lynn

2009-09-01

The new family health teams (FHTs) in Ontario were designed to enable interprofessional collaborative practice in primary care; however, many health professionals have not been trained in an interprofessional environment. To provide health professional learners with an interprofessional practice experience in primary care that models teamwork and collaborative practice skills. The 2 academic teaching units of the FHT at McMaster University in Hamilton, Ont, employ 6 types of health professionals and provide learning environments for family medicine residents and students in a variety of health care professions. Learners engage in formal interprofessional education activities and mixed professional and learner clinical consultations. They are immersed in an established interprofessional practice environment, where all team members are valued and contribute collaboratively to patient care and clinic administration. Other contributors to the success of the program include the physical layout of the clinics, the electronic medical record communications system, and support from leadership for the additional clinical time commitment of delivering interprofessional education. This academic FHT has developed a program of interprofessional education based partly on planned activities and logistic enablers, and largely on immersing learners in a culture of long-standing interprofessional collaboration.

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model.

PubMed

Anderson, Elizabeth Susan; Ford, Jenny; Kinnair, Daniel James

2016-07-01

Offering undergraduate and post-qualified learners opportunities to take part in, and reflect on, the nature of interprofessional working when in practice remains an important goal for interprofessional educators. There are a plethora of opportunities within hospital and community care for learners to actively participate in health and social care delivery where collaborative practice prevails. However, it remains challenging to know how to establish and sustain meaningful interprofessional practice-based learning. This is because profession-specific teaching is prioritised and many teams are under-resourced, leaving little time for additional teaching activities. In some instances, practitioners lack the knowledge concerning how to design meaningful interprofessional learning and often feel unprepared for this teaching because of limited interprofessional faculty development. Others are simply unaware of the presence of the different students within their practice area. This guide offers key lessons developed over many years for setting up practice-based interprofessional education. The learning model has been adapted and adopted in different settings and countries and offers a method for engaging clinical front-line practitioners in learning with, and from learners who can help support and in some instances advance care delivery.

Computer-Based Tools for Inquiry in Undergraduate Classrooms: Results from the VGEE

NASA Astrophysics Data System (ADS)

Pandya, R. E.; Bramer, D. J.; Elliott, D.; Hay, K. E.; Mallaiahgari, L.; Marlino, M. R.; Middleton, D.; Ramamurhty, M. K.; Scheitlin, T.; Weingroff, M.; Wilhelmson, R.; Yoder, J.

2002-05-01

The Visual Geophysical Exploration Environment (VGEE) is a suite of computer-based tools designed to help learners connect observable, large-scale geophysical phenomena to underlying physical principles. Technologically, this connection is mediated by java-based interactive tools: a multi-dimensional visualization environment, authentic scientific data-sets, concept models that illustrate fundamental physical principles, and an interactive web-based work management system for archiving and evaluating learners' progress. Our preliminary investigations showed, however, that the tools alone are not sufficient to empower undergraduate learners; learners have trouble in organizing inquiry and using the visualization tools effectively. To address these issues, the VGEE includes an inquiry strategy and scaffolding activities that are similar to strategies used successfully in K-12 classrooms. The strategy is organized around the steps: identify, relate, explain, and integrate. In the first step, students construct visualizations from data to try to identify salient features of a particular phenomenon. They compare their previous conceptions of a phenomenon to the data examine their current knowledge and motivate investigation. Next, students use the multivariable functionality of the visualization environment to relate the different features they identified. Explain moves the learner temporarily outside the visualization to the concept models, where they explore fundamental physical principles. Finally, in integrate, learners use these fundamental principles within the visualization environment by literally placing the concept model within the visualization environment as a probe and watching it respond to larger-scale patterns. This capability, unique to the VGEE, addresses the disconnect that novice learners often experience between fundamental physics and observable phenomena. It also allows learners the opportunity to reflect on and refine their knowledge as well as anchor it within a context for long-term retention. We are implementing the VGEE in one of two otherwise identical entry-level atmospheric courses. In addition to comparing student learning and attitudes in the two courses, we are analyzing student participation with the VGEE to evaluate the effectiveness and usability of the VGEE. In particular, we seek to identify the scaffolding students need to construct physically meaningful multi-dimensional visualizations, and evaluate the effectiveness of the visualization-embedded concept-models in addressing inert knowledge. We will also examine the utility of the inquiry strategy in developing content knowledge, process-of-science knowledge, and discipline-specific investigatory skills. Our presentation will include video examples of student use to illustrate our findings.

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

ERIC Educational Resources Information Center

Einfeld, Dana Hobbs

2014-01-01

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

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

PubMed

Doubleday, Alison F; Wille, Sarah J

2014-01-01

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

Exploring the roles of interaction and flow in explaining nurses' e-learning acceptance.

PubMed

Cheng, Yung-Ming

2013-01-01

To provide safe and competent patient care, it is very important that medical institutions should provide nurses with continuing education by using appropriate learning methods. As compared to traditional learning, electronic learning (e-learning) is a more flexible method for nurses' in-service learning. Hence, e-learning is expected to play a pivotal role in providing continuing education for nurses. This study's purpose was to explore the role and relevance of interaction factors, intrinsic motivator (i.e., flow), and extrinsic motivators (i.e., perceived usefulness (PU) and perceived ease of use (PEOU)) in explaining nurses' intention to use the e-learning system. Based on the technology acceptance model (TAM) with the flow theory, this study's research model presents three types of interaction factors, learner-system interaction, instructor-learner interaction, and learner-learner interaction to construct an extended TAM to explore nurses' intention to use the e-learning system. Sample data were gathered from nurses at two regional hospitals in Taiwan. A total of 320 questionnaires were distributed, 254 (79.375%) questionnaires were returned. Consequently, 218 usable questionnaires were analyzed in this study, with a usable response rate of 68.125%. First, confirmatory factor analysis was used to develop the measurement model. Second, to explore the causal relationships among all constructs, the structural model for the research model was tested by using structural equation modeling. First, learner-system interaction, instructor-learner interaction, and learner-learner interaction respectively had significant effects on PU, PEOU, and flow. Next, flow had significant effects on PU and PEOU, and PEOU had a significant effect on PU. Finally, the effects of flow, PU, and PEOU on intention to use were significant. Synthetically speaking, learner-system interaction, instructor-learner interaction, and learner-learner interaction can indirectly make significant impacts on nurses' usage intention of the e-learning system via their extrinsic motivators (i.e., PU and PEOU) and intrinsic motivator (i.e., flow). Copyright © 2012 Elsevier Ltd. All rights reserved.

Social-Cultural-Historical Contradictions in an L2 Listening Lesson: A Joint Activity System Analysis

ERIC Educational Resources Information Center

Cross, Jeremy

2011-01-01

Informed and inspired by neo-Vygotskian theory, this article outlines a study exploiting a contemporary conceptualization of Wells's (2002) joint activity system model as an exploratory framework for examining and depicting the social-cultural-historical contradictions in second-language (L2) learners' joint activity. The participants were a pair…

Making the Most of Five Minutes: The Clinical Teaching Moment.

PubMed

Smith, Jo R; Lane, India F

2015-01-01

Clinical educators face the challenge of simultaneously caring for patients and teaching learners, often with an unpredictable caseload and learners of varied abilities. They also often have little control over the organization of their time. Effective clinical teaching must encourage student participation, problem solving, integration of basic and clinical knowledge, and deliberate practice. Close supervision and timely feedback are also essential. Just as one develops an effective lecture through training and practice, clinical teaching effectiveness may also be improved by using specific skills to teach in small increments. The purpose of this paper is to identify potential teachable moments and to describe efficient instructional methods to use in the clinical setting under time constraints. These techniques include asking better questions, performing focused observations, thinking aloud, and modeling reflection. Different frameworks for teaching encounters during case presentations can be selected according to learner ability and available time. These methods include modeling and deconstructing the concrete experience; guiding the thinking and reflecting process; and providing the setting and opportunity for active practice. Use of these educational strategies encourages the learner to acquire knowledge, clinical reasoning, and technical skills, and also values, attitudes, and professional judgment.

A Student Orientation Program to Build a Community of Learners

PubMed Central

Santanello, Cathy R.; Gupchup, Gireesh V.

2007-01-01

Objectives To describe and evaluate a new student orientation program designed to lay the foundations for a community of learners. Design A weeklong orientation program structured as the first week of an 18-week fall semester was held for the first-professional year class. Each of the activities supported program objectives and developed elements of a community of learners. Assessment Students' reflective portfolios, daily evaluations and final program evaluations provided evidence of development of a community of learners. Positive student observations included the use of technology, a discussion of the curriculum and experiential education, the use of reflective portfolios, and presentations from pharmacy practitioners. Students also appreciated becoming acquainted with the faculty, staff, and their peers in a non-threatening atmosphere. Some of the aspects rated as least helpful were the learning styles exercise, library tour, history of pharmacy session, and the overall length of the orientation. Summary A model for a new student orientation program that builds the foundations for the development of a community of learning, which is vital to preparing students to provide pharmaceutical care in interdisciplinary teams and become critical thinkers, was successfully established. This model could be implemented at other schools of pharmacy. PMID:17429513

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

ERIC Educational Resources Information Center

Walls, Laura

2013-01-01

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

Investigative Research: How It Changes Learner Status.

ERIC Educational Resources Information Center

Kenny, Brian

1993-01-01

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

Professional Development at ERESE: Refining the inquiry process and moving towards a modularized templeate

NASA Astrophysics Data System (ADS)

Helly, M.; Massell Symons, C.; Reining, J.; Staudigel, H.; Koppers, A.; Helly, J.; Miller, S.

2005-12-01

The Enduring Resources for Earth Science Education (ERESE) project has now held two professional development workshops to teach and apply the five stage inquiry lesson model for teaching plate tectonics. This development based on a collaborative effort between earth scientists, educators, librarians, and data archive managers, and works towards a classroom practice that focuses on transferring ownership of a classroom inquiry to the learner. The ERESE inquiry model features a modular, five stage approach: (1) a thoughtful orientation to create an environment of physical and intellectual safety for the learner, (2) a carefully chosen provocative phenomenon used to allow the learner to develop a wide range of scientific questions (3) a debriefing that reviews and honors the learners' questions along with the development of a testable hypothesis, (4) learners consult with ERESE resource matrices and the internet to obtain data and other information to test the hypothesis, and (5) the learners present their results in a presentation. The process of ERESE inquiry lessons is guided by a master template and involves a detailed teachers log for documentation of all activities. All products of the process are archived. The master template and teachers log are designed in a modular fashion that ultimately will accommodate a wide range of inquiry lesson styles and the variety of resources available to support the process. Key ERESE modules include: (1) a master template that provides a framework for lesson development, (2) provocative phenomenon for question generation and hypothesis development by the learner, (3) the ERESE resource matrix (which archives text, images and data by expert level for a wide range of scientific questions), and (4) a reflective essay that monitors the ownership transfer to the learner. Modular design of ERESE products allows for the archival of specific types of materials that can be independently accessed and applied to different inquiry styles. The broad appeal is an important step toward a more general product for inquiry based teaching.

Improving the EFL Learners' Speaking Ability through Interactive Storytelling

ERIC Educational Resources Information Center

Marzuki; Prayogo, Johannes Ananto; Wahyudi, Arwijati

2016-01-01

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

English Teachers' Language Awareness: Away with the Monolingual Bias?

ERIC Educational Resources Information Center

Otwinowska, Agnieszka

2017-01-01

The training of language teachers still follows traditional models of teachers' competences and awareness, focusing solely on the target language. Such models are incompatible with multilingual pedagogy, whereby languages are not taught in isolation, and learners' background languages are activated to enhance the process. When teaching…

Learning through Creating Robotic Models of Biological Systems

ERIC Educational Resources Information Center

Cuperman, Dan; Verner, Igor M.

2013-01-01

This paper considers an approach to studying issues in technology and science, which integrates design and inquiry activities towards creating and exploring technological models of scientific phenomena. We implemented this approach in a context where the learner inquires into a biological phenomenon and develops its representation in the form of a…

Simulations with Elaborated Worked Example Modeling: Beneficial Effects on Schema Acquisition

ERIC Educational Resources Information Center

Meier, Debra K.; Reinhard, Karl J.; Carter, David O.; Brooks, David W.

2008-01-01

Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling in a computer simulation practice activity on learning achievement among 39 undergraduate students…

They All Have Something To Say: Helping Learning Disabled Students Write.

ERIC Educational Resources Information Center

Schwartz, Shirley S.; MacArthur, Charles A.

1990-01-01

A process approach to writing instruction with learning-disabled students is presented, in which students are guided through the processes of planning, drafting, and revising text. The model emphasizes the interaction of the teacher and learner through such activities as conferences, prompting, modeling, peer collaboration, and dialogues about…

Modeling Learner Satisfaction in an Electronic Instrumentation and Measurement Course Using Structural Equation Models

ERIC Educational Resources Information Center

Toral, S. L.; Barrero, F.; Martinez-Torres, M. R.; Gallardo, S.; Duran, M. J.

2009-01-01

The prevailing tendency in modern university reforms is towards "how people learn," following a learner-centered approach in which the learner is the main actor of the teaching-learning process. As a consequence, one of the key indicators of the teaching-learning process is the measurement of learner satisfaction within the classroom.…

Designing Inquiry Starters

NASA Astrophysics Data System (ADS)

Kluger-Bell, B.

2010-12-01

The term "Inquiry Starter" comes from the Institute for Inquiry's model for teaching and learning science through inquiry. It refers to the first phase of an inquiry activity where learners engage in actions that stimulate their curiosity and generate questions for further investigation. In the Professional Development Program, staff and participants have designed a wide variety of inquiry activities with a number of variations on the inquiry starter. This has provided a laboratory for examining inquiry starter design. In this paper, I describe and examine in detail the elements of this design and how the design of those elements is related to achieving learning objectives. There are a number of important common objectives in all inquiry starters. For example, all starters must define a domain for investigation and engage the learner's curiosity in that domain. There are also critical differences in learning objectives depending on the content area being studied, the learners' background knowledge and skills, and many other factors. In this paper I examine designs for both of these types of objectives.

Are One-to-One Computers Necessary? An Analysis of Collaborative Web Exploration Activities Supported by Shared Displays

ERIC Educational Resources Information Center

Chang, Chia-Jung; Liu, Chen-Chung; Shen, Yan-Jhih

2012-01-01

Collaborative web exploration, in which learners work together to explore the World Wide Web, has become a key learning activity in education contexts. Learners can use a shared computer with a shared display to explore the web together. However, such a shared-computer approach may limit active participation among learners. To address this issue,…

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

ERIC Educational Resources Information Center

Tang, Fengling

2006-01-01

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

Argument Based Science Inquiry (ABSI) Learning Model in Voltaic Cell Concept

NASA Astrophysics Data System (ADS)

Subarkah, C. Z.; Fadilah, A.; Aisyah, R.

2017-09-01

Voltaic Cell is a sub-concept of electrochemistry that is considered difficult to be comprehended by learners Voltaic Cell is a sub concept of electrochemistry that is considered difficult to be understood by learners so that impacts on student activity in learning process. Therefore the learning model Argument Based Science Inquiry (ABSI) will be applied to the concept of Voltaic cell. This research aims to describe students’ activities during learning process using ABSI model and to analyze students’ competency to solve ABSI-based worksheets (LK) of Voltaic Cell concept. The method used in this research was the “mix-method-quantitative-embedded” method with subjects of the study: 39 second-semester students of Chemistry Education study program. The student activity is quite good during ABSI learning. The students’ ability to complete worksheet (LK) for every average phase is good. In the phase of exploration of post instruction understanding, it is categorized very good, and in the phase of negotiation shape III: comparing science ideas to textbooks or other printed resources merely reach enough category. Thus, the ABSI learning has improved the student levels of activity and students’ competency to solve the ABSI-based worksheet (LK).

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

NASA Astrophysics Data System (ADS)

Fretz, Eric Bruce

Scaffolding is a term rooted in multiple research communities over decades of development. Customized, contingent support can be provided to learners to enable performances beyond what they can do alone. This dissertation seeks to examine how effectively scaffolds designed to promote articulation (written expressions of learner understanding) actually work, and if this effectiveness and/or the quality of the resulting models changes over time. It longitudinally examines the use of scaffolds designed into a dynamic modeling tool, as it is used by middle school science learners to create, test, and revise models of complex science phenomena like stream ecosystems. This dissertation also reviews the origins of the scaffolding construct, and summarizes conceptions of scaffolding from various lines of research. Scaffolding can be provided by both human and non-human agents, such as computers, which require specialized interface design to ensure maximum effectiveness. In the study, learners created models in four curriculum units over the seventh and eighth grade school years. Additionally, this dissertation examines the nature of the discussion learners have while using these scaffolds and the frequency and types of interpersonal scaffolds employed during the creation of models. Model quality is also examined using a rubric developed through review of prior research on assessing models and concept maps. Learner pairs' model creation sessions on a computer are captured with screen video and learner audio, and then distilled to transcripts for subsequent coding and analysis, supported by qualitative analysis software. Articulation scaffolds were found to succeed in promoting articulations and the quality of those articulations improved over time. Learner dialog associated with these written articulations is of reasonable quality but did not improve over time. Quality of model artifacts did improve over time. The overall use of scaffolding by each learner pair was contrasted with that pairs model quality, but no relationship was found. Software design and classroom implementation implications of these findings are discussed. The frequency of interpersonal scaffolding provided by teachers highlights the need to consider scaffolding holistically and synergistically, with design decisions for software tools made in light of careful analysis as to what human and non-human agents can and should each provide.

Improving Learner Handovers in Medical Education.

PubMed

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

2017-07-01

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

Model Learner Outcomes for Technology Education/Industrial Technology.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This guide provides model learner outcomes used by communities and schools to improve learning experiences in trade and industrial education. It contains a mission statement for public education in Minnesota and 13 learner goals that must be incorporated into each district's goal statements. The bulk of this document contains model learner…

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

ERIC Educational Resources Information Center

Lewis, Tim

2013-01-01

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

Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: overall course performance, homework, and far- and near-transfer of learning

NASA Astrophysics Data System (ADS)

Harrison, David J.; Saito, Laurel; Markee, Nancy; Herzog, Serge

2017-11-01

To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed.

Factors associated with perception of risk of contracting HIV among secondary school female learners in Mbonge subdivision of rural Cameroon.

PubMed

Tarkang, Elvis Enowbeyang

2014-01-01

Since learners in secondary schools fall within the age group hardest hit by HIV/AIDS, it is obvious that these learners might be at high risk of contracting HIV/AIDS. However, little has been explored on the perception of risk of contracting HIV among secondary school learners in Cameroon. This study aimed at examining the perception of risk of contracting HIV among secondary school learners in Mbonge subdivision of rural Cameroon using the Health Belief Model (HBM) as framework. A quantitative, correlational design was adopted, using a self-administered questionnaire to collect data from 210 female learners selected through disproportional, stratified, simple random sampling technique, from three participating senior secondary schools. Statistics were calculated using SPSS version 20 software program. Only 39.4% of the respondents perceived themselves to be at high risk of contracting HIV, though the majority, 54.0% were sexually active. Multinomial logistic regression analyses show that sexual risk behaviours (p=0.000) and the Integrated Value Mapping (IVM) of the perception components of the HBM are the most significant factors associated with perception of risk of contracting HIV at the level p<0.05. The findings of this study can play an instrumental role in the development of effective preventive and interventional messages for adolescents in Cameroon.

A distance learning model in a physical therapy curriculum.

PubMed

English, T; Harrison, A L; Hart, A L

1998-01-01

In response to the rural health initiative established in 1991, the University of Kentucky has developed an innovative distance learning program of physical therapy instruction that combines classroom lecture and discussion via compressed video technology with laboratory experiences. The authors describe the process of planning, implementing, and evaluating a specific distance learning course in pathomechanics for the professional-level master's-degree physical therapy students at the University of Kentucky. This presentation may serve as a model for teaching distance learning. Descriptions of optimal approaches to preclass preparation, scheduling, course delivery, use of audiovisual aids, use of handout material, and video production are given. Special activities that may enhance or deter the achievement of the learning objectives are outlined, and a problem-solving approach to common problems encountered is presented. An approach to evaluating and comparing course outcomes for the distance learnere is presented. For this particular course, there was no statistically significant difference in the outcome measures utilized to compare the distance learners with the on-site learners.

Who Benefits from Cooperative Learning with Movement Activity?

ERIC Educational Resources Information Center

Shoval, Ella; Shulruf, Boaz

2011-01-01

The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and…

Learner Personas in CALL

ERIC Educational Resources Information Center

Heift, Trude

2007-01-01

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

Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning

DTIC Science & Technology

2015-03-01

has 4 fundamental elements: a learner model, a pedagogical (instructional) model, a domain model, and a communication model. Figure 5 shows a...The TUI has been discussed in detail, so now the learner, pedagogical , and domain modules will be reviewed:  Learner module. In addition to...shared states, which are provided to the pedagogical module.  Pedagogical module. The pedagogical module models the instructional techniques

[Providing successful education and further training: 10 tips].

PubMed

Brand, Paul L P; Boendermaker, Peter M; Venekamp, Ruud M

2014-01-01

Almost all physicians teach or provide postgraduate medical education from time to time. Although many people assume that there are 'born teachers' and 'those who will never learn to teach', teaching is an ability. The knowledge and skills required to teach well can be learned and practised. In this review article, we present 10 tips that will help the busy clinician to teach effectively. The 10 tips, which are based on the principles of adult learning, are: prepare your teaching session, involve the learners actively, connect to the learners' level of competence, define learning objectives, make the subject of your teaching relevant to the learners, use questions, be a good role model, vary your teaching methods, practise your teaching, and limit the amount of material you are teaching in each session.

Using UAVs to Conduct Student-led Research Projects

NASA Astrophysics Data System (ADS)

Olds, S. E.; Lewis, P. M., Jr.

2016-12-01

Recreational drones can inspire students to initiate research projects. These "toys" have a low cost (<$100), low weight (< 250 g, so do not require FAA registration), and an ability to carry small instrument packages, making them an ideal platform for conducting innovative investigations. This session describes an initiative by the Federation of Earth Science Information Partners (ESIP) Education Committee to compile and distribute a free e-book that will encourage learners to use drones for science investigations. Our goal is to inspire learners to use UAVs to carry scientific instruments and/or capture imagery to conduct local-scale investigations. Experiments such as discovering their vehicle's maximum payload help learners understand what sensors they can use (or build) to conduct research. The e-book will encourage learners to practice UAV civility and safety through a pre-flight checklist and flying guidelines, and to consider science objectives and flight team roles in performing investigations. Activities also advocate for robust data and metadata-collection practices. Suggested activities encompass repeat photography investigations as well as engineering design skills such as designing a camera mount to obtain nadir or oblique imagery. Learners can also move to more sophisticated research using photogrammetric skills such as taking overlapping photographs to create 3D structure from motion (SfM) models. To encourage the use of onboard sensors, the team worked with an engineer to build a 33-gram prototype environmental logger called SABEL (Shelley [Olds] and Bob [Ellis]'s Environmental Logger). Assembled on an Arduino board, SABEL collects temperature, humidity, and GPS position. This presentation will provide examples of student-led investigations, instructions for building the SABEL sensor package, and the status of the new e-book compilation of student-focused activities using recreational drones to pursue science, math, engineering, and technology research investigations.

A Conceptual Model for Engagement of the Online Learner

ERIC Educational Resources Information Center

Angelino, Lorraine M.; Natvig, Deborah

2009-01-01

Engagement of the online learner is one approach to reduce attrition rates. Attrition rates for classes taught through distance education are 10-20% higher than classes taught in a face-to-face setting. This paper introduces a Model for Engagement and provides strategies to engage the online learner. The Model depicts various opportunities where…

Cognitive Load Theory: implications for medical education: AMEE Guide No. 86.

PubMed

Young, John Q; Van Merrienboer, Jeroen; Durning, Steve; Ten Cate, Olle

2014-05-01

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performing essential aspects of the task), extraneous load (associated with non-essential aspects of the task) and germane load (associated with the deliberate use of cognitive strategies that facilitate learning). When the cognitive load associated with a task exceeds the learner's WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous load (e.g. worked examples), titrate intrinsic load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane load, i.e. cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners' progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high "element interactivity" and therefore impose a cognitive load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored.

Supporting Learners' Experiment Design

ERIC Educational Resources Information Center

van Riesen, Siswa; Gijlers, Hannie; Anjewierden, Anjo; de Jong, Ton

2018-01-01

Inquiry learning is an educational approach in which learners actively construct knowledge and in which performing investigations and conducting experiments is central. To support learners in designing informative experiments we created a scaffold, the Experiment Design Tool (EDT), that provided learners with a step-by-step structure to select…

Learners' Preferences in Using Online Learning Resources

ERIC Educational Resources Information Center

Li, Sha; Leh, Amy; Fu, Yujian; Zhao, Xiang

2009-01-01

This article describes an action research in a graduate educational technology class. The study employed the Online Top-Down Modeling Model (Li & Liu, 2005) as a case in which the students used the learning resources from the course website to perform various learning activities. The findings of this research identify the students' eight…

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

ERIC Educational Resources Information Center

Terantino, Joseph M.

2009-01-01

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

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

ERIC Educational Resources Information Center

Tran, Phuong

2016-01-01

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

The Impact of Secondary School Students' Preconceptions on the Evolution of their Mental Models of the Greenhouse effect and Global Warming

NASA Astrophysics Data System (ADS)

Reinfried, Sibylle; Tempelmann, Sebastian

2014-01-01

This paper provides a video-based learning process study that investigates the kinds of mental models of the atmospheric greenhouse effect 13-year-old learners have and how these mental models change with a learning environment, which is optimised in regard to instructional psychology. The objective of this explorative study was to observe and analyse the learners' learning pathways according to their previous knowledge in detail and to understand the mental model formation processes associated with them more precisely. For the analysis of the learning pathways, drawings, texts, video and interview transcripts from 12 students were studied using qualitative methods. The learning pathways pursued by the learners significantly depend on their domain-specific previous knowledge. The learners' preconceptions could be typified based on specific characteristics, whereby three preconception types could be formed. The 'isolated pieces of knowledge' type of learners, who have very little or no previous knowledge about the greenhouse effect, build new mental models that are close to the target model. 'Reduced heat output' type of learners, who have previous knowledge that indicates compliances with central ideas of the normative model, reconstruct their knowledge by reorganising and interpreting their existing knowledge structures. 'Increasing heat input' type of learners, whose previous knowledge consists of subjective worldly knowledge, which has a greater personal explanatory value than the information from the learning environment, have more difficulties changing their mental models. They have to fundamentally reconstruct their mental models.

The Search for Learning Community in Learner Paced Distance Education: Or, "Having Your Cake and Eating It, Too!"

ERIC Educational Resources Information Center

Anderson, Terry; Annand, David; Wark, Norine

2005-01-01

University distance and e-learning programs generally follow one of two models. Most dual mode institutions and some open universities follow a model of cohort learning. Students start and terminate each course at the same time, and proceed at the same pace. This model allows for occasional or regular group based activities. The second model,…

"Flipping" educational technology professional development for K-12 educators

NASA Astrophysics Data System (ADS)

Spencer, Daniel

As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

The Development of Expert Learners in the Classroom

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

Collentine, Karina

2016-01-01

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

Stakeholders' views of shared learning models in general practice: a national survey.

PubMed

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine; Pit, Sabrina

2014-09-01

The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. A total of 1122 surveys were completed: 75% of learners had participated in shared learning; 25% of multi-level learner practices were not using shared learning. Learners were positive about shared learning (4.3-4.4/5), considering it an effective way to learn that created training capacity (4.1-4.2/5). 79-88% of learners preferred a mixture of one-to-one teaching and shared learning. Supervisors thought shared learning was more cost- and time-efficient, and created training capacity (4.3-4.4/5). Shared learning models have the potential to increase GP training capacity. Many practices are not utilising shared learning, representing capacity loss. Regional training providers should emphasise positive aspects of shared learning to facilitate uptake.

Predicting Learners Styles Based on Fuzzy Model

ERIC Educational Resources Information Center

Alian, Marwah; Shaout, Adnan

2017-01-01

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

Investigation of Super Learner Methodology on HIV-1 Small Sample: Application on Jaguar Trial Data.

PubMed

Houssaïni, Allal; Assoumou, Lambert; Marcelin, Anne Geneviève; Molina, Jean Michel; Calvez, Vincent; Flandre, Philippe

2012-01-01

Background. Many statistical models have been tested to predict phenotypic or virological response from genotypic data. A statistical framework called Super Learner has been introduced either to compare different methods/learners (discrete Super Learner) or to combine them in a Super Learner prediction method. Methods. The Jaguar trial is used to apply the Super Learner framework. The Jaguar study is an "add-on" trial comparing the efficacy of adding didanosine to an on-going failing regimen. Our aim was also to investigate the impact on the use of different cross-validation strategies and different loss functions. Four different repartitions between training set and validations set were tested through two loss functions. Six statistical methods were compared. We assess performance by evaluating R(2) values and accuracy by calculating the rates of patients being correctly classified. Results. Our results indicated that the more recent Super Learner methodology of building a new predictor based on a weighted combination of different methods/learners provided good performance. A simple linear model provided similar results to those of this new predictor. Slight discrepancy arises between the two loss functions investigated, and slight difference arises also between results based on cross-validated risks and results from full dataset. The Super Learner methodology and linear model provided around 80% of patients correctly classified. The difference between the lower and higher rates is around 10 percent. The number of mutations retained in different learners also varys from one to 41. Conclusions. The more recent Super Learner methodology combining the prediction of many learners provided good performance on our small dataset.

Educating Young Children: Active Learning Practices for Preschool and Child Care Programs [and] A Study Guide to Educating Young Children: Exercises for Adult Learners. Second Edition.

ERIC Educational Resources Information Center

Hohmann, Mary; Weikart, David P.

High/Scope preschool curriculum is a model for developing high-quality early childhood programs that encourage and support children's initiatives and active learning experiences. This revised manual for early childhood practitioners and students presents essential strategies adults can use to make active learning a reality in their programs. The…

Applying active learning to supervised word sense disambiguation in MEDLINE.

PubMed

Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

2013-01-01

This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models.

Applying active learning to supervised word sense disambiguation in MEDLINE

PubMed Central

Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

2013-01-01

Objectives This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. Methods We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Results Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. Conclusions This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models. PMID:23364851

A Competency-Based Technical Training Model That Embraces Learning Flexibility and Rewards Competency

ERIC Educational Resources Information Center

Yasinski, Lee

2014-01-01

Today's adult learners are continuously searching for successful programs with added learner flexibility, a positive learning experience, and the best education for their investment. Red Deer College's unique competency based welder apprenticeship training model fulfills this desire for many adult learners.

The Three Roots and Papa's Advice. A Puerto Rican Migration Story. A Learner-Centered Model Guide for Teachers.

ERIC Educational Resources Information Center

Herendeen, Noemi Carrera; Mitchell, Alaire; Dinos, Carmen

This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own…

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

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2015-01-01

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

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

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2016-01-01

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

Factors associated with perception of risk of contracting HIV among secondary school female learners in Mbonge subdivision of rural Cameroon

PubMed Central

Tarkang, Elvis Enowbeyang

2014-01-01

Introduction Since learners in secondary schools fall within the age group hardest hit by HIV/AIDS, it is obvious that these learners might be at high risk of contracting HIV/AIDS. However, little has been explored on the perception of risk of contracting HIV among secondary school learners in Cameroon. This study aimed at examining the perception of risk of contracting HIV among secondary school learners in Mbonge subdivision of rural Cameroon using the Health Belief Model (HBM) as framework. Methods A quantitative, correlational design was adopted, using a self-administered questionnaire to collect data from 210 female learners selected through disproportional, stratified, simple random sampling technique, from three participating senior secondary schools. Statistics were calculated using SPSS version 20 software program. Results Only 39.4% of the respondents perceived themselves to be at high risk of contracting HIV, though the majority, 54.0% were sexually active. Multinomial logistic regression analyses show that sexual risk behaviours (p=0.000) and the Integrated Value Mapping (IVM) of the perception components of the HBM are the most significant factors associated with perception of risk of contracting HIV at the level p<0.05. Conclusion The findings of this study can play an instrumental role in the development of effective preventive and interventional messages for adolescents in Cameroon. PMID:25309659

Online Instructors as Thinking Advisors: A Model for Online Learner Adaptation

ERIC Educational Resources Information Center

Benedetti, Christopher

2015-01-01

This article examines the characteristics and challenges of online instruction and presents a model for improving learner adaptation in an online classroom. Instruction in an online classroom presents many challenges, including learner individualization. Individual differences in learning styles and preferences are often not considered in the…

A Learner-Centred Mock Conference Model for Undergraduate Teaching

ERIC Educational Resources Information Center

Kumar, Kari

2011-01-01

This essay describes a mock conference model of instruction suitable for use in undergraduate teaching, and which adheres to principles of learner-centred instruction and universal design for learning. A staged process of learner preparation for the conference is outlined, and student and instructor roles during preconference, conference, and…

Factors Influencing the Performance of Dynamic Decision Network for INQPRO

ERIC Educational Resources Information Center

Ting, Choo-Yee; Phon-Amnuaisuk, Somnuk

2009-01-01

There has been an increasing interest in employing decision-theoretic framework for learner modeling and provision of pedagogical support in Intelligent Tutoring Systems (ITSs). Much of the existing learner modeling research work focuses on identifying appropriate learner properties. Little attention, however, has been given to leverage Dynamic…

Learner Satisfaction with Massive Open Online Courses

ERIC Educational Resources Information Center

Gameel, Bahaa G.

2017-01-01

This study investigates factors that influence learners' satisfaction with massive open online courses (MOOCs). Framed by the theory of independent learning and teaching, the three types of interaction model, and the technology acceptance model, this study analyzed data collected from 1,786 learners enrolled in four MOOCs. Results show that the…

Model Learner Outcomes for Agriculture/Agribusiness Education.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

Chapter 1 of this document contains sets of statements adopted by the Minnesota State Board of Education or Minnesota State Legislature. They represent the hierarchy used by Department of Education staff to develop model learner outcomes for each subject area. Contents include learner values, education system values, philosophy of education,…

Model Learner Outcomes for Home Economics Education.

ERIC Educational Resources Information Center

Rogers, Cheryl, Ed.; And Others

Chapter 1 of this document contains sets of statements adopted by either the Minnesota State Board of Education or the Minnesota State Legislature. They represent the hierarchy used by Department of Education staff as they develop model learner outcomes for each subject area. Contents include learner values, education system values, philosophy for…

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

ERIC Educational Resources Information Center

Chan, Hoi Wing

2016-01-01

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

The Slow Learner in Mathematics: Aids and Activities

ERIC Educational Resources Information Center

Maletsky, Evan M.

1973-01-01

Specific examples of effective use of multisensory aids are given. All can easily and inexpensively be made by the teacher or the students. Examples are grouped under the following major headings: number patterns, arithmetic skills, geometric concepts, algebraic concepts, and models. (LS)

Characterizing Engineering Learners' Preferences for Active and Passive Learning Methods

ERIC Educational Resources Information Center

Magana, Alejandra J.; Vieira, Camilo; Boutin, Mireille

2018-01-01

This paper studies electrical engineering learners' preferences for learning methods with various degrees of activity. Less active learning methods such as homework and peer reviews are investigated, as well as a newly introduced very active (constructive) learning method called "slectures," and some others. The results suggest that…

The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

PubMed

Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

2012-02-01

Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed. Copyright © 2011 Elsevier B.V. All rights reserved.

Automatic Detection of Learning Styles for an E-Learning System

ERIC Educational Resources Information Center

Ozpolat, Ebru; Akar, Gozde B.

2009-01-01

A desirable characteristic for an e-learning system is to provide the learner the most appropriate information based on his requirements and preferences. This can be achieved by capturing and utilizing the learner model. Learner models can be extracted based on personality factors like learning styles, behavioral factors like user's browsing…

Logs Analysis of Adapted Pedagogical Scenarios Generated by a Simulation Serious Game Architecture

ERIC Educational Resources Information Center

Callies, Sophie; Gravel, Mathieu; Beaudry, Eric; Basque, Josianne

2017-01-01

This paper presents an architecture designed for simulation serious games, which automatically generates game-based scenarios adapted to learner's learning progression. We present three central modules of the architecture: (1) the learner model, (2) the adaptation module and (3) the logs module. The learner model estimates the progression of the…

Research on the Healthy Lifestyle Model, Active Ageing, and Loneliness of Senior Learners

ERIC Educational Resources Information Center

Hung, Jui-Ying; Lu, Kuo-Song

2014-01-01

Taiwan has the fastest ageing population in the world. Thus, the government and local policy makers need to formulate policies not just for the nursing and care needs of the aged. They also need to actively promote the need for lifelong learning among seniors in order to achieve elderly-friendly objectives, such as health promotion and delays in…

Designing Human Immunodeficiency Virus Counselling and Testing Services to Maximize Uptake Among High School Learners in South Africa: What Matters?

PubMed

Strauss, Michael; George, Gavin; Rhodes, Bruce

2017-05-01

Increasing human immunodeficiency virus (HIV) testing in South Africa is vital for the HIV response. Targeting young people is important as they become sexually active and because HIV risk rapidly increases as youth enter their 20s. This study aims to increase the understanding of high school learners' preferences regarding the characteristics of HIV testing service delivery models and to inform policy makers and implementers regarding potential barriers to and facilitators of HIV testing. An attitudinal survey was used to examine HIV testing preferences among 248 high school learners in KwaZulu-Natal. Statistical tests were used to identify the most favored characteristics of testing service delivery models and examine key differences in preferences based on demographic characteristics and testing history. Most learners were found to prefer testing offered at a clinic on a Saturday (43%), using a finger prick test (59%), conducted by a doctor (61%) who also provides individual counselling (60%). Shorter testing times were preferred, as well as a monetary incentive to cover any associated expenses. Time, location, the type of test, and who conducts the test were most important. However, stratified analysis suggests that preferences diverge, particularly around gender, grade, but also sexual history and previous testing experience. Human immunodeficiency virus testing services can be improved in line with preferences, but there is no single optimal design that caters to the preferences of all learners. It is unlikely that a "one-size-fits-all" approach will be effective to reach HIV testing targets. A range of options may be required to maximize coverage.

The effect of active learning on college students' achievement, motivation, and self-efficacy in a human physiology course for non-majors

NASA Astrophysics Data System (ADS)

Wilke, Roger Russell

2000-10-01

This study investigated the effects active learning strategies had on college students' achievement, motivation, and self-efficacy, in a human physiology course for non-majors. A continuum-based active learning instructional model was implemented over the course of a semester to assess the effects on the variables and specific student outcomes of learning mentioned above. In addition analyses were conducted to explore what learner characteristics contributed to the successful implementation of the model such as students' gender, classification, major, grade point average, ACT and SAT scores, motivation, and self-efficacy. A quasi-experimental, Solomon-4 Group design was undertaken on 171 students in a small west-Texas university. Treatment groups were taught using the model while controls were taught using traditional lecture methods. Students were administered a comprehensive physiology content exam, sections of the Motivated Strategies for Learning Questionnaire, and attitude surveys to assess the effects of the continuum-based active learning strategies. Factorial analyses indicated the treatment group acquired significantly more content knowledge and were significantly more self-efficacious than students in the control group. There were no significant differences in motivation. Factorial and modified regression analyses in the aptitude by treatment interaction exploration determined that males in the treatment group performed significantly better on the comprehensive physiology content exam versus males in the control group. While females performed better overall than males, there were no significant differences in achievement between females in the treatment group and those in the control. No significant interactions were found for the other learner characteristics. The results also indicated that students' general cognitive ability as measured by their grade point average, ACT, and SAT scores and their self-efficacy contributed significantly to their achievement. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped them to learn the material, and would choose an active learning course in the future if given the opportunity. This study demonstrated that continuum-based active learning strategies used in this context, improved students' content acquisition and self-efficacy and had wide applicability with a number of learner characteristics.

Adult Learners' Week in Australia.

ERIC Educational Resources Information Center

Cross, John

2002-01-01

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

Supporting Reflective Activities in Information Seeking on the Web

NASA Astrophysics Data System (ADS)

Saito, Hitomi; Miwa, Kazuhisa

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

Educating English Learners: What Every Classroom Teacher Needs to Know

ERIC Educational Resources Information Center

Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

2014-01-01

In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

ERIC Educational Resources Information Center

Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

2016-01-01

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana; Talmo, Tord

2014-01-01

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors'…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models.

PubMed

O'Brien, Bridget C; Bachhuber, Melissa R; Teherani, Arianne; Iker, Theresa M; Batt, Joanne; O'Sullivan, Patricia S

2017-05-01

Early workplace learning experiences may be effective for learning systems-based practice. This study explores systems-oriented workplace learning experiences (SOWLEs) for early learners to suggest a framework for their development. The authors used a two-phase qualitative case study design. In Phase 1 (spring 2014), they prepared case write-ups based on transcribed interviews from 10 SOWLE leaders at the authors' institution and, through comparative analysis of cases, identified three SOWLE models. In Phase 2 (summer 2014), studying seven 8-week SOWLE pilots, the authors used interview and observational data collected from the seven participating medical students, two pharmacy students, and site leaders to construct case write-ups of each pilot and to verify and elaborate the models. In Model 1, students performed specific patient care activities that addressed a system gap. Some site leaders helped students connect the activities to larger systems problems and potential improvements. In Model 2, students participated in predetermined systems improvement (SI) projects, gaining experience in the improvement process. Site leaders had experience in SI and often had significant roles in the projects. In Model 3, students worked with key stakeholders to develop a project and conduct a small test of change. They experienced most elements of an improvement cycle. Site leaders often had experience with SI and knew how to guide and support students' learning. Each model could offer systems-oriented learning opportunities provided that key elements are in place including site leaders facile in SI concepts and able to guide students in SOWLE activities.

Students' Attitudes and Motivation towards Technology in a Turkish Language Classroom

ERIC Educational Resources Information Center

Chryso, Pelekani

2016-01-01

The purpose of this study is to investigate adult learners' approaches towards Turkish Language (TL) and examine learners' outlooks towards the use of digital technologies for learning. It will also evaluate the impact of the Language Lab's model on learners' language achievement. Language Lab model is a system that is used for learning languages…

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

DTIC Science & Technology

2011-05-31

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

A Learner-Centered Molecular Modeling Exercise for Allied Health Majors in a Biochemistry Class

ERIC Educational Resources Information Center

Fletcher, Terace M.; Ershler, Jeff

2014-01-01

Learner-centered molecular modeling exercises in college science courses can be especially challenging for nonchemistry majors as students typically have a higher degree of anxiety and may not appreciate the relevance of the work. This article describes a learner-centered project given to allied health majors in a Biochemistry course. The project…

Still Building Rafts, Juggling Balls and Driving Tanks?

ERIC Educational Resources Information Center

Beard, Colin; Wilson, John

2002-01-01

A model presents experiential learning as a combination lock. Outdoor environmental elements, activities, senses, emotions, forms of intelligence, and ways of learning are grouped into six "tumblers" that can be arranged into combinations that best help learners interact with the external environment through their senses, thus generating…

A Study of a Social Annotation Modeling Learning System

ERIC Educational Resources Information Center

Samuel, Roy David; Kim, Chanmin; Johnson, Tristan E.

2011-01-01

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into…

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

ERIC Educational Resources Information Center

Secreto, Percia V.; Pamulaklakin, Rhodora L.

2015-01-01

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

Form-Focused Discovery Activities in English Classes

ERIC Educational Resources Information Center

Ogeyik, Muhlise Cosgun

2011-01-01

Form-focused discovery activities allow language learners to grasp various aspects of a target language by contributing implicit knowledge by using discovered explicit knowledge. Moreover, such activities can assist learners to perceive and discover the features of their language input. In foreign language teaching environments, they can be used…

Implementing Verbal and Non-Verbal Activities in an Intercultural Collaboration Project for English Education

ERIC Educational Resources Information Center

Fujii, Kiyomi; Hirotani, Maki

2015-01-01

Technological development offers language teachers a myriad of options for collaborative activities. Learners, in turn, benefit from increased opportunities to interact with people who can speak their target language. Research has previously highlighted the importance of developing learners' intercultural competence through such activities. The…

Continued use of an interactive computer game-based visual perception learning system in children with developmental delay.

PubMed

Lin, Hsien-Cheng; Chiu, Yu-Hsien; Chen, Yenming J; Wuang, Yee-Pay; Chen, Chiu-Ping; Wang, Chih-Chung; Huang, Chien-Ling; Wu, Tang-Meng; Ho, Wen-Hsien

2017-11-01

This study developed an interactive computer game-based visual perception learning system for special education children with developmental delay. To investigate whether perceived interactivity affects continued use of the system, this study developed a theoretical model of the process in which learners decide whether to continue using an interactive computer game-based visual perception learning system. The technology acceptance model, which considers perceived ease of use, perceived usefulness, and perceived playfulness, was extended by integrating perceived interaction (i.e., learner-instructor interaction and learner-system interaction) and then analyzing the effects of these perceptions on satisfaction and continued use. Data were collected from 150 participants (rehabilitation therapists, medical paraprofessionals, and parents of children with developmental delay) recruited from a single medical center in Taiwan. Structural equation modeling and partial-least-squares techniques were used to evaluate relationships within the model. The modeling results indicated that both perceived ease of use and perceived usefulness were positively associated with both learner-instructor interaction and learner-system interaction. However, perceived playfulness only had a positive association with learner-system interaction and not with learner-instructor interaction. Moreover, satisfaction was positively affected by perceived ease of use, perceived usefulness, and perceived playfulness. Thus, satisfaction positively affects continued use of the system. The data obtained by this study can be applied by researchers, designers of computer game-based learning systems, special education workers, and medical professionals. Copyright © 2017 Elsevier B.V. All rights reserved.

Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners

ERIC Educational Resources Information Center

Echevarria, Jana; Richards-Tutor, Catherine; Canges, Rebecca; Francis, David

2011-01-01

In this article we report findings from research through the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), a National Research and Development Center. In our study we examined the efficacy of a model of instruction for English learners, the Sheltered Instruction Observation Protocol (SIOP)…

Model Learner Outcomes for Physical Education. Teaching Learners To Think on Their Feet.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This guide is designed to encourage educators as well as parents and community members to view physical education as an integral component of the school's educational program. It can be used for curriculum building and as an example of what represents current best practices in physical education. Model learner outcomes cover eight areas of study:…

Faithful Imitator, Legitimate Speaker, Playful Creator and Dialogical Communicator: Shift in English Learners' Identity Prototypes

ERIC Educational Resources Information Center

Gao, Yihong

2014-01-01

This paper attempts to conceptualize identity prototypes regarding model L2 learners/users of English over the past 50 years, as embedded in research discourses. For a long time, the ideal learner was a "faithful imitator" whose L2 use and cultural conduct were strictly modeled on the native speaker (NS). With postcolonial changes around…

Work-based Assessment and Co-production in Postgraduate Medical Training

PubMed Central

Holmboe, Eric S.

2017-01-01

Assessment has always been an essential component of postgraduate medical education and for many years focused predominantly on various types of examinations. While examinations of medical knowledge and more recently of clinical skills with standardized patients can assess learner capability in controlled settings and provide a level of assurance for the public, persistent and growing concerns regarding quality of care and patient safety worldwide has raised the importance and need for better work-based assessments. Work-based assessments, when done effectively, can more authentically capture the abilities of learners to actually provide safe, effective, patient-centered care. Furthermore, we have entered the era of interprofessional care where effective teamwork among multiple health care professionals is now paramount. Work-based assessment methods are now essential in an interprofessional healthcare world. To better prepare learners for these newer competencies and the ever-growing complexity of healthcare, many post-graduate medical education systems across the globe have turned to outcomes-based models of education, codified through competency frameworks. This commentary provides a brief overview on key methods of work-based assessment such as direct observation, multisource feedback, patient experience surveys and performance measures that are needed in a competency-based world that places a premium on educational and clinical outcomes. However, the full potential of work-based assessments will only be realized if post-graduate learners play an active role in their own assessment program. This will require a substantial culture change, and culture change only occurs through actions and changed behaviors. Co-production offers a practical and philosophical approach to engaging postgraduate learners to be active, intrinsically motivated agents for their own professional development, help to change learning culture and contribute to improving programmatic assessment in post-graduate training. PMID:29226226

Work-based Assessment and Co-production in Postgraduate Medical Training.

PubMed

Holmboe, Eric S

2017-01-01

Assessment has always been an essential component of postgraduate medical education and for many years focused predominantly on various types of examinations. While examinations of medical knowledge and more recently of clinical skills with standardized patients can assess learner capability in controlled settings and provide a level of assurance for the public, persistent and growing concerns regarding quality of care and patient safety worldwide has raised the importance and need for better work-based assessments. Work-based assessments, when done effectively, can more authentically capture the abilities of learners to actually provide safe, effective, patient-centered care. Furthermore, we have entered the era of interprofessional care where effective teamwork among multiple health care professionals is now paramount. Work-based assessment methods are now essential in an interprofessional healthcare world. To better prepare learners for these newer competencies and the ever-growing complexity of healthcare, many post-graduate medical education systems across the globe have turned to outcomes-based models of education, codified through competency frameworks. This commentary provides a brief overview on key methods of work-based assessment such as direct observation, multisource feedback, patient experience surveys and performance measures that are needed in a competency-based world that places a premium on educational and clinical outcomes. However, the full potential of work-based assessments will only be realized if post-graduate learners play an active role in their own assessment program. This will require a substantial culture change, and culture change only occurs through actions and changed behaviors. Co-production offers a practical and philosophical approach to engaging postgraduate learners to be active, intrinsically motivated agents for their own professional development, help to change learning culture and contribute to improving programmatic assessment in post-graduate training.

Is different better?: models of teaching and their influence on the net financial outcome for general practice teaching posts.

PubMed

Laurence, Caroline O; Black, Linda E; Cheah, Carolyn; Karnon, Jonathan

2011-07-12

In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence intervals $419, $718). The GP teacher model resulted in a net remuneration of Aus$207,335 per year, sourced predominantly from the GP teacher activities, with no loss to the practice. Our study costed teaching options that can maximise the financial outcomes from teaching. The inclusion of GP registrars in the teaching model or the supervisor teaching more than one same level learner results in a greater financial benefit. This gain was achieved through a reduction in supervisor teaching time and the sharing of administrative and teaching activities with GP registrars. We also show that a GP teacher who carries a minimal patient load can be a sustainable option for a practice. Further, the costing framework used for the teaching models presented in this study has the ability to be applied to any number of teaching model permutations.

Modelling and Simulating Electronics Knowledge: Conceptual Understanding and Learning through Active Agency

ERIC Educational Resources Information Center

Twissell, Adrian

2018-01-01

Abstract electronics concepts are difficult to develop because the phenomena of interest cannot be readily observed. Visualisation skills support learning about electronics and can be applied at different levels of representation and understanding (observable, symbolic and abstract). Providing learners with opportunities to make transitions…

Implementation and Critical Assessment of the Flipped Classroom Experience

ERIC Educational Resources Information Center

Scheg, Abigail G., Ed.

2015-01-01

In the past decade, traditional classroom teaching models have been transformed in order to better promote active learning and learner engagement. "Implementation and Critical Assessment of the Flipped Classroom Experience" seeks to capture the momentum of non-traditional teaching methods and provide a necessary resource for individuals…

Participatory Pedagogy: A Compass for Transformative Learning?

ERIC Educational Resources Information Center

Simmons, Nicola; Barnard, Michelle; Fennema, Wendy

2011-01-01

In the Fall 2009 term, we participated as students and instructor in a graduate education course modeled after participatory pedagogy. Siemens (2008) defines this approach as "one that does not fully define all curricular needs in advance of interacting with learners...Multiple perspectives, opinions, and active creation on the part of…

Metaphor, computing systems, and active learning

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

Carroll, J.M.; Mack, R.L.

1982-01-01

The authors discuss the learning process that is directed towards particular goals and is initiated by the learner, through which metaphors become relevant and effective in learning. This allows an analysis of metaphors that explains why metaphors are incomplete and open-ended, and how this stimulates the construction of mental models. 9 references.

Breaking Down the Barriers

ERIC Educational Resources Information Center

Ives, Liora

2005-01-01

Success in engaging learners defined as "hard to reach" always relies on developing a tailor-made approach; and working with parents through their children's schools has proved a successful model. Moving on from offering primarily craft-based activities as a first step into learning for Bangladeshi mothers, a joint project in schools…

Participation in online continuing education.

PubMed

Farrell, Barbara; Ward, Natalie; Jennings, Brad; Jones, Caitlin; Jorgenson, Derek; Gubbels-Smith, Ashley; Dolovich, Lisa; Kennie, Natalie

2016-02-01

The ADAPT (ADapting pharmacists' skills and Approaches to maximize Patients' drug Therapy effectiveness) e-learning programme requires weekly participation in module activities and facilitated discussion to support skill uptake. In this study, we sought to describe the extent and pattern of, satisfaction with and factors affecting participation in the initial programme offering and reasons for withdrawal. Mixed methods - convergent parallel approach. Participation was examined in qualitative data from discussion boards, assignments and action plans. Learner estimations of time commitment and action plan submission rates were calculated. Surveys (Likert scale and open-ended questions) included mid-point and final, exit and participation surveys. Eleven of 86 learners withdrew, most due to time constraints (eight completed an exit survey; seven said they would take ADAPT again). Thirty-five of 75 remaining learners completed a participation survey. Although 50-60% of the remaining 75 learners actively continued participating, only 15/35 respondents felt satisfied with their own participation. Learners spent 3-5 h/week (average) on module activities. Factors challenging participation included difficulty with technology, managing time and group work. Factors facilitating participation included willingness to learn (content of high interest) and supportive work environment. Being informed of programme time scheduling in advance was identified as a way to enhance participation. This study determined extent of learner participation in an online pharmacist continuing education programme and identified factors influencing participation. Interactions between learners and the online interface, content and with other learners are important considerations for designing online education programmes. Recommendations for programme changes were incorporated following this evaluation to facilitate participation. © 2015 Royal Pharmaceutical Society.

Learning To Learn: Western Perspectives.

ERIC Educational Resources Information Center

Roth, Gene L.

Building awareness of the self as learner is central to learning. Reflecting on past experiences helps individuals elucidate undetected characteristics of themselves as learners. Active learners are more likely to experiment with new learning strategies and take risks. Because of their inquiring dispositions, they self-monitor and self-evaluate…

A Model to Manage EFL Learners with ADHD and Dyslexia

ERIC Educational Resources Information Center

Akbasli, Sait; Sahin, Mehmet; Gürel, Merve

2017-01-01

In EFL or ESL classrooms there may be those learners labeled as "slow learners" who struggle to concentrate and thus experience failure inevitably. In this study, we deal with dyslexia and inattention (ADHD) because current research suggests behind the slowness of such learners may lie a disorder that can be controlled. We am going to…

Big Data Characterization of Learner Behaviour in a Highly Technical MOOC Engineering Course

ERIC Educational Resources Information Center

Douglas, Kerrie A.; Bermel, Peter; Alam, Md Monzurul; Madhavan, Krishna

2016-01-01

MOOCs attract a\tlarge\tnumber of learners with largely unknown diversity in terms of motivation,\tability, and goals. To understand more\tabout learners in highly technical engineering MOOCs,\tthis study investigates patterns of learners' (n = 337) behaviour and performance in the Nanophotonic Modelling MOOC, offered through nanoHUB-U. The authors…

Flexible Learning in a Workplace Model: Blended a Motivation to a Lifelong Learner in a Social Network Environment

ERIC Educational Resources Information Center

Na-songkhla, Jaitip

2011-01-01

This paper presents a model of learning in a workplace, in which an online course provides flexibility for staff to learn at their convenient hours. A motivation was brought into an account of the success of learning in a workplace program, based upon Behaviorist learning approach--an online mentor and an accumulated learning activities score was…

Exploring Students' Emotional Responses and Participation in an Online Peer Assessment Activity: A Case Study

ERIC Educational Resources Information Center

Cheng, Kun-Hung; Hou, Huei-Tse; Wu, Sheng-Yi

2014-01-01

In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in online peer assessment activities is relatively scarce. Detecting learners' emotion when they make…

Enrolment Purposes, Instructional Activities, and Perceptions of Attitudinal Learning in a Human Trafficking MOOC

ERIC Educational Resources Information Center

Watson, Sunnie Lee; Kim, Woori

2016-01-01

This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the…

Older Adult Learners: A Comparison of Active and Non-Active Learners

ERIC Educational Resources Information Center

Sloane-Seale, Atlanta; Kops, Bill

2007-01-01

This paper reports on a 2004 follow-up study conducted in partnership with the University of Manitoba Continuing Education Division and local senior's organizations. The partnership was formed in 2002-03 to promote applied research on lifelong learning and older adults, develop new and complement existing educational activities, and explore new…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Ten Helpful Ideas for Teaching English to Young Learners

ERIC Educational Resources Information Center

Shin, Joan Kang

2006-01-01

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

The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote

ERIC Educational Resources Information Center

Marsden, Emma; Chen, Hsin-Ying

2011-01-01

This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners…

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Beginning Learners' Development of Interactional Competence: Alignment Activity

ERIC Educational Resources Information Center

Tecedor, Marta

2016-01-01

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

Building a Dynamic Online Learning Community among Adult Learners.

ERIC Educational Resources Information Center

Wang, Minjuan; Sierra, Christina; Folger, Terre

2003-01-01

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

Enhancing Motivation in Online Courses with Mobile Communication Tool Support: A Comparative Study

ERIC Educational Resources Information Center

Chaiprasurt, Chantorn; Esichaikul, Vatcharaporn

2013-01-01

Mobile technologies have helped establish new channels of communication among learners and instructors, potentially providing greater access to course information, and promoting easier access to course activities and learner motivation in online learning environments. The paper compares motivation between groups of learners being taught through an…

Factors Driving Learner Success in Online Professional Development

ERIC Educational Resources Information Center

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

2014-01-01

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

The Indonesian EFL Learners' Motivation in Reading

ERIC Educational Resources Information Center

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

2017-01-01

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

Help Seeking: Agentic Learners Initiating Feedback

ERIC Educational Resources Information Center

Fletcher, Anna Katarina

2018-01-01

Effective feedback is an essential tool for making learning explicit and an essential feature of classroom practice that promotes learner autonomy. Yet, it remains a pressing challenge for teachers to scaffold the active involvement of students as critical, reflective and autonomous learners who use feedback constructively. This paper seeks to…

Collaborative Supervised Learning for Sensor Networks

NASA Technical Reports Server (NTRS)

Wagstaff, Kiri L.; Rebbapragada, Umaa; Lane, Terran

2011-01-01

Collaboration methods for distributed machine-learning algorithms involve the specification of communication protocols for the learners, which can query other learners and/or broadcast their findings preemptively. Each learner incorporates information from its neighbors into its own training set, and they are thereby able to bootstrap each other to higher performance. Each learner resides at a different node in the sensor network and makes observations (collects data) independently of the other learners. After being seeded with an initial labeled training set, each learner proceeds to learn in an iterative fashion. New data is collected and classified. The learner can then either broadcast its most confident classifications for use by other learners, or can query neighbors for their classifications of its least confident items. As such, collaborative learning combines elements of both passive (broadcast) and active (query) learning. It also uses ideas from ensemble learning to combine the multiple responses to a given query into a single useful label. This approach has been evaluated against current non-collaborative alternatives, including training a single classifier and deploying it at all nodes with no further learning possible, and permitting learners to learn from their own most confident judgments, absent interaction with their neighbors. On several data sets, it has been consistently found that active collaboration is the best strategy for a distributed learner network. The main advantages include the ability for learning to take place autonomously by collaboration rather than by requiring intervention from an oracle (usually human), and also the ability to learn in a distributed environment, permitting decisions to be made in situ and to yield faster response time.

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

PubMed

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

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

Motivation, Gender, and Learner Performance of English as an L3 in the Xinjiang Uyghur Autonomous Region

ERIC Educational Resources Information Center

Ahåt, Rayhangül

2013-01-01

Gender is considered as one of the important variables that effects learner motivation in second or foreign language acquisition. It is also believed that learner motivation has an impact on learner performance as well. Using the expectancy-value theory model of achievement motivation, this study aimed at exploring (1) the impact of gender…

A Comparison of Difficulty Levels of Vocabulary in First Grade Basal Readers for Preschool Dual Language Learners and Monolingual English Learners

ERIC Educational Resources Information Center

Leung, Cynthia B.; Silverman, Rebecca; Nandakumar, Ratna; Qian, Xiaoyu; Hines, Sara

2011-01-01

The present study investigated preschoolers' knowledge of vocabulary that appears in first grade basal readers by applying Rasch modeling to data from a researcher-developed receptive picture vocabulary assessment administered to 238 children. Levels of word difficulty for dual language learners (DLLs) and monolingual English learners (MELs) were…

Fast social-like learning of complex behaviors based on motor motifs.

PubMed

Calvo Tapia, Carlos; Tyukin, Ivan Y; Makarov, Valeri A

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n-1)! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n-1) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

Fast social-like learning of complex behaviors based on motor motifs

NASA Astrophysics Data System (ADS)

Calvo Tapia, Carlos; Tyukin, Ivan Y.; Makarov, Valeri A.

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n -1 )! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n -1 ) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

Modality-specific processing precedes amodal linguistic processing during L2 sign language acquisition: A longitudinal study.

PubMed

Williams, Joshua T; Darcy, Isabelle; Newman, Sharlene D

2016-02-01

The present study tracked activation pattern differences in response to sign language processing by late hearing second language learners of American Sign Language. Learners were scanned before the start of their language courses. They were scanned again after their first semester of instruction and their second, for a total of 10 months of instruction. The study aimed to characterize modality-specific to modality-general processing throughout the acquisition of sign language. Results indicated that before the acquisition of sign language, neural substrates related to modality-specific processing were present. After approximately 45 h of instruction, the learners transitioned into processing signs on a phonological basis (e.g., supramarginal gyrus, putamen). After one more semester of input, learners transitioned once more to a lexico-semantic processing stage (e.g., left inferior frontal gyrus) at which language control mechanisms (e.g., left caudate, cingulate gyrus) were activated. During these transitional steps right hemispheric recruitment was observed, with increasing left-lateralization, which is similar to other native signers and L2 learners of spoken language; however, specialization for sign language processing with activation in the inferior parietal lobule (i.e., angular gyrus), even for late learners, was observed. As such, the present study is the first to track L2 acquisition of sign language learners in order to characterize modality-independent and modality-specific mechanisms for bilingual language processing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Lab4CE: A Remote Laboratory for Computer Education

ERIC Educational Resources Information Center

Broisin, Julien; Venant, Rémi; Vidal, Philippe

2017-01-01

Remote practical activities have been demonstrated to be efficient when learners come to acquire inquiry skills. In computer science education, virtualization technologies are gaining popularity as this technological advance enables instructors to implement realistic practical learning activities, and learners to engage in authentic and…

An educational strategy for treating chronic, noncancer pain with opioids: a pilot test.

PubMed

Elhwairis, Huda; Reznich, Christopher B

2010-12-01

Chronic pain is common and can be devastating to the patient and challenging to the health care provider. Despite the importance of the topic, pain management curricula are incomplete in health professionals' training. We developed a longitudinal curriculum to teach therapy for chronic noncancer pain over four units and pilot-tested the teaching of one unit (opioids) to internal medicine residents. The educational strategies we used included didactic sessions, write-up of a management plan following a model, case discussions, and role-play group activities. We pilot-tested one unit (opioid therapy) in March 2008. We performed learner evaluations, using a pretest and posttest, a write-up plan following a model, and a learner knowledge questionnaire. Results showed significant improvement in knowledge. Residents found the sessions and educational strategy to be excellent and reported higher confidence levels in managing patients with chronic noncancer pain. This article demonstrates that multiple teaching modalities-including didactic lectures, case discussions, write-up of a management plan following a model, and role-play group activities-are effective methods of teaching internal medicine residents how to use opioids to manage chronic noncancer pain. Copyright © 2010 American Pain Society. Published by Elsevier Inc. All rights reserved.

Information-seeking strategies and science content understandings of sixth-grade students using on-line learning environments

NASA Astrophysics Data System (ADS)

Hoffman, Joseph Loris

1999-11-01

This study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of data suggests sites with high quality general design, navigation, and content helped to foster the construction of broad and accurate understandings, while context and interactivity had less impact. However, student engagement with inquiry strategies had a greater impact on the construction of understandings. Gaining accurate and in-depth understandings from on-line resources is a complex process for young learners. Teachers can support students by helping them engage in all phases of the information-seeking process, locate useful information with prescreened resources, build background understanding with off-line instruction, and process new information deeply through extending writing and conversation.

The Study and Design of Adaptive Learning System Based on Fuzzy Set Theory

NASA Astrophysics Data System (ADS)

Jia, Bing; Zhong, Shaochun; Zheng, Tianyang; Liu, Zhiyong

Adaptive learning is an effective way to improve the learning outcomes, that is, the selection of learning content and presentation should be adapted to each learner's learning context, learning levels and learning ability. Adaptive Learning System (ALS) can provide effective support for adaptive learning. This paper proposes a new ALS based on fuzzy set theory. It can effectively estimate the learner's knowledge level by test according to learner's target. Then take the factors of learner's cognitive ability and preference into consideration to achieve self-organization and push plan of knowledge. This paper focuses on the design and implementation of domain model and user model in ALS. Experiments confirmed that the system providing adaptive content can effectively help learners to memory the content and improve their comprehension.

Intuitive experimentation in the physical world.

PubMed

Bramley, Neil R; Gerstenberg, Tobias; Tenenbaum, Joshua B; Gureckis, Todd M

2018-06-06

Many aspects of our physical environment are hidden. For example, it is hard to estimate how heavy an object is from visual observation alone. In this paper we examine how people actively "experiment" within the physical world to discover such latent properties. In the first part of the paper, we develop a novel framework for the quantitative analysis of the information produced by physical interactions. We then describe two experiments that present participants with moving objects in "microworlds" that operate according to continuous spatiotemporal dynamics similar to everyday physics (i.e., forces of gravity, friction, etc.). Participants were asked to interact with objects in the microworlds in order to identify their masses, or the forces of attraction/repulsion that governed their movement. Using our modeling framework, we find that learners who freely interacted with the physical system selectively produced evidence that revealed the physical property consistent with their inquiry goal. As a result, their inferences were more accurate than for passive observers and, in some contexts, for yoked participants who watched video replays of an active learner's interactions. We characterize active learners' actions into a range of micro-experiment strategies and discuss how these might be learned or generalized from past experience. The technical contribution of this work is the development of a novel analytic framework and methodology for the study of interactively learning about the physical world. Its empirical contribution is the demonstration of sophisticated goal directed human active learning in a naturalistic context. Copyright © 2018 Elsevier Inc. All rights reserved.

A Helping Hand with Language Learning: Teaching French Vocabulary with Gesture

ERIC Educational Resources Information Center

Porter, Alison

2016-01-01

Finding ways to make language teaching practices both active and effective is of great importance for young learners. However, extending the foreign language production of young learners in instructional settings beyond the naming of objects is often challenging. The memorisation abilities of very young learners (children aged 5-7) sometimes…

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

ERIC Educational Resources Information Center

Atay, Derin; Kurt, Gokce

2006-01-01

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

Maximising Asian ESL Learners' Communicative Oral English via Drama

ERIC Educational Resources Information Center

Gill, Chamkaur

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Sedig, Kamran; Liang, Hai-Ning

2008-01-01

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

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

ERIC Educational Resources Information Center

Ahn, Tae youn

2016-01-01

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

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

ERIC Educational Resources Information Center

Çardak, Çigdem Suzan

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2007-01-01

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

MO-C-9A-01: Effective Medical Physics Educational Activities: Models and Methods

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

Sprawls, P

Medical physics is learned in a combination of activities including classroom sessions, individual study, small-group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing educationmore » conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post-graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education. An example we will use is optimizing CT image quality and dose which is an important topic for medical physicists, radiologists and residents, along with technologists. The knowledge structure for this is best developed by a combination of learning activities including class/conference discussions, individual study and review, and direct observation and interaction in the clinical setting under the direction of a knowledgeable leader.The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. Emphasis will be given to the design of highly-effective classroom/conference presentations, and activities will be demonstrated with an emphasis on using technology to enhance human performance of both learners and the learning facilitators. Learning Objectives: Develop and provide highly effective medical physics educational sessions. Use technology to enhance human performance in the educational process. Identify and analyze various models of educational activities Select and use educational activities that contribute value to the medical physics profession.« less

Inquiry Learning with Senior Secondary Students: Yes It Can Be Done

ERIC Educational Resources Information Center

Stotter, Jill; Gillon, Kirsty

2010-01-01

This workshop will model for classroom teachers, one way to plan, teach, resource and assess inquiry-based learning which encompasses the guiding principles of a newly gazetted curriculum. The vision of the New Zealand curriculum is to produce "...young people who will be confident, connected, actively involved lifelong learners" (p. 8).…

Using Instructional Pervasive Game for School Children's Cultural Learning

ERIC Educational Resources Information Center

Chen, Cheng-Ping; Shih, Ju-Ling; Ma, Yi-Chun

2014-01-01

In the past ten years, mobile learning (m-learning) has created a new learning environment that enables learners, through active learning aids. Instructional pervasive gaming (IPG) seems to be an innovative way introduced to enhance m-learning. This study employed a theoretical IPG model to construct a cultural-based pervasive game. Individual and…

Component Exchange Community: A Model of Utilizing Research Components to Foster International Collaboration

ERIC Educational Resources Information Center

Deng, Yi-Chan; Lin, Taiyu; Kinshuk; Chan, Tak-Wai

2006-01-01

"One-to-one" technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting…

Designing Genetics Instruction for a Socratic Approach

ERIC Educational Resources Information Center

Idros, Sharifah Norhaidah Syed

2004-01-01

Science is at heart a rational activity. Reasoning, being an important component of critical thinking has been successfully taught using Socratic methods. As an approach, the instructor or designer of instruction models an inquiring and probing mind focusing on providing questions and not answers. The main aim has been to allow learners to…

Research Report

NASA Astrophysics Data System (ADS)

Dawes, Lyn

2004-06-01

This paper examines what is important about talk between learners during school science and, having identified this, suggests how we can ensure that what we consider important happens. By looking at the interaction between teachers and learners talking about science, it is possible to indicate ways in which learners can be helped to continue this learning conversation with one another when teacher support is withdrawn. Strategies for teaching and learning are examined. The paper reports on the findings of a research project designed to teach children how to negotiate their ideas about science concepts through rational dialogue. Children's development of scientific concepts in classrooms is undertaken through structured activity and mediated through oral language. Children must move forward simultaneously in their use of specialized vocabulary and in their understanding of current scientific explanations, models and ideas. New language and new ways of using language are learned by doing, which means for children, primarily speaking and listening. Children's understanding of science can benefit from teaching them to understand that spoken language is a powerful tool for thinking together.

Using Science Activities To Internalize Locus of Control. Final Report.

ERIC Educational Resources Information Center

Rowland, Paul McD.

This project was designed to investigate the effect of the use of cause-and-effect activities in the science curriculum on the locus of control of the learner. The purpose of this research is to find the effect of the activities on the learner's locus of control and attitude toward science at grades 7 through 10. A multivariate analysis of…

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

ERIC Educational Resources Information Center

Bonestroo, Wilco J.; de Jong, Ton

2012-01-01

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

Effects of Three Forms of Reading-Based Output Activity on L2 Vocabulary Learning

ERIC Educational Resources Information Center

Rassaei, Ehsan

2017-01-01

The current study investigated the effects of three forms of output activity on EFL learners' recognition and recall of second language (L2) vocabulary. To this end, three groups of learners of English as a foreign language (EFL) were instructed to employ the following three output activities after reading two narrative texts: (1) summarizing the…

Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners

ERIC Educational Resources Information Center

Kareva, Veronika; Echevarria, Jana

2013-01-01

In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

Targeted Feedback in the Milestones Era: Utilization of the Ask-Tell-Ask Feedback Model to Promote Reflection and Self-Assessment.

PubMed

French, Judith C; Colbert, Colleen Y; Pien, Lily C; Dannefer, Elaine F; Taylor, Christine A

2015-01-01

The Accreditation Council for Graduate Medical Education's Milestones Project focuses trainee education on the formation of valued behaviors and skills believed to be necessary for trainees to become independent practitioners. The development and refinement of behaviors and skills outlined within the milestones will require learners to monitor, reflect, and assess their own performance over time. External feedback provides an opportunity for learners to recalibrate their self-assessments, thereby enabling them to develop better self-monitoring and self-assessment skills. Yet, feedback to trainees is frequently generic, such as "great job," "nice work," or "you need to read more." In this article, we describe a feedback model that faculty can use to provide specific feedback, while increasing accountability for learners. We offer practical examples of its use in a variety of settings in the milestone era. The Ask-Tell-Ask (ATA) patient communication skills strategy, which was adapted for use as a trainee feedback model 10 years ago at our institution, is a learner-centered approach for reinforcing and modifying behaviors. The model is efficient, promotes learner accountability, and helps trainees develop reflection and self-assessment skills. A feedback agreement further enhances ATA by establishing a shared understanding of goals for the educational encounter. The ATA feedback model, combined with a feedback agreement, encourages learners to self-identify strengths and areas for improvement, before receiving feedback. Personal monitoring, reflection, self-assessment, and increased accountability make ATA an ideal learner-centered feedback model for the milestones era, which focuses on performance improvement over time. We believe the introduction of the ATA feedback model in surgical training programs is a step in the right direction towards meaningful programmatic culture change. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Associations of MC3R polymorphisms with physical activity in South African adolescents.

PubMed

Yako, Yandiswa Y; Hassan, Mogamat S; Erasmus, Rajiv T; van der Merwe, Lize; Janse van Rensburg, Susan; Matsha, Tandi Edith

2013-08-01

There is evidence demonstrating that the contribution of sedentary behavior and effect of physical activity on metabolic phenotypes is mediated by polymorphisms in genes. The type and frequency of physical activity was assessed by means of structured questionnaires in 1555 South African school learners. Anthropometric measurements, blood pressure, fasting blood glucose and lipids were measured using standard procedures. The effect of different types and frequency of physical activity on obesity-related traits was assessed in relation to MC3R T6K and V81I genotypes in 430 of the learners. Levels of total cholesterol were significantly lower in learners carrying the MC3R T6K and V81I minor alleles, after adjusting for age, race, gender, and each specific physical activity category. An activity-by-genotype interaction was also detected: learners heterozygous for the V81I polymorphism and performed house chores often had reduced total cholesterol. Though no association was observed between frequency of physical activity and BMI, television viewing was significantly associated with an increase in height, weight and marginally with waist circumference. Our findings suggest that physical activity even in the form of house chores has a positive effect on metabolic traits and this effect is further enhanced in the presence of MC3R polymorphisms.

The Effect of Metacognitive Training and Prompting on Learning Success in Simulation-Based Physics Learning

ERIC Educational Resources Information Center

Moser, Stephanie; Zumbach, Joerg; Deibl, Ines

2017-01-01

Computer-based simulations are of particular interest to physics learning because they allow learners to actively manipulate graphical visualizations of complex phenomena. However, learning with simulations requires supportive elements to scaffold learners' activities. Thus, our motivation was to investigate whether direct or indirect…

Active Learning Methods

ERIC Educational Resources Information Center

Zayapragassarazan, Z.; Kumar, Santosh

2012-01-01

Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

Flipping the Classroom for English Language Learners to Foster Active Learning

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2015-01-01

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

Learner-Interface Interaction for Technology-Enhanced Active Learning

ERIC Educational Resources Information Center

Sinha, Neelu; Khreisat, Laila; Sharma, Kiron

2009-01-01

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

Activating Metacognition through Online Learning Log (OLL)

ERIC Educational Resources Information Center

Kurt, Mustafa

2007-01-01

This study aims to investigate the activation process of metacognition of learners who systematically reflect on their learning using Online Learning Logs (OLL) which were designed to encourage them to think about learning. The study is qualitative and attempts to identify the metacognitive strategies of learners and their attitudes towards OLL.…

Language Learning Strategies and Its Training Model

ERIC Educational Resources Information Center

Liu, Jing

2010-01-01

This paper summarizes and reviews the literature regarding language learning strategies and it's training model, pointing out the significance of language learning strategies to EFL learners and an applicable and effective language learning strategies training model, which is beneficial both to EFL learners and instructors, is badly needed.

Nurse learners--do nurse tutors know them?

PubMed

Moule, P

1995-04-01

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

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

ERIC Educational Resources Information Center

Ulla, Mark B.; Winitkun, Duangkamon

2017-01-01

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

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

ERIC Educational Resources Information Center

Huang, Hsiu-Mei; Liaw, Shu-Sheng

2018-01-01

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

High School Learners' Mental Construction during Solving Optimisation Problems in Calculus: A South African Case Study

ERIC Educational Resources Information Center

Brijlall, Deonarain; Ndlovu, Zanele

2013-01-01

This qualitative case study in a rural school in Umgungundlovu District in KwaZulu-Natal, South Africa, explored Grade 12 learners' mental constructions of mathematical knowledge during engagement with optimisation problems. Ten Grade 12 learners who do pure Mathemat-ics participated, and data were collected through structured activity sheets and…

Practices and Prospects of Learner Autonomy: Teachers' Perceptions

ERIC Educational Resources Information Center

Al Asmari, AbdulRahman

2013-01-01

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

Digging Deeper into Learners' Experiences in MOOCs: Participation in Social Networks outside of MOOCs, Notetaking and Contexts Surrounding Content Consumption

ERIC Educational Resources Information Center

Veletsianos, George; Collier, Amy; Schneider, Emily

2015-01-01

Researchers describe with increasing confidence "what" they observe participants doing in massive open online courses (MOOCs). However, our understanding of learner activities in open courses is limited by researchers' extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the…

Designing across ages: Multi-agent-based models and learning electricity

NASA Astrophysics Data System (ADS)

Sengupta, Pratim

Electricity is regarded as one of the most challenging topics for students at all levels -- middle school -- college (Cohen, Eylon, & Ganiel, 1983; Belcher & Olbert, 2003; Eylon & Ganiel, 1990; Steinberg et al., 1985). Several researchers have suggested that naive misconceptions about electricity stem from a deep incommensurability (Slotta & Chi, 2006; Chi, 2005) or incompatibility (Chi, Slotta & Leauw, 1994; Reiner, Slotta, Chi, & Resnick, 2000) between naive and expert knowledge structures. I first present an alternative theoretical framework that adopts an emergent levels-based perspective as proposed by Wilensky & Resnick (1999). From this perspective, macro-level phenomena such as electric current and resistance, as well as behavior of linear electric circuits, can be conceived of as emergent from simple, body-syntonic interactions between electrons and ions in a circuit. I argue that adopting such a perspective enables us to reconceive commonly noted misconceptions in electricity as behavioral evidences of "slippage between levels" -- i.e., these misconceptions appear when otherwise productive knowledge elements are sometimes inappropriately activated due to certain macro-level phenomenological cues only -- and, that the same knowledge elements when activated due to phenomenological cues at both micro- and macro-levels, can engender a deeper, expert-like understanding. I will then introduce NIELS (NetLogo Investigations In Electromagnetism, Sengupta & Wilensky, 2006, 2008, 2009), a low-threshold high-ceiling (LTHC) learning environment of multi-agent-based computational models that represent phenomena such as electric current and resistance, as well as the behavior of linear electric circuits, as emergent. I also present results from implementations of NIELS in 5th, 7th and 12th grade classrooms that show the following: (a) how leveraging certain "design elements" over others in NIELS models can create new phenomenological cues, which in turn can be appropriated for learners in different grades; (b) how learners' existing knowledge structures can be bootstrapped to generate deep understanding; (c) how these knowledge structures evolve as the learners progress through the implemented curriculum; (d) improvement of learners' understanding in the post-test compared to the pre-test; and (e) how NIELS students compare with a comparison group of 12th grade students who underwent traditional classroom instruction.

Finding new facts; thinking new thoughts.

PubMed

Schulz, Laura

2012-01-01

The idea of the child as an active learner is one of Piaget's enduring legacies. In this chapter, I discuss the ways in which contemporary computational models of learning do, and do not, address learning as an active, child-driven process. In Part 1, I discuss the problem of search and exploration. In Part 2, I discuss the (harder and more interesting) problem of hypothesis generation. I conclude by proposing some possible new directions for research.

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

PubMed

Ma, Fengyang; Ai, Haiyang

2018-06-01

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

A framework for developing rural academic general practices: a qualitative case study in rural Victoria.

PubMed

Brown, J B; Morrison, Tracy; Bryant, Melanie; Kassell, Lisa; Nestel, Debra

2015-01-01

There is increasing pressure for Australian rural general practices to engage in educational delivery as a means of addressing workforce issues and accommodating substantial increases in learners. For practices that have now developed a strong focus on education, there is the challenge to complement this by engaging in research activity. This study develops a rural academic general practice framework to assist rural practices in developing both comprehensive educational activity and a strong research focus thus moving towards functioning as mature academic units. A case study research design was used with the unit of analysis at the level of the rural general practice. Purposively sampled practices were recruited and individual interviews conducted with staff (supervisors, practice managers, nurses), learners (medical students, interns and registrars) and patients. Three practices hosted 'multi-level learners', two practices hosted one learner group and one had no learners. Forty-four individual interviews were conducted with staff, learners and patients. Audio recordings were transcribed for thematic analysis. After initial inductive coding, deductive analysis was undertaken with reference to recent literature and the expertise of the research team resulting in the rural academic general practice framework. Three key themes emerged with embedded subthemes. For the first theme, organisational considerations, subthemes were values/vision/culture, patient population and clinical services, staffing, physical infrastructure/equipment, funding streams and governance. For the second theme, educational considerations, subthemes were processes, clinical supervision, educational networks and learner presence. Third, for research considerations, there were the subthemes of attitude to research and research activity. The framework maps the development of a rural academic practice across these themes in four progressive stages: beginning, emerging, consolidating and established. The data enabled a framework to be constructed to map rural general practice activity with respect to activity characteristic of an academic general practice. The framework offers guidance to practices seeking to transition towards becoming a mature academic practice. The framework also offers guidance to educational institutions and funding bodies to support the development of academic activity in rural general practices. The strengths and limitations of the study design are outlined.

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

NASA Astrophysics Data System (ADS)

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

2016-01-01

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

Semantic Description of Educational Adaptive Hypermedia Based on a Conceptual Model

ERIC Educational Resources Information Center

Papasalouros, Andreas; Retalis, Symeon; Papaspyrou, Nikolaos

2004-01-01

The role of conceptual modeling in Educational Adaptive Hypermedia Applications (EAHA) is especially important. A conceptual model of an educational application depicts the instructional solution that is implemented, containing information about concepts that must be ac-quired by learners, tasks in which learners must be involved and resources…

How Can Intelligent CAL Better Adapt to Learners?

ERIC Educational Resources Information Center

Boyd, Gary McI.; Mitchell, P. David

1992-01-01

Discusses intelligent computer-aided learning (ICAL) support systems and considers learner characteristics as elements of ICAL student models. Cybernetic theory and attribute-treatment results are discussed, six components of a student model for tutoring are described, and methods for determining the student's model of the tutor are examined. (22…

TRANSLATE: New Strategic Approaches for English Learners

ERIC Educational Resources Information Center

Goodwin, Amanda P.; Jiménez, Robert

2016-01-01

This teaching tip shares a research-based instructional model that uses translation to improve the English reading comprehension of English Learners. Within this instruction, English learners work collaboratively in small groups and use translation to facilitate understandings of their required English language arts curriculum. Students are taught…

Learner Self-Regulation in Distance Education: A Cross-Cultural Study

ERIC Educational Resources Information Center

Al-Harthi, Aisha S.

2010-01-01

This study investigated cultural variations between two samples of Arab and American distance learners (N = 190). The overarching purpose was to chart the underlying relationships between learner self-regulation and cultural orientation within distance education environments using structural equation modeling. The study found significant…

Video Self-Modeling for English Language Learners

ERIC Educational Resources Information Center

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

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

ERIC Educational Resources Information Center

Shin, Namin

2006-01-01

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

When the Mannequin Dies, Creation and Exploration of a Theoretical Framework Using a Mixed Methods Approach.

PubMed

Tripathy, Shreepada; Miller, Karen H; Berkenbosch, John W; McKinley, Tara F; Boland, Kimberly A; Brown, Seth A; Calhoun, Aaron W

2016-06-01

Controversy exists in the simulation community as to the emotional and educational ramifications of mannequin death due to learner action or inaction. No theoretical framework to guide future investigations of learner actions currently exists. The purpose of our study was to generate a model of the learner experience of mannequin death using a mixed methods approach. The study consisted of an initial focus group phase composed of 11 learners who had previously experienced mannequin death due to action or inaction on the part of learners as defined by Leighton (Clin Simul Nurs. 2009;5(2):e59-e62). Transcripts were analyzed using grounded theory to generate a list of relevant themes that were further organized into a theoretical framework. With the use of this framework, a survey was generated and distributed to additional learners who had experienced mannequin death due to action or inaction. Results were analyzed using a mixed methods approach. Forty-one clinicians completed the survey. A correlation was found between the emotional experience of mannequin death and degree of presession anxiety (P < 0.001). Debriefing was found to significantly reduce negative emotion and enhance satisfaction. Sixty-nine percent of respondents indicated that mannequin death enhanced learning. These results were used to modify our framework. Using the previous approach, we created a model of the effect of mannequin death on the educational and psychological state of learners. We offer the final model as a guide to future research regarding the learner experience of mannequin death.

Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

PubMed Central

2011-01-01

Background In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence intervals $419, $718). The GP teacher model resulted in a net remuneration of Aus$207,335 per year, sourced predominantly from the GP teacher activities, with no loss to the practice. Conclusions Our study costed teaching options that can maximise the financial outcomes from teaching. The inclusion of GP registrars in the teaching model or the supervisor teaching more than one same level learner results in a greater financial benefit. This gain was achieved through a reduction in supervisor teaching time and the sharing of administrative and teaching activities with GP registrars. We also show that a GP teacher who carries a minimal patient load can be a sustainable option for a practice. Further, the costing framework used for the teaching models presented in this study has the ability to be applied to any number of teaching model permutations. PMID:21749692

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

PubMed

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

2017-02-01

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

Teaching EFL Writing: An Approach Based on the Learner's Context Model

ERIC Educational Resources Information Center

Lin, Zheng

2017-01-01

This study aims to examine qualitatively a new approach to teaching English as a foreign language (EFL) writing based on the learner's context model. It investigates the context model-based approach in class and identifies key characteristics of the approach delivered through a four-phase teaching and learning cycle. The model collects research…

The Relationship between Delivery Models and the Grade-Level Reading Development of Sixth-Grade English Learners

ERIC Educational Resources Information Center

Arnold, Holly Weber

2013-01-01

This study examines the relationship between delivery models (the class size reduction model and the sheltered instruction model) and language development levels on the grade-level reading development of sixth-grade English learners (ELs) attending public middle schools in metro Atlanta, Georgia. The instrument used to measure grade-level mastery…

Understanding the Quality Factors That Influence the Continuance Intention of Students toward Participation in MOOCs

ERIC Educational Resources Information Center

Yang, Ming; Shao, Zhen; Liu, Qian; Liu, Chuiyi

2017-01-01

The massive open online course (MOOC) is emerging as the new paradigm for modern education. The success of MOOCs depends on learners' continued usage. Drawing upon the information systems success model (IS success model) and technology acceptance model, a theoretical model for studying learners' continuance intentions toward participation in MOOCs…

Inquiry-based Science Activities Using The Infrared Zoo and Infrared Yellowstone Resources at Cool Cosmos

NASA Astrophysics Data System (ADS)

Daou, D.; Gauthier, A.

2003-12-01

Inquiry-based activities that utilize the Cool Cosmos image galleries have been designed and developed by K12 teachers enrolled in The Invisible Universe Online for Teachers course. The exploration activities integrate the Our Infrared World Gallery (http://coolcosmos.ipac.caltech.edu/image_galleries/our_ir_world_gallery.html) with either the Infrared Zoo gallery (http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/index.html) or the Infrared Yellowstone image http://coolcosmos.ipac.caltech.edu/image_galleries/ir_yellowstone/index.html) and video (http://coolcosmos.ipac.caltech.edu/videos/ir_yellowstone/index.html) galleries. Complete instructor guides have been developed for the activities and will be presented by the authors in poster and CD form. Although the activities are written for middle and highschool learners, they can easily be adapted for college audiences. The Our Infrared World Gallery exploration helps learners think critically about visible light and infrared light as they compare sets of images (IR and visible light) of known objects. For example: by taking a regular photograph of a running faucet, can you tell if it is running hot or cold water? What new information does the IR image give you? The Infrared Zoo activities encourage learners to investigate the differences between warm and cold blooded animals by comparing sets of IR and visible images. In one activity, learners take on the role of a pit viper seeking prey in various desert and woodland settings. The main activities are extended into the real world by discussing and researching industrial, medical, and societal applications of infrared technologies. The Infrared Yellowstone lessons give learners a unique perspective on Yellowstone National Park and it's spectacular geologic and geothermal features. Infrared video technology is highlighted as learners make detailed observations about the visible and infrared views of the natural phenomena. The "Cool Cosmos" EPO activities are coordinated and managed by the SIRTF Science Center, based at the Infrared Processing and Analysis Center on the campus of the California Institute of Technology in Pasadena. You can find Cool Cosmos at http://coolcosmos.ipac.caltech.edu/

Holistic science: An understanding of science education encompassing ethical and social issues

NASA Astrophysics Data System (ADS)

Malekpour, Susan

Science has often been viewed, by the majority of our educators and the general public, as being objective and emotionless. Based on this view, our educators teach science in the same manner, objectively and in an abstract form. This manner of teaching has hindered our learners' ability for active learning and distanced them from the subject matter. In this action research, I have examined holistic science pedagogy in conjunction with a constructivism theory. In holistic science pedagogy, scientific knowledge is combined with subjective personal experiences and social issues. There is an interaction between student and scientific data when the student's context, relationships, and lived experiences that play a role in the scientific recognition of the world were incorporated into the learning process. In this pedagogical model, the factual content was viewed from the context of social and ethical implications. By empowering learners with this ability, science knowledge will no longer be exclusive to a select group. This process empowers the general population with the ability to understand scientific knowledge and therefore the ability to make informed decisions based on this knowledge. The goal was to make curriculum developers more conscious of factors that can positively influence the learning process and increase student engagement and understanding within the science classroom. The holistic approach to science pedagogy has enlightened and empowered our adult learners more effectively. Learners became more actively engaged in their own process of learning. Teachers must be willing to listen and implement student suggestions on improving the teaching/learning process. Teachers should be willing to make the effort in connecting with their students by structuring courses so the topics would be relevant to the students in relation to real world and social/ethical and political issues. Holistic science pedagogy strives for social change through the empowerment of adult learners with scientific knowledge. This research has demonstrated that learners can better understand the decision-making process and more easily relate their experiences, and therefore their knowledge, to social/political and ethical issues.

Facebook Activities and the Investment of L2 Learners

ERIC Educational Resources Information Center

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

2016-01-01

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

Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

ERIC Educational Resources Information Center

Xia, Saihua

2009-01-01

This paper investigates ESL learners' awareness of pragmatic skills utilizing an activity-theory driven approach to perform an inquiry task into problem-solving service call conversations (PSSCs) between native speakers (NS) and non-native speakers of English (NNSs). Eight high-intermediate ESL learners, from five different language backgrounds,…

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

ERIC Educational Resources Information Center

Moghaddam, Nahid Nemati; Mahmoudi, Asgar

2016-01-01

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

Best Practices in Learning Space Design: Engaging Users

ERIC Educational Resources Information Center

Grummon, Phyllis T. H.

2009-01-01

Conceptions of the learning process have varied over time, from seeing learners as "blank slates" for a teacher to fill to the view that, unless a learner is engaged in actively constructing knowledge, little will be learned or retained. As research on the physiological aspects of learning has revealed, active engagement with the learning…

Clinical staff development: planning and teaching for desired outcomes.

PubMed

Harton, Brenda B

2007-01-01

Nursing staff development educators facilitate learning activities to promote learner retention of knowledge: factual, conceptual, procedural, and meta-cognitive. The Revised Bloom's Taxonomy provides a modern framework for the cognitive process dimension of knowledge and guides the nursing educator in planning activities that will assure learner progress along the learning continuum.

Usage of Mother Tongue in Learning English

ERIC Educational Resources Information Center

Tosuncuoglu, Irfan

2012-01-01

In Turkey, where English is a foreign language and where learners share the same native language, teachers are often reluctant to use small group speaking activities because the learners do the ranking, bridge the information gap, or find an answer activities using their first (native) language. This article studies the problem and suggests a…

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

ERIC Educational Resources Information Center

Alrayah, Hassan

2018-01-01

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

Role- and Relationship-Based Identity Management for Privacy-Enhanced E-Learning

ERIC Educational Resources Information Center

Anwar, Mohd; Greer, Jim

2012-01-01

An e-learning discussion forum, an essential component of today's e-learning systems, offers a platform for social learning activities. However, as learners participate in the discussion forum, privacy emerges as a major concern. Privacy concerns in social learning activities originate from one learner's inability to convey a desired presentation…

Seeking the General Explanation: A Test of Inductive Activities for Learning and Transfer

ERIC Educational Resources Information Center

Shemwell, Jonathan T.; Chase, Catherine C.; Schwartz, Daniel L.

2015-01-01

Evaluating the relation between evidence and theory should be a central activity for science learners. Evaluation comprises both hypothetico-deductive analysis, where theory precedes evidence, and inductive synthesis, where theory emerges from evidence. There is mounting evidence that induction is an especially good way to help learners grasp the…

Hybrid E-Learning Acceptance Model: Learner Perceptions

ERIC Educational Resources Information Center

Ahmed, Hassan M. Selim

2010-01-01

E-learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a "hybrid" e-learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e-learning by learners and the factors affecting the learners'…

Appling Andragogy Theory in Photoshop Training Programs

ERIC Educational Resources Information Center

Alajlan, Abdulrahman Saad

2015-01-01

Andragogy is a strategy for teaching adults that can be applied to Photoshop training. Photoshop workshops are frequented by adult learners, and thus andragogical models for instruction would be extremely helpful for prospective trainers looking to improve their classroom designs. Adult learners are much different than child learners, given the…

Engaging Diverse Gifted Learners in U.S. History Classrooms

ERIC Educational Resources Information Center

Jones, Jaimon K.; Hebert, Thomas P.

2012-01-01

The strengths and talents of diverse gifted learners must be supported in culturally responsive middle and high school classrooms. Secondary social studies teachers can use teaching strategies to provide an enriched experience in U.S. history classrooms that will engage and intellectually challenge diverse gifted learners. The model proposed by…

A Guide to Involving English Language Learners in School to Career Initiatives.

ERIC Educational Resources Information Center

Allen, Lili; DiBona, Natanya; Reilly, Michael Chavez

This guidebook provides suggestions and directions for increasing and improving English language learners' involvement in school-to-career initiatives across the country. It describes model career initiatives that either target or include significant numbers of English language learners, and it analyzes some school restructuring issues raised by…

Is it better to select or to receive? Learning via active and passive hypothesis testing.

PubMed

Markant, Douglas B; Gureckis, Todd M

2014-02-01

People can test hypotheses through either selection or reception. In a selection task, the learner actively chooses observations to test his or her beliefs, whereas in reception tasks data are passively encountered. People routinely use both forms of testing in everyday life, but the critical psychological differences between selection and reception learning remain poorly understood. One hypothesis is that selection learning improves learning performance by enhancing generic cognitive processes related to motivation, attention, and engagement. Alternatively, we suggest that differences between these 2 learning modes derives from a hypothesis-dependent sampling bias that is introduced when a person collects data to test his or her own individual hypothesis. Drawing on influential models of sequential hypothesis-testing behavior, we show that such a bias (a) can lead to the collection of data that facilitates learning compared with reception learning and (b) can be more effective than observing the selections of another person. We then report a novel experiment based on a popular category learning paradigm that compares reception and selection learning. We additionally compare selection learners to a set of "yoked" participants who viewed the exact same sequence of observations under reception conditions. The results revealed systematic differences in performance that depended on the learner's role in collecting information and the abstract structure of the problem.

Feedback in clinical education: untying the Gordian knot.

PubMed

Weinstein, Debra F

2015-05-01

Feedback is essential to clinical education, especially in the era of competencies, milestones, and entrustable professional activities. It is, however, an area where medical educators often fall short. Although educational leaders and faculty supervisors provide feedback in a variety of clinical settings, surveys show important gaps in medical student and resident satisfaction with the feedback received, suggesting lost opportunities to identify performance problems as well as to help each learner reach his or her greatest potential.In this issue of Academic Medicine, Telio and colleagues extend the empirically validated concept of a "therapeutic alliance" to propose the "educational alliance" as a framework for enhancing feedback in medical education. They highlight the importance of source credibility, which depends on the teacher-learner relationship and alignment of values, the teacher's understanding of the learner's role and goals, the teacher's direct observation of the learner, and the learner's perception of the teacher's good intentions. The author of this Commentary suggests that the educational alliance framework should prompt medical educators to reconsider feedback and explore opportunities for optimizing it. Most medical schools and graduate medical education programs are not designed in a way that supports the education alliance model, but the Commentary author offers suggestions for cultivating educational alliances, including rethinking supervisor selection criteria. Such interventions should be combined with ongoing faculty development and efforts to improve coaching and mentoring for students, residents, and fellows. Untying the Gordian knot of effective feedback will require innovative approaches, exchange of successful strategies, and continued research.

Fostering learners' reflection and self-assessment.

PubMed

Westberg, J; Jason, H

1994-05-01

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

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

ERIC Educational Resources Information Center

Huang, Jiuhan; Nisbet, Deanna

2014-01-01

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

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

ERIC Educational Resources Information Center

Devall, Kelly Davidson

2015-01-01

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

A Comparative Study between Iranian and Japanese Students' Conceptions of "Ideal English Lesson"

ERIC Educational Resources Information Center

Jafari, Sakineh; Ketabi, Saeed

2014-01-01

With the shift in language teaching towards a more learner-centered approach, there is now an emphasis on considering learners' views on what goes on in the classroom. Involving learners in selecting and evaluating classroom activities as well as listening to their voices and preferences can be helpful for teachers in planning lesson and designing…

Constructivist Pedagogy in Strategic Reading Instruction: Exploring Pathways to Learner Development in the English as a Second Language (ESL) Classroom

ERIC Educational Resources Information Center

Zhang, Lawrence Jun

2008-01-01

The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners' understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a…

Is Collaborative Learners' Adoption of Metacognitive Regulation Related to Students' Content Processing Strategies and the Level of Transactivity in Their Peer Discussions?

ERIC Educational Resources Information Center

De Backer, Liesje; Van Keer, Hilde; Valcke, Martin

2017-01-01

The present study investigates collaborative learners' adoption of key regulation activities (i.e., orienting, planning, monitoring, and evaluating) and a deep-level regulation approach in relation to characteristics of their collaboration on the cognitive and communicative level. More specifically, the correlation of collaborative learners'…

PETALL in Action: Latest Developments and Future Directions of the EU-Funded Project Pan-European Task Activities for Language Learning

ERIC Educational Resources Information Center

Lopes, António

2016-01-01

The Common European Framework of Reference (CEFR) proposes Task-Based Language Teaching (TBLT) as an important strategy to develop the learners' linguistic competences along with their communicative skills. Since it is learner-centred and relies mostly on engaging learners in meaningful communicative interchanges in a foreign language, it allows…

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

ERIC Educational Resources Information Center

Ezen-Can, Aysu; Boyer, Kristy Elizabeth

2015-01-01

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

Comparing Core-Image-Based Basic Verb Learning in an EFL Junior High School: Learner-Centered and Teacher-Centered Approaches

ERIC Educational Resources Information Center

Yamagata, Satoshi

2018-01-01

The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card…

Kinesthetic Life Cycle of Stars

NASA Astrophysics Data System (ADS)

Reinfeld, Erika L.; Hartman, Mark A.

We present a kinesthetic approach to learning about the life cycle of stars. Using a simplified two-layer model for stellar structure, learners recreate kinesthetically the birth, life, and death of low- and high-mass stars. Examples of how this activity has been used in several settings outside school time provide additional resources for extending student learning about this topic.

Emotion Recognition and Communication for Reducing Second-Language Speaking Anxiety in a Web-Based One-to-One Synchronous Learning Environment

ERIC Educational Resources Information Center

Chen, Chih-Ming; Lee, Tai-Hung

2011-01-01

e-Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions…

An Introduction to the Constraints-Led Approach to Learning in Outdoor Education

ERIC Educational Resources Information Center

Brymer, Eric; Renshaw, Ian

2010-01-01

Participation in outdoor education is underpinned by a learner's ability to acquire skills in activities such as canoeing, bushwalking and skiing and consequently the outdoor leader is often required to facilitate skill acquisition and motor learning. As such, outdoor leaders might benefit from an appropriate and tested model on how the learner…

Developing Cultural Literacy through the Writing Process: Empowering All Learners.

ERIC Educational Resources Information Center

Palmer, Barbara C.; And Others

Combining the expansion of cultural literacy with the development of process-based writing, this book addresses each stage of the writing process, with emphasis on the recursive and overlapping nature of these stages. Numerous related model activities at the end of each chapter show how to develop the writing process, while expanding the writer's…

Prediction of Student's Mood during an Online Test Using Formula-based and Neural Network-based Method

ERIC Educational Resources Information Center

Moridis, Christos N.; Economides, Anastasios A.

2009-01-01

Building computerized mechanisms that will accurately, immediately and continually recognize a learner's affective state and activate an appropriate response based on integrated pedagogical models is becoming one of the main aims of artificial intelligence in education. The goal of this paper is to demonstrate how the various kinds of evidence…

How Learning Techniques Initiate Simulation of Human Mind

ERIC Educational Resources Information Center

Girija, C.

2014-01-01

The simulation of human mind often helps in the understanding of abstract concept by representing it in a realistic model and simplistic way so that a learner develops an understanding of the key concepts. Bian (1873) and James (1890) in their work suggested that thoughts and body activity result from interactions among neurons within the brain.…

A Team of Pedagogical Agents in Multimedia Environment for Children

ERIC Educational Resources Information Center

Morozov, Mikhail; Tanakov, Andrey; Bystrov, Dmitriy

2004-01-01

This paper presents the multimedia product for teaching Natural Sciences to 10-12 years old children. In this product three pedagogical agents, Teacher and two pupils guide the learner through the virtual environment. The inclusion of a team of pedagogical agents permits us to create a micro-model of lesson activity and gives a reliable support of…

Real Learning Connections: Questioning the Learner in the LIS Internship

ERIC Educational Resources Information Center

Bird, Nora J.; Crumpton, Michael A.

2014-01-01

The focus of literature on the role of internship has been on whether and how such activity benefits the student. A model is proposed that examines what happens for both the practitioner supervisor and the LIS educator during an internship experience. Is it possible that all participants learn from the experience and how can that learning be…

Teaching communication and supporting autonomy with a team-based operative simulator.

PubMed

Cook, Mackenzie R; Deal, Shanley B; Scott, Jessica M; Moren, Alexis M; Kiraly, Laszlo N

2016-09-01

Changing residency structure emphasizes the need for formal instruction on team leadership and intraoperative teaching skills. A high fidelity, multi-learner surgical simulation may offer opportunities for senior learners (SLs) to learn these skills while teaching technical skills to junior learners (JLs). We designed and optimized a low-cost inguinal hernia model that paired JLs and SLs as an operative team. This was tested in 3 pilot simulations. Participants' feedback was analyzed using qualitative methods. JL feedback to SLs included the themes "guiding and instructing" and "allowing autonomy." Senior Learner feedback to JLs focused on "mechanics," "knowledge," and "perspective/flow." Both groups focused on "communication" and "professionalism." A multi-learner simulation can successfully meet the technical learning needs of JLs and the teaching and communication learning needs of SLs. This model of resident-driven simulation may illustrate future opportunities for operative simulation. Copyright © 2016 Elsevier Inc. All rights reserved.

Can You Hear Me Now? Marketing Essentials for Audiologists in a Noisy Health Care World

PubMed Central

Rudden, DAnne

2016-01-01

Audiologists, even those with a strong acumen for business, are not traditionally taught the basics of creating a robust practice identity and dynamic marketing plan. This activity will teach learners how to create a distinct brand that separates them from others in a competitive and distracted marketplace. Additionally, learners will gain an understanding for how to blend traditional marketing tools with more modern online options and social media. Upon completion, learners will be familiar with the skills necessary to actively create, implement, and track the effectiveness of their marketing strategy using proven methodologies. PMID:28028325

Can You Hear Me Now? Marketing Essentials for Audiologists in a Noisy Health Care World.

PubMed

Rudden, DAnne

2016-11-01

Audiologists, even those with a strong acumen for business, are not traditionally taught the basics of creating a robust practice identity and dynamic marketing plan. This activity will teach learners how to create a distinct brand that separates them from others in a competitive and distracted marketplace. Additionally, learners will gain an understanding for how to blend traditional marketing tools with more modern online options and social media. Upon completion, learners will be familiar with the skills necessary to actively create, implement, and track the effectiveness of their marketing strategy using proven methodologies.

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

NASA Astrophysics Data System (ADS)

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

2016-01-01

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

Situating Power Potentials and Dynamics of Learners and Tutors within Self-Assessment Models

ERIC Educational Resources Information Center

Taras, Maddalena

2016-01-01

Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and…

Helping Learners to Orient to the Inverted or Flipped Language Classroom: Mediation via Informational Video

ERIC Educational Resources Information Center

Moranski, Kara; Henery, Ashlie

2017-01-01

Inverted ("flipped") pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated…

A Model for the Education of Gifted Learners in Lebanon

ERIC Educational Resources Information Center

Sarouphim, Ketty M.

2010-01-01

The purpose of this paper is to present a model for developing a comprehensive system of education for gifted learners in Lebanon. The model consists of three phases and includes key elements for establishing gifted education in the country, such as raising community awareness, adopting valid identification measures, and developing effective…

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

PubMed

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

2016-08-01

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

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

PubMed

de Bruin, W E; Panday-Soobrayan, S

2017-12-01

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

An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

NASA Astrophysics Data System (ADS)

Aldahmash, Abdulwali H.; Mansour, Nasser S.; Alshamrani, Saeed M.; Almohi, Saeed

2016-12-01

This study examines Saudi Arabian middle school science textbooks' coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry `essential features' rubric. The results indicated that the essential features are included in about 59 % of the analyzed science activities. However, feature 2, `making learner give priority to evidence in responding to questions' and feature 3, `allowing learner to formulate explanations from evidence' appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content.

Reducing Annotation Effort Using Generalized Expectation Criteria

DTIC Science & Technology

2007-11-30

constraints additionally consider input variables. Active learning is a related problem in which the learner can choose the particular instances to be...labeled. In pool-based active learning [Cohn et al., 1994], the learner has access to a set of unlabeled instances, and can choose the instance that...has the highest expected utility according to some metric. A standard pool- based active learning method is uncertainty sampling [Lewis and Catlett

Distance Learners' Perspective on User-Friendly Instructional Materials at the University of Zambia

ERIC Educational Resources Information Center

Simui, F.; Thompson, L. C.; Mundende, K.; Mwewa, G.; Kakana, F.; Chishiba, A.; Namangala, B.

2017-01-01

This case study focuses on print-based instructional materials available to distance education learners at the University of Zambia. Using the Visual Paradigm Software, we model distance education learners' voices into sociograms to make a contribution to the ongoing discourse on quality distance learning in poorly resourced communities. Emerging…

Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators

ERIC Educational Resources Information Center

Nutta, Joyce W., Ed.; Mokhtari, Kouider, Ed.; Strebel, Carine, Ed.

2012-01-01

"Preparing Every Teacher to Reach English Learners" presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach--winning faculty support, assessing needs, and developing capacity--and share strategies for avoiding pitfalls. The…

Delivering Instruction to Adult Learners.

ERIC Educational Resources Information Center

Cantor, Jeffrey A.

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

Creating a Community of Learners in a Middle School Methods Course

ERIC Educational Resources Information Center

D'Souza, Lisa Andries

2017-01-01

This examination of practice aims to share pedagogical practices, grounded in the research of teaching and learning, for building a community of learners in teacher education coursework. The pedagogical exploration supports explicit modeling of strategies to support teacher candidates in their mission to develop a community of learners in their…

The Healthy Learner Model for Student Chronic Condition Management--Part II: The Asthma Initiative

ERIC Educational Resources Information Center

Erickson, Cecelia DuPlessis; Splett, Patricia L.; Mullett, Sara Stoltzfus; Jensen, Charlotte; Belseth, Stephanie Bisson

2006-01-01

The Healthy Learner Asthma Initiative (HLAI) was designed as a comprehensive, school-community initiative to improve asthma management and produce healthy learners. National asthma guidelines were translated into components of asthma management in the school setting that defined performance expectations and lead to greater quality and consistency…

Epiphany? A Case Study of Learner-Centredness in Educational Supervision

ERIC Educational Resources Information Center

Talbot, Martin

2009-01-01

Graduate medical trainees in the UK appreciate mentors who demonstrate learner-centredness as modelled by Rogers. This case study was undertaken to examine how, in one instance, learner-centred may be supervision within the tight confines of a formal, competency-based programme of training. Four formal interviews (in 18 months), were analysed to…

Does Multimedia Support Individual Differences?--EFL Learners' Listening Comprehension and Cognitive Load

ERIC Educational Resources Information Center

Yang, Hui-Yu

2014-01-01

The present study examines how display model, English proficiency and cognitive preference affect English as a Foreign Language (EFL) learners' listening comprehension of authentic videos and cognitive load degree. EFL learners were randomly assigned to one of two groups. The control group received single coding and the experimental group received…

Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles

ERIC Educational Resources Information Center

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

2016-01-01

This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and…

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

ERIC Educational Resources Information Center

Lin, Lu-Fang

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Pica, Teresa; Washburn, Gay N.

2002-01-01

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

Language Teacher Candidates' Self-Assessment Process for Teaching to Young Learners in EFL Classes

ERIC Educational Resources Information Center

Genç Ilter, Binnur

2017-01-01

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

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

ERIC Educational Resources Information Center

Maccagnano, Ann Marie

2007-01-01

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

Active Learning for Discovery and Innovation in Criminology with Chinese Learners

ERIC Educational Resources Information Center

Li, Jessica C. M.; Wu, Joseph

2015-01-01

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

Informal Learning Activities for Learners of English and for Learners of Dutch

ERIC Educational Resources Information Center

Van Marsenille, Anne

2017-01-01

The purpose of this study is to investigate and compare the informal learning activities which French-speaking higher education students in Brussels engage in while learning English and Dutch. The informal learning of English was investigated in 2012, while the informal learning of Dutch was studied in 2015 and then compared to the informal…

Separating "Inquiry Questions" and "Techniques" to Help Learners Move between the How and the Why of Biology Practical Work

ERIC Educational Resources Information Center

Philip, Judith M. D.; Taber, Keith S.

2016-01-01

School science practical activities have been criticised for exposing learners to a series of phenomena disconnected from the conceptual frameworks needed to understand them. Such activities are successful in the "domain of observables" but not the "domain of ideas". Few resources exist for classroom teachers wishing to improve…

Pedagogical Values of Mobile-Assisted Task-Based Activities to Enhance Speaking Skill

ERIC Educational Resources Information Center

Mohammadi, Mojtaba; Safdari, Nastaran

2015-01-01

The purpose of the present study was to examine the impact of online mobile-assisted task-based activities on improving Iranian intermediate English as a Foreign Language (EFL) learners' speaking skills. To achieve the purpose of the study, 90 intermediate language learners were selected ranging between 13 to 16 years old and divided into three…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Sundqvist, Pia; Sylvén, Liss Kerstin

2014-01-01

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

The Role of Private Speech in Cognitive Regulation of Learners: The Case of English as a Foreign Language Education

ERIC Educational Resources Information Center

Sarab, Mohamad Reza Anani; Gordani, Yahya

2015-01-01

Investigations into the use of private speech by adult English foreign language (EFL) learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a…

A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts

ERIC Educational Resources Information Center

Vorobel, Oksana

2013-01-01

Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in…

Chinese Learners of English See Chinese Words When Reading English Words

ERIC Educational Resources Information Center

Ma, Fengyang; Ai, Haiyang

2018-01-01

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

Complex Dynamics in a Model of Common Fishery Resource Harvested by Multiagents with Heterogeneous Strategy

NASA Astrophysics Data System (ADS)

Gu, En-Guo

In this paper, we formulate a dynamical model of common fishery resource harvested by multiagents with heterogeneous strategy: profit maximizers and gradient learners. Special attention is paid to the problem of heterogeneity of strategic behaviors. We mainly study the existence and the local stability of non-negative equilibria for the model through mathematical analysis. We analyze local bifurcations and complex dynamics such as coexisting attractors by numerical simulations. We also study the local and global dynamics of the exclusive gradient learners as a special case of the model. We discover that when adjusting the speed to be slightly high, the increasing ratio of gradient learners may lead to instability of the fixed point and makes the system sink into complicated dynamics such as quasiperiodic or chaotic attractor. The results reveal that gradient learners with high adjusting speed may ultimately be more harmful to the sustainable use of fish stock than the profit maximizers.

A model for educational feedback based on clinical communication skills strategies: beyond the "feedback sandwich".

PubMed

Milan, Felise B; Parish, Sharon J; Reichgott, Michael J

2006-01-01

Feedback is an essential tool in medical education, and the process is often difficult for both faculty and learner. There are strong analogies between the provision of educational feedback and doctor-patient communication during the clinical encounter. Relationship-building skills used in the clinical setting-Partnership, Empathy, Apology, Respect, Legitimation, Support (PEARLS)-can establish trust with the learner to better manage difficult feedback situations involving personal issues, unprofessional behavior, or a defensive learner. Using the stage of readiness to change (transtheoretical) model, the educator can "diagnose" the learner's stage of readiness and employ focused interventions to encourage desired changes. This approach has been positively received by medical educators in faculty development workshops. A model for provision of educational feedback based on communication skills used in the clinical encounter can be useful in the medical education setting. More robust evaluation of the construct validity is required in actual training program situations.

Rasch modeling to assess Albanian and South African learners' preferences for real-life situations to be used in mathematics: a pilot study.

PubMed

Kacerja, Suela; Julie, Cyril; Hadjerrouit, Said

2013-01-01

This paper reports on an investigation on the real-life situations students in grades 8 and 9 in South Africa and Albania prefer to use in Mathematics. The functioning of the instrument used to assess the order of preference learners from both countries have for contextual situations is assessed using Rasch modeling techniques. For both the cohorts, the data fit the Rasch model. The differential item functioning (DIF) analysis rendered 3 items operating differentially for the two cohorts. Explanations for these differences are provided in terms of differences in experiences learners in the two countries have related to some of the contextual situations. Implications for interpretation of international comparative tests are offered, as are the possibilities for the cross-country development of curriculum materials related to contexts that learners prefer to use in Mathematics.

"Anyone Can Make It, but There Can Only Be One Winner": Modelling Neoliberal Learning and Work on Reality Television

ERIC Educational Resources Information Center

Windle, Joel

2010-01-01

This article investigates how reality television talent-quest formats model the normative neoliberal worker and learner--roles which are increasingly drawn together. In the age of "life-long learning" and shifting employment demands, new models of the supple, adaptable and willing learner are increasingly important both to meeting…

Effective instruction for English learners.

PubMed

Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

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

Learner Views about a Distance Education Course

ERIC Educational Resources Information Center

Durak, Gurhan; Ataizi, Murat

2016-01-01

The purpose of the study was to investigate the views of learners experienced in the Distance Learning Platform (DLP), which was prepared according to an online course design model. The participants of the study were 19 learners who took the programming languages course (via the DLP for 14 weeks). Before the application, the preparation of the DLP…

Impact of the Flipped Classroom on Learner Achievement and Satisfaction in an Undergraduate Technology Literacy Course

ERIC Educational Resources Information Center

Sommer, Max; Ritzhaupt, Albert D.

2018-01-01

Aim/Purpose: The purpose of this study was to examine the impact of the flipped classroom model on learner achievement and satisfaction for undergraduate learners Background: The context for this research on the flipped classroom was an introductory technology literacy course at a public, research university. Methodology: This study employed a…

Learning Organization: Reorganizing Learners, Learning Process, Settings, Time, and Staff in the Comprehensive High School.

ERIC Educational Resources Information Center

Pearce, Kathryn; And Others

The New Designs for the Comprehensive High School project should provide for an organization of the school that is aligned with learner outcomes and learning process. Components of the organization must be aligned among themselves. High school models for organizing learners that meet student needs for connectedness and improved interpersonal…

Why Learner-Centered New Faculty Orientations Matter: Organizational Culture and Faculty Retention

ERIC Educational Resources Information Center

Scott, Whitney; Lemus, Daisy; Knotts, Greg; Oh, Janet

2016-01-01

A learner-centered New Faculty Orientation (NFO) can be a powerful way to immediately engage new faculty and develop their organizational identification to the institution and its values. Unfortunately, some NFOs do not model a learner-centered philosophy and miss opportunities to establish a collaborative and celebratory tone. In this paper, we…

Learner Centric in M-Learning: Integration of Security, Dependability and Trust

ERIC Educational Resources Information Center

Mahalingam, Sheila; Abdollah, Faizal Mohd; Sahib, Shahrin

2014-01-01

The paper focus on learner centric attributes in a m-learning environment encounters the security measurements. In order to build up a systematic threat and countermeasure for protecting the learners as well as providing awareness and satisfaction in utilizing the mobile learning system, a security model need to be overhauled. The brief literature…

iPad Acceptance by English Learners in Saudi Arabia

ERIC Educational Resources Information Center

Lawrence, Barry A. M.

2016-01-01

This study used the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis, & Davis, 2003) model to investigate factors predicting the acceptance of iPad tablets by learners of English as a foreign language (EFL) at a technical vocational college in Saudi Arabia. An online survey was conducted on 199 male learners,…

Learner Control, User Characteristics, Platform Difference, and Their Role in Adoption Intention for MOOC Learning in China

ERIC Educational Resources Information Center

Zhang, Min; Yin, Shuaijun; Luo, Meifen; Yan, Weiwei

2017-01-01

Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners' MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by…

When big brother is watching: goal orientation shapes reactions to electronic monitoring during online training.

PubMed

Watson, Aaron M; Foster Thompson, Lori; Rudolph, Jane V; Whelan, Thomas J; Behrend, Tara S; Gissel, Amanda L

2013-07-01

Web-based training is frequently used by organizations as a convenient and low-cost way to teach employees new knowledge and skills. As web-based training is typically unproctored, employees may be held accountable to the organization by computer software that monitors their behaviors. The current study examines how the introduction of electronic performance monitoring may provoke negative emotional reactions and decrease learning among certain types of e-learners. Through motivated action theory and trait activation theory, we examine the role of performance goal orientation when e-learners are exposed to asynchronous and synchronous monitoring. We show that some e-learners are more susceptible than others to evaluation apprehension when they perceive their activities are being monitored electronically. Specifically, e-learners higher in avoid performance goal orientation exhibited increased evaluation apprehension if they believed asynchronous monitoring was present, and they showed decreased skill attainment as a result. E-learners higher on prove performance goal orientation showed greater evaluation apprehension if they believed real-time monitoring was occurring, resulting in decreased skill attainment. PsycINFO Database Record (c) 2013 APA, all rights reserved.

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

PubMed

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

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

STEM Outreach to the African Canadian Community - The Imhotep Legacy Academy

NASA Astrophysics Data System (ADS)

Hewitt, Kevin

2012-02-01

Like the African American community in the US, the African Canadian community is underrepresented in the Science Technology Engineering and Mathematics (STEM) fields. To serve these communities two outreach organizations emerged in Canadian cities where there is a critical mass of learners of African Descent - Toronto and Halifax. I will describe the Imhotep's Legacy Academy, which began in the Physics labs of Dalhousie University in Halifax, Nova Scotia and has grown to a province-wide program serving three-quarters of the school boards in the province with an annual budget that has grown to 400,000 in 2011-12. It follows the learner from the time they enter grade 7 to the time they graduate from university, through three programs: (a) Weekly After-School science enrichment for junior high learners, (b) Virtual High school tutoring program and (c) Summer student internships and research scholarships for post-secondary students. This year, the program was the beneficiary of funding from TD Bank to establish scholarships for program participants to enter Dalhousie university. Modeled on the Meyerhoff scholarships the program participants are identified at an early stage and are promised a subset of funding as they meet selected criteria during participation in the program. The program enjoys support from the Department of Education and the highest levels of government. A tri-mentoring system exists where faculty of African descent train mentors, who are science students of African descent at associated universities, to deliver hands-on enrichment activities to learners of African Descent. Evidence supporting the success of the program will be highlighted. Project outcomes measured include (i) recruitment; (ii) attendance; (iii) stakeholder relationships; (iv) programming; (v) staff training; (vi) perception of ILASP's value; (vii) academic performance. The end results are new lessons and best practices that are incorporated into a strategic plan for the new project year. Teachers perceived that ILASP had a positive ripple effect on the entire academic and non-academic educational experience of the learners, crediting the project with (i) encouraging self-learning; (ii) assisting in honing learners' science and math skills; (iii) developing core skills that were applicable in learners' schoolwork; (iv) boosting learners' self-esteem; (v) improving school attendance; (vi) boosting learners' motivation to be engaged participants in all other classes.

Attending to the Grammatical Errors of Students Using Constructive Teaching and Learning Activities

ERIC Educational Resources Information Center

Wornyo, Albert Agbesi

2016-01-01

This study was a classroom-based action research. In this study, constructive teaching and learning activities were used to help learners improve on their grammar and usage with a focus on how to help them internalize subject verb agreement rules. The purpose of the research was to assist learners to improve upon their performance in grammar and…

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

ERIC Educational Resources Information Center

Saab, Nadira

2012-01-01

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

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

ERIC Educational Resources Information Center

Saito, Hitomi; Miwa, Kazuhisa

2007-01-01

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

Beliefs and Out-of-Class Language Learning of Chinese-Speaking ESL Learners in Hong Kong

ERIC Educational Resources Information Center

Wu, Manfred Man-fat

2012-01-01

Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful…

Activity Theory in Spanish Mixed Classrooms: Exploring Corrective Feedback as an Artifact

ERIC Educational Resources Information Center

Valentín-Rivera, Laura

2016-01-01

This study draws upon activity theory to better understand the implications of corrective feedback (CF) as an artifact on (1) the coconstruction of knowledge and (2) the action-oriented decisions of 10 mixed pairs comprising a foreign language learner (FLL) and a heritage language learner (HLL) of Spanish. To this end, the dyads were divided into…

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

ERIC Educational Resources Information Center

Ching, Yu-Hui

2014-01-01

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

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

ERIC Educational Resources Information Center

Gerjets, Peter H.; Hesse, Friedrich W.

2004-01-01

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

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

ERIC Educational Resources Information Center

Nelson, Diane

2009-01-01

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

Aspects of the Reading Motivation and Reading Activity of Namibian Primary School Readers

ERIC Educational Resources Information Center

Kirchner, Emmarentia; Mostert, Maria Louise

2017-01-01

This paper reports on the reading motivation and reading activity of 402, urban, Namibian learners in 6 schools in the central region of Namibia. From the fourth grade these Grade 7 learners received their instruction through the medium of English, and offered English as Second Language in addition to another Namibian language. They were enrolled…

The Formation of Learners' Motivation to Study Physics in Terms of Sustainable Development of Education in Ukraine

ERIC Educational Resources Information Center

Korsun, Igor

2017-01-01

This study is aimed at creating a general technique for the formation of learners' interest in physics in the context of sustainable development of education. The active means of training and active learning methods are the components of this technique. The sequence of interest formation for physics in the context of sustainable development of…

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

ERIC Educational Resources Information Center

Harrison, Neil; Hatt, Sue

2010-01-01

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

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

ERIC Educational Resources Information Center

Williams, Joshua T.; Newman, Sharlene D.

2017-01-01

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

QR Codes in Education and Communication

ERIC Educational Resources Information Center

Durak, Gurhan; Ozkeskin, E. Emre; Ataizi, Murat

2016-01-01

Technological advances brought applications of innovations to education. Conventional education increasingly flourishes with new technologies accompanied by more learner active environments. In this continuum, there are learners preferring self-learning. Traditional learning materials yield attractive, motivating and technologically enhanced…

Some Instructional Implications from a Mathematical Model of Cognitive Development.

ERIC Educational Resources Information Center

Mierkiewicz, Diane B.

Cognitive development and various educational implications are discussed in terms of Donald Saari's model of the interaction of a learner and the enviroment and the constraints imposed by the inefficiency of the learner's cognitive system. Saari proposed a hierarchical system of cognitive structures such that the relationships between structures…

Mark-Up-Based Writing Error Analysis Model in an On-Line Classroom.

ERIC Educational Resources Information Center

Feng, Cheng; Yano, Yoneo; Ogata, Hiroaki

2000-01-01

Describes a new component called "Writing Error Analysis Model" (WEAM) in the CoCoA system for teaching writing composition in Japanese as a foreign language. The Weam can be used for analyzing learners' morphological errors and selecting appropriate compositions for learners' revising exercises. (Author/VWL)

Developing Mindful Learners Model: A 21st Century Ecological Approach.

ERIC Educational Resources Information Center

Fluellen, Jerry

The Developing Mindful Learners Model (DMLM), developed within the framework of Howard Gardner's multiple intelligences theory, connects three factors--content, framework, and world vision--for the purpose of helping underachieving students to become more "mindful": i.e., to become one who welcomes new ideas, considers more than one…

Concept Selection and Developmental Effects in Bilingual Speech Production

ERIC Educational Resources Information Center

Schwieter, John; Sunderman, Gretchen

2009-01-01

The present study investigates the locus of language selection in less and more proficient language learners, specifically testing differential predictions of La Heij's (2005) concept selection model (CSM) and Kroll and Stewart's (1994) revised hierarchical model (RHM). Less and more proficient English dominant learners of Spanish participated in…

Do fears of malpractice litigation influence teaching behaviors?

PubMed

Reed, Darcy A; Windish, Donna M; Levine, Rachel B; Kravet, Steven J; Wolfe, Leah; Wright, Scott M

2008-01-01

Medical malpractice is prominently positioned in the consciousness of American physicians, and the perceived threat of malpractice litigation may push physicians to practice defensively and alter their teaching behaviors. The purposes of this study were to characterize the attitudes of academic medical faculty toward malpractice litigation and to identify teaching behaviors associated with fear of malpractice litigation. We surveyed 270 full-time clinically active physicians in the Department of Medicine at a large academic medical center. The survey assessed physicians' attitudes toward malpractice issues, fear of malpractice litigation, and self-reported teaching behaviors associated with concerns about litigation. Two hundred and fifteen physicians responded (80%). Faculty scored an average of 25.5 +/- 6.9 (range = 6-42, higher scores indicate greater fear) on a reliable malpractice fear scale. Younger age (Spearman's rho = 0.19, p = .02) and greater time spent in clinical activities (rho = 0.26, p < .001) were correlated with higher scores on the Malpractice Fear Scale. Faculty reported that because of the perceived prevalence of lawsuits and claims made against physicians, they spend more time writing clinical notes for patients seen by learners (74%), give learners less autonomy in patient care (44%), and limit opportunities for learners to perform clinical procedures (32%) and deliver bad news to patients (33%). Faculty with higher levels of fear on the Malpractice Fear Scale were more likely to report changing their teaching behaviors because of this perceived threat (rho = 0.38, p < .001). Physicians report changes in teaching behaviors because of concerns about malpractice litigation. Although concerns about malpractice may promote increased supervision and positive role modeling, they may also limit important educational opportunities for learners. These results may serve to heighten awareness to the fact that teaching behaviors and decisions may be influenced by the malpractice climate.

Identifying different learning styles to enhance the learning experience.

PubMed

Anderson, Irene

2016-10-12

Identifying your preferred learning style can be a useful way to optimise learning opportunities, and can help learners to recognise their strengths and areas for development in the way that learning takes place. It can also help teachers (educators) to recognise where additional activities are required to ensure the learning experience is robust and effective. There are several models available that may be used to identify learning styles. This article discusses these models and considers their usefulness in healthcare education. Models of teaching styles are also considered.

Effective Models for Scientists Engaging in Meaningful Education and Outreach

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; Gurule, Isaiah; InsightSTEM Teacher-Scientist-Communicator-Learner Team

2017-01-01

We present a central paradigm, extending the model of "Teacher-Scientist" partnerships towards a new philosophy of "Scientist-Instructor-Learner-Communicator" Partnerships. In this paradigm modes of, and expertise in, communication, and the learners themselves, are held is as high status as the experts and teachers in the learning setting.We present three distinctive models that rest on this paradigm in different educational settings. First a model in which scientists and teachers work together with a communications-related specialist to design and develop new science exploration tools for the classroom, and gather feedback from learners. Secondly, we present a model which involves an ongoing joint professional development program helping scientists and teachers to be co-communicators of knowledge exploration to their specific audience of learners. And thirdly a model in which scientists remotely support classroom research based on online data, while the teachers and their students learn to become effective communicators of their genuine scientific results.This work was funded in part by the American Association for the Advancement of Science, and by NASA awards NNX16AC68A and NNX16AJ21G. All opinions are those of the authors.

Effective Models for Scientists Engaging in Meaningful Education and Outreach

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; InsightSTEM SILC Partnership Team

2016-10-01

We present a central paradigm, extending the model of "Teacher-Scientist" partnerships towards a new philosophy of "Scientist-Instructor-Learner-Communicator" Partnerships. In this paradigm modes of, and expertise in, communication, and the learners themselves, are held is as high status as the experts and teachers in the learning setting.We present three distinctive models that rest on this paradigm in different educational settings. First a model in which scientists and teachers work together with a communications-related specialist to design and develop new science exploration tools for the classroom, and gather feedback from learners. Secondly, we present a model which involves an ongoing joint professional development program helping scientists and teachers to be co-communicators of knowledge exploration to their specific audience of learners. And thirdly a model in which scientists remotely support classroom research based on online data, while the teachers and their students learn to become effective communicators of their genuine scientific results.This work was funded in part by the American Association for the Advancement of Science, and by NASA awards NNX16AC68A and NNX16AJ21G. All opinions are those of the authors.

It's not about you: a simple proposition for improving biology education.

PubMed

Wright, Robin

2014-10-01

THE Genetics Society of America's Elizabeth W. Jones Award for Excellence in Education recognizes significant and sustained impact on genetics education. Consistent with her philosophy of linking research and education, the 2014 Awardee Robin Wright includes undergraduate students in all of her research. She seeks to teach how to think like and to actually be a biologist, working in teams and looking at real-world problems. She emphasizes a learner-centered model of classroom work that promotes and enhances lifelong skills, and has transformed biology education at the University of Minnesota through several efforts including developing the interactive, stimulating Foundations of Biology course sequence, encouraging active learning and open-ended research; supporting the construction of Active Learning Classrooms; and establishing Student Learning Outcomes, standards that measure biology education. She serves as founding editor-in-chief of CourseSource, focusing national effort to collect learner-centered, outcomes-based teaching resources in undergraduate biology. Copyright © 2014 by the Genetics Society of America.

A Comparative Study of the Effects of the Neurocognitive-Based Model and the Conventional Model on Learner Attention, Working Memory and Mood

ERIC Educational Resources Information Center

Srikoon, Sanit; Bunterm, Tassanee; Nethanomsak, Teerachai; Ngang, Tang Keow

2017-01-01

Purpose: The attention, working memory, and mood of learners are the most important abilities in the learning process. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention,…

Development of a Mantle Convection Physical Model to Assist with Teaching about Earth's Interior Processes

NASA Astrophysics Data System (ADS)

Glesener, G. B.; Aurnou, J. M.

2010-12-01

The Modeling and Educational Demonstrations Laboratory (MEDL) at UCLA is developing a mantle convection physical model to assist educators with the pedagogy of Earth’s interior processes. Our design goal consists of two components to help the learner gain conceptual understanding by means of visual interactions without the burden of distracters, which may promote alternative conceptions. Distracters may be any feature of the conceptual model that causes the learner to use inadequate mental artifact to help him or her understand what the conceptual model is intended to convey. The first component, and most important, is a psychological component that links properties of “everyday things” (Norman, 1988) to the natural phenomenon, mantle convection. Some examples of everyday things may be heat rising out from a freshly popped bag of popcorn, or cold humid air falling from an open freezer. The second component is the scientific accuracy of the conceptual model. We would like to simplify the concepts for the learner without sacrificing key information that is linked to other natural phenomena the learner will come across in future science lessons. By taking into account the learner’s mental artifacts in combination with a simplified, but accurate, representation of what scientists know of the Earth’s interior, we expect the learner to have the ability to create an adequate qualitative mental simulation of mantle convection. We will be presenting some of our prototypes of this mantle convection physical model at this year’s poster session and invite constructive input from our colleagues.

A Corpus-Based Discourse Information Analysis of Chinese EFL Learners' Autonomy in Legal Case Brief Writing

ERIC Educational Resources Information Center

Chen, Jinshi

2017-01-01

Legal case brief writing is pedagogically important yet insufficiently discussed for Chinese EFL learners majoring in law. Based on process genre approach and discourse information theory (DIT), the present study designs a corpus-based analytical model for Chinese EFL learners' autonomy in legal case brief writing and explores the process of case…

An Empirical Examination of EFL Learners' Perceptual Learning Styles and Acceptance of ASR-Based Computer-Assisted Pronunciation Training

ERIC Educational Resources Information Center

Hsu, Liwei

2016-01-01

This study aims to explore the structural relationships among the variables of EFL (English as a foreign language) learners' perceptual learning styles and Technology Acceptance Model (TAM). Three hundred and forty-one (n = 341) EFL learners were invited to join a self-regulated English pronunciation training program through automatic speech…

Motivating Learners in Open and Distance Learning: Do We Need a New Theory of Learner Support?

ERIC Educational Resources Information Center

Simpson, Ormond

2008-01-01

This paper calls for a new theory of learner support in distance learning based on recent findings in the fields of learning and motivational psychology. It surveys some current learning motivation theories and proposes that models drawn from the relatively new field of Positive Psychology, such as the "Strengths Approach", together with…

The Relationships between Teachers' Instructional Practices and Their Learners' Level of Geometrical Thinking

ERIC Educational Resources Information Center

Bleeker, Cheryl; Stols, Gerrit; Van Putten, Sonja

2013-01-01

This case study describes and investigates the instructional practices of Grades 1 to 5 teachers and the levels of geometry thinking of the learners, according to the Van Hiele model, with a view to determining whether there is a match between the instructional practice and the learners' level of thinking. The instructional practices of the…

More than a "Basic Skill": Breaking down the Complexities of Summarizing for ABE/ESL Learners

ERIC Educational Resources Information Center

Ouellette-Schramm, Jennifer

2015-01-01

This article describes the complex cognitive and linguistic challenges of summarizing expository text at vocabulary, syntactic, and rhetorical levels. It then outlines activities to help ABE/ESL learners develop corresponding skills.

Information-educational environment with adaptive control of learning process

NASA Astrophysics Data System (ADS)

Modjaev, A. D.; Leonova, N. M.

2017-01-01

Recent years, a new scientific branch connected with the activities in social sphere management developing intensively and it is called "Social Cybernetics". In the framework of this scientific branch, theory and methods of management of social sphere are formed. Considerable attention is paid to the management, directly in real time. However, the decision of such management tasks is largely constrained by the lack of or insufficiently deep study of the relevant sections of the theory and methods of management. The article discusses the use of cybernetic principles in solving problems of control in social systems. Applying to educational activities a model of composite interrelated objects representing the behaviour of students at various stages of educational process is introduced. Statistical processing of experimental data obtained during the actual learning process is being done. If you increase the number of features used, additionally taking into account the degree and nature of variability of levels of current progress of students during various types of studies, new properties of students' grouping are discovered. L-clusters were identified, reflecting the behaviour of learners with similar characteristics during lectures. It was established that the characteristics of the clusters contain information about the dynamics of learners' behaviour, allowing them to be used in additional lessons. The ways of solving the problem of adaptive control based on the identified dynamic characteristics of the learners are planned.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Nejad, Ferdows Mohsen; Khosravian, Fereshteh

2014-01-01

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

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

ERIC Educational Resources Information Center

Bridger, Jane

2007-01-01

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

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

PubMed Central

2015-01-01

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

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

PubMed

Mathias, Clinton

2015-08-25

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

Validity of Students Worksheet Based Problem-Based Learning for 9th Grade Junior High School in living organism Inheritance and Food Biotechnology.

NASA Astrophysics Data System (ADS)

Jefriadi, J.; Ahda, Y.; Sumarmin, R.

2018-04-01

Based on preliminary research of students worksheet used by teachers has several disadvantages such as students worksheet arranged directly drove learners conduct an investigation without preceded by directing learners to a problem or provide stimulation, student's worksheet not provide a concrete imageand presentation activities on the students worksheet not refer to any one learning models curicullum recommended. To address problems Reviews these students then developed a worksheet based on problem-based learning. This is a research development that using Ploom models. The phases are preliminary research, development and assessment. The instruments used in data collection that includes pieces of observation/interviews, instrument self-evaluation, instruments validity. The results of the validation expert on student worksheets get a valid result the average value 80,1%. Validity of students worksheet based problem-based learning for 9th grade junior high school in living organism inheritance and food biotechnology get valid category.

Example-Based Learning: Effects of Model Expertise in Relation to Student Expertise

ERIC Educational Resources Information Center

Boekhout, Paul; van Gog, Tamara; van de Wiel, Margje W. J.; Gerards-Last, Dorien; Geraets, Jacques

2010-01-01

Background: Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study. Aims: This study used worked examples of patient history taking in physiotherapy that presented a "non"-didactical solution (i.e., based on actual performance). The effects of model expertise…

Shifting Constructions of Role Models for English Learners in China

ERIC Educational Resources Information Center

Gao, Xuesong

2014-01-01

This essay draws attention to the shifting constructions of nationally famous role models for English learners. It examines how three individuals rose to national prominence because of their association with the craze for learning English in China in the last three decades. This essay compares the constructed images of these individuals and…

The Use of Video Self-Modeling with English Language Learners: Implications for Success

ERIC Educational Resources Information Center

Ortiz, Jennifer; Burlingame, Cheryl; Onuegbulem, Cybeles; Yoshikawa, Koichi; Rojas, Eliana D.

2012-01-01

The efficacy of video self-modeling (VSM) to improve reading fluency for English language learners (ELLs) is explored. A review of the literature demonstrates the success of VSM in improving non-ELL students' fluency. Preliminary research with culturally and linguistically diverse students implies that the intervention can be equally effective…

Investigation of Secondary School, Undergraduate, and Graduate Learners' Mental Models of Ionic Bonding.

ERIC Educational Resources Information Center

Coll, Richard K.; Treagust, David F.

2003-01-01

Explores secondary school, undergraduate, and graduate level learners' mental models of bonding with ionic substances through an interview protocol involving the use of physical substances and a focus card containing depictions of ionic bonding and structure. Suggests that teachers and university faculty need to provide stronger links between the…

Whole School English Learner Reform: A Heuristic Approach to Professional Learning in Middle Schools

ERIC Educational Resources Information Center

Plough, Bobbie; Garcia, Ray

2015-01-01

This work highlights a heuristic model for professional learning while examining the implementation of a reform initiative. The researchers used longitudinal data collected from surveys to develop and fit a model of professional learning where patterns of interaction among teachers changed the discussion about English learner instruction. Data…

Differentiated Rates of Growth across Preschool Dual Language Learners

ERIC Educational Resources Information Center

Lambert, Richard G.; Kim, Do-Hong; Durham, Sean; Burts, Diane C.

2017-01-01

This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many classrooms where DLL children are served: Bilinguals,…

Diabetes Management at School: Application of the Healthy Learner Model

ERIC Educational Resources Information Center

Bobo, Nichole; Kaup, Tara; McCarty, Patricia; Carlson, Jessie Parker

2011-01-01

Every child with diabetes deserves a school nurse with the capacity to effectively manage the disease at school. The school nurse needs knowledge and skills to confidently provide care and communicate with health care providers and families. The Healthy Learner Model for Chronic Condition Management provided a framework to eliminate the disjointed…

Educating All Learners: Refocusing the Comprehensive Support Model.

ERIC Educational Resources Information Center

Obiakor, Festus E., Ed.; Grant, Patrick A., Ed.; Dooley, Elizabeth A., Ed.

This collection of papers addresses the importance of maximizing the fullest potential of all students and leaving no child behind. The 14 papers are: (1) "The Comprehensive Support Model for All Learners: Conceptualization and Meaning" (Festus E. Obiakor, Pauline Harris-Obiakor, and Ramel L. Smith); (2) "The Power of the `Self' in Education"…

3-Ls: A Model for Teaching Young Learners

ERIC Educational Resources Information Center

Diem, Chuzaimah Dahlan

2011-01-01

The fact that EFL literacy in Indonesia is still low led me to conduct this study to cultivate reading habits and increase literacy skills of young learners. Using the 3-Ls--libraries, literature, and literacy--as an instructional model, the study involved five methods: Informational Text Structures; Online Resources; Partnership with Librarians;…

Training EFL Learners in Self-Regulation of Reading: Implementing an SRL Model

ERIC Educational Resources Information Center

Morshedian, Mahboobeh; Hemmati, Fatemeh; Sotoudehnama, Elaheh

2017-01-01

This study examined whether training English as a foreign language (EFL) learners in a self-regulated learning (SRL) model could help them develop the ability to self-regulate their reading in English and whether their proficiency level could moderate the efficacy of self-regulation training. Two experimental groups received instruction in…

The Personal Learning Environment and the Human Condition: From Theory to Teaching Practice

ERIC Educational Resources Information Center

Johnson, Mark; Liber, Oleg

2008-01-01

We present the Personal Learning Environment (PLE) as a practical intervention concerning the organization of technology in education. We explain this by proposing a cybernetic model of the "Personal Learner" using Beer's Viable System Model (VSM). Using the VSM, we identify different regulatory mechanisms that maintain viability for learners, and…

Beyond Integrativeness: A Validation of the L2 Self Model among Francophone Learners of ESL

ERIC Educational Resources Information Center

Davidson, Troy; Guénette, Danielle; Simard, Daphnée

2016-01-01

According to Dörnyei's model of second language (L2) motivation, the motivated learner aims to incorporate the L2 into his or her self-concept, known as the ideal L2 self. This study examined the internal consistency of Dörnyei's model among ESL Francophone students in Quebec (n = 68) by means of a questionnaire. Correlations were calculated…

Introducing the R2D2 Model: Online Learning for the Diverse Learners of This World

ERIC Educational Resources Information Center

Bonk, Curtis J.; Zhang, Ke

2006-01-01

The R2D2 method--read, reflect, display, and do--is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied Internet familiarity. Four quadrants can be utilized separately or as part…

An Effect of the Co-Operative Network Model for Students' Quality in Thai Primary Schools

ERIC Educational Resources Information Center

Khanthaphum, Udomsin; Tesaputa, Kowat; Weangsamoot, Visoot

2016-01-01

This research aimed: 1) to study the current and desirable states of the co-operative network in developing the learners' quality in Thai primary schools, 2) to develop a model of the co-operative network in developing the learners' quality, and 3) to examine the results of implementation of the co-operative network model in the primary school.…

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

NASA Astrophysics Data System (ADS)

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

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

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

ERIC Educational Resources Information Center

Hussein, Bassam A.

2015-01-01

The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients…

A multi-agent intelligent environment for medical knowledge.

PubMed

Vicari, Rosa M; Flores, Cecilia D; Silvestre, André M; Seixas, Louise J; Ladeira, Marcelo; Coelho, Helder

2003-03-01

AMPLIA is a multi-agent intelligent learning environment designed to support training of diagnostic reasoning and modelling of domains with complex and uncertain knowledge. AMPLIA focuses on the medical area. It is a system that deals with uncertainty under the Bayesian network approach, where learner-modelling tasks will consist of creating a Bayesian network for a problem the system will present. The construction of a network involves qualitative and quantitative aspects. The qualitative part concerns the network topology, that is, causal relations among the domain variables. After it is ready, the quantitative part is specified. It is composed of the distribution of conditional probability of the variables represented. A negotiation process (managed by an intelligent MediatorAgent) will treat the differences of topology and probability distribution between the model the learner built and the one built-in in the system. That negotiation process occurs between the agents that represent the expert knowledge domain (DomainAgent) and the agent that represents the learner knowledge (LearnerAgent).

Tsikavytys' neznanym: uchnivs'kyi zoshyt (Fascination with the Unknown: Student Activity Book) [and] Tsikavytys' neznanym: vidpovidi do uchnivs'koho zoshyta (Fascination with the Unknown: Answer Key to Student Activity Book). Collage 2: A Ukrainian Language Development Series.

ERIC Educational Resources Information Center

Boruszczak, Bohdan, Comp.; Wozniak, Odarka, Comp.

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also…

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

NASA Astrophysics Data System (ADS)

Smithey, Julie Faye

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

Medical students' change in learning styles during the course of the undergraduate program: from 'thinking and watching' to 'thinking and doing'.

PubMed

Bitran, Marcela; Zúñiga, Denisse; Pedrals, Nuria; Padilla, Oslando; Mena, Beltrán

2012-01-01

Most students admitted to medical school are abstract-passive learners. However, as they progress through the program, active learning and concrete interpersonal interactions become crucial for the acquisition of professional competencies. The purpose of this study was to determine if and how medical students' learning styles change during the course of their undergraduate program. All students admitted to the Pontificia Universidad Católica de Chile (PUC) medical school between 2000 and 2011 (n = 1,290) took the Kolb's Learning Style Inventory at school entrance. Two years later 627 students took it again, and in the seventh and last year of the program 104 students took it for a third time. The distribution of styles at years 1, 3 and 7, and the mobility of students between styles were analyzed with Bayesian models. Most freshmen (54%) were classified as assimilators (abstract-passive learners); convergers (abstract-active) followed with 26%, whereas divergers (concrete-passive) and accommodators (concrete-active) accounted for 11% and 9%, respectively. By year 3, the styles' distribution remained unchanged but in year 7 convergers outnumbered assimilators (49% vs. 33%). In general, there were no gender-related differences. Medical students change their preferred way of learning: they evolve from an abstract-reflexive style to an abstract-active one. This change might represent an adaptation to the curriculum, which evolves from a lecture-based teacher-centered to a problem-based student-centered model.

Medical students’ change in learning styles during the course of the undergraduate program: from ‘thinking and watching’ to ‘thinking and doing’

PubMed Central

Bitran, Marcela; Zúñiga, Denisse; Pedrals, Nuria; Padilla, Oslando; Mena, Beltrán

2012-01-01

Background Most students admitted to medical school are abstract-passive learners. However, as they progress through the program, active learning and concrete interpersonal interactions become crucial for the acquisition of professional competencies. The purpose of this study was to determine if and how medical students’ learning styles change during the course of their undergraduate program. Methods All students admitted to the Pontificia Universidad Católica de Chile (PUC) medical school between 2000 and 2011 (n = 1,290) took the Kolb’s Learning Style Inventory at school entrance. Two years later 627 students took it again, and in the seventh and last year of the program 104 students took it for a third time. The distribution of styles at years 1, 3 and 7, and the mobility of students between styles were analyzed with Bayesian models. Results Most freshmen (54%) were classified as assimilators (abstract-passive learners); convergers (abstract-active) followed with 26%, whereas divergers (concrete-passive) and accommodators (concrete-active) accounted for 11% and 9%, respectively. By year 3, the styles’ distribution remained unchanged but in year 7 convergers outnumbered assimilators (49% vs. 33%). In general, there were no gender-related differences. Discussion Medical students change their preferred way of learning: they evolve from an abstract-reflexive style to an abstract-active one. This change might represent an adaptation to the curriculum, which evolves from a lecture-based teacher-centered to a problem-based student–centered model. PMID:26451190

Empowering the Language Learner: Language Learning Strategy Training and Self-Regulation in an EFL Classroom

ERIC Educational Resources Information Center

Torres, Gabriella

2013-01-01

The purpose of this paper is to illustrate how an understanding of the Good Language Learner models described in the SLA literature can be used to tailor and implement a program of learning strategy training and self-regulatory practices in the classroom to empower L2 learners in an EFL context. The paper begins by reviewing the various…

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

ERIC Educational Resources Information Center

AlAgha, Iyad

2012-01-01

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

Giving feedback in medical teaching: a case of lung function laboratory/spirometry.

PubMed

Meo, Sultan Ayoub

2013-01-01

Feedback in medical teaching is an important part of medical education, it encourages and enhances the learners' knowledge, skills and professional performance at various stages of their schooling. A constructive feedback enhances the awareness of strength and areas for improvement. An adequate, meaningful and fruitful feedback needs motivation, emphasis, objectivity, expertise, and active participation in the session. Before giving feedback, the instructor should be well prepared and must have practice on the task. The instructor should utilize all means such as good oral presentation, eye contact, visual cues, utilize body language to actively involve the learners in a session, all these activities enhance the knowledge, skill and attitude of the learners. The aim of this commentary is to highlight the basic issues in giving an appropriate feedback in medical teaching with special emphasis on a lung function laboratory / Spirometry.

CosmoQuest: Creative Engagement & Citizen Science Ignite Authentic Science

NASA Astrophysics Data System (ADS)

Cobb, W. H.; Noel-Storr, J.; Tweed, A.; Asplund, S.; Aiello, M. P.; Lebofsky, L. A.; Chilton, H.; Gay, P.

2016-12-01

The CosmoQuest Virtual Research Facility offers in-depth experiences to diverse audiences nationally and internationally through pioneering citizen science. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and individuals of all ages—to explore and make sense of our solar system and beyond. CosmoQuest creates pathways for engaging diverse audiences in authentic science, encouraging scientists to engage with learners, and learners to engage with scientists. Here is a sequence of activities developed by CosmoQuest, leveraging a NASA Discovery and New Frontiers Programs activity developed for the general STEAM community, that activates STEM learning. The Spark: Igniting Curiosity Art and the Cosmic Connection uses the elements of art—shape, line, color, texture, value—to hone observation skills and inspire questions. Learners explore NASA image data from celestial bodies in our solar system—planets, asteroids, moons. They investigate their geology, analyzing features and engaging in scientific discourse rising from evidence while creating a beautiful piece of art. The Fuel: Making Connections Crater Comparisons explore authentic NASA image data sets, engrossing learners at a deeper level. With skills learned in Art and the Cosmic Connection, learners analyze specific image sets with the feedback of mission team members. The Burn: Evolving Community Become a Solar System Mapper. Investigate and analyze NASA mission image data of Mars, Mercury, the Moon and Vesta through CosmoQuest's citizen science projects. Learners make real-world connections while contributing to NASA science. Scaffolded by an educational framework that inspires 21st century learners, CosmoQuest engages people in analyzing and interpreting real NASA data, inspiring questions, defining problems, and realizing their potential to contribute to genuine scientific results. Through social channels, CosmoQuest empowers and expands its community, including science and education-focused hangouts, virtual star parties, and diverse social media. CosmoQuest offers a hub for excellent resources throughout NASA and the larger astronomy community and fosters the conversations they inspire.

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

PubMed

Tarkang, Elvis Enowbeyang

2015-01-01

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

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

PubMed Central

Tarkang, Elvis Enowbeyang

2015-01-01

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

Pragmatics: Teaching Speech Acts

ERIC Educational Resources Information Center

Tatsuki, Donna H., Ed.; Houck, Noel R., Ed.

2010-01-01

Language teachers have long been aware of the devastating effect of learners' grammatically correct, yet situationally inappropriate spoken or written communication. This volume addresses how to raise learner awareness of pragmatic gaffs through research-based, field-tested activities such as composing e-mail requests, giving advice, making…

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

ERIC Educational Resources Information Center

Brown, Lucien

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

The Effects of Pragmatic Consciousness-Raising Activities on the Development of Pragmatic Awareness and Use of Hearsay Evidential Markers for Learners of Japanese as a Foreign Language

ERIC Educational Resources Information Center

Narita, Ritsuko

2009-01-01

The present study investigates the effectiveness of pragmatic consciousness-raising (PCR) activities in the L2 pragmatic acquisition of hearsay evidential markers by learners of Japanese as a foreign language (JFL). PCR is essentially an inductive approach to facilitating awareness of how language forms are used appropriately in a given context.…

Design and Development of the Learning Activities Questionnaire

DTIC Science & Technology

1980-08-01

attention has been given to cognitive components of the study process. For example, Laycock and Russell (1941) found that among the 35 most frequently...suitable place to work. Very little attention centered upon the cognitive activities of the learner himself, with the exception of advice concerning the...learners in general most frequently apply, the 1,658 responses were divided into the five strategy categories. Rote strategies were reported most

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

ERIC Educational Resources Information Center

Zhan, Zehui; Xu, Fuyin; Ye, Huiwen

2011-01-01

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

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

ERIC Educational Resources Information Center

Šlahova, Aleksandra; Volonte, Ilze; Cacka, Maris

2017-01-01

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

The Synthesis Approach to Analysing Educational Design Dataset: Application of Three Scaffolds to a Learning by Design Task for Postgraduate Education Students

ERIC Educational Resources Information Center

Thompson, Kate; Carvalho, Lucila; Aditomo, Anindito; Dimitriadis, Yannis; Dyke, Gregory; Evans, Michael A.; Khosronejad, Maryam; Martinez-Maldonado, Roberto; Reimann, Peter; Wardak, Dewa

2015-01-01

The aims of the Synthesis and Scaffolding Project were to understand: the role of specific scaffolds in relation to the activity of learners, and the activity of learners during a collaborative design task from multiple perspectives, through the collection and analysis of multiple streams of data and the adoption of a synthesis approach to the…

Visuospatial referents facilitate the learning and transfer of mathematical operations: extending the role of the angular gyrus.

PubMed

Pyke, Aryn; Betts, Shawn; Fincham, Jon M; Anderson, John R

2015-03-01

Different external representations for learning and solving mathematical operations may affect learning and transfer. To explore the effects of learning representations, learners were each introduced to two new operations (b↑n and b↓n) via either formulas or graphical representations. Both groups became adept at solving regular (trained) problems. During transfer, no external formulas or graphs were present; however, graph learners' knowledge could allow them to mentally associate problem expressions with visuospatial referents. The angular gyrus (AG) has recently been hypothesized to map problems to mental referents (e.g., symbolic answers; Grabner, Ansari, Koschutnig, Reishofer, & Ebner Human Brain Mapping, 34, 1013-1024, 2013), and we sought to test this hypothesis for visuospatial referents. To determine whether the AG and other math (horizontal intraparietal sulcus) and visuospatial (fusiform and posterior superior parietal lobule [PSPL]) regions were implicated in processing visuospatial mental referents, we included two types of transfer problems, computational and relational, which differed in referential load (one graph vs. two). During solving, the activations in AG, PSPL, and fusiform reflected the referential load manipulation among graph but not formula learners. Furthermore, the AG was more active among graph learners overall, which is consistent with its hypothesized referential role. Behavioral performance was comparable across the groups on computational transfer problems, which could be solved in a way that incorporated learners' respective procedures for regular problems. However, graph learners were more successful on relational transfer problems, which assessed their understanding of the relations between pairs of similar problems within and across operations. On such problems, their behavioral performance correlated with activation in the AG, fusiform, and a relational processing region (BA 10).

Modelling the Factors that Affect Individuals' Utilisation of Online Learning Systems: An Empirical Study Combining the Task Technology Fit Model with the Theory of Planned Behaviour

ERIC Educational Resources Information Center

Yu, Tai-Kuei; Yu, Tai-Yi

2010-01-01

Understanding learners' behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a…

Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills.

PubMed

Aldi, Catarina; Crigler, Alexandra; Kates-McElrath, Kelly; Long, Brian; Smith, Hillary; Rehak, Kim; Wilkinson, Lisa

2016-12-01

Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. • Point-of-view video models may be an effective intervention to teach daily living skills. • Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer). • The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.

A multi-views multi-learners approach towards dysarthric speech recognition using multi-nets artificial neural networks.

PubMed

Shahamiri, Seyed Reza; Salim, Siti Salwah Binti

2014-09-01

Automatic speech recognition (ASR) can be very helpful for speakers who suffer from dysarthria, a neurological disability that damages the control of motor speech articulators. Although a few attempts have been made to apply ASR technologies to sufferers of dysarthria, previous studies show that such ASR systems have not attained an adequate level of performance. In this study, a dysarthric multi-networks speech recognizer (DM-NSR) model is provided using a realization of multi-views multi-learners approach called multi-nets artificial neural networks, which tolerates variability of dysarthric speech. In particular, the DM-NSR model employs several ANNs (as learners) to approximate the likelihood of ASR vocabulary words and to deal with the complexity of dysarthric speech. The proposed DM-NSR approach was presented as both speaker-dependent and speaker-independent paradigms. In order to highlight the performance of the proposed model over legacy models, multi-views single-learner models of the DM-NSRs were also provided and their efficiencies were compared in detail. Moreover, a comparison among the prominent dysarthric ASR methods and the proposed one is provided. The results show that the DM-NSR recorded improved recognition rate by up to 24.67% and the error rate was reduced by up to 8.63% over the reference model.

The Effect of Dual-Language and Transitional-Bilingual Education Instructional Models on Spanish Proficiency for English Language Learners

ERIC Educational Resources Information Center

Murphy, Audrey Figueroa

2014-01-01

The effects of "transitional-bilingual" and "dual-language" educational models on proficiency in students' home language (Spanish) were examined in a study of English language learners in the first and second grades in a large urban elementary school. In each grade, students were taught with either a transitional-bilingual…

Extended TAM Model: Impacts of Convenience on Acceptance and Use of Moodle

ERIC Educational Resources Information Center

Hsu, Hsiao-hui; Chang, Yu-ying

2013-01-01

The increasing online access to courses, programs, and information has shifted the control and responsibility of learning process from instructors to learners. Learners' perceptions of and attitudes toward e-learning constitute a critical factor to the success of such system. The purpose of this study is to take TAM (technology acceptance model)…

Ecological Dynamics as a Theoretical Framework for Development of Sustainable Behaviours towards the Environment

ERIC Educational Resources Information Center

Brymer, Eric; Davids, Keith

2013-01-01

This paper proposes how the theoretical framework of ecological dynamics can provide an influential model of the learner and the learning process to pre-empt effective behaviour changes. Here we argue that ecological dynamics supports a well-established model of the learner ideally suited to the environmental education context because of its…

A Structural Equation Modeling of EFL Learners' Goal Orientation, Metacognitive Awareness, and Self-Efficacy

ERIC Educational Resources Information Center

Zafarmand, Atefeh; Ghanizadeh, Afsaneh; Akbari, Omid

2014-01-01

This article sets out to examine the relationship between EFL learners' goal orientation, metacognitive awareness and self-efficacy in a single framework. One hundred fifteen EFL students from two universities of Mashhad, a city in north-eastern Iran took part in this study. Structural equation modeling (SEM) was utilized to examine the…

Initial Results of a New Clinical Practice Model: Impact on Learners at Risk

ERIC Educational Resources Information Center

Wasburn-Moses, Leah; Noltemeyer, Amity L.; Schmitz, Kristin J.

2015-01-01

The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P-12 learners. With these goals in mind, a model alternative school/university partnership was created,…

Education 3.0: Breaking the Mold with Technology

ERIC Educational Resources Information Center

Watson, William R.; Watson, Sunnie Lee; Reigeluth, Charles M.

2015-01-01

In order to meet the needs of today's knowledge economy, education needs to move beyond the industrial age approach of treating all learners as if they are the same and adopt a learner-centered model of education suitable for the information age. To support this model, a new and transformative technology is needed that focuses on mastery and…

Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

ERIC Educational Resources Information Center

Grable, John E.

2011-01-01

Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

A Study of Arizona's Teachers of English Language Learners

ERIC Educational Resources Information Center

Rios-Aguilar, Cecilia; Gonzalez Canche, Manuel S.; Moll, Luis C.

2012-01-01

Background/Context: In September 2007, the Arizona State Board of Education adopted the Structured English Immersion (SEI) model proposed by the Arizona English Language Learner (ELL) Task Force.During the 2008-2009 academic year, it required all school districts to implement the SEI model.The SEI program, best known as the 4-hour English Language…

Model Learner Outcomes for Educational Media and Technology.

ERIC Educational Resources Information Center

Dalbotten, Mary, Ed.

The first of four chapters in this manual provides statements of the Minnesota State Board of Education's values, philosophy, mission, and learner goals, and explains the two purposes for which they were designed: (1) to provide a model for use by communities and school staff; and (2) to serve as a hierarchy for use by Department of Education…

Learner Perception of Personal Spaces of Information (PSIs): A Mental Model Analysis

ERIC Educational Resources Information Center

Hardof-Jaffe, Sharon; Aladjem, Ruthi

2018-01-01

A personal space of information (PSI) refers to the collection of digital information items created, saved and organized, on digital devices. PSIs play a central and significant role in learning processes. This study explores the mental models and perceptions of PSIs by learners, using drawing analysis. Sixty-three graduate students were asked to…

The proper treatment of language acquisition and change in a population setting.

PubMed

Niyogi, Partha; Berwick, Robert C

2009-06-23

Language acquisition maps linguistic experience, primary linguistic data (PLD), onto linguistic knowledge, a grammar. Classically, computational models of language acquisition assume a single target grammar and one PLD source, the central question being whether the target grammar can be acquired from the PLD. However, real-world learners confront populations with variation, i.e., multiple target grammars and PLDs. Removing this idealization has inspired a new class of population-based language acquisition models. This paper contrasts 2 such models. In the first, iterated learning (IL), each learner receives PLD from one target grammar but different learners can have different targets. In the second, social learning (SL), each learner receives PLD from possibly multiple targets, e.g., from 2 parents. We demonstrate that these 2 models have radically different evolutionary consequences. The IL model is dynamically deficient in 2 key respects. First, the IL model admits only linear dynamics and so cannot describe phase transitions, attested rapid changes in languages over time. Second, the IL model cannot properly describe the stability of languages over time. In contrast, the SL model leads to nonlinear dynamics, bifurcations, and possibly multiple equilibria and so suffices to model both the case of stable language populations, mixtures of more than 1 language, as well as rapid language change. The 2 models also make distinct, empirically testable predictions about language change. Using historical data, we show that the SL model more faithfully replicates the dynamics of the evolution of Middle English.

A Framework for Learning Analytics Using Commodity Wearable Devices.

PubMed

Lu, Yu; Zhang, Sen; Zhang, Zhiqiang; Xiao, Wendong; Yu, Shengquan

2017-06-14

We advocate for and introduce LEARNSense, a framework for learning analytics using commodity wearable devices to capture learner's physical actions and accordingly infer learner context (e.g., student activities and engagement status in class). Our work is motivated by the observations that: (a) the fine-grained individual-specific learner actions are crucial to understand learners and their context information; (b) sensor data available on the latest wearable devices (e.g., wrist-worn and eye wear devices) can effectively recognize learner actions and help to infer learner context information; (c) the commodity wearable devices that are widely available on the market can provide a hassle-free and non-intrusive solution. Following the above observations and under the proposed framework, we design and implement a sensor-based learner context collector running on the wearable devices. The latest data mining and sensor data processing techniques are employed to detect different types of learner actions and context information. Furthermore, we detail all of the above efforts by offering a novel and exemplary use case: it successfully provides the accurate detection of student actions and infers the student engagement states in class. The specifically designed learner context collector has been implemented on the commodity wrist-worn device. Based on the collected and inferred learner information, the novel intervention and incentivizing feedback are introduced into the system service. Finally, a comprehensive evaluation with the real-world experiments, surveys and interviews demonstrates the effectiveness and impact of the proposed framework and this use case. The F1 score for the student action classification tasks achieve 0.9, and the system can effectively differentiate the defined three learner states. Finally, the survey results show that the learners are satisfied with the use of our system (mean score of 3.7 with a standard deviation of 0.55).

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

PubMed Central

Toohey, Shannon L.; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-01-01

Introduction Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program’s curriculum to accommodate the modern learner. Discussion These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices. PMID:27330668

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

PubMed

Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-05-01

Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

Developing a Visual Temporal Modeller: Applying an Extensible NLP System to Support Learners' Understanding of Tense and Aspect in English

ERIC Educational Resources Information Center

Kerins, John; Ramsay, Allan

2012-01-01

This paper reports on the development of a prototype tool which shows how learners can be helped to reflect upon the accuracy of their writing. Analysis of samples of freely written texts by intermediate and advanced learners of English as a foreign language (EFL) showed evidence of weakness in the use of tense and aspect. Computational discourse…

Vocabulary Knowledge Is a Critical Determinant of the Difference in Reading Comprehension Growth between First and Second Language Learners

ERIC Educational Resources Information Center

Lervag, Arne; Aukrust, Vibeke Grover

2010-01-01

Background: This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners. Methods: Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners. Results: L1…

Can we really make a difference? Exploring pre-service teachers' experience with socio-scientific issues aiming for democratic participation in science

NASA Astrophysics Data System (ADS)

Cook, Kristin Leigh

Responding to calls for an empirical glimpse into a socioscientific issues (SSI)-based curriculum that aims to promote democratic participation, enhance students' connections to science, and empower students for the betterment of society (Dos Santos, 2008; Sadler, Barab, & Scott, 2007; Tal & Kedmi, 2006; Fusco & Barton, 2001; Hodson, 2003), this critical case study of 24 pre-service teachers (PSTs) enrolled in a scientific inquiry course offers curricular suggestions to empower learners to connect with the dynamic and socially-mediated process of science. In effect, incorporating nature of science-focused and place-based inquiry into a collaboration between PSTs and scientists were essential elements in enhancing students' connections to and feelings of inclusion in SSI. Propelled beyond a deficit model of public participation in science, the PSTs did indeed experience a public debate model and in some cases a knowledge production model in their collaborative efforts with scientists (Callon, 1999; Pouliot, 2009). While all of the PSTs engaged in rich discussion of their perspectives with scientists to enhance the investigation of their inquiry, some experienced a redistribution of the roles of participation in the production of scientific knowledge that was integrated into the scientists' decision-making processes. The materialization of these models depended on the structures of the student-scientists collaboration and the ways in which these malleable structures were flexed and negotiated. In effect, this study contributes to the literature on the potentials of SSI by providing an example of an educational approach that engages learners in a community practice as active participants in decision-making processes regarding socio-scientific issues, as well as focuses on empowering learners to be involved in the generation of scientific knowledge that contributes to their community.

Diagnostic Assessment of Disadvantaged Vocational Learners.

ERIC Educational Resources Information Center

Gemmill, Perry R.; Kiss, Mary Ellen

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

Are Online Learners Frustrated with Collaborative Learning Experiences?

ERIC Educational Resources Information Center

Capdeferro, Neus; Romero, Margarida

2012-01-01

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

Computer-Supplemented Structural Drill Practice Versus Computer-Supplemented Semantic Drill Practice by Beginning College German Students: A Comparative Experiment

DTIC Science & Technology

1979-01-01

language education in recent years can be seen in the movement from a teacher- to a learner -centered approach. The best evidence of a teacher-centered...most dramatic effect on how the learner is viewed. The learner now is recognized as an active participant in the learning process rather than as a... best , is optional. Cognitive psychologists, such as Ausubel, and many foreign language educators (Rivers, 1976; Grittner, 1977) believe that practice

Plants, Pollution and Public Engagement with Atmospheric Chemistry: Sharing the TEMPO Story Through Ozone Garden Activities

NASA Astrophysics Data System (ADS)

Reilly, L. G.; Pippin, M. R.; Malick, E.; Summers, D.; Dussault, M. E.; Wright, E. A.; Skelly, J.

2016-12-01

What do a snap-bean plant and a future NASA satellite instrument named TEMPO have in common? They are both indicators of the quality of the air we breathe. Scientists, educators, and museum and student collaborators of the Tropospheric Emissions: Monitoring Pollution (TEMPO) instrument team are developing a program model to engage learners of all ages via public ozone garden exhibits and associated activities. TEMPO, an ultraviolet and visible spectroscopy instrument due for launch on a geostationary host satellite between 2019 and 2021, will scan North America hourly to measure the major elements in the tropospheric ozone chemistry cycle, providing near real-time data with high temporal and spatial resolution. The TEMPO mission provides a unique opportunity to share the story of the effects of air quality on living organisms. A public ozone garden exhibit affords an accessible way to understand atmospheric science through a connection with nature, while providing a visual representation of the impact of ozone pollution on living organisms. A prototype ozone garden exhibit was established at the Virginia Living Museum in partnership with NASA Langley, and has served as a site to formatively evaluate garden planting and exhibit display protocols, hands-on interpretive activities, and citizen science data collection protocols for learners as young as 3 to 10 as well as older adults. The fun and engaging activities, optimized for adult-child interaction in informal or free-choice learning environments, are aimed at developing foundational science skills such as observing, comparing, classifying, and collecting and making sense of data in the context of thinking about air quality - all NGSS-emphasized scientific practices, as well as key capabilities for future contributing members of the citizen science community. As the launch of TEMPO approaches, a major public engagement effort will include disseminating this ozone garden exhibit and program model to a network of museums and public gardens across the country, so that learners nationwide participate in a hands-on way and develop the citizen science skills to be able to contribute quantitative and qualitative data on local air-quality impact back to the overall science community.

Crisis Management Simulation: Establishing a Dual Neurosurgery and Anesthesia Training Experience.

PubMed

Ciporen, Jeremy; Gillham, Haley; Noles, Michele; Dillman, Dawn; Baskerville, Mark; Haley, Caleb; Spight, Donn; Turner, Ryan C; Lucke-Wold, Brandon P

2018-01-01

Simulation training has been shown to be an effective teaching tool. Learner management of an intraoperative crisis such as a major cerebrovascular bleed requires effective teamwork, communication, and implementation of key skill sets at appropriate time points. This study establishes a first of a kind simulation experience in a neurosurgery/anesthesia resident (learners) team working together to manage an intraoperative crisis. Using a cadaveric cavernous carotid injury perfusion model, 7 neurosurgery and 6 anesthesia learners, were trained on appropriate vascular injury management using an endonasal endoscopic technique. Learners were evaluated on communication skills, crisis management algorithms, and implementation of appropriate skill sets at the right time. A preanatomic and postanatomic examination and postsimulation survey was administered to neurosurgery learners. Anesthesia learners provided posttraining evaluation through a tailored realism and teaching survey. Neurosurgery learners' anatomic examination score improved from presimulation (33.89%) to postsimulation (86.11%). No significant difference between learner specialties was observed for situation awareness, decision making, communications and teamwork, or leadership evaluations. Learners reported the simulation realistic, beneficial, and highly instructive. Realistic, first of kind, clinical simulation scenarios were presented to a neurosurgery/anesthesia resident team who worked together to manage an intraoperative crisis. Learners were effectively trained on crisis management, the importance of communication, and how to develop algorithms for future implementation in difficult scenarios. Learners were highly satisfied with the simulation training experience and requested that it be integrated more consistently into their residency training programs.

Imitation learning based on an intrinsic motivation mechanism for efficient coding

PubMed Central

Triesch, Jochen

2013-01-01

A hypothesis regarding the development of imitation learning is presented that is rooted in intrinsic motivations. It is derived from a recently proposed form of intrinsically motivated learning (IML) for efficient coding in active perception, wherein an agent learns to perform actions with its sense organs to facilitate efficient encoding of the sensory data. To this end, actions of the sense organs that improve the encoding of the sensory data trigger an internally generated reinforcement signal. Here it is argued that the same IML mechanism might also support the development of imitation when general actions beyond those of the sense organs are considered: The learner first observes a tutor performing a behavior and learns a model of the the behavior's sensory consequences. The learner then acts itself and receives an internally generated reinforcement signal reflecting how well the sensory consequences of its own behavior are encoded by the sensory model. Actions that are more similar to those of the tutor will lead to sensory signals that are easier to encode and produce a higher reinforcement signal. Through this, the learner's behavior is progressively tuned to make the sensory consequences of its actions match the learned sensory model. I discuss this mechanism in the context of human language acquisition and bird song learning where similar ideas have been proposed. The suggested mechanism also offers an account for the development of mirror neurons and makes a number of predictions. Overall, it establishes a connection between principles of efficient coding, intrinsic motivations and imitation. PMID:24204350

Research on Intelligent Synthesis Environments

NASA Technical Reports Server (NTRS)

Noor, Ahmed K.; Lobeck, William E.

2002-01-01

Four research activities related to Intelligent Synthesis Environment (ISE) have been performed under this grant. The four activities are: 1) non-deterministic approaches that incorporate technologies such as intelligent software agents, visual simulations and other ISE technologies; 2) virtual labs that leverage modeling, simulation and information technologies to create an immersive, highly interactive virtual environment tailored to the needs of researchers and learners; 3) advanced learning modules that incorporate advanced instructional, user interface and intelligent agent technologies; and 4) assessment and continuous improvement of engineering team effectiveness in distributed collaborative environments.

Research on Intelligent Synthesis Environments

NASA Astrophysics Data System (ADS)

Noor, Ahmed K.; Loftin, R. Bowen

2002-12-01

Four research activities related to Intelligent Synthesis Environment (ISE) have been performed under this grant. The four activities are: 1) non-deterministic approaches that incorporate technologies such as intelligent software agents, visual simulations and other ISE technologies; 2) virtual labs that leverage modeling, simulation and information technologies to create an immersive, highly interactive virtual environment tailored to the needs of researchers and learners; 3) advanced learning modules that incorporate advanced instructional, user interface and intelligent agent technologies; and 4) assessment and continuous improvement of engineering team effectiveness in distributed collaborative environments.

The healthy learner model for student chronic condition management--part II: the asthma initiative.

PubMed

Erickson, Cecelia DuPlessis; Splett, Patricia L; Mullett, Sara Stoltzfus; Jensen, Charlotte; Belseth, Stephanie Bisson

2006-12-01

The Healthy Learner Asthma Initiative (HLAI) was designed as a comprehensive, school-community initiative to improve asthma management and produce healthy learners. National asthma guidelines were translated into components of asthma management in the school setting that defined performance expectations and lead to greater quality and consistency of asthma care. The HLAI incorporated evidence-based practice and introduced the role of the asthma resource nurse. Leadership, capacity building, and strong partnerships among school nurses, students, families, and health care providers were essential to the implementation and sustainability of the HLAI. Professional school nursing and evaluation were defined as key requisites to a successful initiative. Evaluation results indicated positive effects on nursing practice, fewer asthma visits to the health office, and better attendance among students who received asthma care in the school health office. The HLAI provided the basis for development of the Healthy Learner Model for Student Chronic Condition Management.

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

PubMed

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

2015-08-06

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

Creative Writing in the Language Arts.

ERIC Educational Resources Information Center

Ediger, Marlow

Pupils need to express themselves in creative processes and products in the language arts curriculum. Too frequently, teachers require behavior which involves conformity on the part of learners. Specific objectives many times delimit pupils' opportunities to express original ideas that come from within the involved learners. Many activities can…

Developing Responsible Learners

ERIC Educational Resources Information Center

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

2018-01-01

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

Accreditation not Aggravation

ERIC Educational Resources Information Center

Moss, Cath; Archer, Judith

2014-01-01

This paper describes an action research project that investigated a range of activities to improve learners' mathematical communication skills. It also gives details of a subsequent case study that illustrates how technology can provide a means of overcoming some of the difficulties learners and tutors face in communicating about numeracy, while…

Investigating an Intelligent System for Vocabulary Learning through Reading

ERIC Educational Resources Information Center

Stockwell, Glenn

2013-01-01

While learners can acquire vocabulary through extensive reading (Pigada & Schmitt, 2006), research suggests that acquisition can be more effective when supplemented with targeted vocabulary activities (e.g., Paribakht & Wesche, 1997). Problems arise, however, in determining what vocabulary learners have acquired, and what items should be…

Developing "Assessment Capable" Learners

ERIC Educational Resources Information Center

Frey, Nancy; Fisher, Douglas; Hattie, John

2018-01-01

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

Educational Needs and Learning Conditions of Adult Learners.

ERIC Educational Resources Information Center

Davie, Lynn; And Others

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

Shared Pedagogical Understandings: Schoolwide Inclusion Practices Supporting Learner Needs

ERIC Educational Resources Information Center

Abawi, Lindy; Oliver, Mark

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

ERIC Educational Resources Information Center

Hmidani, Thana

2017-01-01

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre-, mid-, and post-tests were administered…

Teaching Culture and Language through the Multiple Intelligences Film Teaching Model in the ESL/EFL Classroom

ERIC Educational Resources Information Center

Yeh, Ellen

2014-01-01

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and…

Revision and Validation of a Culturally-Adapted Online Instructional Module Using Edmundson's CAP Model: A DBR Study

ERIC Educational Resources Information Center

Tapanes, Marie A.

2011-01-01

In the present study, the Cultural Adaptation Process Model was applied to an online module to include adaptations responsive to the online students' culturally-influenced learning styles and preferences. The purpose was to provide the online learners with a variety of course material presentations, where the e-learners had the opportunity to…

Supporting Mediated Peer-Evaluation to Grade Answers to Open-Ended Questions

ERIC Educational Resources Information Center

De Marsico, Maria; Sciarrone, Filippo; Sterbini, Andrea; Temperini, Marco

2017-01-01

We show an approach to semi-automatic grading of answers given by students to open ended questions (open answers). We use both peer-evaluation and teacher evaluation. A learner is modeled by her Knowledge and her assessments quality (Judgment). The data generated by the peer- and teacher-evaluations, and by the learner models is represented by a…

Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?

ERIC Educational Resources Information Center

Baeten, Marlies; Simons, Mathea

2016-01-01

This study focuses on student teachers' team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching…

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

NASA Astrophysics Data System (ADS)

Dahm, Rebecca

2017-08-01

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

Learning and cognitive styles in web-based learning: theory, evidence, and application.

PubMed

Cook, David A

2005-03-01

Cognitive and learning styles (CLS) have long been investigated as a basis to adapt instruction and enhance learning. Web-based learning (WBL) can reach large, heterogenous audiences, and adaptation to CLS may increase its effectiveness. Adaptation is only useful if some learners (with a defined trait) do better with one method and other learners (with a complementary trait) do better with another method (aptitude-treatment interaction). A comprehensive search of health professions education literature found 12 articles on CLS in computer-assisted learning and WBL. Because so few reports were found, research from non-medical education was also included. Among all the reports, four CLS predominated. Each CLS construct was used to predict relationships between CLS and WBL. Evidence was then reviewed to support or refute these predictions. The wholist-analytic construct shows consistent aptitude-treatment interactions consonant with predictions (wholists need structure, a broad-before-deep approach, and social interaction, while analytics need less structure and a deep-before-broad approach). Limited evidence for the active-reflective construct suggests aptitude-treatment interaction, with active learners doing better with interactive learning and reflective learners doing better with methods to promote reflection. As predicted, no consistent interaction between the concrete-abstract construct and computer format was found, but one study suggests that there is interaction with instructional method. Contrary to predictions, no interaction was found for the verbal-imager construct. Teachers developing WBL activities should consider assessing and adapting to accommodate learners defined by the wholist-analytic and active-reflective constructs. Other adaptations should be considered experimental. Further WBL research could clarify the feasibility and effectiveness of assessing and adapting to CLS.

Teaching & Learning Tips 6: The flipped classroom.

PubMed

Shi, Connie R; Rana, Jasmine; Burgin, Susan

2018-04-01

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers? © 2018 The International Society of Dermatology.

Exploring the creation of learner-centered e-training environments among retail workers: a model development perspective.

PubMed

Byun, Sookeun; Mills, Juline E

2011-01-01

Current business leaders continue to adopt e-learning technology despite concerns regarding its value. Positing that the effectiveness of e-training depends on how its environment is managed, we argue that a learner-centric approach is necessary in order to achieve workplace training goals. We subsequently develop a theoretical model that is aimed at identifying the key components of learner-centered e-training environments, which serve the function of providing a benchmarked approach for evaluating e-training success. The model was empirically tested using data from an Internet survey of retail industry employees and partial least squares techniques were used for analysis. Based on the findings, this study clarifies what is needed for successful e-training in terms of instructional design, system design, and organizational support.

A Framework for Learning Analytics Using Commodity Wearable Devices

PubMed Central

Lu, Yu; Zhang, Sen; Zhang, Zhiqiang; Xiao, Wendong; Yu, Shengquan

2017-01-01

We advocate for and introduce LEARNSense, a framework for learning analytics using commodity wearable devices to capture learner’s physical actions and accordingly infer learner context (e.g., student activities and engagement status in class). Our work is motivated by the observations that: (a) the fine-grained individual-specific learner actions are crucial to understand learners and their context information; (b) sensor data available on the latest wearable devices (e.g., wrist-worn and eye wear devices) can effectively recognize learner actions and help to infer learner context information; (c) the commodity wearable devices that are widely available on the market can provide a hassle-free and non-intrusive solution. Following the above observations and under the proposed framework, we design and implement a sensor-based learner context collector running on the wearable devices. The latest data mining and sensor data processing techniques are employed to detect different types of learner actions and context information. Furthermore, we detail all of the above efforts by offering a novel and exemplary use case: it successfully provides the accurate detection of student actions and infers the student engagement states in class. The specifically designed learner context collector has been implemented on the commodity wrist-worn device. Based on the collected and inferred learner information, the novel intervention and incentivizing feedback are introduced into the system service. Finally, a comprehensive evaluation with the real-world experiments, surveys and interviews demonstrates the effectiveness and impact of the proposed framework and this use case. The F1 score for the student action classification tasks achieve 0.9, and the system can effectively differentiate the defined three learner states. Finally, the survey results show that the learners are satisfied with the use of our system (mean score of 3.7 with a standard deviation of 0.55). PMID:28613236

Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

PubMed

Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

2017-01-01

In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.

Simulation in interprofessional education for patient-centred collaborative care.

PubMed

Baker, Cynthia; Pulling, Cheryl; McGraw, Robert; Dagnone, Jeffrey Damon; Hopkins-Rosseel, Diana; Medves, Jennifer

2008-11-01

This paper is a report of preliminary evaluations of an interprofessional education through simulation project by focusing on learner and teacher reactions to the pilot modules. Approaches to interprofessional education vary widely. Studies indicate, however, that active, experiential learning facilitate it. Patient simulators require learners to incorporate knowing, being and doing in action. A theoretically based competency framework was developed to guide interprofessional education using simulation. The framework includes a typology of shared, complementary and profession-specific competencies. Each competency type is associated with an intraprofessional, multiprofessional, or interprofessional teaching modality and with the professional composition of learner groups. The project is guided by an action research approach in which ongoing evaluation generates knowledge to modify and further develop it. Preliminary evaluations of the first pilot module, cardiac resuscitation rounds, among 101 nursing students, 42 medical students and 70 junior medical residents were conducted in 2005-2007 using a questionnaire with rating scales and open-ended questions. Another 20 medical students, 7 junior residents and 45 nursing students completed a questionnaire based on the Interdisciplinary Education Perception scale. Simulation-based learning provided students with interprofessional activities they saw as relevant for their future as practitioners. They embraced both the interprofessional and simulation components enthusiastically. Attitudinal scores and responses were consistently positive among both medical and nursing students. Interprofessional education through simulation offers a promising approach to preparing future healthcare professionals for the collaborative models of healthcare delivery being developed internationally.

Veteran Affairs Centers of Excellence in Primary Care Education: transforming nurse practitioner education.

PubMed

Rugen, Kathryn Wirtz; Watts, Sharon A; Janson, Susan L; Angelo, Laura A; Nash, Melanie; Zapatka, Susan A; Brienza, Rebecca; Gilman, Stuart C; Bowen, Judith L; Saxe, JoAnne M

2014-01-01

To integrate health care professional learners into patient-centered primary care delivery models, the Department of Veterans Affairs has funded five Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of health care training from profession-specific "silos" to interprofessional, team-based educational and care delivery models in patient-centered primary care settings. CoEPCE implementation emphasizes four core curricular domains: shared decision making, sustained relationships, interprofessional collaboration, and performance improvement. The structural models allow interprofessional learners to have longitudinal learning experiences and sustained and continuous relationships with patients, faculty mentors, and peer learners. This article presents an overview of the innovative curricular models developed at each site, focusing on nurse practitioner (NP) education. Insights on transforming NP education in the practice setting and its impact on traditional NP educational models are offered. Preliminary outcomes and sustainment examples are also provided. Published by Mosby, Inc.

Assessment in Service-Learning

ERIC Educational Resources Information Center

McDonald, Betty

2012-01-01

Offering meaningful service to the community while engaging in active learning is a pedagogical strategy that has come to be known as service-learning. Both learner and the community are mutual recipients of benefits derived from the process. The fundamental question that remains is, "How do we assess the learner in this non traditional…

Sustaining Motivation for Japanese "Kanji" Learning: Can Digital Games Help?

ERIC Educational Resources Information Center

Nesbitt, Dallas; Müller, Amanda

2016-01-01

Educational digital games are often presented at Technology in Language Education conferences. The games are entertaining and are backed by research detailing how games can improve the learning experience through active critical learning, learner interaction, competition, challenge, and high learner motivation. The authors, inspired by such…

East-Asian Teaching Practices through the Eyes of Western Learners

ERIC Educational Resources Information Center

Chen, Rainbow Tsai-Hung

2014-01-01

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

Motivation and Interlanguage Pragmatics in Iranian English Language Learners

ERIC Educational Resources Information Center

Khorshidi, Hassan Rasouli; Nimchahi, Abdolreza Bagherzadeh

2013-01-01

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

Workplace Learning in Malaysia: The Learner's Perspective

ERIC Educational Resources Information Center

Muhamad, Mazanah; Idris, Khairuddin

2005-01-01

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

Motivating Literacy Learners in Today's World

ERIC Educational Resources Information Center

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

2010-01-01

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

Learner Performance in Multimedia Learning Arrangements: An Analysis across Instructional Approaches

ERIC Educational Resources Information Center

Eysink, Tessa H. S.; de Jong, Ton; Berthold, Kirsten; Kolloffel, Bas; Opfermann, Maria; Wouters, Pieter

2009-01-01

In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. The approaches all advocate learners' active attitude toward the learning…

Constructs for Web 2.0 Learning Environments: A Theatrical Metaphor

ERIC Educational Resources Information Center

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

2008-01-01

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

Goals, the Learner, and the Language Arts.

ERIC Educational Resources Information Center

Ediger, Marlow

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

Automatic Recommendations for E-Learning Personalization Based on Web Usage Mining Techniques and Information Retrieval

ERIC Educational Resources Information Center

Khribi, Mohamed Koutheair; Jemni, Mohamed; Nasraoui, Olfa

2009-01-01

In this paper, we describe an automatic personalization approach aiming to provide online automatic recommendations for active learners without requiring their explicit feedback. Recommended learning resources are computed based on the current learner's recent navigation history, as well as exploiting similarities and dissimilarities among…

An Investigation between Multiple Intelligences and Learning Styles

ERIC Educational Resources Information Center

Sener, Sabriye; Çokçaliskan, Ayten

2018-01-01

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners' learning styles and multiple intelligences since they can carefully identify their goals and design activities that can…

The Design of Computerized Practice Fields for Problem Solving and Contextualized Transfer

ERIC Educational Resources Information Center

Riedel, Jens; Fitzgerald, Gail; Leven, Franz; Toenshoff, Burkhard

2003-01-01

Current theories of learning emphasize the importance of learner-centered, active, authentic, environments for meaningful knowledge construction. From this perspective, computerized case-based learning systems afford practice fields for learners to build domain knowledge and problem-solving skills and to support contextualized transfer of…

Collaborative Revision in L2 Writing: Learners' Reflections

ERIC Educational Resources Information Center

Memari Hanjani, Alireza

2016-01-01

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

May I Suggest? Comparing Three PLE Recommender Strategies

ERIC Educational Resources Information Center

Modritscher, Felix; Krumay, Barbara; El Helou, Sandy; Gillet, Denis; Nussbaumer, Alexander; Albert, Dietrich; Dahn, Ingo; Ullrich, Carsten

2011-01-01

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashing-up content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based…

The Discovery of Personal Meaning: Affective Factors in Learning.

ERIC Educational Resources Information Center

Gorrell, Jeffrey

Learner-centered principles espoused by the American Psychological Association (APA) built on research of the last three decades suggest that learning does not simply entail coordinated cognitive processes. These 12 principles portray factors associated with learning as essential parts of the portrayal of learners as active creators of their own…

Implementing Godly Play in Educational Settings: A Cautionary Tale

ERIC Educational Resources Information Center

Grajczonek, Jan; Truasheim, Maureen

2017-01-01

At the heart of all curriculum decision-making is the learner. Contemporary early childhood education theory and practice emphasises young children's agency and voice in their learning paying particular attention to valuing each child's sociocultural contexts. As learners, children are considered capable and active participants rather than as…

Teaching English Metaphors Using Cross-Linguistic Awareness-Raising Activities.

ERIC Educational Resources Information Center

Deignan, A.; Gabrys, D.; Solska, A.

1997-01-01

Reports on a translation exercise undertaken by Polish learners of English which revealed how metaphorical expressions vary between the two languages and how this variation confuses learners. Suggests that group discussion and comparison of metaphors in both languages will increase students' comprehension and use of metaphors. (nine references)…

Literature on the Safe and Disruptive Learning Potential of Mobile Technologies

ERIC Educational Resources Information Center

Koszalka, Tiffany A.; Ntloedibe-Kuswani, G. S.

2010-01-01

Worldwide growth in use of mobile phones has fostered the emergence of mobile learning. Mobile technologies are used both in classrooms to support instruction (safe) and as tools that significantly change instructional activities, learner roles, and learning location (disruptive). Learners become less consumers of information and more…

Houle's Typology: Time for Reconsideration.

ERIC Educational Resources Information Center

Gordon, Howard R. D.

According to Houle's 1961 typology, adult learners may be classified as being primarily goal-oriented, activity-oriented, or learning-oriented learners. Since 1961, society has moved from an industrial age to a post-technological era of information and service. In view of the extensive social changes that have occurred since 1961, Houle's typology…

Upingakuneng (When They Are Ready): Dynamic Assessment in a Third Semester Yugtun Class

ERIC Educational Resources Information Center

Siekmann, Sabine; Charles, Walkie

2011-01-01

Set against instructional practices that promote competition and individual performance, Dynamic Assessment, in our view, offers a more appropriate form of pedagogy for learners from cultural backgrounds that favour cooperation during joint activity. Indeed, these learners appear to be disadvantaged when negotiating the contrasting values and…

Adult Students: Recruitment and Retention. Practice Application Brief No. 18.

ERIC Educational Resources Information Center

Wonacott, Michael E.

How to attract and retain adult students remains an enduring question for adult education providers. Recent research sheds light on adult learners' unique learning goals, needs, and aspirations and offers guidance on recruiting and retaining adult learners. Adult students' participation and persistence in educational activities is a complex…

Understanding the Connection between Epistemic Beliefs and Internet Searching

ERIC Educational Resources Information Center

Ulyshen, Tianyi Zhang; Koehler, Matthew J.; Gao, Fei

2015-01-01

Within the context of exploring an ill-structured task using the Google search engine, this study examined (a) the connections between general epistemic beliefs and the complexity of learners' knowledge exploration processes (i.e., learning complexity) and (b) the role of activating learners' task-oriented epistemic beliefs (i.e., epistemic…

Student-Produced Video: Two Approaches

ERIC Educational Resources Information Center

Carney, Nathaniel; Foss, Patrick

2008-01-01

This article introduces the idea of using video production to engage second language learners in learner-centered, project-based learning activities to motivate them to learn and participate through writing, directing, acting in, and editing a movie. The authors describe two projects. In the first project, four pairs of students each created a…

EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

ERIC Educational Resources Information Center

Al-Alwan, Ahmed; Asassfeh, Sahail; Al-Shboul, Yousef

2013-01-01

Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness…

Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding

NASA Astrophysics Data System (ADS)

Coll, Richard K.; Treagust, David F.

2003-05-01

Secondary school, undergraduate, and graduate level learners' mental models of bonding in ionic substances were explored using an interview protocol that involved the use of physical substances and a focus card containing depictions of ionic bonding and structure. Teachers and faculty from the teaching institutions were interviewed to contextualize teaching models within the educational setting for the inquiry. These data resulted in two socially negotiated consensus teaching models and a series of criterial attributes for these models: the essential qualities, all of which must be negotiated, if the model is used in a way that is acceptable to scientists. The secondary school learners see ionic bonding as consisting of attraction of oppositely charged species that arise from the transfer of electrons driven by the desire of atoms to obtain an octet of electrons. The undergraduates see the lattice structure as a key component of ionic substances and quickly identified specific ionic lattices for the physical prompts used as probes. The graduates also identified strongly with ionic lattices, were less likely to focus on particular ionic structures, and had a stronger appreciation for the notion of the ionic-covalent continuum. The research findings suggest that learners at all educational levels harbor a number of alternative conceptions and prefer to use simple mental models. These findings suggest that teachers and university faculty need to provide stronger links between the detailed nature of a model and its intended purpose.

How Evolution May Work Through Curiosity-Driven Developmental Process.

PubMed

Oudeyer, Pierre-Yves; Smith, Linda B

2016-04-01

Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for reducing uncertainty. In these experiments, curiosity-driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language. Copyright © 2016 Cognitive Science Society, Inc.

Clinical exposures during internal medicine acting internship: profiling student and team experiences.

PubMed

Smith, Todd I; LoPresti, Charles M

2014-07-01

The clinical learning model in medical education is driven by knowledge acquisition through direct patient-care experiences. Despite the emphasis on experiential learning, the ability of educators to quantify the clinical exposures of learners is limited. To utilize Veterans Affairs (VA) electronic medical record information through a data warehouse to quantify clinical exposures during an inpatient internal medicine rotation. We queried the VA clinical data warehouse for the patients encountered by each learner completing an acting internship rotation at the Cleveland VA Medical Center from July 2008 to November 2011. We then used discharge summary information to identify team exposures-patients seen by the learner's inpatient team who were not primarily assigned to the learner. Based on the learner and team exposures, we complied lists of past medical problems, medications prescribed, laboratory tests that resulted, radiology evaluated, and primary discharge diagnoses. Primary learner and team-based clinical exposures were evaluated for a total of 128 acting internship students. The percentage of learners who had a primary exposure to a medication/lab value/imaging result/diagnosis was calculated. The percentage of learners with at least 1 primary or team-based exposure to an item was also calculated. The most common exposures in each category are presented. Analysis of the clinical exposures during an inpatient rotation can augment the ability of educators to understand learners' experiences. These types of analyses could provide information to improve learner experience, implement novel curricula, and address educational gaps in clinical rotations. © 2014 Society of Hospital Medicine.